scholarly journals Socio-cultural aspects of social organization of boarding-type educational institutions: the socio-systematic model

2018 ◽  
Vol 21 (11) ◽  
pp. 23-30
Author(s):  
N. M. Gordienko
Keyword(s):  
Social Norms ◽  
Social Organization ◽  
World View ◽  
Educational Institution ◽  
Boarding Schools ◽  
Educational Institutions ◽  
Social Actors ◽  
Cultural Aspects ◽  
The Social ◽  
Personal Philosophy

Theoretical aspects of the socio-systematic model of boarding schools’ social organization has been studied in the article. It has been proved that the social organization of boarding schools reflects the nature of the relationship in an educational institutions, norms of activity, students’ values, identity, philosophy and other qualities that characterize the cultural aspects of boarding schools’ social organization.The system model of boarding schools’ social organization has been suggested by the author. This model consists of three subsystems. The first subsystem contains the integrating components of educational organization, such as the social constants of boarding schools’ functioning, its mission and identity. The second one contains the elements of the system of thought-formation, i.e. the personal philosophy of the social actors of boarding schools, the direction of its activity, the hierarchy of values of the boarding school’s pupils and its status-role hierarchy. The world view characteristics of boarding schools’ social actors are understood as a special social card that allows us to determine the role of boarding schools in a society and to find the key identities, which form it as an educational institution. The consequences of different types of personal philosophy of boarding schools’ social actors have been analyzed. These are: administrative, staff and pedagogical ones. From those above-mentioned, only the pedagogical type corresponds to the mission of this social institution, while others are the sources of corruption and other deviations of boarding schools’ activity.The third subsystem contains the elements of a normative model, which includes the social norms for the students of boarding schools, the social nature of the pupils of boarding schools and the social scenarios for the graduates of boarding schools. The students of boarding schools have been divided into three groups according to the criterion of their attitude to social norms. The first group of students includes those who are prone to egocentrism and deviant behavior. The students of the second group are more prone to act in accordance with social norms under the influence of group pressure. The third group consists of those students who are inclined to act in accordance with norms based on self-help efforts.The components of the social character of pupils and social scenarios of boarding schools’ graduates, which correspond to their life trajectories after the completion of their course of study, have been analyzed by the author of the article.

scholarly journals Pengembangan Pondok Pesantren

2017 ◽  
Vol 1 (1) ◽  
pp. 43
Author(s):  
Rahmat Arofah Hari Cahyadi
Keyword(s):  
Educational Institution ◽  
Social Institutions ◽  
Boarding School ◽  
Boarding Schools ◽  
Development Plan ◽  
Educational Institutions ◽  
Economic Institutions ◽  
The Times

The development plan of the Islamic Boarding School in the middle of the times it is not impossible to do. As the oldest educational institutions in Indonesia, Islamic Boarding School is an educational institution that is civilized. The development of Islamic boarding school can be done through two aspects; boarding school as an educational unit and boarding school as a place of education units. Islamic Boarding School as an educational unit in the form of Muaddalah Islamic Boarding School while boarding school as a place of education unit is a main unit of doing other educational institutions. Development of the Islamic Boarding School can also be developed through the role of Islamic Boarding Schools that do not merely act as an educational institution, but also serves as a social institutions and economic institutions of society.

scholarly journals The readiness of pedagogical personnel to realize the inclusive education in general educational institution

2015 ◽  
Vol 2 ◽  
pp. 142
Author(s):  
Aija Kondrova ◽  
Rita Orska
Keyword(s):  
Inclusive Education ◽  
School Teacher ◽  
Educational Institution ◽  
Work Conditions ◽  
Comprehensive School ◽  
Educational Institutions ◽  
Academic Achievements ◽  
The Social ◽  
Culture Environment ◽  
Individual Needs

The dilemma between general pedagogical offer and individual needs of every student has been topical in all ages and now, too. An inclusive education now has been considered a new hope and a possible solution for the pedagogical dilemma – how to provide educational and development necessities of every child at comprehensive school. Teacher is a crucially essential person in the practice of inclusive education. The teachers mostly have to be professionally competent in order to reveal varied necessities, individual academic achievements, the social and culture environment, where these students live, of every student; and it provides an opportunity to find out how to facilitate academic achievements of every student most efficiently. The research reveals the work conditions of Latgale region teachers through the implementation of inclusive education at educational institutions of different level.

scholarly journals ORGANIZATION OF THE EDUCATIONAL PROCESS OF UNIVERSITIES OF TECHNICAL SPECIALTIES IN THE COUNTRY OF TRENDS OF THE SOLUTION OF THE HUMANITARIAN-CULTURAL ENVIRONMENT AMONG STUDENT YOUTH.

