scholarly journals Del aprender a aprender al aprender a pensar: la variable funcional de la educación

10.14201/2960 ◽  
2009 ◽  
Vol 4 ◽  
Author(s):  
Pilar Aznar Minguet
Keyword(s):  
Social Interaction ◽  
Learning Process ◽  
Driving Force ◽  
The Self ◽  
Educational Activity ◽  
Educational Content ◽  
Functional Variable ◽  
Constructivist Perspective ◽  
The Individual ◽  
Key Aspects

This paper focuses on the functional variable of educational content with an aim to analysing the incidence of said variable on the learning process and at the same time offer guidelines for its integration within the curricula. The question has been approached from a constructivist perspective, clearly revealing that learning to think requires the assimilation of metacognitive strategies and abilities regarding the processes of social interaction. Cognition, with affective and behaviour-related aspects composing its central core, is regarded as being the driving force behind said processes. The diadic relationships which occur within these processes affect all of those involved -teachers and pupils- creating a set series of responsibilities as regards establishing a relevant integration of «what» and «how» to teach and learn, a question which leads to an analysis of the double perspective from which said integration can be facilitated: - from the perspective of educational action, based on the «help» -conceptional and operational scaffolding- supplied by the teacher. - from the perspective of educational activity, based on the actions and operations carried out by the individual during his process of learning. In the of both perspectives, process «standards» are offered together with a compendium of educational techniques directed towards implementing three key aspects: the self-adjustment of learning, the construction of «meanings» and the «profound» processing of information.

scholarly journals SUPPORT OF SELF-EDUCATION IN A DISTANCE RETRAINING PROGRAM OF TUTORS

2020 ◽  
Vol 14 (4) ◽  
pp. 719-728
Author(s):  
T. A. Klimova ◽  
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
The Self ◽  
Self Determination ◽  
Educational Activity ◽  
Self Organization ◽  
Digital Environment ◽  
The Individual ◽  
Restrictive Measures

Introduction. The paper addresses the issue of support of the students involved in a fully online retraining program, which imposes special requirements on the development of the self-education ability. The study aims to establish the conditions for organizing the support of self-education in a digital educational environment. Materials and methods. The study relies on the methodology proposed by G.N. Prozumentova for reconstructing the innovative experience to analyze the reflexive text materials of the Logbook of students of the retraining program; to identify the points of stress, misunderstanding, breaks, and transitions during training; and make an analytical generalization. Results of the study. Categories of difficulties encountered by students of the program in their self-educational activity were identified, and the conditions necessary to support self-education were established. These are points of self-determination, professional trials, points of reflection, and individual educational route. Conclusion. In the context of restrictive measures during the pandemic and the transition to the online educational process, self-skills related to self-education, i.e., self-organization, independence, and self-determination, become essential. These competences are an indispensable part of the work of a tutor. However, before the tutor can support someone, they need to build these self skills themselves. The established conditions in the retraining programs will facilitate this process. At the same time, additional studies are required to reveal in more detail the individual progress of a person under these conditions for building a model for supporting the development of self-education ability, and to determine the methods for tutors to provide the support of this progress. Keywords. Self-education, self-determination, individual educational route, professional retraining, tutor, digital environment, self skills.

scholarly journals CORRELATION BETWEEN UNIVERSITY STUDENTS’ SELF-EDUCATIONAL ACTIVITY AND THE TIME PERSPECTIVE OF THE INDIVIDUAL

2016 ◽  
pp. 151-155
Author(s):  
S. A. Yudin
Keyword(s):  
Higher Education ◽  
University Students ◽  
Time Perspective ◽  
Basic Research ◽  
Educational Process ◽  
The Self ◽  
Educational Activity ◽  
Self Organization ◽  
Modern Education ◽  
The Individual

The paper considers various approaches to studying the self-organization of students’ educational activity, the assumption about the interrelation of self-organization of educational activity and time perspective of the individual is made. The importance of self-organization of educational activity in the modern education system of higher education institutions comes to light. Stages of formation of self-organization and possible difficulties which a person can face are sorted out. Results of basic research of the time perspective and self-organization of university students are stated. The interrelation between commitment and alloted time is defined, as well as regularity, emotional coloring of time, structure of time and feeling of time. The received results specify the possible directions of the organization of forms of psychological support of university students having problems with self-organization of time in the educational process.

