scholarly journals Book Review: Media and Moral Education: A Philosophy of Critical Engagement

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Cheryl L. Brown
Keyword(s):  
Decision Making ◽  
Young People ◽  
Moral Education ◽  
Digital Literacy ◽  
Educational Institutions ◽  
Media Content ◽  
Digital Citizenship ◽  
Critical Engagement ◽  
Digital World

Media and moral education tackles the topic of how we educate young people to live and learn in a digital world through the adoption of a moral standpoint. This is a particularly pertinent issue for educators as the digital world is fraught with pitfalls and challenges and in many contexts educators and educational institutions fall short of dealing with the complexities of digital literacy and digital citizenship directly. We have moved beyond the issue of accessibility to information and media, to the need to focus on the ability to seek, analyse and critically evaluate and apply information and media content to purposeful decision-making and choices, particularly in relation to learning (Grizzle and Calvo, 2013). With technology being increasingly ubiquitous and pervasive we need to move our attention beyond the mechanics of access and ability into the implications of living digitally.

Career Guidanceas a Factor of Development of Vocational Education on the Example of Educational Institutions

2017 ◽  
Vol 5 (4) ◽  
pp. 55-59
Author(s):  
Романченко ◽  
M. Romanchenko
Keyword(s):  
College Students ◽  
Decision Making ◽  
Young People ◽  
Life Experience ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Short Term ◽  
Professional Orientation ◽  
Diffi Cult ◽  
Radical Approach

The article discusses the possibility of eff ective application of professional orientation of students for a specifi c profession. The article considers the results of monitoring of professional diagnostics of students held by teaching staff among schoolchildren who are thinking about choosing a career, among college students who committed such choice, and students who attend short-term professional courses. The complexity of this choice is explained, which is connected with lack of life experience, skills and abilities of radical approach to decision making, which puts young people in a diffi cult situation. The author analyses the activities of educational institutions aimed at assisting young people to do the critical step that determines the main direction of the path of their life. The signifi cance of the work consists in the possibility of generalization of experience of the teaching staff which can be used by other educational institutions.

The Education of Western Europeans

2017 ◽  
Author(s):  
Noah Benezra Strote
Keyword(s):  
Decision Making ◽  
Young People ◽  
Foreign Relations ◽  
Educational Institutions ◽  
The West ◽  
Social Democrats ◽  
The Social ◽  
The Common ◽  
Political Spectrum ◽  
The Cold War

This chapter focuses on the Social Democrats and the compromises on values they felt forced to make—particularly the abandonment of their previous platforms of pacifism and internationalism—in order to resonate with West German voters in the climate of the Cold War. In the years after 1953, as the Western Allies turned over sovereign decision-making power over foreign relations to the Federal Republic's government, Germans showed signs of coming to agreement on precisely the issue of values and “ideals” for the German youth that had caused such crisis during Hitler's rise to power in 1933. The common ideal that bound them together was twofold: the value of “Europe” and the foreign policy of “binding to the West.” In the years leading up to 1953, Germans from across the Federal Republic's political spectrum participated in the creation of educational institutions designed to shape a generation of young people capable of overcoming centuries of conflict in a common “European” identity.

Teaching Digital Citizenship in the Networked Classroom

2018 ◽  
Vol 5 (4) ◽  
pp. 33-49 ◽  
Author(s):  
Valerie Steeves ◽  
Priscilla M. Regan
Keyword(s):  
Digital Literacy ◽  
Democratic Citizenship ◽  
Digital Citizenship ◽  
Online Information ◽  
School Contexts ◽  
Digital World ◽  
Out Of School

This article uses the results of a 2016 survey of Canadian teachers to provide a snapshot of the extent to which the survey participants have been able to successfully incorporate digital literacy into their daily teaching. The data suggests that governments continue to prioritize technical access elements over more participatory elements of digital literacy, making it difficult to go beyond basic literacy requirements. In addition, there are a number of barriers that make it more difficult for teachers to cultivate digital citizenship. These barriers include: the dissolving boundary between in-school and out-of-school contexts; the commercial nature of the digital world; and the continuing difficulty of evaluating online information. This article concludes by arguing that the concept of digital literacy should be broadened beyond the skills-based approach and instead should be solidly organized with the goal of promoting and preparing students for democratic citizenship.

Educating Gen Z in a digital world

2019 ◽  
Author(s):  
Frances Valintine
Keyword(s):  
New Zealand ◽  
Young People ◽  
Digital Literacy ◽  
Teaching Profession ◽  
Digital World ◽  
Aotearoa New Zealand ◽  
Thought Leader ◽  
Hall Of Fame ◽  
The Mind ◽  
Contemporary Practice

