scholarly journals Hiding in the classroom: How neo-Nazi leaders prepare their children for schooling

2021 ◽  
pp. 175774382110246
Author(s):  
Christer Mattsson
Keyword(s):  
Democratic Education ◽  
Focal Point ◽  
Democratic Society ◽  
Negative Experiences ◽  
Children's Schooling

As part of the general curricular ambitions of contributing to the development of a democratic society, Swedish schools are mandated to actively combat racism and extremism. This causes particular challenges when teachers encounter students who have been brought up in environments where racist and extremist worldviews dominate. This study analyses four Swedish neo-Nazi leaders’ experiences of schooling and how they have utilised these experiences when establishing an approach for their children’s schooling. The focal point of the analysis is the ideological dilemmas that arise from clashes of conviction among neo-Nazi leaders, their children and the teachers. The results show how neo-Nazi leaders use their own negative experiences of schooling to prepare their children on how to escape both democratic education and prevent social stigmatisation.

Patients' Views of Therapeutic Action in Psychoanalytic Group Psychotherapy

2009 ◽  
Vol 42 (2) ◽  
pp. 120-142 ◽  
Author(s):  
Lena Johansson ◽  
Andrzej Werbart
Keyword(s):  
Group Psychotherapy ◽  
Focal Point ◽  
Real Life ◽  
Theoretical Models ◽  
Therapeutic Action ◽  
Structured Interviews ◽  
Negative Experiences ◽  
Therapy Termination ◽  
Patient’S Experience ◽  
Group Members

Patients' views of curative and hindering factors in psychoanalytic group psychotherapy are explored, starting with semi-structured interviews with 28 young adult patients at therapy termination. Using grounded theory methodology, a theoretical model of therapeutic action is constructed, elucidating the interactions between positive and negative experiences in the group. The focal point appears to be the patient's experience of their own activity within the context of the group as whole, leading to increased self-knowledge and improved handling of emotions. The positively experienced change is also affected by people outside of therapy and real life events. The patients ascribed most frequent hindering factors to the absence of their own action to other group members and to the therapeutic frames. In contrast to therapist-based theoretical models, positive experience in the group leads patients to minimize the therapist's role, while negative experiences lead patients to want a more active therapist.

scholarly journals Redefiniendo la autoridad en el aula.Posibilidades para una educación democrática (Re-defining the authority in the classroom. Possibilities for a democratic education)

Retos ◽  
2015 ◽  
pp. 41-44
Author(s):  
José Juan Barba Martín
Keyword(s):  
Physical Education ◽  
Subject Matter ◽  
Democratic Education ◽  
Social Institutions ◽  
Democratic Society ◽  
Social Changes ◽  
Absolute Power ◽  
The Social ◽  
The Absolute

La escuela siempre camina por detrás de la sociedad. Primero se producen los cambios sociales y, posteriormente, los cambios en lasestructuras que permiten mantener la sociedad, como es el caso de las escuelas y los institutos. Hace años que en la sociedad Española se implantó lademocracia como forma de gobierno, pero en el caso de las escuelas parece que la situación de poder casi absoluto del profesorado se perpetúa. En lassiguientes páginas se realiza una crítica sobre la autoridad en el aula. En un primer momento tratando de comprender qué es la autoridad y de qué formasse manifiesta. A continuación, se presentan prácticas pedagógicas que pueden ayudar a hacer de la Educación Física un área más democrática.Abstract: The school always walks behind society. First come the social changes, then changes in the social institutions follow, like in the case of theschools. Years ago, Spain became a democratic society; yet, in its schools, the absolute power of the faculty is still perpetuated. In the following pages,I criticise autocratic authority in the classroom in an attempt to understand what authority is in what ways it manifests itself. Next, I introduce practicalpedagogical suggestions that may help make Physical Education a more democratic subject matter.

scholarly journals A New Conatus for the New World: Dewey’s Response to Perfectionist Conceptions of Democratic Education

Conatus ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 237
Author(s):  
Jasmin Özel ◽  
David Beisecker ◽  
Joe Ervin
Keyword(s):  
New World ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
Democratic Society ◽  
Educational Institutions ◽  
Educational Thought ◽  
Theory Of Education ◽  
Specific Community ◽  
Democratic Ideals ◽  
The Individual