scholarly journals KONSEP DIRI SEORANG DA'I

2019 ◽  
Vol 1 (2) ◽  
pp. 207
Author(s):  
Noormawanti, Iswati
Keyword(s):  
Social Interaction ◽  
The Self ◽  
Self Concept ◽  
Social Aspects ◽  
The Core ◽  
Self Development ◽  
The World ◽  
Entire Complex ◽  
The Individual ◽  
Beliefs And Attitudes

The concept of self is an understanding of the attitude of the individual towards himself so that it results in the interaction of two or more people. Self-concept is a factor that communicates with others. The concept of self is the views and attitudes of individuals towards themselves, characteristics and individual and self-motivation. The self-view includes not only individual strengths but also weaknesses and even failures. This self-concept is psychological, social and physical. Self-concept is our views and feelings about ourselves, which include physical, psychological and social aspects. The concept of self is not just a descriptive picture, but also an assessment of ourselves, including what we think and how we feel. Anita Taylor defines self-concept as "all you think and feel about you, the entire complex of beliefs and attitudes you hold abaout yourself '. Human behavior is a product of their interpretation of the world around them through social interaction. Behavior is often a choice as a feasible thing to do based on how it defines the existing situation. The definition they give to other people, situations, objects and even themselves determines their behavior. So it is individuals who are considered active to regulate and determine their own behavior and environment. While the core of the individual is consciousness (consciousness). self-development depends on communication with others, which shape or influence themselves

ACTUAL PROBLEMS OF OVERCOMING OF PSYCHOLOGICAL BARRIERS ON THE EXAMPLE OF STUDENTS OF MEDICAL EDUCATIONAL INSTITUTIONS

Vestnik ◽  
2021 ◽  
pp. 258-261
Author(s):  
Р. Тлебалдин ◽  
М. Абиров ◽  
М.К. Желдербаева ◽  
Е. Ергешов ◽  
Ж.Н. Бисенбаева
Keyword(s):  
Medical Students ◽  
Learning Process ◽  
Negative Impact ◽  
Working Hours ◽  
Educational Activity ◽  
Educational Institutions ◽  
Psychological Barriers ◽  
Psychological Barrier ◽  
The Status ◽  
The Individual

В статье рассмотрены условия преодоления психологических барьеров в обучении студентов медиков. Преодоление психологического барьера это сложный и многогранный процесс, который сопровождается изменениями жизненных условий, статуса вчерашнего школьника, определения своего места в новом коллективе, отношениями с преподавателями, изменениями в организации своего рабочего времени, осознании причастности к будущей профессии врача. Психологический барьер представляет собой определенную внутриличностную преграду, преодоление которой ведет к качественному преобразованию, как деятельности личности, так и самой личности. Кроме этого в статье раскрываются основные причины возникновения психологических барьеров в процессе обучения, где проблема преодоления психологических барьеров учебной деятельности изучалась как в педагогических, так и в психологических исследованиях и оказывает негативное влияние на учебную деятельность студентов. The article considers the conditions for overcoming psychological barriers in the training of medical students. Overcoming the psychological barrier is a complex and multifaceted process that is accompanied by changes in living conditions, the status of yesterday's student, determining their place in the new team, relationships with teachers, changes in the organization of their working hours, awareness of involvement in the future profession of a doctor. The psychological barrier is a certain intrapersonal barrier, the overcoming of which leads to a qualitative transformation of both the activity of the individual and the personality itself. In addition, the article reveals the main reasons for the emergence of psychological barriers in the learning process, where the problem of overcoming psychological barriers to educational activity has been studied both in pedagogical and psychological studies and has a negative impact on the educational activities of students.

