scholarly journals Creativity as a Stepping Stone towards Developing Other Competencies in Classrooms

2017 ◽  
Vol 2017 ◽  
pp. 1-9 ◽  
Author(s):  
Niluphar Ahmadi ◽  
Maud Besançon
Keyword(s):  
21St Century ◽  
Classroom Practices ◽  
The Other ◽  
Classroom Context ◽  
Everyday Practices ◽  
21St Century Skill ◽  
Teaching For Creativity ◽  
Key Competencies ◽  
Teachers Training ◽  
School Curricula

Creativity, as a 21st-century skill, has gained more interest these past years and has become one of the key competencies to be implemented in classrooms. However, some studies highlight teachers’ difficulties to integrate it in a classroom context. For instance, introducing creativity in overloaded school curricula may be a hindrance to developing it. Teachers have to implement other 21st-century competencies (the 4Cs) at the same time as well. These educational objectives can be considerable in terms of time and means for teachers and thus do not encourage them to develop these competencies. The purpose of this article is to present links, essentially theoretical, made by researchers between creativity and other 21st-century skills (e.g., critical thinking, metacognition, and collaboration). We considered that if creativity shares some characteristics with other competencies, it can be possible that, by applying only a teaching-for-creativity approach in classroom, we can also contribute to developing the other “C” as well. So choosing only creativity can be a way for teachers to develop their pupils’ skills without falling behind in their curriculum. In this article, we will also discuss our hypothesis taking into account limits from teachers’ classroom practices. Teachers’ training, evaluation, and everyday practices will be considered.

Kecakapan Hidup Abad Ke-21 dalam Tokoh Utama Dongeng Jawa Timur Kajian Antropologi Sastra

2020 ◽  
Vol 13 (2) ◽  
pp. 168
Author(s):  
Rian Damariswara
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Fairy Tales ◽  
Life Skills ◽  
Fairy Tale ◽  
Good Life ◽  
The Other ◽  
Main Character ◽  
Data Source ◽  
Creativity And Innovation

ABSTRAKTokoh utama dalam dongeng Jawa Timur memiliki sisi lain yang perlu diungkap. Sisi lain tersebut, yakni kecakapan hidup yang dimiliki tokoh utama dalam menyelesaikan masalah yang dihadapinya. Kecakapan hidup tersebut, memiliki relevansi dengan kecakapan hidup di abad ke-21. Jadi, dengan menganalisis kecakapan hidup tokoh utama secara otomatis peneliti dan pembaca dapat mengetahui bahwa tokoh-tokoh dongeng yang terdapat di Jawa Timur memiliki budaya hidup yang baik untuk dijadikan contoh dan motivasi.Untuk mengungkap kecakapan hidup abad ke-21 pada tokoh utama dongeng Jawa Timur menggunakan kajian antropologi sastra.Penelitian ini termasuk deskriptif kualitatif. Sumber data adalah teks dongeng Jawa Timur. Teknik yang digunakan adalah studi dokumenter. Kecakapan hidup abad ke-21 yang ditemukan pada dongeng Jawa Timur sebagai berikut. Pertama, berpikir kritis dan pemecahan masalah. Semua tokoh utama dalam dongeng memiliki pemikiran kritis sehingga dapat memecahkan masalah. Kedua, kreativitas dan inovasi yang ditemukan yakni jenis pengembangan dan sintesis. Inovasi pengembangan yang ditemukan adalah adanya alat bajak sawah dari batu menjadi kayu dan ditarik sapi serta dapat dipergunakan sebagai sarana hiburan. Alat tersebut diberi nama karapan sapi.  Inovasi sintesis adalah menggabungkan segala sesuatu yang dimiliki untuk dijadikan sesuatu yang baru. Seperti pada dongeng Asal Mula Reog Ponorogo,yakni menggabungkan kepala tokoh Singabarong dengan burung merak sehingga dinamakan reog ponorogo. Ketiga, kolaborasi antaranggota dan pemimpin dengan bawahan. Keempat, komunikasi yakni berupa diskusi, pengarahan, berkeluh kesah, dan perintah.Kata kunci: Kecakapan hidup abad ke-21, Tokoh utama, DongengABSTRACTThe main character in the East Java fable has another side that needs to be revealed. The other side, namely the life skills possessed by the main character in solving the problems they face. Life skills, have relevance to 21st century life skills. Therefore, by analyzing the life skills of the main characters automatically the researcher and reader can find out that the fairy tale figures in East Java which have a good life culture to be used as an example and motivation. To uncover 21st century life skills in the main characters of the East Javanese fable, the study of literary anthropology is used. This research is descriptive qualitative. The data source is the text of a fairy tale in East Java. The technique used is documentary study. The 21st century life skills found in the East Java fable are as follows. First, critical thinking and problem solving. All the main characters in fairy tales have critical thinking so they can solve problems. Second, the creativity and innovation found are types of development and synthesis. Development innovation that was found was the existence of a rice plow from stone to wood and pulled by cows and could be used as a means of entertainment. The tool is named Karapan Sapi. Synthesis of innovation is to combine everything that is owned to be something new. As in the fable of Reog Ponorogo, which combines the head of the Singabarong character with a peacock so it is called Reog Ponorogo. Third, collaboration between members and leaders with subordinates. Fourth, communication in the form of discussion, direction, complaints, and orders.Keyword: 21st century life skills, The main character, Fairy tale

