scholarly journals 3. The Fields of Arts the General Education System the Republic of Moldova

2016 ◽  
Vol 11 (1) ◽  
pp. 20-29
Author(s):  
Marina Morari
Keyword(s):  
General Education ◽  
Educational System ◽  
Education System ◽  
Fine Arts ◽  
Aesthetic Education ◽  
Traditional Theory ◽  
School Subject ◽  
The Republic ◽  
The Aesthetic ◽  
Aesthetic Values

Abstract The general education system identifies two approaches for encompassing arts: through the curricular field and through the extracurricular and extra-scholastic aesthetic education. The fields of arts are assigning a sector, an area of activity, a branch or a compartment. In the general education system, the fields of art have been differently formed. As a school subject, art is being studied through literature, music and fine arts. Some of them are not included in the educational plan (theatre, choreography). The statute of arts (literature, music, fine arts) in the educational system is outlined from two perspectives: art as a school subject and art as an artistic activity. The area of art shall not be reduced to a school subject or a type of arts. The artistic education in the educational system corresponds to the aesthetic education compartment and it happens in the extracurricular and extra-scholastic educational framework. According to the classic, traditional theory, the aesthetic education often is reduced to the level of artistic education. An efficient perspective in capitalizing the fields of art through education may be the extension of the artistic education borders outside the aesthetic values, by extra-aesthetic values – behavioral, moral, spiritual, social etc.

scholarly journals Formation of special competences of future primary school teachers in the conditions of modernization

2020 ◽  
pp. 134-144
Author(s):  
Gulsum Sagyndykovna Ayapbergenova ◽  
Zara Kasymovna Kulsharipova ◽  
Botagoz Gabdullovna Sarsenbayeva ◽  
Kamila Mergenovna Bespayeva ◽  
Meiramgul Zhandarbekovna Khamitova
Keyword(s):  
General Education ◽  
Primary School ◽  
Education System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Foreign Countries ◽  
The Republic ◽  
Teachers Training ◽  
New System

The article reveals innovative experience in the study of projective technologies in the training of primary school teachers in the general education system. In the practical part of the study, relevance of training primary school teachers to the use of wide opportunities in teaching children on the basis of new system values that orient themselves to a self-developing pupil who is able to flexibly use changing component life activities at a new level is substantiated. It also actualizes the need to study and use the experience of foreign countries, taking into account the specifics of domestic realities, and to make a comparative analysis of the theory, methodology and organization of future primary school teachers training in the context of modernization of the education system in the Republic of Kazakhstan. The primary education system is recognized as one of the most important priorities of the long-term Strategy «Kazakhstan – 2050».

Between Text and Cultural Performance: Staging Greek Tragedies in Germany

1999 ◽  
Vol 40 (1) ◽  
pp. 1-29
Author(s):  
Erika Fischer-Lichte
Keyword(s):  
Nineteenth Century ◽  
Eighteenth Century ◽  
Fine Arts ◽  
Aesthetic Education ◽  
Careful Study ◽  
Cultural Performance ◽  
Human Species ◽  
Middle Classes ◽  
Greek Culture ◽  
The Aesthetic

At the beginning of the nineteenth century, a consensus existed among the German educated middle classes that Greek culture represented an ideal and that Greek fine arts and literature were to be regarded as the epitome of perfection. From Schiller's Briefe über die ästhetische Erziehung des Menschen (Letters on the Aesthetic Education of Man) to Hegel's Lectures on Aesthetics, the message was the same: Greek culture was unique in that it allowed and encouraged its members to develop their potential to the full so that any individual was able to represent the human species as a whole. The model it provided was, however, inimitable and its standards unattainable, but both were invaluable as objects of careful study. Thus, it is small wonder that all surviving tragedies by Aeschylus, Sophocles and Euripides were translated into German, some even several times over. Despite this, they were never staged during the eighteenth century.

scholarly journals Inclusion of Children with Disabilities from the Palestinian-Arab Community in the Israeli Education System