Keynote Address for ANZEA Conference, 16–19 July 2018, Waipuna Lodge, Auckland Frances Valintine is a “Futurist” thought-leader in emerging and disruptive technologies and has 20 years’ experience across business, technology, and education. In 2013, Frances founded The Mind Lab, a unique collaboration between a public education provider and a specialist education lab dedicated to digital literacy capability and contemporary practice in the teaching profession. In 2016, she launched Tech Futures Lab to navigate the new world of technology-enabled businesses. In 2018, Frances was appointed a Companion of the New Zealand Order of Merit in recognition of her lifetime of contribution to education and technology. She has won a number of awards, including the New Zealand Flying Kiwi Award, a Sir Peter Blake Leader Award, the Westpac New Zealand Woman of Influence (Innovation), and the NEXT New Zealand Woman of the Year (Education). She has also been inducted into the New Zealand Hi-Tech Hall of Fame. Frances was invited to keynote at the ANZEA Conference to share her insights on future prospects for Aotearoa New Zealand. She spoke about the need for our education system to be responsive to young people who have grown up as digital natives surrounded by technologies that open the world up to them. Conference participants shared that it was riveting to contemplate the responsiveness of evaluation to a data-rich and digitally defined world that young people took for granted.

scholarly journals HUMANISATION OF EDUCATION FIELD IN EU COUNTRIES

2021 ◽  
pp. 44-48
Author(s):  
Ilona Mariuts
Keyword(s):  
Decision Making ◽  
Young People ◽  
Educational Institution ◽  
Drop Out ◽  
Educational Institutions ◽  
Early School Leaving ◽  
Eu Countries ◽  
Early School ◽  
The Subject ◽  
Ukrainian Society

The article reviewe current issues in education in particular and in society in general, which are closely related and interdependent. It identifies the specific challenges that the European educational community has been trying to address over the last few years. These include the problem of bullying in educational institutions, early school leaving (drop out), possible social problems leading to bullying and early school leaving, and not a large percentage of young people completing school. Mechanisms and experience of solving these issues and challenges by different EU countries are revealed. The article provides specific examples of the manifestation of the trend of humanization in the educational sphere. Awareness of the subject by the teacher, the ability to recognize and master the techniques of intervention, but also a better conscious approach to the prevention of bullying should have a modern humanist teacher. The problem of early school leaving is still not raised by the Ukrainian society, relevant statistics are not available and this issue is not raised in acute scientific or state circles at the level of society and the state. The author sees the processes of humanization of education in such specific recommendations and experiences of EU countries as respect for students, participation of students and parents in decision-making of the educational institution, respect for the student's personality and his needs and interests in the learning process. All employees of the educational institution – teachers and staff, providing a comfortable and friendly environment of the educational institution.

RAISE IT UP!! Youth Arts and Awareness

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Natasha Thomas-Jackson
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
Young People ◽  
Social Transformation ◽  
Family Members ◽  
Community Leaders ◽  
Youth Engagement ◽  
Literary Arts ◽  
Systemic Oppression ◽  
Creative Self

RAISE IT UP! Youth Arts and Awareness (RIU) is an organization that promotes youth engagement, expression, and empowerment through the use of performance and literary arts and social justice activism. We envision a world where youth are fully recognized, valued, and supported as artist-activists and emerging thought leaders, working to create a world that is just, intersectional, and inclusive. Two fundamental tenets shape RIU’s policies, practices, and pedagogy. The first is that creative self-expression and culture making are powerful tools for personal and social transformation. The second is that social justice is truly possible only if and when we are willing to have transparent and authentic conversations about the oppression children experience at the hands of the adults in their lives. We are committed to amplifying youth voices and leadership and building cross-generational solidarity among people of all ages, particularly those impacted by marginalization. Though RIU is focused on and driven by the youth, a large part of our work includes helping adult family members, educators, and community leaders understand the ways in which systemic oppression shapes our perceptions of and interactions with the young people in our homes, neighborhoods, institutions, and decision-making bodies.

PSYCHOLOGICAL APPROACHES TO PREVENTION OF EXTREMISM IN THE HIGHER EDUCATION SYSTEM

2020 ◽  
Vol 22 (12) ◽  
pp. 5-9
Author(s):  
Livak N.S. ◽  
Klimova I.V. ◽  
Lebedikhin V.V.
Keyword(s):  
Young People ◽  
Moral Education ◽  
Social Life ◽  
New Technologies ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Work ◽  
Higher Education System ◽  
Student Community ◽  
And Behavior

Modern youth and the student community today play a key role in the development of social and social life. Due to the peculiarities of the university space, the student community is in constant interaction and communication, both in the framework of the educational process and events of various formats, and in social and everyday conditions. In the context of interactions, this social group, which is most at risk of spreading negative ideologies that threaten not only the personal security of everyone, but also peaceful coexistence in the conditions of a multinational society in Russia. In the absence of educational measures as a prevention, an unfavorable environment arises in which it is very easy to influence the thinking of young people, their involvement in nationalist movements, extremist activities, etc. Hence the concept of «youth extremism» appears, which is manifested in the views and behavior of young people based on the manifestation of aggression and non-acceptance of dissenters. The search for new technologies of psychological support that allow to form cultural tolerance, value orientations and prevent the spread of extremist ideologies becomes relevant. The authors consider a set of measures that contribute to the generalization, dissemination, as well as the introduction into the student environment of the best practices of spiritual and moral education, the development of interethnic and interreligious dialogue, and the prevention of negative ideologies. To implement these tasks, it is necessary to form a pool of specialists in the prevention of extremism in the student environment, hold seminars and meetings for vice-rectors of universities on security and educational work, as well as educational seminars for managers of student organizations. This will make it possible to form leadership student associations that broadcast the values of cultural tolerance to the youth environment.

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