Columbus Africentric Early College: Building the Black identity through art and culture

2021 ◽  
Vol 10 (1) ◽  
pp. 65-88 ◽  
Author(s):  
Terron Banner
Keyword(s):  
Virtual Space ◽  
Early College ◽  
Value Systems ◽  
Multiple Perspectives ◽  
Nguzo Saba ◽  
Art And Culture ◽  
Philosophical Framework ◽  
Curricular Model ◽  
Teaching Learning ◽  
Urban Campus

This article examines the Columbus Africentric Early College public school from multiple perspectives, including that of the founder, the architect and a graduate of the school, to better understand the school’s cultural impact. A thematic analysis of those viewpoints, coupled with the philosophical framework outlined in the Kaiwada theory, will provide a theoretical and practical context of effective teaching–learning environments. Furthermore, this article will analyse Columbus Africentric Early College as a physical and virtual space where formal and informal learning occurs through responsive education. Responsive education is a term used to describe the type of education that is sensitive, aware and critical of the lived experiences and societal influences that affect students and their respective communities. Columbus Africentric Early College, founded by Charles Tennant, opened its doors in 1996 in downtown Columbus, Ohio, and recently relocated to a 55-acre, $45-million ‘urban campus’ created by Nigerian architect Kay Onwuke. Columbus Africentric Early College is guided by the African spiritual principles and value systems of Maat and Nguzo Saba, which are reinforced through the school’s teaching, art and architecture that is designed for the transmission of culture. Columbus Africentric Early College is the nation’s only public Africentric school and provides a proven curricular model that implements culturally relevant and responsive pedagogy manifested through a non-western and non-Eurocentric perspective.

Values and Gender Equality between Islam and the West

2016 ◽  
Vol 33 (3) ◽  
pp. 79-94
Author(s):  
Moulay Rachid Mrani
Keyword(s):  
Gender Equality ◽  
Virtual Space ◽  
Value Systems ◽  
Women And Gender ◽  
The West ◽  
Living Together ◽  
The Status ◽  
Muslim Intellectuals ◽  
Multiple Challenges ◽  
And Gender

If the development of technology, means of communication, and rapid transportation have made continents closer and made the world a small village, the outcome of the ensuing encounters among cultures and civilizations is far from being a mere success. Within this new reality Muslims, whether they live in majority or minority contexts, face multiple challenges in terms of relating to non-Muslim cultures and traditions. One of these areas is the status of women and gender equality. Ali Mazrui was one of the few Muslim intellectuals to be deeply interested in this issue. His dual belonging, as an African and as a westerner, enable him to understand such issues arising from the economic, political, and ethical contrasts between the West and Islam. This work pays tribute to this exceptional intellectual’s contribution toward the rapprochement between the western and the Islamic value systems, illustrating how he managed to create a “virtual” space for meeting and living together between two worlds that remain different yet dependent upon each other. 

Pedagogic Theories

2012 ◽  
Author(s):  
Juha Hämäläinen
Keyword(s):  
Immanuel Kant ◽  
Cultural Development ◽  
Theory Building ◽  
Value Systems ◽  
Human Being ◽  
Human Beings ◽  
Political Interests ◽  
The Individual ◽  
Teaching Learning ◽  
Pedagogic Theory

“Pedagogue” (παιδαγογος) was originally a term for a slave who was responsible for the care of children in the household. Later the meaning of the word expanded to mean educator and teacher. A pedagogic theory deals with the nature and structure of educational action, teaching, and upbringing. Pedagogic theories are connected with belief and value systems, concepts of man and society, and philosophies of knowledge and political interests. Thus, it is rather difficult to define a pedagogic theory exactly. In general, the concept of pedagogy refers to a systematic view of organizing education. It discusses the issues of how to educate and what it means to be educated. In this sense, a pedagogic theory is a theory of educational action, or a systematic view and reflection of pedagogic practice. Pedagogic theory is a systematic conceptualization of the process of education and conditions of human development in both the individual and the societal life sphere. It deals with processes of upbringing, teaching, learning, and social and cultural development. Aims and means, values and norms, and objectives and methods of education are systematically reflected therein. Pedagogic theory building starts with two fundamental anthropologic questions: What is a human being, and what should he or she be? Combining these questions, pedagogic theory examines educational aims and means of helping human beings to develop toward what they should be. Pedagogic reflection and theory building are based on the idea that—in the words of Immanuel Kant—a human being can become human only through education. Studying childhood from the vantage point of pedagogic theories focuses on the development of a pedagogic way of thinking over the course of time.