We argue for a reconsideration of the claim that Spinoza’s perfectionist conception of education was ushering in a form of radical humanism distinctly favorable to democratic ideals. With the rise of democratic societies and the corresponding need to constitute educational institutions within those societies, a more thoroughgoing commitment to democratic social ideals arose, first and foremost in American educational thought. This commitment can be seen especially in Dewey’s philosophy of education. Specifically, Dewey and Spinoza had strikingly distinct conceptions of the overall aims of schooling. While Spinoza takes the aim of education to be the perfection of a student’s original nature, Dewey takes education to involve the collective acquisition of an additional nature, reflecting the norms and expectations of one’s specific community. In this paper, we juxtapose these two distinct conceptions of education alongside one another, with an eye towards illuminating the limitations of a perfectionist theory of education for the individual, as we find it in Spinoza, within a democratic society.

scholarly journals Granting learners an authentic voice in the mathematics classroom for the benefit of both the teacher and the learner

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Herbert B. Khuzwayo ◽  
Sarah Bansilal
Keyword(s):  
Mathematical Knowledge ◽  
Democratic Education ◽  
Mathematics Classroom ◽  
Mathematical Knowledge For Teaching ◽  
Democratic Society ◽  
Shared Understanding ◽  
Knowledge For Teaching ◽  
Opportunities For Learning ◽  
Authentic Voice ◽  
The Right

An important aspect of democratic education is the value it places on providing spaces for disagreement and argument as opportunities for learning. This is unlike an ‘occupation of the minds’ philosophy, which denies people the right to see alternatives. In this article we explore one aspect of this area of democratic education: the issue of providing opportunities for learners’ voices. We acknowledge the importance of this, even if the voices are dissenting; such dissent is important for teachers to learn more about the learners. We subsequently look at the kind of listening that a teacher can do in order to learn, and consider some cases from literature about teachers who struggle to listen and what happens when they learn to listen to their learners. Finally, we argue that a perspective aligned with preparing learners to contribute to a democratic society advises a rethink of the construct of mathematical knowledge for teaching. By learning how to listen in a respectful manner and as part of a negotiation and co-evolution of shared understanding, teachers can deepen and shift their understanding of mathematics, their understanding of learners and their understanding of their own learning.

scholarly journals MATTHEW LIPMAN’S PRAGMATISM THE RELEVANCE OF PHILOSOPHY FOR CHILDREN (P4C) TO CHILDREN’S EDUCATION IN MALAYSIA

2020 ◽  
Vol 3 (1) ◽  
pp. 167
Author(s):  
Salma binti Ismail
Keyword(s):  
College Students ◽  
Basic Principle ◽  
Community Of Inquiry ◽  
Democratic Society ◽  
Teaching Philosophy ◽  
Philosophy For Children ◽  
Negative Experiences ◽  
Children's Education ◽  
Children’S Education ◽  
Life Education

Matthew Lipman’s pragmatism, built and developed “Community of inquiry” (CI) in “Philosophy for Children” (P4C) starting from negative experiences while teaching philosophy to college students in the late 60's. P4C success- fully becomes part of the solution and developed in the community. P4C can not only be material for children’s education but also can be a basic principle of value edu- cation and life education for children. Through the Socra- tic Method, children have the ability to express opinions and think critically; these two abilities are very impor- tant in the process of philosophizing. In P4C, the children learn to think and make their own decisions without being enslaved by dogmatic thinking or relativism. These abilities are very important to be able to live in harmony and develop in a plural and democratic society such as Malaysia.

Integrating perspectives: How the development of second-personal competence lays the foundation for a second-personal morality

2020 ◽  
Vol 43 ◽  
Author(s):  
John Corbit ◽  
Chris Moore
Keyword(s):  
Empirical Evidence ◽  
Developmental Process ◽  
Focal Point ◽  
Personal Information ◽  
Personal Competence ◽  
Triadic Interactions ◽  
Personal Morality ◽  
Integrative Process

Abstract The integration of first-, second-, and third-personal information within joint intentional collaboration provides the foundation for broad-based second-personal morality. We offer two additions to this framework: a description of the developmental process through which second-personal competence emerges from early triadic interactions, and empirical evidence that collaboration with a concrete goal may provide an essential focal point for this integrative process.