The Political Impact of Affective Polarization: How Partisan Animus Shapes COVID-19 Attitudes

2020 ◽  
Author(s):  
James Druckman ◽  
Samara Klar ◽  
Yanna Krupnikov ◽  
Matthew Levendusky ◽  
John B. Ryan
Keyword(s):  
21St Century ◽  
American Politics ◽  
The Other ◽  
Policy Discourse ◽  
The Political ◽  
The Novel ◽  
Political Impact ◽  
Novel Coronavirus ◽  
Citizens Attitudes

Affective polarization is a defining feature of 21st century American politics—partisans harbor considerable dislike and distrust of those from the other party. Does this animus have consequences for citizens’ opinions? Such effects would highlight not only the consequences of polarization, but also shed new light onto how citizens form preferences more generally. Normally, this question is intractable, but the outbreak of the novel coronavirus allows us to answer it. We find that affective polarization powerfully shapes citizens’ attitudes about the pandemic, as well as the actions they have taken in response to it. However, these effects are conditional on the local severity of the outbreak, as the effects decline in areas with high caseloads—threat vitiates partisan reasoning. Our results clarify that closing the divide on important issues requires not just policy discourse but also attempts to reduce inter-partisan hostility.

THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER

2020 ◽  
pp. 57-72
Author(s):  
Nadiia Ponomareva
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Systems Analysis ◽  
Web Technologies ◽  
Key Competencies ◽  
Teachers Training ◽  
Technology Specialists ◽  
Further Development

As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

Of Promise and Peril: Doctoral Study in Public Administration in the 21st Century

Public Voices ◽  
2016 ◽  
Vol 12 (2) ◽  
pp. 73
Author(s):  
John R Phillips
Keyword(s):  
Faculty Member ◽  
Public Administration ◽  
Doctoral Students ◽  
21St Century ◽  
Colleges And Universities ◽  
First Century ◽  
The Other ◽  
Extensive Experience ◽  
Doctoral Study ◽  
Recent Graduate

The author, a recent graduate of the Doctor in Public Administration program, shares his thoughts about what it means to study public administration in the twenty-first century. He hopes his insights, born out of more than a forty year-long career in the field—decades of work in colleges and universities as a faculty member, dean, provost, vicepresident, and acting president, as well as his extensive experience in teaching public administration at the graduate and undergraduate levels—will help doctoral students in their academic pursuits. More specifically, he hopes that his remarks will make Ph.D. students think more deeply about the promise of their endeavors and, on the other hand, give them advance warning about perils of the process and ways to avoid them.

scholarly journals Development of 21st Century Skill Scales as Perceived by Students

2015 ◽  
Vol 191 ◽  
pp. 737-741 ◽  
Author(s):  
Namthip Ongardwanich ◽  
Sirichai Kanjanawasee ◽  
Chanatip Tuipae
Keyword(s):  
21St Century ◽  
21St Century Skill

The image of a modern shaman. A literary example of Ida Brzezińska

2021 ◽  
Vol 37 (2) ◽  
pp. 117-134
Author(s):  
Angelika Moskal
Keyword(s):  
21St Century ◽  
Popular Literature ◽  
The Other ◽  
The World ◽  
Evil Spirits ◽  
The Dead ◽  
The Way

