Nussbaum’s philosophy of education as the foundation for human development

Human Affairs ◽  
2018 ◽  
Vol 28 (3) ◽  
pp. 328-338
Author(s):  
Vasil Gluchman
Keyword(s):  
Human Development ◽  
Philosophy Of Education ◽  
General Development ◽  
Philosophical Concept ◽  
Critical Exploration ◽  
Growth Development ◽  
The Individual

Abstract The author of the paper investigates Martha C. Nussbaum’s philosophical concept of education in which education is considered key to all human development. In the first part, the author focuses on some of the more interesting ideas in Nussbaum’s philosophy of education regarding the growth, development and improvement of the individual, community, society, nation, country and humankind. The second part is a critical exploration of the individual in education, looking specifically at the general development of humankind and the shaping of abstract cosmopolitan world citizens, which are the main political goals of Nussbaum’s philosophy of education.

Age Limits of Pediatrics

PEDIATRICS ◽  
1988 ◽  
Vol 81 (5) ◽  
pp. 736-736
Author(s):  
Keyword(s):  
Health Care ◽  
Chronic Illness ◽  
Early Adulthood ◽  
Developmental Processes ◽  
Growth Development ◽  
Age Limits ◽  
The Individual ◽  
Special Circumstances

The purview of pediatrics includes the physical and psychosocial growth, development, and health of the individual. This commitment begins prior to birth when conception is apparent and continues throughout infancy, childhood, adolescence, and early adulthood, when the growth and developmental processes are generally completed. The responsibility of pediatrics may therefore begin with the fetus and continue through 21 years of age. There are special circumstances (eg, a chronic illness and/or disability) in which, if mutually agreeable to the pediatrician, the patient, and when appropriate the patient's family, the services of the pediatrician may continue to be the optimal source of health care past the age of 21 years.

Cosmopolitical and Biopolitical Aesthetics as Philosophical Approaches to Art Education

2021 ◽  
Author(s):  
Modesta Di Paola
Keyword(s):  
Social Sciences ◽  
Philosophy Of Education ◽  
The Other ◽  
Mutual Understanding ◽  
Human Beings ◽  
Philosophical Concept ◽  
Real Condition ◽  
Social Growth ◽  
Critical History ◽  
Common World

Cosmopolitanism is an ancient idea with a wide theoretical and critical history. Scholars across the humanities and social sciences have been examining the meaning and trajectories of this concept, showing how it spotlights ways in which people can move beyond mutual understanding and cooperation. However, cosmopolitanism does not have to refer to a transcendental ideal but rather to the material and real condition of global interdependencies. Cosmopolitanism has been connected to the philosophical concept of “becoming-world,” which develops this idea in the context of plural and ecological societies. Under this approach, cosmopolitanism turns into cosmo-politics, which fuses notions of educational and cultural creativity. From the philosophy of education and artistic education in particular, cosmopolitics seeks to outline the advances of new creative educational theories, which center on globalization, hospitality ethics, politics of inclusion, and the ecological connection between human beings and ecosystems; overall, this concept reveals the possibilities for moral, political, and social growth in the encounter with the other (human and natural). Cosmopolitics is, therefore, associated with the idea of educating with creativity, even proposing the elaboration of new pedagogical methods. Here, cosmopolitics has arisen as a crucial artistic educational orientation toward reimagining, appreciating, and learning from our common world.

A systemic method of investigating the development of human potential: the individual as an economic and social actor

2021 ◽  
pp. 41
Author(s):  
Maria Fedorova
Keyword(s):  
Economic System ◽  
Human Development ◽  
The State ◽  
Human Potential ◽  
Social Actor ◽  
Social Responsibilities ◽  
The Individual ◽  
Different Levels

The article argues that considering the individual as an economic and social actor in a socio-economic System makes it possible to look into various aspects of human development at different levels in interrelation. The main indicators of the economic and social subsystems are analyzed, which characterize the development of human potential in Russia in the period 2010-2019. A number of measures for the development of social responsibilities of the state, charity and volunteering have been substantiated.

scholarly journals A problematic cnidarian (Cambroctoconus; Octocorallia?) from the Cambrian (Series 2–3) of Laurentia

2017 ◽  
Vol 91 (5) ◽  
pp. 871-882 ◽  
Author(s):  
John S. Peel
Keyword(s):  
New Species ◽  
Fossil Record ◽  
First Record ◽  
Soft Corals ◽  
Pore System ◽  
General Development ◽  
Stage 4 ◽  
Basal Clade ◽  
The Individual ◽  
North Greenland