2020 ◽  
Vol 43 (1) ◽  
pp. 197-210
Author(s):  
Enas Majadley
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Educational System ◽  
Education System ◽  
Cultural Context ◽  
Jewish Education ◽  
Minority Groups ◽  
Special Educational Needs ◽  
Special Needs Education ◽  
Palestinian Arab

Summary The concept of inclusion is implemented in Israeli educational system with introduction of 1988 Special Education Law (SEL). The political, socio-cultural and economical changes improved the general status of people with disabilities in the Arab and Jewish communities. However, the Jewish education system, and the Arab education system in general differ, that applies also to the issue of special needs education. Students with disabilities representing minority groups suffer from additional barriers. The main aim of the article is to discuss the issue of integrating students with disabilities into general education in Arab schools in Israel. The situation of children with special educational needs (mainly with intellectual disabilities) in educational system in Israel is discussed, with focus on children from Palestinian-Arab community. The Arab teachers attitudes and behaviors toward the inclusion and disability are analyzed. Although, the research within the topic is limited, the available results indicate rather negative attitudes of Arab teachers towards disabilities. This state might be partly embedded within the socio-cultural context. The further research within the topic is necessary.

Familistic Expertise of the Educational System of a General Education Organization

2020 ◽  
Author(s):  
Р.А. Ткаченко
Keyword(s):  
General Education ◽  
Educational System ◽  
Education System ◽  
Family Policy ◽  
Educational Organizations ◽  
Regulatory Requirements ◽  
Effective Response ◽  
Education Organization ◽  
The Creation

создание и развитие воспитательной системы общеобразовательной организации – адекватный и эффективный ответ на возрастающее значение воспитания в системе общего образования. Проведение фамилистической экспертизы на этапах проектирования и контроля развития воспитательной системы позволит учесть нормативные требования к содержанию воспитания в части соответствия семейной политики, а также обеспечить реализацию приоритетного права родителей на воспитание своих детей. the creation and development of the educational system of General educational organizations is an adequate and effective response to the growing importance of education in the General education system. Holding familistical expertise in designing and monitoring the development of the educational system will take into account regulatory requirements for the content of education in terms of family policy, and to ensure the implementation of priority rights of parents to raise their children.

The Philosophies and Development of a Free Education

2020 ◽  
pp. 93-104
Author(s):  
Nguyễn Hữu Phước
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Educational System ◽  
Education System ◽  
Early Years ◽  
College Preparatory ◽  
Ministry Of Education ◽  
Guiding Principle ◽  
The Republic ◽  
Agricultural Schools

This chapter traces the development of Vietnam's education system when the Republic of Vietnam (RVN) took over. At the time, the Ministry of Education (MOE) continued the French-style centralized educational system. Other developments included an overwhelming preponderance of college-preparatory high schools and a dichotomy of one system for technical agricultural schools and another for university in higher education. The chapter shows that it was during the early years of the RVN that the RVN's first educational guiding principle emerged, which was nationalism. However, education in general did not undergo significant changes for the newly formed republic, which faced multiple reorganizations and political realignments. The education system continued to be viewed as a legacy rather than a Vietnamese system that would serve the needs of Vietnamese society. This began to change in the 1950s, when it was established that Vietnamese education should be “nationalistic,” “humanistic,” and of “open mind for changes.”

scholarly journals SEJARAH TRANSFORMASI PENDIDIKAN ISLAM DI INDONESIA

2019 ◽  
Vol 3 (1) ◽  
pp. 96-108
Author(s):  
Ma’mum Aly
Keyword(s):  
Human Resources ◽  
General Education ◽  
Communist Party ◽  
Education System ◽  
Islamic Education ◽  
Colonial Era ◽  
Historical Aspect ◽  
History Of ◽  
The Republic ◽  
Dutch Colonial