CBED Shadow Images and Cs:Aberration Measurement

1982 ◽  
Vol 40 ◽  
pp. 696-697
Author(s):  
R. W. Carpenter ◽  
I.Y.T. Chan ◽  
J. M. Cowley
Keyword(s):  
Focal Point ◽  
Spherical Aberration ◽  
Optic Axis ◽  
Wide Angle ◽  
Caustic Surface ◽  
Convergent Beam

Wide-angle convergent beam shadow images(CBSI) exhibit several characteristic distortions resulting from spherical aberration. The most prominent is a circle of infinite magnification resulting from rays having equal values of a forming a cross-over on the optic axis at some distance before reaching the paraxial focal point. This distortion is called the tangential circle of infinite magnification; it can be used to align and stigmate a STEM and to determine Cs for the probe forming lens. A second distortion, the radial circle of infinite magnification, results from a cross-over on the lens caustic surface of rays with differing values of ∝a, also before the paraxial focal point of the lens.

Electrostatic optics and aberration correction in the 1940s and today

1992 ◽  
Vol 50 (1) ◽  
pp. 6-7
Author(s):  
Gertrude F. Rempfer
Keyword(s):  
Electron Microscope ◽  
Focal Point ◽  
Focal Length ◽  
High Vacuum ◽  
Electron Optics ◽  
Applied Physics ◽  
Electrostatic Lenses ◽  
Commercial Instrument ◽  
The University ◽  
Theory And Experiment

I became involved in electron optics in early 1945, when my husband Robert and I were hired by the Farrand Optical Company. My husband had a mathematics Ph.D.; my degree was in physics. My main responsibilities were connected with the development of an electrostatic electron microscope. Fortunately, my thesis research on thermionic and field emission, in the late 1930s under the direction of Professor Joseph E. Henderson at the University of Washington, provided a foundation for dealing with electron beams, high vacuum, and high voltage.At the Farrand Company my co-workers and I used an electron-optical bench to carry out an extensive series of tests on three-electrode electrostatic lenses, as a function of geometrical and voltage parameters. Our studies enabled us to select optimum designs for the lenses in the electron microscope. We early on discovered that, in general, electron lenses are not “thin” lenses, and that aberrations of focal point and aberrations of focal length are not the same. I found electron optics to be an intriguing blend of theory and experiment. A laboratory version of the electron microscope was built and tested, and a report was given at the December 1947 EMSA meeting. The micrograph in fig. 1 is one of several which were presented at the meeting. This micrograph also appeared on the cover of the January 1949 issue of Journal of Applied Physics. These were exciting times in electron microscopy; it seemed that almost everything that happened was new. Our opportunities to publish were limited to patents because Mr. Farrand envisaged a commercial instrument. Regrettably, a commercial version of our laboratory microscope was not produced.

A confocal laser scanning microscope for fluorescence and reflection at video rates

1989 ◽  
Vol 47 ◽  
pp. 134-135
Author(s):  
P.M. Houpt ◽  
A. Draaijer
Keyword(s):  
Light Source ◽  
Laser Scanning ◽  
Focal Point ◽  
Confocal Laser Scanning Microscope ◽  
Confocal Laser ◽  
Point Light Source ◽  
Volume Of Interest ◽  
Ion Laser ◽  
Point Light ◽  
Point Detector

In confocal microscopy, the object is scanned by the coinciding focal points (confocal) of a point light source and a point detector both focused on a certain plane in the object. Only light coming from the focal point is detected and, even more important, out-of-focus light is rejected.This makes it possible to slice up optically the ‘volume of interest’ in the object by moving it axially while scanning the focused point light source (X-Y) laterally. The successive confocal sections can be stored in a computer and used to reconstruct the object in a 3D image display.The instrument described is able to scan the object laterally with an Ar ion laser (488 nm) at video rates. The image of one confocal section of an object can be displayed within 40 milliseconds (1000 х 1000 pixels). The time to record the total information within the ‘volume of interest’ normally depends on the number of slices needed to cover it, but rarely exceeds a few seconds.

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