scholarly journals Teaching at Holocaust memorial sites: Swedish teachers’ understanding of the educational values of visiting Holocaust memorial sites

2021 ◽  
Vol 13 (1) ◽  
pp. 43-57
Author(s):  
Ola Flennegård ◽  
Christer Mattsson
Keyword(s):  
Critical Discourse Analysis ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Educational Values ◽  
Holocaust Memorial ◽  
The Social ◽  
The Holocaust ◽  
Memorial Sites ◽  
Subject Making

The present article focuses on teaching and learning about the Holocaust in Sweden, conducted as study trips to Holocaust memorial sites. Although about a quarter of Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, this study is the first to examine these Swedish study trips. Since there are no centralised systems for arranging these study trips, this study regards dedicated teachers as the main stakeholders. By deploying critical discourse analysis of transcripts of nine in-depth interviews with teachers, the study terms the discursive order of the teachers’ talk about the study trips ritual democratic catharsis. The teachers’ two main purposes are the use of the study trips as a vehicle for the social dynamics in the group to evolve in order to promote personal growth among the students, and the students’ learning about democracy and human rights. Their overarching didactic strategy of focusing on the suffering of the victims is meant to evoke empathy among the students, but lacks an explanatory aim. The study critically points out the teachers’ unreflected relationship to historiographic Holocaust content as a subject, making their teaching vulnerable to contemporary political influences, jeopardising the democratic purpose of these trips.

scholarly journals Social constructivism in the field of education and learning

2011 ◽  
Vol 43 (2) ◽  
pp. 177-194
Author(s):  
Jovana Milutinovic
Keyword(s):  
Social Constructivism ◽  
Teaching And Learning ◽  
School Context ◽  
Deep Understanding ◽  
Educational Practice ◽  
Theory And Practice ◽  
Educational Values ◽  
The Social ◽  
Constructivist Perspective ◽  
Context Of Learning

Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.

scholarly journals Higher education leadership responses applied in two South African comprehensive universities during the COVID-19 pandemic: A critical discourse analysis

2021 ◽  
Vol 6 ◽  
Author(s):  
Kamvalethu Kele ◽  
Pedro Mzileni
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Justice ◽  
Critical Discourse Analysis ◽  
South African ◽  
Narrative Analysis ◽  
Teaching And Learning ◽  
Comprehensive Universities ◽  
The Social ◽  
Social Justice Theory

Background: This article explored the leadership responses that were used by two comprehensive universities in South Africa (Nelson Mandela University and University of Johannesburg) during the coronavirus disease 2019 (COVID-19) pandemic in continuing with the rolling out of their teaching and learning programmes safely and digitally under disruptive conditions.Aim: Whilst universities in the developing world such as South Africa were expected to face challenges during the pandemic, this article showed that the leadership executives and general staff in two of its large universities, instead, crafted equitable and flexible improvisations to overcome the social challenges that could have posed a threat to their academic project.Setting: The selection of these two specific universities provided a unique opportunity to engage with comprehensive, massified and post-merger former Technikon-university institutions that mainly cater for working-class students.Methods: The social justice theory was utilised to frame the study, whilst critical narrative analysis was the methodology.Results: This research reveals that South African comprehensive universities possess capacity to adapt and innovate in the middle of an institutional crisis using their flexible systems and agile personnel to drive the academy under such circumstances. The study also reveals that the process of social justice is full of contradictions. As the universities created equitable measures to assist underprivileged students, these measures also generated injustices for others.Conclusion: This generated admirable and productive systematic traits to observe about some of our universities, as the South African higher education sector continued to engage with difficult conversations such as transformation.

scholarly journals TECNOLOGIAS EDUCACIONAIS: representações sociais de professores indígenas em formação

2019 ◽  
Vol 5 (5) ◽  
pp. 983-998
Author(s):  
Aldrin Cleyde da Cunha ◽  
Janielle da Silva Melo da Cunha
Keyword(s):  
Personal Growth ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Social Representations ◽  
Indigenous Communities ◽  
Educational Technologies ◽  
Palabras Clave ◽  
The Social ◽  
And Mathematics ◽  
Indigenous Teachers