This paper examines the history of the transformation of Islamic education in Indonesia according to Ariel Furchan. As a study of literature, then this article refers to the work of Ariel Furchan titled Transformation of Islamic Education in Indonesia: Anatomy Existence Madrasah and PTAI. However, this study is the discussion about Islam in general education from the historical aspect before the colonial Dutch, the Dutch colonial era occur until after the independence of the Republic of Indonesia. The conclusions from this discussion is that the Islamic education of transformation occurred as a result of the dialectic of Islamic education with a phenomenon that occurs or context, both Dutch-style education system, as well as the presence of the Indonesian Communist Party, and even the challenges of globalization and the character of the nation itself. The transformation of Islamic education should be accompanied by the availability of qualified human resources, so that the transformation of Islamic education can work together in every process.

scholarly journals Estetiska dimensioner i svenskämnets kursplaner från Lgr 69 till Lgr 11

2019 ◽  
pp. 152-182
Author(s):  
Katharina Dahlbäck ◽  
Anna Lyngfelt
Keyword(s):  
Fine Arts ◽  
Written Language ◽  
Close Reading ◽  
Full Potential ◽  
Not Given ◽  
School Subject ◽  
Multilingual Students ◽  
Sign Systems ◽  
The Subject ◽  
The Aesthetic

The possibilities young pupils have to express themselves by using verbal, written and aesthetic languages depend on the multilingual discourse at school. In this presentation, multilingualism is defined as languages with roots in different nations and cultures, linked to aesthetic languages (music, fine arts, literature, theatre, film and dance). The term multimodality is used to highlight the variety of communicative forms used by people to utilize and develop knowledge (Selander & Kress, 2010). Although people increasingly communicate by the use of different modalities in today’s society (Kress, 2003), the written language holds a unique position in Swedish as a school subject, and the aesthetic means of expression could be said to be marginalized. The study presented is a qualitative, comparative study based on close reading of curricula for the subject Swedish from 1969 (Lgr 69) to 2011 (Lgr 11). The purpose is to make clear how aesthetic perspectives of Swedish appear in the different curricula, starting with the didactic questions on what students are expected to learn, how this is told to be executed and why. Among the analysed curricula, the curriculum from 1980 (Lgr 80) represents an empirical, multimodal, communicative, democratic and creative approach to the subject Swedish, where aesthetic forms of expressions are emphasized. The analysis shows that the importance of these communicative forms is reduced in later curricula, leaving the aesthetical aspects in the background. The possibilities represented by a variety of modalities and sign systems decrease. Instead a skill oriented school subject increase that weakens the bridges between different expressions of multilingual language. The discussion, has a focus on the problems that the curriculum implicates, when young, multilingual students are not given the possibilities to use their different sign systems and communicative capacity, and therefore not the possibility to learn with their full potential.

scholarly journals THE DIRECTIONS OF ARTISTIC AND AESTHETIC EDUCATION OF PUPILS IN GENERAL EDUCATION ESTABLISHMENTS OF UKRAINE IN THE SECOND HALF OF XX CENTURY

2019 ◽  
pp. 100-109
Author(s):  
Tetiana Bulhakova ◽  
Volodymyr Hryshko
Keyword(s):  
General Education ◽  
Cultural Values ◽  
Fine Arts ◽  
Aesthetic Education ◽  
Significant Shift ◽  
Surrounding World ◽  
Modern School ◽  
Artistic Experience

The modern school is intended to develop the need for children to perceive cultural values, to accumulate artistic experience and to use them as a basis for harmonizing the attitude towards the surrounding world. The foundations of this were laid in the second half of the last century, although there was a significant shift in the direction of communist upbringing. In the Soviet age of the period of our study in education, prevailing formation of the qualities of a cultural citizen, the builder of communism. In the artistic and aesthetic education, the formation of patriotism and internationalism, the fiction, music, and fine arts were penetrated.