Abstract: The shaman figure is most often associated with primitive communities, inhabiting, among others Siberia. The shaman plays one of the most important roles in them - he is an intermediary between the world of people and the world of spirits. Responds to, among others for the safe passage of souls to the other side and protects her from evil spirits. However, is there room for representatives of this institution in contemporary Polish popular literature? How would they find themselves in the 21st century? The article aims to show the interpretation of the shaman on the example of Ida Brzezińska, the heroine of the books of Martyna Raduchowska. I intend to introduce the role and functions of the „shaman from the dead”, juxtaposing the way Ida works (including reading sleepy margins from a rather unusual dream catcher, carrying out souls and the consequences that await in the event of failure or making contact with the dead) with the methods described by scholars shamans. The purpose of the work is to show how much Raduchowska tried to adapt shamanism in her work by modernizing it, and how many elements she added from herself to make the story more attractive.

Wonder, Horror, Mystery: Letters on Cinema and Religion in Malick, Von Trier, and Kieślowski

2021 ◽  
Author(s):  
Morgan Meis ◽  
J.M. Tyree
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Film Theory ◽  
The Other ◽  
Life Meaning ◽  
Late 20Th Century ◽  
Early 21St Century ◽  
Lars Von Trier ◽  
Creative Writer ◽  
Film Critic

Wonder, Horror, Mystery is a dialogue between two friends, both notable arts critics, that takes the form of a series of letters about movies and religion. One of the friends, J.M. Tyree, is a film critic, creative writer, and agnostic, while the other, Morgan Meis, is a philosophy PhD, art critic, and practicing Catholic. The question of cinema is raised here in a spirit of friendly friction that binds the personal with the critical and the spiritual. What is film? What’s it for? What does it do? Why do we so intensely love or hate films that dare to broach the subjects of the divine and the diabolical? These questions stimulate further thoughts about life, meaning, philosophy, absurdity, friendship, tragedy, humor, death, and God. The letters focus on three filmmakers who challenged secular assumptions in the late 20th century and early 21st century through various modes of cinematic re-enchantment: Terrence Malick, Lars von Trier, and Krzysztof Kieślowski. The book works backwards in time, giving intensive analysis to Malick’s To The Wonder (2012), Von Trier’s Antichrist (2009), and Kieślowski’s Dekalog (1988), respectively, in each of the book’s three sections. Meis and Tyree discuss the filmmakers and films as well as related ideas about philosophy, theology, and film theory in an accessible but illuminating way. The discussion ranges from the shamelessly intellectual to the embarrassingly personal. Spoiler alert: No conclusions are reached either about God or the movies. Nonetheless, it is a fun ride.

scholarly journals What Are the 21st-Century Skills for Pre-service Science and Mathematics Teachers: Discussion in the Context of Defined 21st-Century Skills, Self-skills and Education Curricula

2021 ◽  
Vol 7 (1) ◽  
pp. 92
Author(s):  
Gülcan Mıhladız Turhan ◽  
Işıl Açık Demirci
Keyword(s):  
Mathematics Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Cognitive Skills ◽  
Phenomenological Study ◽  
Service Science ◽  
21St Century Skill ◽  
And Mathematics ◽  
Knowledge Usage ◽  
Science And Mathematics Teachers

The study aimed to determine the characteristics of pre-service teachers’ 21st-century skill concepts and their compatibility with the contemporary 21st-century skill lists, 21st-century self-skills and to compare and discuss, in terms of curricula and their fields. 71 pre-service science and 59 pre-service mathematics teachers were participated this phenomenological study. The statements by the participants were transformed into codes. These codes were categorized based on the framework for the 21st century skills. 21st-century skills codes with contemporary concepts relating to subcategories like “cognitive skills”, “process skills”, “communication and collaboration skills”, “initiative and self-direction skills”, “career skills”, and “technology knowledge/usage/production skills” indicate that teacher candidates are knowledgeable about 21st-century skills. Also the study found out that the greatest effects on the 21st-century skills of pre-service science and mathematics teachers are the curricula and the education they are taught. In this context, this research was based on the belief that determining the influence of pre-service teachers’ out-of-school and in-school trainings, their curricula, branches, etc. on their 21st-century skills will be guiding in terms of organizing curricula and environments of education.

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