AbstractThe problematic calcified cnidarian Cambroctoconus is described from the Henson Gletscher Formation (Cambrian Series 2, Stage 4–Series 3, Stage 5) of North Greenland, representing the first record from Laurentia of a genus otherwise recently described from China, Kyrgyzstan, and Korea. Internal molds produced by penetrative phosphatization mirror the pervasive pore system of the calice walls and septa. The pore system is compared to the network of gastrodermal solenia that distributes nutrients between polyps and surrounding stolon tissues in present day octocorals. In conjunction with the octagonal form of the individual coralla and eight-fold symmetry of septa, the pore system promotes assignment of Cambroctoconus to the Octocorallia, a basal clade in cnidarian phylogeny. Octocorals (‘soft corals’) are diverse in present day seas, but have a poor fossil record despite the general development of distinctive calcareous spicules. New taxa: Order Cambroctoconida new; Cambroctoconus koori new species.

scholarly journals Final exam: what is the result of studying at school?

2020 ◽  
Author(s):  
Elena Alekseevna Tolkacheva ◽  
Vasilisa Fedorovna Tolkacheva ◽  
Evgenii Iurevich Gurov
Keyword(s):  
Human Development ◽  
Learning Outcomes ◽  
Personal Development ◽  
School Education ◽  
Educational Technologies ◽  
Final Exam ◽  
School Based ◽  
The Individual

What should be considered and evaluated in modern technological conditions as a result of school education? What are the consequences of "informational expansion of the individual"? How digitalization affects the fundamental psychophysiological processes of personal development. Without an answer to these questions, it is impossible to talk about understanding the significance of the development of digital educational technologies. It is proposed to identify invariants of learning outcomes in school based on the psychophysiology of human development.

scholarly journals MODERNIDAD INVIABLE

2017 ◽  
Vol 49 (3) ◽  
pp. 497
Author(s):  
Pedro Trigo
Keyword(s):  
Human Development ◽  
Vatican Ii ◽  
Human Life ◽  
El Paso ◽  
Human Being ◽  
Political Systems ◽  
The Core ◽  
The Individual ◽  
The Church

RESUMEN: Ponemos el núcleo de la modernidad en el descubrimiento de la individualidad, entendido como un proceso emancipatorio respecto de las co­lectividades que pautaban su vida. Sus dos modos básicos, en pugna constante, serían desarrollar su individualidad autárquicamente o entenderse como un ser humano, autónomo y único, pero referido a la única humanidad. Parecería que se ha impuesto el individualista, objetivando su dominio en los sistemas económico y político, pretendidamente autoconstruidos y autorregulados. Siempre hubo cristianos modernos, pero debieron soportar la contradicción de la institución eclesiástica. El Vaticano II discernió que el ser humano es histórico y que al hacer la historia se hace a sí mismo; reconoció que los bienes civilizatorios propician la vida humana, pero no equivalen al desarrollo propiamente humano. Sólo éste es escatológico. La responsabilidad ante los hermanos y la historia, que se ejerce en la encarnación solidaria, es el nuevo humanismo. La superación de la modernidad se da en el paso del individuo solo o en relación, al ser humano constitutivamente relacional, que se hace persona al actuar como hijo y hermano desde su insobor­nable individualidad.ABSTRACT: We put the core of Modernity in the emerging phenomena of indi­viduality, understood as a process of emancipation from the ruling groups. Its two ways, always in tension, would be to develop an individuality autocratically or to understand the individual as a unique and autonomous human being, but only in reference to humankind. It looks like that the individualist model has imposed itself dominating the economical and political systems, supposedly self-made and self-regulated. Modern christians have always existed, but they had always to deal with the contradiction of the Church as institution. The Vatican II discerned that the human being is historical and while making history we form themselves; rec­ognized that the civilizing benefits propitiate human life, but they do not equate to true human development. This is only eschatological. The responsibility towards brothers and history, that we perform in our caring incarnation, is the new hu­manism. We go beyond modernity when we pass from the individual alone or in relation to humankind intrinsically relational, that becomes a person by acting as a son and brother while anchored in indelible individuality. 

scholarly journals THE CHARACTER SYSTEM OF HISTORICAL WORKS BY I. EFIMOV AS A RECEPTION OF THE WRITER’s PHILOSOPHICAL CONCEPT

2019 ◽  
Vol 29 (3) ◽  
pp. 492-498
Author(s):  
E.A. Samarova
Keyword(s):  
Historical Development ◽  
The Other ◽  
Historical Novels ◽  
Philosophical Concept ◽  
Character System ◽  
The Individual ◽  
Empirical Material

I.M. Efimov is a Soviet and Russian abroad writer. His historical works have profound philosophical content. This philosophical content is revealed when we compare his historiosophical treatises about the character and patterns of historical development and historical novels. Philosophical ideas of the writer appear on different poetic levels of the work, and above all - in the plot and character system. Historical novels and historical-philosophical treatises constitute a single historiosophical system and relate to each other as theoretical and empirical material, therefore they cannot be considered one without the other. However, many critics analyze the writer's historical works in isolation from his philosophical concept, which makes such an analysis incomplete and sometimes erroneous. In our study, an attempt was made to trace the connection between the individual characters of the artistic historical works of I. Efimov with his philosophical concept.

