scholarly journals O osobliwościach dyskursów w edukacji

2018 ◽  
pp. 427-436
Author(s):  
Radosław Nawrocki
Keyword(s):  
Educational Policy ◽  
Educational Practice ◽  
Discursive Practices ◽  
Playing Field ◽  
Educational Processes ◽  
The Social ◽  
Basic Goal ◽  
Basic Concepts ◽  
Internal Struggle ◽  
Educational Imagination

The basic goal of the text is to follow the work strategy on selected pedagogical concepts as part of  educational discourses. I assume that within the framework of the functioning of discursive practices in education, a certain work is done, which flattens the conceptual grid regarding education. Thus, these concepts are unambiguous, boil down to the most direct, superficial and obvious meaning. The way of thinking about education, present in the dominant discourses located in the social circulation, causes that educational processes are devoid of meaning wealth. This is how it sets the playing field in thinking about education, designing educational policy and educational practice. The treatment, which is to restore the educational discourses to depth, aporethism, internal struggle, the element of contradiction is to launch a specific etymological work that reveals the fuller meaning of the basic concepts that build the educational imagination. Thanks to this, a certain contrast will also be created between the extracted meaning and those meanings that are promoted in the most varied discursive practices launched in the field of education

scholarly journals Pedagogical Innovations as a Part of Educational Policy in Poland – Trends and Prospects

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Dorota Zdybel
Keyword(s):  
Teacher Training ◽  
Educational Policy ◽  
Educational Practice ◽  
Learning Potential ◽  
Self Regulated Learning ◽  
School Practice ◽  
The Social ◽  
Teachers And Students ◽  
Educational Sciences ◽  
Pedagogical Innovations

The last 20 years in Polish educational policy has been marked by radical but positive change in the social perception of new, innovative ideas in educational practice. This change, however, came along with important misconceptions, including: superficial/or insubstantial understanding of the very concept of “innovation”, “staging” innovations to fulfill bureaucratic demands. The article explores popular barriers and veiled threats in the process of introducing innovative ideas into schools, searching for potential means of overcoming these barriers. How to bridge the gap between the educational sciences and the school practice? How to prevent the decline in the quality in teacher training? What changes in teacher training are necessary to create the culture of enquiry, self-regulated learning, building learning potential of both, teachers and students? Can innovative teacher training be the answer to bureaucracy, politicization and fake reforms in the Polish educational system? These are the main questions addressed in the presentation.

Orientalist Speech-acts and Israeli Middle East Studies: Cautions and Criticisms of Edward Said Beyond the Battle of Ideas

2019 ◽  
Vol 18 (2) ◽  
pp. 221-237
Author(s):  
Eyal Clyne
Keyword(s):  
Middle East ◽  
Speech Acts ◽  
Edward Said ◽  
Discursive Practices ◽  
Academic World ◽  
The Social ◽  
Social Theories ◽  
Middle East Studies

Drawing on speech acts theory, this article discusses the illocutionary and perlocutionary forces of discursive practices with which certain academic circles seek to discredit the Saidian ‘Orientalism’ framework. Identifying the unusual value attached to Said as object of attachment or detachment, desirability and exceptionality, this analysis turns away from deliberations about ‘orientalism’ as a party in a battle of ideas, and studies common cautionary statements and other responses by peers as actions in the social (academic) world, that enculture and police expectations. Cautioning subjects about this framework, or conditioning its employment to preceding extensive pre-emptive complicating mitigations, in effect constructs this framework as undesirable and ‘risky’. While strong discursive reactions are not uncommon in academia, comparing them to treatments of less-controversial social theories reveals formulations, meanings and attentions which are arguably reserved for this ‘theory’. Conclusively, common dismissals, warnings and criticisms of Said and ‘Orientalism’ often exemplify Saidian claims, as they deploy the powerful advantage of enforcing hegemonic, and indeed Orientalist, views.

Conceptual foundations for the development of J.G.Turner’s general sociological theory: Metatheoretical ideas, basic concepts and analytical scheme

2019 ◽  
pp. 40-60
Author(s):  
Volodymyr Reznik
Keyword(s):  
Social Evolution ◽  
Social Dynamics ◽  
Sociological Theory ◽  
Social Forces ◽  
Analytical Scheme ◽  
Initial Stage ◽  
The Social ◽  
Production Distribution ◽  
Basic Concepts ◽  
Conceptual Foundations

