A “Participatory School” in Iran: A Bottom-Up Learning Approach in a Top-Down Education System

2021 ◽  
pp. 001312452110484
Author(s):  
Bahar Manouchehri ◽  
Edgar A. Burns
Keyword(s):  
Learning Approach ◽  
Top Down ◽  
Bottom Up ◽  
Approach To Learning ◽  
One Dimensional ◽  
Educational Structure ◽  
Child Centered ◽  
First Time ◽  
The Voice ◽  
Type Of School

This article discusses how a bottom-up approach to learning can be positioned within a top-down educational structure. For the first time, Iran’s educational system has witnessed a shift from a one-dimensional teacher-centered approach to the triangular student-facilitator-parent approach. While the majority of children’s participative activities in Iran have pedagogical functions, the participatory type of school was established to prioritize the voice of students. Through an analysis of interviews in a study of participatory schooling in Iran, this research identified several similarities and contradictions in terms of children’s inclusion between the theoretical framework and philosophy of democratic and child-centered school with the conventional Iranian one. The contribution of this article is to highlight how the socio-political features of the context can influence the structure and approach to education and effectiveness of inclusion. This approach to learning can be significant in societies where child integration has not yet found its meaningful position in schools.

Integrating Top-Down and Bottom-Up Adaptation Planning to Build Adaptive Capacity: A Structured Learning Approach

2015 ◽  
Vol 43 (4) ◽  
pp. 346-364 ◽  
Author(s):  
J. R. A. Butler ◽  
R. M. Wise ◽  
T. D. Skewes ◽  
E. L. Bohensky ◽  
N. Peterson ◽  
...  
Keyword(s):  
Adaptive Capacity ◽  
Adaptation Planning ◽  
Structured Learning ◽  
Learning Approach ◽  
Top Down ◽  
Bottom Up

scholarly journals Combined Bottom-Up and Top-Down Approach for Highly Ordered One-Dimensional Composite Nanostructures for Spin Insulatronics

2021 ◽  
Author(s):  
Gopal Datt ◽  
Ganesh Kotnana ◽  
Ramu Maddu ◽  
Örjan Vallin ◽  
Deep Chandra Joshi ◽  
...  
Keyword(s):  
Top Down ◽  
Bottom Up ◽  
Composite Nanostructures ◽  
One Dimensional

scholarly journals Some (Dis)Assembly Required

2020 ◽  
Vol 26 (1) ◽  
Author(s):  
Derek Remeš
Keyword(s):  
Eighteenth Century ◽  
Complete Picture ◽  
Voice Leading ◽  
Top Down ◽  
Bottom Up ◽  
Keyboard Improvisation ◽  
First Time ◽  
The Ideal

In 2010, researchers at the Bach-Archiv Leipzig rediscovered a manuscript treatise by the central German organist and theorist Jacob Adlung titled “Anweisung zum Fantasieren” (Instruction in Improvisation), dating from c. 1726–27. The treatise, which is investigated here for the first time in print, contains twenty-eight typical baroque voice-leading patterns. Although Adlung demonstrates the variation of these patterns in detail, he remains largely silent regarding their concatenation into larger structures. Two publications by Adlung’s south-German contemporary Johann Vallade represent the ideal complement to Adlung’s treatise, since both authors rely on the principle of modularity, but in a reciprocal manner: Adlung demonstrates and varies individual patterns (a bottom-up approach), while Vallade begins with complete pieces and breaks them into smaller parts (a top-down approach). Thus I suggest that Vallade’s pieces can be productively understood as models for the concatenation of Adlung’s patterns—a sort of missing appendix to Adlung’s instruction. By viewing these authors’ methods as complementary, we gain a more complete picture of how keyboard improvisation and composition were taught in the eighteenth century, which has important implications for historically informed analysis.

scholarly journals BOTTOM-UP AND TOP-DOWN LISTENING PROCESSES WITHIN COGNITIVE CONSTRUCTIVIST LEARNING THEORY

Prominent ◽  
2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Titis Sulistyowati
Keyword(s):  
Language Skills ◽  
Constructivist Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Approach ◽  
Top Down ◽  
Constructivist Learning Theory ◽  
Bottom Up ◽  
Language Competence ◽  
New Knowledge

The attention in Listening processes has switched from the text to the listener, from the process of identification to the process of understanding, and from the decontextualized memorization of definitions to developing language competence of students. This conception is then supported by the theory of congnitive constructivism which sees learning as the process of constructing new knowledge. This paper aims to explore activities which can be applied to develop listening language skills in a context of authentic learning within constructivist learning approach. The learning activity will be based on the features of constructivism which views learning as an active process and knowledge is not absorbed passively but it is invented by the learners. By integrating the top-down and bottom-up listening processes and cognitive constructifist learning activities, this process will facilitate students in elaborating their previous knowledge and constructing new knowledge.

Psychology and Culture: Top Down Versus Bottom Up?

PsycCRITIQUES ◽  
2005 ◽  
Vol 50 (19) ◽  
Author(s):  
Michael Cole
Keyword(s):  
Top Down ◽  
Bottom Up
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