Readiness for pedagogical activity as a criterion for the development of inclusive practice in the education system of the Republic of Tatarstan

2021 ◽  
Vol 47 (2) ◽  
pp. 143-152
Author(s):  
М.Р. Osipovskaya ◽  
◽  
О.V. Laukart-Gorbacheva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
Teaching Experience ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Pedagogical Discourse ◽  
The Republic

An interdisciplinary study examines the problems of implementing the concept of inclusive education in the education system of the Republic of Tatarstan. An urgent problem is the lack of training of teachers of General education organizations to work with children with disabilities who have special educational needs, which makes it necessary to form professional competencies of teachers related to the development of the ability to design and implement innovative technologies of educational and correctional work aimed at achieving educational results. The purpose of the study was to identify the opinions of teachers about the difficulties of implementing the concept of inclusive education in the national educational system and their readiness to be active in the new conditions. The object of the author's research was chosen pedagogical discourse. Written works (essays) of primary school teachers and subject teachers were used as a communication space reflecting pedagogical discourse. Discourse analysis was used as the main research method. The results of the analysis of pedagogical discourse confirmed the research hypothesis about the lack of training of teachers of the General education system to work with children with disabilities and indicate that the common problem of all teachers is the lack of positive motivation to work; lack of special knowledge about the organization of the educational process; practical skills necessary to work with children with special educational needs. The research data presented in the article give grounds to say that the Republican education system should create conditions for the development of inclusive practices using the network interaction of educational organizations, health and social protection institutions, constant methodological support for teachers, innovative teaching experience.

COMPLEX USE OF ARTSIN PROCESS OF FORMATION OF ARTISTIC-AESTHETIC INTERESTS OF SCHOOLS WITH MENTAL MENTAL DEVELOPMENT

2019 ◽  
pp. 36-44
Author(s):  
Oleksandr Demianchuk
Keyword(s):  
Fine Arts ◽  
Cognitive Activity ◽  
Integrated Approach ◽  
Emotional Reaction ◽  
Aesthetic Education ◽  
Mental Development ◽  
Educational Process ◽  
Teachers And Students ◽  
The Aesthetic ◽  
The Individual

In this article peculiarities of cognitive activity of the pupils with development arrest are revealed; working procedure regarding development of aesthetic outlook of the pupils, mentioned above is highlighted in the article.The attention is focused on the issues of education of artistic and aesthetic interests by means of an integrated combination of arts. Much attention is paid to the aesthetic education of children, world outlook, interests, tastes, which feelings are of concern to all who are not indifferent to the future destiny of our society. The researcher notes that the essence of aesthetic education is the organization of diverse artistic and aesthetic activities of students, aimed at forming their ability to fully perceive and correctly understand the beauty in art and life, to develop aesthetic concepts, concepts and tastes, as well as to develop them artistic and aesthetic interests. Main conditions for the full development of artistic and aesthetic interests are: the appropriate level of artistic development of the child and understanding of her works of art; creating a positive emotional attitude to the objects of the aesthetic cycle. The presence of these conditions creates the basis for the emergence of artistic and aesthetic interest, which will further contribute to the correction of mental development of students of this category. Analyzing scientific works on this problem, the main indicators, which characterize the artistic and aesthetic interests of junior pupils, are determined. Among them: a conscious desire and ability of students to distinguish from the surrounding aesthetic objects or their aesthetic properties; emotional perception of aesthetic and artistic values ​​(depth and power of emotional reaction), the presence of empathy; a tendency to engage in aesthetic and artistic activity, the nature of their occurrence (interest or indifference, manifestation of autonomy in activity). Proceeding from the analysis of the state of development of the problem and relying on the noted theoretical generalizations, the author determines the artistic and aesthetic interest as a selective orientation of the individual to the knowledge of art precisely under the influence of his emotional attractiveness, which is expressed in the emotional pursuit of artistic and creative activity and the need for aesthetic pleasure. At the present stage, the use of integrated interaction of arts in music lessons is connected with the reorientation of the educational process to the student's personality in terms of her artistic and aesthetic improvement. It is envisaged that the use of integrated interaction of arts in the classroom will enable to intensify and intensify the aesthetic development of junior pupils with the LRR in the process of teaching them music, literature, fine arts, and will provide the necessary pedagogical conditions for him. Prospects of an integrated approach to the lessons of artistic disciplines in expanding the scope of its application, in the organization of a unified pedagogical system for the formation of artistic and aesthetic interests, built on the cooperation of teachers and students.

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