Endogenous Ethics in Evolutionary Learning Model Contra Utilitarianism

2018 ◽  
pp. 55-72 ◽  
Author(s):  
Masudul Alam Choudhury
Keyword(s):  
Social Interaction ◽  
Learning Process ◽  
Evolutionary Learning ◽  
Moral Consciousness ◽  
Ethical Methodology ◽  
The Social ◽  
The Individual ◽  
Unity Of Knowledge ◽  
The Relationship ◽  
Social Collective

The matter that surfaces in the relationship between trust, society and wellbeing impinges on its stability and sustainability resulting in a two-way recursive causality: Society benefits from the moral trust of its citizens. Citizens earn the trust of society in its provision of desired goods, services, and trustworthy relations. An example of such trust as cohesive relationship between society, businesses small and large, and customers, is of a phenomenological nature invoking moral consciousness. The individual, business, and the social collective now come together through an evolutionary learning process of social interaction, integration and endogenously regenerated evolutionary equilibriums. An endogenous theory of ethics is thereby formulated out of the phenomenology of moral consciousness. This paper formalizes a methodological theory of endogenous ethics based on the premise of unity of knowledge as the phenomenological episteme. It shows how such an ethical methodology can be applied in society at large with customer and business relations as an example.

scholarly journals Reflexive theory

2013 ◽  
Vol 17 (1) ◽  
pp. 27-54 ◽  
Author(s):  
Keith Tudor ◽  
Garry Cockburn ◽  
Joan Daniels ◽  
Josie Goulding ◽  
Peter Hubbard ◽  
...  
Keyword(s):  
Cultural Context ◽  
The Self ◽  
Theoretical Orientations ◽  
Aotearoa New Zealand ◽  
Self Development ◽  
Holistic Conception ◽  
Person Account ◽  
The Individual ◽  
Key Aspects ◽  
Western Psychotherapy

Abstract Western – and Northern – psychology and psychotherapy stand accused of an over emphasis on the individual, ego, and self (“the Self”), autonomy, and self-development. These criticisms have been made from other intellectual, cultural, social, spiritual and wisdom traditions, but may also be found in critical and radical traditions within Western thought. In this article, exponents of ten different theoretical orientations within or modalities of psychotherapy reflect on one or two key aspects of their respective theories which, together, offer a holistic conception of the person; account for family/social/cultural context; provide an understanding of the human trend to homonomy (or belonging) alongside autonomy; articulate a relational understanding of human development, attachment to and engagement with others; and emphasise spirit, group, and community. As such, these psychotherapies – and critiques of Western psychotherapy – offer a wider vision of the scope and practice of psychotherapy and its relevance in and to Aotearoa New Zealand. Whakarāpopoto E tū ana te whakapae, e kaha rawa ana te whakapau wā ki te takitahi a te whakaora hinengaro o te Uru me te Raki i te takitahi, te whakaī, me te whaiaro (“te Whaiaro”), tino rangatiratanga, me te whanaketanga whaiaro. I ara ake ana ēnei kūrakuraku i ētahi atu tikanga hinengaro, ahurea, hapori, wairua, me te mātauranga, engari ka kitea anō hoki i roto i ngā tikanga arohaeheanga rerekē hoki o te whakaarohanga Taiuru. Kei tēnei kōrero, ko ngā tauira o ngā ariā tekau āhua mau ki roto, ki te āhua rānei o te kaiwhakaora hinengaro e whakaata ana i tētahi, ētahi tirohanga rānei o ā rātou ake aria, ā, ngātahi e tuku ariā tapeke ana o te tangata; whakaaturanga horopaki whānau/hāpori; whakarato moohiotanga o te ia o te tangata ki te whakaōrite (whai tūrangawaewae rānei) i te taha o te tino rangatiratanga. Ki te whakapapa mātauranga whakapā ki te ira tangata, tōna whakapiri ki me te whakapiri ki ētahi atu hoki, ā, ka whakatāpua wairua, rōpū, hāpori hoki. Koia rā, ko ēnei kaiwhakaora hinengaro – paearu kaiwhakaora hinengaro o te Uru  – e tuku tirohanga whānui ana o te matapae me te mahi a te kaiwhakaora hinengaro me ana whakapaanga katoa i Aotearoa nei.