The article discusses the conceptual foundations of the development of the general sociological theory of J.G.Turner. These foundations are metatheoretical ideas, basic concepts and an analytical scheme. Turner began to develop a general sociological theory with a synthesis of metatheoretical ideas of social forces and social selection. He formulated a synthetic metatheoretical statement: social forces cause selection pressures on individuals and force them to change the patterns of their social organization and create new types of sociocultural formations to survive under these pressures. Turner systematized the basic concepts of his theorizing with the allocation of micro-, meso- and macro-levels of social reality. On this basis, he substantiated a simple conceptual scheme of social dynamics. According to this scheme, the forces of macrosocial dynamics of the population, production, distribution, regulation and reproduction cause social evolution. These forces force individual and corporate actors to structurally adapt their communities in altered circumstances. Such adaptation helps to overcome or avoid the disintegration consequences of these forces. The initial stage of Turner's general theorizing is a kind of audit, modification, modernization and systematization of the conceptual apparatus of sociology. The initial results obtained became the basis for the development of his conception of the dynamics of functional selection in the social world.

scholarly journals Early Childhood Transitions and Critical Praxis

2012 ◽  
Vol 37 (2) ◽  
pp. 13-18 ◽  
Author(s):  
Kate Tilleczek
Keyword(s):  
Early Childhood ◽  
Public Education ◽  
Prince Edward Island ◽  
Educational Practice ◽  
Childhood Education ◽  
Full Day Kindergarten ◽  
The Social ◽  
Core Elements ◽  
Full Day

This paper presents literature and findings on childhood transitions in public education. Set in the context of shifts in Canada to full day kindergarten, it makes visible the range of human relational and structural concerns that must be considered in the practice of researching and facilitating transitions for children. The paper draws upon a review of international literatures and a longitudinal, three-year qualitative study of 795 students, parents, and educators in 37 families of schools who conversed about the character and meaning of transitions. Such long-term enactments of transitions as they occur are scarce but important in making visible the complexity and nuance of childhood transitions. Findings include the importance of a critical praxis for transitions which gets at the roots of the social organization and inequality in research and educational practice. The paper addresses critical praxis as found in three early childhood education frameworks (Australia, Prince Edward Island and New Brunswick, Canada). Attention to being, becoming, and belonging for all children and the fit between human and structural concerns at the levels of society, community, school, and family form core elements of critical praxis. Transitions are best understood and facilitated as over time, complex social ensembles.

scholarly journals «Rýhanı dúnıetanym», «rýhanılyq» kategorııalarynyń pedagogıkalyq jáne psıhologııalyq uǵymdary [Pedagogical and Psychological Concepts of the Category “Spiritual Worldview” and “Spirituality”]

2020 ◽  
Vol 3 (117) ◽  
pp. 161-174
Author(s):  
B.J. Parıdınova ◽  
Keyword(s):  
Social Structure ◽  
Research Problem ◽  
The State ◽  
Theoretical Understanding ◽  
The Core ◽  
The Social ◽  
Spirituality In Education ◽  
Basic Concepts ◽  
The Individual ◽  
Pedagogical Science

The problem of developing the spiritual worldview and spirituality was the development of society at all stages. The spiritual worldview and spirituality of the individual, teachers in society changed depending on the level of the social structure of the state and its ideology, religious and secular views, the development of pedagogical science. Therefore, the spiritual worldview and spirituality of the whole society is one of the most important characteristics of the pedagogical preparation of the individual. The research problem is relevant in the framework of the program «Rukhani zhangyru». Therefore, we believe that a set of activities under the program is the core of this topic. Spiritual worldview and spirituality is the most important issue in the context of globalization. The purpose of this article is to generalize and systematize this problem, to determine the role and place of the spiritual worldview and spirituality. To achieve the purpose, this study discusses some of the findings of scientists on the problem of spiritual worldview and spirituality in education. The discussed fundamental principles of development and existing scientific works on the problem of spiritual worldview and spirituality. Many actual issues can be considered in the notion of concept since these categories has not yet been studied in science. In this article special attention is paid to spiritual worldview and spirituality and its basic concepts, which is one of the most important problems in pedagogy and psychology. The article the relevance and importance of theoretical understanding of the data category. Presented some theoretical problems of the formation and preservation of spiritual worldview and spirituality. Рухани дүниетанымның даму мәселесі және руханилық қоғам дамуының барлық салаларында өзекті болып саналады. Қоғамдағы тұлғаның, мұғалімнің рухани дүниетанымы мен руханилығы мемлекеттің әлеуметтік құрылысы мен оның идеологиясы, діни және зайырлы көзқарастары, педагогикалық ғылымның дамуы деңгейіне байланысты өзгеріп отырады. Сондықтан барлық қоғам мүшелерінің рухани дүниетанымы мен руханилығы тұлғаның педагогикалық дайындығының маңызды сипаттамалық белгісі болып табылады. Зерттеу мәселесі «Рухани жаңғыру» бағдарламасы аясында өзекті болып саналады. Сол себепті бағдарлама шеңберіндегі шаралар кешені берілген тақырыптың өзегі деп ойлаймыз. Жаһандану шарттарында «Рухани дүниетаным» және «Руханилық» категориялары маңызды мәселе болып табылады. Осы мақаланың мақсаты болып берілген мәселені жинақтау және жүйелеу, рухани дүниетаным мен руханилықтың рөлін, орнын анықтау болып саналады. Мақсатқа жету үшін берілген жұмыста білім берудегі рухани дүниетаным мен руханилық мәселесіне байланысты кейбір қорытындылары қарастырылады. Рухани дүниетаным мен руханилық мәселесіне байланысты дамытудың негізгі қағидалары мен ғылымда бар жұмыстар талқыланады. Өйткені берілген категориялар ғылымда толықтай зерттелмеген және зерттелуі тиіс көптеген өзекті мәселелері жетерлік. Берілген мақалада рухани дүниетаным және руханилықтың, оның педагогикадағы және психологиядағы негізгі түсініктеріне ерекше назар аударылады. Мақалада берілген категорияларды теориялық түсінудің өзектілігі мен маңыздылығы дәйектеледі. Рухани дүниетаным мен руханилықтың қалыптасуы мен сақтаудағы кейбір теориялық мәселелері ұсынылған.

