scholarly journals Practical Wisdom Reasoning through Deliberative Pedagogy

2022 ◽  
Vol 21 (4) ◽  
Author(s):  
Windy Lawrence ◽  
John Rountree ◽  
Sara Drury
Keyword(s):  
Civic Education ◽  
21St Century ◽  
Practical Wisdom ◽  
Rhetorical Analysis ◽  
Democratic Society ◽  
Pedagogical Practices ◽  
Political Candidates ◽  
Key Aspects

Deliberative pedagogy holds promise for improving democratic society by cultivating practical wisdom in students as a means to tackle the problems of democracy, such as polarization. This study embraced an opportunity to consider civic education in the 21st century through deliberative pedagogy by considering practical wisdom in a synchronous, virtual deliberation among university stakeholders and local political candidates concerning our role in 21st-century politics. This civic site enabled an analysis of practical wisdom across three student roles: facilitators enrolled in a deliberation course; students from the wider university; and student alumni of the university’s deliberation center, who had been exposed to deliberation in curricular and cocurricular practice. Using a constructive rhetorical analysis to understand practical wisdom within deliberative pedagogy discourse, we contend that students in these three different roles demonstrated three key aspects of practical wisdom through their discursive responses to rhetorical exigences that arose during deliberative engagement. This analysis offers insights beyond outcomes and informs deeper thinking about curricula and better pedagogical practices. Additionally, such studies, focused on the discourse itself, contribute to understandings concerning the connection between rhetoric and deliberative pedagogy.

Music as a Tool for 21st-Century Civic Education

2010 ◽  
Vol 32 (4) ◽  
pp. 83-95
Author(s):  
Anthony M. Pellegrino ◽  
Christopher Dean Lee ◽  
Benjamin J. Luongo ◽  
Osama A. Y. Zakaria
Keyword(s):  
Civic Education ◽  
21St Century

From Power Elites to Influence Elites: Resetting Elite Studies for the 21st Century

2017 ◽  
Vol 34 (5-6) ◽  
pp. 153-178 ◽  
Author(s):  
Janine R. Wedel
Keyword(s):  
21St Century ◽  
Democratic Society ◽  
Public Accountability ◽  
Modus Operandi ◽  
Elite Theory ◽  
Dominant Theory ◽  
The Way

The dominant theory of elite power, grounded in Weberian bureaucracy, has analyzed elites in terms of stable positions at the top of enduring institutions. Today, many conditions that spawned these stable ‘command posts’ no longer prevail, and elite power thus warrants rethinking. This article advances an argument about contemporary ‘influence elites’. The way they are organized and the modus operandi they employ to wield influence enable them to evade public accountability, a hallmark of a democratic society. Three cases are presented, first to investigate changes in how elites operate and, second, to examine varying configurations in which the new elites are organized. The cases demonstrate that influence elites intermesh hierarchies and networks, serve as connectors, and coordinate influence from multiple, moving perches, inside and outside official structures. Their flexible and multi-positioned organizing modes call for reconsidering elite theory and grappling with the implications of these elites for democratic society.

Inclusive Intercultural Education in Multicultural Societies

2021 ◽  
Author(s):  
Rocío Cárdenas-Rodríguez ◽  
Teresa Terrón-Caro
Keyword(s):  
Cultural Diversity ◽  
Civic Education ◽  
Social Inequalities ◽  
Diversity Management ◽  
Cultural Transformation ◽  
Intercultural Education ◽  
Pedagogical Practices ◽  
Equal Rights ◽  
Cultural Groups ◽  
Positive Interaction

Cultural diversity is a characteristic of plural societies, and the way that each society approaches that diversity determines whether or not the societies evolve or stagnate, whether cultural groups remain segregated or integrate, and whether social inequalities grow or if communities affirm the value of diversity and promote equality. For this reason, it is important to analyze the cultural diversity management system that guides our interventions because the socioeducational methods and practices designed for any given plural context depends on them. Research refers to the assimilationist, multicultural, and intercultural cultural diversity management models, and the conclusion appears to be that the intercultural model is the framework that [best] accounts for an integrated and inclusive society. Interculturalism requires the establishment of policies that champion equity, in order to achieve equality at the legal and social levels, and that promote genuine equality of opportunity. At the same time, it demands pedagogical practices based in civic education. An intercultural education should help us learn to live together and should educate people, to grow their knowledge, understanding, and respect for cultural diversity. Intercultural education is a reflective, socioeducational practice focused on social and cultural transformation through equal rights, equity, and positive interaction between different cultures. Intercultural education is characterized by an acknowledgment of cultural diversity, a positive valuation of egalitarian relations, equal educational opportunities for all, and moving beyond racism and discrimination. Fundamentally, intercultural education can be understood as an educational model that champions cultural diversity and the advantages it offers within an education context, such as the values of human rights and equality, and a rejection of cultural discrimination.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

scholarly journals Islamic Education: An Islamic “Wisdom-Based Cultural Environment” in a Western Context