Primary Education in India: An Analysis of Comparative Performance of Districts

2019 ◽  
Vol 13 (3) ◽  
pp. 372-381
Author(s):  
Tamal Krishna Kayal
Keyword(s):  
Economic Growth ◽  
Principal Component Analysis ◽  
Human Development ◽  
Primary Education ◽  
Principal Component ◽  
Educational Outcome ◽  
Comparative Performance ◽  
Education In India ◽  
Growth Development ◽  
Outcome Index

An analysis of the outcome of primary education has considerable significance from the perspective of economic growth, development and also from the broader concept of human development. The outcome of primary education can be measured in terms of different indicators like enrolment, retention and learning. This paper analyses comparative performance in primary education of 161 districts across six selected states of India using a comprehensive measure of outcome of primary education called educational outcome index. This index is based on 10 indicators of educational outcome, including four indicators of learning achievement of students. The method of principal component analysis is used in developing the index, which is subsequently used for classifying the districts into three groups of performance: good, average and poor. The classification shows that districts within each state are distributed across these groups of performance, suggesting significant intra-state variations in performance of primary education in India.

scholarly journals ESTUDOS SOBRE HABILIDADES SOCIAIS EM CRIANÇAS COM IDADE ESCOLAR

2018 ◽  
Vol 7 (2) ◽  
pp. 63
Author(s):  
Débora Araújo Leal ◽  
Veronica Alves dos Santos Conceição ◽  
Janete Moura Teixeira
Keyword(s):  
Social Skills ◽  
Human Development ◽  
Interpersonal Relationship ◽  
School Context ◽  
The Other ◽  
Google Scholar ◽  
Protection Factor ◽  
School Aged Children ◽  
The Individual ◽  
Interpersonal Situations

Este artigo tem como principal objetivo discutir e avaliar a importância das habilidades sociais em crianças com idade escolar. O termo habilidades sociais refere-se à existência de diferentes classes de comportamentos sociais no repertório do indivíduo para lidar de maneira assertiva com as demandas das situações interpessoais. Foi realizada uma revisão bibliográfica em seis estudos publicados por pesquisadores da área, entre os anos de 2002 a 2016. Os resultados evidenciaram que habilidades sociais são reconhecidas como fator de proteção no curso do desenvolvimento humano. Tais habilidades são atenuadas em contexto escolar pois dizem respeito a comportamentos necessários a uma relação interpessoal bem-sucedida, conforme parâmetros típicos de cada contexto e cultura, podendo incluir os comportamentos de iniciar, manter e finalizar conversas; pedir ajuda; fazer e responder a perguntas; fazer e recusar pedidos; defender-se; expressar sentimentos, agrado e desagrado; pedir mudança no comportamento do outro; lidar com críticas e elogios; admitir erro e pedir desculpas e escutar empaticamente, dentre outros. Para isso foi realizado um levantamento nas seguintes bases de dados: BVS PSI, Pepsic, Google Acadêmico e Scielo, Portal de periódicos CAPES/MEC considerando o que tem sido produzido a respeito deste tema nos últimos anos no Brasil. STUDIES ON SOCIAL SKILLS IN SCHOOL-AGED CHILDREN ABSTRACT This article aims to discuss and evaluate the importance of social skills in school-aged children. The term social skills refers to the existence of different classes of social behaviors in the repertoire of the individual to deal assertively with the demands of interpersonal situations. A bibliographic review was carried out in six studies published by researchers from the area between 2002 and 2016. The results showed that social skills are recognized as a protection factor in the course of human development. Such skills are attenuated in the school context because they relate to the behaviors necessary for a successful interpersonal relationship, according to typical parameters of each context and culture, which may include the behaviors of starting, maintaining and ending conversations ask for help; ask and answer questions; make and refuse orders; defend yourself; expressing feelings, liking and displeasure; ask for change in the behavior of the other; dealing with criticism and praise; admit mistakes and apologize and listen empathically, among others. For that, a survey was carried out in the following databases: BVS PSI, Pepsic, Google Scholar and Scielo, periodicals portal of CAPES/MEC journals, considering what has been produced about this topic in recent years in Brazil.

Sign in / Sign up

Export Citation Format

Share Document