Applying Sense-Making and Narrative Techniques to Capture Lessons Learnt

2007 ◽  
Vol 06 (03) ◽  
pp. 165-171 ◽  
Author(s):  
Bonnie Cheuk
Keyword(s):  
Traditional Approach ◽  
Major Change ◽  
Virtual Space ◽  
Sense Making ◽  
Multiple Perspectives ◽  
Senior Managers ◽  
British Council ◽  
Narrative Techniques ◽  
The Uk

This case study demonstrates how we have designed a knowledge management project around story-telling ("narrative" feedback). The aim is to create a global virtual space for sharing of good and bad experiences from the commissioning pilot. This project is also designed to help senior managers understand the experiences of the pilot phase of a major change programme within the British Council. The change programme (referred to as commissioning change programme) is about introducing a new internal model/process to release funding to support new products and services' development and implementation. The research design is informed by Dervin's sense-making theory and Snowden's Cynefin framework and mass narrative representation tools. Telephone and face-to-face interviews were conducted with 30 colleagues in the UK and overseas. An initial indirect question was posed to respondents—"What was your experience with the commissioning pilot?"—to capture their stories. The stories told were transcribed and indexed and patterns were identified. The analysis helps to highlight the problematic areas as well as opportunities for improvement. This case study demonstrates the potential of using narratives to evaluate and capture learning points which can be viewed by managers and staff using multiple perspectives. This approach complements the traditional approach of producing an evaluation report which would be written for a specific group of audience, such as the senior management team.

scholarly journals A Professionalism Curricular Model to Promote Transformative Learning Among Residents

2017 ◽  
Vol 9 (3) ◽  
pp. 351-356 ◽  
Author(s):  
Cecile M. Foshee ◽  
Ali Mehdi ◽  
S. Beth Bierer ◽  
Elias I. Traboulsi ◽  
J. Harry Isaacson ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Learning Community ◽  
Situated Learning ◽  
Transformational Learning ◽  
Self Awareness ◽  
Multiple Perspectives ◽  
Convenience Sample ◽  
Self Reflection ◽  
Internal Medicine Residents ◽  
Curricular Model

ABSTRACT Background Using the frameworks of transformational learning and situated learning theory, we developed a technology-enhanced professionalism curricular model to build a learning community aimed at promoting residents' self-reflection and self-awareness. The RAPR model had 4 components: (1) Recognize: elicit awareness; (2) Appreciate: question assumptions and take multiple perspectives; (3) Practice: try new/changed perspectives; and (4) Reflect: articulate implications of transformed views on future actions. Objective The authors explored the acceptability and practicality of the RAPR model in teaching professionalism in a residency setting, including how residents and faculty perceive the model, how well residents carry out the curricular activities, and whether these activities support transformational learning. Methods A convenience sample of 52 postgraduate years 1 through 3 internal medicine residents participated in the 10-hour curriculum over 4 weeks. A constructivist approach guided the thematic analysis of residents' written reflections, which were a required curricular task. Results A total of 94% (49 of 52) of residents participated in 2 implementation periods (January and March 2015). Findings suggested that RAPR has the potential to foster professionalism transformation in 3 domains: (1) attitudinal, with participants reporting they viewed professionalism in a more positive light and felt more empathetic toward patients; (2) behavioral, with residents indicating their ability to listen to patients increased; and (3) cognitive, with residents indicating the discussions improved their ability to reflect, and this helped them create meaning from experiences. Conclusions Our findings suggest that RAPR offers an acceptable and practical strategy to teach professionalism to residents.

scholarly journals A Context for Professional Learning: Teacher Candidates in Intergenerational Literature Circles

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Lynn Lemisko ◽  
Marg Epp
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Literature Circles ◽  
Multiple Perspectives ◽  
Learning And Teaching ◽  
Layered Learning ◽  
Literature Circle ◽  
Teaching Learning

Our findings indicate that intergenerational literature circles were sites where multi-layered learning took place for teacher candidates. These adult learners developed a deeper understanding of and how children read, learn concepts and respond to text and they enhanced their understandings of multiple perspectives. Teacher candidates indicated that co-learning in the context of a literature circle helped them in their transformation into professional teachers as they experienced and reflected on learners, learning and teaching/learning strategies. Many revised their definitions of ‘teacher’ as a result of their experiences in intergenerational literature circles.