Os professores indígenas enfrentam diariamente o desafio de transpor o conteúdo de Ciências e Matemática, dentro do contexto cultural de suas comunidades indígenas. Cabe ressaltar que, com o auxílio de algumas das tecnologias educacionais, os professores indígenas poderiam contextualizar o ensino de Ciências e Matemática ao modo de ser e viver de sua comunidade. Esta pesquisa teve como objetivo descrever e analisar as representações sociais dos acadêmicos indígenas sobre o uso das tecnologias educacionais para o ensino e aprendizagem de ciências e matemática na formação inicial de professores indígenas. Utilizou-se a aplicação de entrevistas onde, os dados foram analisados qualitativa e quantitativamente utilizando-se a metodologia do discurso do sujeito coletivo (DSC) e o software QualiquantiSoft. Concluímos com os resultados construídos pelos DSC que as tecnologias educacionais representam uma ferramenta importante tanto no processo de ensino e aprendizagem, quanto para crescimento profissional e pessoal dos professores indígenas em formação.   PALAVRAS-CHAVE: Interculturalidade. Transdiciplinaridade. Ensino de ciências e matemática.     ABSTRACT Indigenous teachers face daily the challenge of transposing the content of Science and Mathematics within the cultural context of their indigenous communities. It should be noted that, with the help of some of the educational technologies, indigenous teachers could contextualize the teaching of Science and Mathematics to the way of being and living in their community. This research aimed to describe and analyze the social representations of indigenous scholars about the use of educational technologies for the teaching and learning of science and mathematics in the initial formation of indigenous teachers. It was used the interviews where the data were analyzed qualitatively and quantitatively using the methodology of the discourse of the collective subject (DSC) and the software QualiquantiSoft. We conclude from the results built by DSC that educational technologies represent an important tool both in the teaching and learning process and in the professional and personal growth of the indigenous teachers in formation.   KEYWORDS: Interculturality. Transdisciplinarity. Teaching science and mathematics.     RESUMEN Los maestros indígenas enfrentan diariamente el desafío de transponer el contenido de la ciencia y las matemáticas dentro del contexto cultural de sus comunidades indígenas. Es de destacar que, con la ayuda de algunas de las tecnologías educativas, los maestros indígenas podrían contextualizar la enseñanza de las ciencias y las matemáticas a la forma de ser y vivir en su comunidad. Esta investigación tuvo como objetivo describir y analizar las representaciones sociales de académicos indígenas sobre el uso de tecnologías educativas para la enseñanza y el aprendizaje de las ciencias y las matemáticas en la formación inicial de maestros indígenas. Las entrevistas se aplicaron donde los datos se analizaron cualitativa y cuantitativamente utilizando la metodología del discurso del sujeto colectivo (DSC) y el software QualiquantiSoft. Concluimos con los resultados construidos por el DSC que las tecnologías educativas representan una herramienta importante tanto en el proceso de enseñanza y aprendizaje, como para el crecimiento profesional y personal de los docentes indígenas en formación.   PALABRAS CLAVE: Interculturalidad. Transdisciplinariedad. Educación en ciencias y matemáticas.

The Impact of Jewish-Arab Intercultural Encounters and the Discourse of the Holocaust on Mutual Perceptions

2016 ◽  
pp. 166-189 ◽  
Author(s):  
Ben Mollov ◽  
Chaim Lavie
Keyword(s):  
Peace Education ◽  
Relationship Building ◽  
Intercultural Dialogue ◽  
Holocaust Memorial ◽  
The Holocaust ◽  
Intercultural Encounters ◽  
European Jewish ◽  
Memorial Sites ◽  
The Impact ◽  
State Of Israel

This chapter will focus on two main approaches connected to seeking to advance both Jewish-Arab relations in the State of Israel and between Israelis and Palestinians with emphasis on inter-religious and intercultural dimensions for dialogue and peace education. Based on both qualitative and quantitative assessments, these approaches focus: (1) on the impact of intercultural dialogue encounters between Israelis and Palestinians, and Arabs and Jews within Israel in a number of venues for mutual perception change; and (2) the possibilities of joint Jewish-Arab study of the European Jewish Holocaust and a visit to Holocaust memorial sites in Poland as a vehicle for dialogue and constructive relationship building. Based on both theory and case studies it will be contended that such inter-religious/intercultural encounters along with a focus on the discourse of the Holocaust, can if properly framed help to promote more positive Jewish-Arab mutual perceptions and advance efforts for peace education.