Religions ◽  
2020 ◽  
Vol 11 (8) ◽  
pp. 409 ◽  
Author(s):  
Fella Lahmar
Keyword(s):  
Practical Wisdom ◽  
Educational Practice ◽  
Study Data ◽  
Pedagogical Practices ◽  
Islamic Education ◽  
Educational Goals ◽  
Cultural Environment ◽  
Multiple Sources ◽  
Islamic Schools ◽  
Phd Thesis

As the number and types of Islamic schools in a Western context have increased, so too have the questions on their purpose and impact in pluralistic Western societies. Amid this increasingly complex environment, questions are raised, both internally and externally, to determine the nature of Islamic educational goals, schools’ knowledge and pedagogical practices. Analysis in this paper draws on multiple sources of data: classical and contemporary literature on education in Islam; the Department for Education (DfE) school census and the Office for Standards in Education; Children’s Services and Skills (Ofsted); and empirical case-study data extracted from the author’s PhD thesis on diversity in Islamic schools in Britain conducted during 2008–2012 and subsequently revised during 2018–2019 by following up emergent themes. This paper argues for a need to develop an “Islamic wisdom-based culture” promoting action (‘amal) which nurtures the holistic growth of learners in ethical areas (akhlāq), aesthetics (dhawq/jamāl) and develops a sense of freedom (huriyyah). By doing so, the paper draws primarily on Bennabi’s analysis of the role of culture (thaqāfah) in the civilisation cycle, Ibn-Khaldūn’s analysis of freedom and dignity in educational practice embedded in his discussion of the meanings of humanity) Al-insāniyyah) and Gadamer’s analysis of “practical wisdom”. Firstly, it contextualises Islamic schooling in Britain into a neoliberal pluralistic context. The wisdom inherent in Islamic education is explored through critical dialogue during the process of learning and action. The discussion then considers three key elements of “wisdom-based cultural environment” for Islamic education.

Społeczeństwo Otwarte [The Open Society] – a magazine offering support for teachers in educating the students towards democracy and citizenship

2019 ◽  
Vol X (4 (29)) ◽  
pp. 107-133
Author(s):  
Katarzyna Wereszczyńska
Keyword(s):  
Social Studies ◽  
Social Science ◽  
Key Words ◽  
Civic Education ◽  
Social Order ◽  
Democratic Society ◽  
Open Society

The article outlines the activity of the publisher of Społeczeństwo Otwarte magazine which was issued from 1990 to 1998. At that time, it was the only national magazine which dealt with the range of meanings which in the Polish schools and education realized by teachers should have been combined with democracy, forming of the citizens as well as social science. On the basis of the conducted analysis of the aforementioned monthly, selected issues are presented devoted to the area of civic education, democracy, social order and self-governance published by its editors in order to support the teachers in their self-education and competence enhancement which is necessary in educating the students towards life in a democratic society. Key words: civic education, social studies, democracy, social order, self-governance, Społeczeństwo Otwarte [The Open Society] – the magazine analysis

Is your building fit for practice?

2020 ◽  
Vol 30 (4) ◽  
pp. 20-24
Author(s):  
Dave Hancock
Keyword(s):  
21St Century ◽  
Service Model ◽  
Key Aspects ◽  
Poor Practice

For some years GPs have complained about poor practice premises. With new investment and the requirements of the NHS 21st century service model, Dave Hancock considers the key aspects of estate transformation

scholarly journals The Challenges Facing Civic Education in the 21st Century

Daedalus ◽  
2013 ◽  
Vol 142 (2) ◽  
pp. 65-83 ◽  
Author(s):  
Kathleen Hall Jamieson
Keyword(s):  
United States ◽  
Social Studies ◽  
Civic Education ◽  
21St Century ◽  
The United States ◽  
Lower Income ◽  
Civics Education ◽  
Social Studies Textbooks ◽  
Civic Skills

This essay explores the value and state of civics education in the United States and identifies five challenges facing those seeking to improve its quality and accessibility: 1) ensuring that the quality of civics education is high is not a state or federal priority; 2) social studies textbooks do not facilitate the development of needed civic skills; 3) upper-income students are better served by our schools than are lower-income individuals; 4) cutbacks in funds available to schools make implementing changes in civics education difficult; and 5) reform efforts are complicated by the fact that civics education has become a pawn in a polarized debate among partisans.

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