Values and Gender Equality between Islam and the West

2016 ◽  
Vol 33 (3) ◽  
pp. 79-94
Author(s):  
Moulay Rachid Mrani
Keyword(s):  
Gender Equality ◽  
Virtual Space ◽  
Value Systems ◽  
Women And Gender ◽  
The West ◽  
Living Together ◽  
The Status ◽  
Muslim Intellectuals ◽  
Multiple Challenges ◽  
And Gender

If the development of technology, means of communication, and rapid transportation have made continents closer and made the world a small village, the outcome of the ensuing encounters among cultures and civilizations is far from being a mere success. Within this new reality Muslims, whether they live in majority or minority contexts, face multiple challenges in terms of relating to non-Muslim cultures and traditions. One of these areas is the status of women and gender equality. Ali Mazrui was one of the few Muslim intellectuals to be deeply interested in this issue. His dual belonging, as an African and as a westerner, enable him to understand such issues arising from the economic, political, and ethical contrasts between the West and Islam. This work pays tribute to this exceptional intellectual’s contribution toward the rapprochement between the western and the Islamic value systems, illustrating how he managed to create a “virtual” space for meeting and living together between two worlds that remain different yet dependent upon each other. 

Forensic psychiatry

2021 ◽  
pp. 529-554
Author(s):  
Philip Candilis ◽  
Richard Martinez
Keyword(s):  
Human Rights ◽  
Forensic Psychiatry ◽  
Theory And Practice ◽  
Value Systems ◽  
Integrative Approach ◽  
Multiple Perspectives ◽  
Cultural Narrative ◽  
Self Reflection ◽  
Innovative Thinking ◽  
Cultural Assessment

Forensic psychiatry derives the ethics of the subspecialty from a review of its historical evolution. From its early origins in community psychiatry to its contemporary applications in cultural narrative and human rights, forensic ethics has come to recognize multiple perspectives in its theory and practice. Tools like narrative, cultural assessment, and self-reflection now characterize a professional ethics that adopts an integrative approach to the intersection of two very different value systems, those of Law and Medicine. As practitioners recognize the vulnerability of persons and values caught at this junction, innovative thinking about social justice and human rights enhances the ethical understanding of the profession’s goals and purpose.

Constructing Multiple Perspectives and Rationality in the Teaching, Learning, and Reading of Literature

2019 ◽  
pp. 86-111
Author(s):  
David Bloome ◽  
George Newell ◽  
Alan Hirvela ◽  
Tzu-Jung Lin ◽  
John Brady ◽  
...  
Keyword(s):  
Multiple Perspectives ◽  
Teaching Learning

scholarly journals Hyperreality, simulacra and simulations in virtual space as a phenomenon of «antisocial» theory by Jean Baudrillard

2019 ◽  
Vol 2 (1) ◽  
pp. 39-45
Author(s):  
V. Novikov ◽  
S. Kovaleva
Keyword(s):  
Life Experience ◽  
Social Activity ◽  
Virtual Space ◽  
Value Systems ◽  
Scientific Concept ◽  
The Internet ◽  
Sociological Research ◽  
Jean Baudrillard ◽  
Social Phenomena ◽  
Virtual Communication

An attempt has been made to apply the scientific approaches of Jean Baudrillard’s anti-social theory, as well as the concepts of hyperreality, simulacra and simulation, used by him for the understanding of social phenomena, occurences and processes in the modern virtual space. The following interpretation of the characteristics of the Internet space has been proposed: a) the Internet can be considered within the framework of Jean Baudrillard’s concept as an example of antireality, since it is possible to preserve anonymity, invent a new life, use other people’s photos, etc.; b) communication in the virtual Internet is, in its essence, a simulation of communication, that is, its surrogate (simulacrum); in this case, the former contact form of communication is replaced by indirect – communication is carried out through social networks and messengers; c) there is a depletion of content and primitivization of expression of emotions, as in virtual communication uses a set of standard phrases, standard themes, emoticons, pictures, exchange of memes and other simulacra that are included in everyday social practices. On the example of the analysis of the results of the sociological research project, implemented at the State University of Management, the practical procedures of their interpretation within the framework of the scientific concept of Jean Baudrillard have been carried out. For example, it has been revealed, that despite the life experience of respondents in the majority of fake Internet content, they all also largely feel comfortable in  a virtual, potentially dangerous environment. Moreover, this environment becomes vital for them: young people spread their lives, their thoughts, desires, value systems, hidden hopes and dreams on public display. This image of social activity becomes for the majority so necessary element of self-realization, that ceases to be a part of this process, and becomes independent, integral, lying outside the person phenomenon.

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