The Impact of Jewish-Arab Intercultural Encounters and the Discourse of the Holocaust on Mutual Perceptions

2020 ◽  
pp. 78-101
Author(s):  
Ben Mollov ◽  
Chaim Lavie
Keyword(s):  
Peace Education ◽  
Relationship Building ◽  
Intercultural Dialogue ◽  
Holocaust Memorial ◽  
The Holocaust ◽  
Intercultural Encounters ◽  
European Jewish ◽  
Memorial Sites ◽  
The Impact ◽  
State Of Israel

This chapter will focus on two main approaches connected to seeking to advance both Jewish-Arab relations in the State of Israel and between Israelis and Palestinians with emphasis on inter-religious and intercultural dimensions for dialogue and peace education. Based on both qualitative and quantitative assessments, these approaches focus: (1) on the impact of intercultural dialogue encounters between Israelis and Palestinians, and Arabs and Jews within Israel in a number of venues for mutual perception change; and (2) the possibilities of joint Jewish-Arab study of the European Jewish Holocaust and a visit to Holocaust memorial sites in Poland as a vehicle for dialogue and constructive relationship building. Based on both theory and case studies it will be contended that such inter-religious/intercultural encounters along with a focus on the discourse of the Holocaust, can if properly framed help to promote more positive Jewish-Arab mutual perceptions and advance efforts for peace education.

scholarly journals Holocaust Monuments in Kamianets-Podilskyi as a Resource for Tourism Development

2021 ◽  
Vol 4 (2) ◽  
pp. 149-162
Author(s):  
Ihor Smyrnov ◽  
Olha Liubitseva ◽  
Cui Jibo
Keyword(s):  
Jewish Population ◽  
Tourism Development ◽  
Second World War ◽  
World War ◽  
German Occupation ◽  
The Third ◽  
Holocaust Memorial ◽  
The Holocaust ◽  
Memorial Sites ◽  
Second World

The Holocaust peculiarities of the Jewish population in Ukraine during the Second World War are revealed. Ten sites of the largest mass executions of Jews in Ukraine by the German occupation authorities during the Second World War have been identified and characterized. The largest number of victims are crimes in Kyiv (Babyn Yar – almost 34 thousand people) and Odesa (25 thousand people). The third-largest death toll was in the Kamianets-Podilskyi massacre (23,000 people), but it was the first chronological case of the Nazi massacre of Jews in Ukraine. The peculiarities of the mass extermination of the Jewish population in Kamianets Podilskyi, where a ghetto was created not only for the local Jewish population but also for Jews deported from Hungary, are highlighted. Three memorialization ‘waves’ of Holocaust memorial sites in Kamianets-Podilskyi have been identified. The main monuments of the Holocaust have been characterized, and directions for its further memorialization as a resource for the development of memorial tourism have been proposed.

scholarly journals Peer Teaching in Medical Education: Highlighting the Benefits and Challenges of Its Implementation

2021 ◽  
Vol 2 (1) ◽  
pp. 64-68
Author(s):  
Verona Sukrajh ◽  
Adegoke Olusegun Adefolalu
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Peer Teaching ◽  
Learning Activities ◽  
Extensive Literature ◽  
Educational Strategy ◽  
The Social ◽  
Medical Educators

Peer teaching is an educational strategy that embraces active learning, it explores the social dynamics and interactions as well as the communication and interpersonal skills that influence learning. Embedded within peer teaching as an educational strategy are several theories which promote active learning. It is very important to have a good understanding of the various philosophies underpinning the learning process, because of the numerous variables that have to be considered in order to make the implementation of peer teaching a successful exercise in the context of medical education. Based on the outcome of an extensive literature review together with field experience of the authors, the focus of the current paper will be to highlight the benefits and challenges that should be anticipated by medical educators who want to introduce peer teaching into their teaching and learning activities as part of innovation that would enhance active learning among their students.

Review of The Social Dynamics of Self-Esteem: Theory to Therapy.

1989 ◽  
Vol 34 (11) ◽  
pp. 1046-1046
Author(s):  
No authorship indicated
Keyword(s):  
Social Dynamics ◽  
Self Esteem ◽  
The Social

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

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