scholarly journals Ocio y procesos educativos en el contexto del movimiento de los trabajadores rurales sin tierra (MST) de la región de ribeirão preto – sp – Brasil (Leisure and educational processes in the context of the movement of rural landless workers (MST) in the re

Retos ◽  
2020 ◽  
pp. 637-644
Author(s):  
Robson Amaral de Silva ◽  
Luiz Gonçalves-Junior ◽  
Jose Maria Pazos Couto
Keyword(s):  
Social Practice ◽  
Sao Paulo ◽  
São Paulo ◽  
Rural Workers ◽  
Time Space ◽  
Educational Processes ◽  
The Social ◽  
Qualitative Nature ◽  
Societal Structure ◽  
Las Mujeres

El objetivo central de este estudio fue comprender el significado atribuido al ocio en la percepción de los integrantes del Movimiento de los Trabajadores Rurales Sin Tierra (MST) de la región de Ribeirão Preto, interior del estado de São Paulo, Brasil, y describir procesos educativos emergentes de esa práctica social en áreas de reforma agraria ocupadas por estos/as trabajadores/as. La metodología utilizada fue de naturaleza cualitativa inspirada en la fenomenología existencial, para la recogida de datos se utilizaron diarios de campo. Para el análisis de resultados construimos dos categorías: A) Ocio como tiempo-espacio de lucha del MST; B) Apropiación desigual del ocio por las mujeres del MST. La práctica social del ocio en el MST es un tiempo-espacio de lucha, no fragmentado de otras luchas del Movimiento, que además de la tierra, lucha también por mejor educación, salud y ocio. Percibimos la contestación de la actual estructura societaria y sus imperativos en la práctica social del ocio en el cotidiano de los/as trabajadores/as rurales con que convivimos en la investigación, pero contradictoriamente, algunas experiencias reprodujeron valores hegemónicos de la sociedad neoliberal.Abstract. The main objective of this study was to understand the meaning attributed to leisure in the perception of the members of the Movement of the Landless Rural Workers (MST) of the Ribeirão Preto region, in the state of São Paulo, Brazil, and to describe educational processes that allowed that social practice in areas of agrarian reform occupied by these workers. The methodology used was of a qualitative nature inspired by existential phenomenology. Field journals were used for the data collection. For the results, we constructed two categories: A) Leisure as time-space of struggle of the MST; B) Unequal appropriation of leisure by women of the MST. We consider that social practice of leisure in the MST is a time-space of struggle, not shared with other struggles of the Movement, which besides the land, also fights for better education, health, and leisure. We perceive the answer of the current societal structure and its imperatives in the social practice of leisure in the daily life of the rural workers with whom we live, but contradictorily, some experiences reproduced hegemonic values of the neoliberal society.

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.

Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses

2011 ◽  
Vol 16 (2) ◽  
pp. 55-73
Author(s):  
Simon Funge ◽  
Nancy Meyer-Adams ◽  
Chris Flaherty ◽  
Gretchen Ely ◽  
Jeffrey Baer
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Educational Policy ◽  
Social Workers ◽  
Core Competencies ◽  
The Other ◽  
Policy Positions ◽  
Practice Behaviors ◽  
The Social ◽  
Work Education

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this content but also fostering the expected practice behaviors associated with the social justice competency. This model can apply to teaching strategies pertaining to the other nine competencies. Examples of assignments and methods for assessment are provided.

Sign in / Sign up

Export Citation Format

Share Document