Das palimpsestische Selbst. Zur Genese, Struktur, Darstellung und Vermittlung von personaler Identität nach Sören Kierkegaard

2019 ◽  
Vol 24 (1) ◽  
pp. 103-135
Author(s):  
Matthias Engmann
Keyword(s):  
Structural Analysis ◽  
Personal Identity ◽  
Soren Kierkegaard ◽  
The Self ◽  
Social Embeddedness ◽  
Self Awareness ◽  
Main Thesis ◽  
The Social ◽  
The Individual ◽  
Key Aspects

AbstractThis article examines the subjective structure and genesis of personal identity in (some of) Kierkegaard’s pseudonymous writings. Based on a structural analysis of self-awareness (here, in particular, the category of existential becoming, the social embeddedness of the individual and the irreducible fact of mediation of personal identity), the main thesis is that, according to Kierkegaard, personal identity can best be described as a constant interweaving of hypertextual and intertextual layers. Accordingly, the central metaphor of palimpsest is used in order to account for the self-relation as an overwriting process, realized by a constant self-reinterpretation of the individual. The article focuses on certain structural, existential, hermeneutic, and semiotic key aspects of such an interpretation.

Manageable Self in the Early Hellenistic Era

2010 ◽  
Vol 39 (2) ◽  
pp. 34-36
Author(s):  
Vaia Touna
Keyword(s):  
Social Economic ◽  
Ancient Greece ◽  
The Self ◽  
Hellenistic Period ◽  
Political Conditions ◽  
The Individual

This paper argues that the rise of what is commonly termed "personal religion" during the Classic-Hellenistic period is not the result of an inner need or even quality of the self, as often argued by those who see in ancient Greece foreshadowing of Christianity, but rather was the result of social, economic, and political conditions that made it possible for Hellenistic Greeks to redefine the perception of the individual and its relationship to others.

Penggunaan Social Stories untuk Menurunkan Perilaku Nonadaptif Saat Berada dalam Kendaraan Bagi Autisme Dewasa

2020 ◽  
Vol 1 (2) ◽  
pp. 103
Author(s):  
Markus Nanang Irawan ◽  
Sri Widyawati
Keyword(s):  
Social Interaction ◽  
Behavior Problems ◽  
Adaptive Behavior ◽  
Behavioral Problems ◽  
Research Method ◽  
Social Stories ◽  
Steering Wheel ◽  
Graph Analysis ◽  
Adult Autism ◽  
The Individual

<pre><span>Individuals autism often have non-adaptive behavioral problems because of their barriers in communication and social interaction. The problem of non-adaptive behavior is often a nuisance to others because its appearance is not appropriate and not in accordance with the environment, age, and expectations of responsibility. One case of non-adaptive behavior that arises is the behavior while in a vehicle where the individual shows the behavior of singing loudly, knocking windows, pinching the driver, even holding the steering wheel. Based on these problems, this study aims to reduce non-adaptive behavior while in a vehicle. Participant is an adult autism. The research method is experiment by giving Social Stories to participants before riding the vehicle then recording to the possibility appearance of non adaptive behavior. The results of graph analysis showed a decrease in non adaptive behavior of adult autism adults while in a vehicle. This study became one of the important studies because it tries to understand the dynamics of behavior problems of individual autisme in adulthood.<strong></strong></span></pre><pre><span> </span></pre>

Monkey on My Back. An Autoethnographic Narrative of a Therapeutic Experience

2020 ◽  
Author(s):  
Adam Wiesner
Keyword(s):  
Personal Experience ◽  
Meaning Making ◽  
The Self ◽  
Symbolic Language ◽  
Discursive Practices ◽  
Therapeutic Experience ◽  
Postmodern Philosophy ◽  
The Moment ◽  
The Individual ◽  
Global Uncertainty

With a conscious attempt to contribute to contemporary discussions in mad/trans/queer/monster studies, the monograph approaches complex postmodern theories and contextualizes them from an autoethnographic methodological perspective. As the self-explanatory subtitle reads, the book introduces several topics as revelatory fields for the author’s self-exploration at the moment of an intense epistemological and ontological crisis. Reflexively written, it does not solely focus on a personal experience, as it also aims at bridging the gap between the individual and the collective in times of global uncertainty. There are no solid outcomes defined; nevertheless, the narrative points to a certain—more fluid—way out. Through introducing alternative ways of hermeneutics and meaning-making, the book offers a synthesis of postmodern philosophy and therapy, evolutionary astrology as a symbolic language, embodied inquiry, and Buddhist thought that together represent a critical attempt to challenge the pathologizing discursive practices of modern disciplines during the neoliberal capitalist era.

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