2020 ◽  
Vol 2 ◽  
pp. 36-42
Author(s):  
Iryna Chernikova
Keyword(s):  
International Relations ◽  
Educational System ◽  
Professional Education ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Institutions ◽  
State Institutions ◽  
Life Problems ◽  
The Social ◽  
Self Development

The connection of Ukraine with the world and European community implies a focus on the Person, his/her spiritual education, upbringing of value attitude to the social environment and him/herself, with a thorough education and deep knowledge, the ability to successfully solve his/her own life problems, readiness to take on the responsibility conditions of international relations, capability of self-development and self-improvement, responsibility for other people. This fundamental approach requires a rethinking of the process of education in universities with a technical profile of training specialists, and in general in the educational system of the state. The problem of development of the Concept of educational system of the modern higher technical educational institution for today and the necessity of finding effective ways of formation of world outlook positions and values landmarks of the student youth on the basis of spiritual, moral and cultural bases of life of the Ukrainian people, coordination of interaction of educational institutions of professional education, state institutions are considered.

scholarly journals KEPEMIMPINAN KIAI DI PONDOK PESANTREN

2019 ◽  
Vol 3 (02) ◽  
pp. 1
Author(s):  
Ahmad Mudjab
Keyword(s):  
Family Relationships ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Boarding Schools ◽  
Educational Institutions ◽  
Human Beings ◽  
The People ◽  
Personal Community

Islamic boarding schools are educational institutions that try to shape the behavior of their people. The existence of Islamic boarding schools as educational institutions still maintains their traditional education system has a big influence on the lives of Indonesian people. As an institution that produces human beings who are religious-minded, pesantren certainly must produce santri (qualified and beneficial for the surrounding community. Kiai leadership as a spiritual leader in uniting hearts, arranging hearts, equating perceptions, strategies and steps is an effort to foster family relationships that The leadership of the Kiai uses a religious approach, kinship and humanity.The development of the quality of santri education is an effort that is carried out consciously, directed and continuous to introduce and instill religious understanding to the santri, so that they know, believe and practice it in understanding make it a guide to life personal, community, national and state development of student input quality is carried out through guidance, teaching, training, and learning experience activities, Kiai as the leader of an Islamic educational institution is not only in charge of compile the curriculum, make rules and regulations, design an evaluation system, as well as carry out the teaching and learning process that is related to the religious sciences in the institution they care for, but also serves as a coach and educator of the people and become community leaders.

scholarly journals Pedagogy of partnership with social institutions as a significant factor of interaction of participants in the educational process between educational institutions and preschool institutions in the training of future educators

New Collegium ◽  
2021 ◽  
Vol 1 (103) ◽  
pp. 84-89
Author(s):  
S. Bakay
Keyword(s):  
Personal Development ◽  
Educational Institution ◽  
Effective Interaction ◽  
Social Institutions ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Institutions ◽  
Joint Activities ◽  
Effective Form ◽  
The Social

The article considers aspects of pedagogical partnership between participants in the educational process in educational institutions and preschool institutions as an effective factor of interaction. The article analyzes the principles, opportunities and ways of partnership pedagogy as a system of effective interaction between teachers, educators and parents for the purpose of personal development of participants in the educational process. The concepts of "partnership", "partnership pedagogy", "social institutions" in the system of relations between all participants in the educational process (teachers, future educators, employees of preschool educational institutions, parents) are revealed. The paper focuses on the criteria that determine the effectiveness of the idea of developing partnership relations as the most productive system of relations in the context of pedagogical interaction. The article highlights the social and pedagogical partnership as a separate form of social interaction of an educational institution with individuals and the importance of the determining role of a higher educational institution in the implementation of its personal and developmental functions in the training of future educators, which includes family, teachers, and the administration of educational institutions. The article considers the purpose and objectives of social and pedagogical partnership as the establishment of partnership relations between participants in the educational process to determine the value orientations of joint activities and ways to achieve partnership. The issues of organization and social and pedagogical partnership as the most effective form of involving parents in the structure of technology, designing a model of partnership interaction between educational institutions and family in the training of future educators are outlined and justified.

scholarly journals Masyarakat dan Eksistensi Madrasah Diniyah

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Wahid Khozin
Keyword(s):  
Social Structure ◽  
Educational Institution ◽  
Educational Institutions ◽  
Social Differences ◽  
Level Of Education ◽  
The Social ◽  
Social Dynamic

As a part of social structure, any educational institution is always changing depending on the social dynamic in a society. in the same manner, madrasah diniyah-as one of the religious educational institutions is also changing due to their environment and social aspiration. in this case, the madrasah existence seems to be depended on what and how social aspiration towards madrasah. madrasah is built and managed by society. social differences-because of difference in gender, age, level of education, and occupation-do not hinder the educational spirit of community to support madrasah diniyah. this paper tries to answer some questions dealing with their existence today. why the community still wants to conserve the existence of madrasah diniyah? how far the social aspiration to conserve and develop the madrasah diniyah as a tool of values cultivation.

scholarly journals The integration in educational system of children with disability - a philosophy and a legal obligation

2015 ◽  
Vol 3 (1) ◽  
pp. 66
Author(s):  
Entela HOXHAJ ◽  
Irma Baraku
Keyword(s):  
Special Needs ◽  
Social Inclusion ◽  
Educational Institution ◽  
Legal Framework ◽  
Educational Process ◽  
Vulnerable Groups ◽  
Educational Institutions ◽  
Children With Disability ◽  
The Social ◽  
The Creation

The increasing fisibility of the children with disability or special needs enhanced the debate and efforts for a new philosohy related to the treatment‎ of disability problematics in general and, especially, to their education. The concept of diasbility has evolved to a model of integration and social inclusion, especially the social ‎inclusion of children with disability in common schools‎. The law 'On the protection from discrimination' prohibits discrimination on grounds of disability, and refusal of registration in an educational institution because of this ground. Furthermore, this law provides the obligation of statal institutions to take positive measures to make possible the enhance of education of vulnerable groups, including children with disability or special needs. These provisions would lack if not accompanied with the creation of a legal framework that explicitly provide for this inclusion philosophy and create the proper mechanisms to make it applicable. It is evident the indispensability of a multi-dimensional treatment of this problematic, that requires also the collaboration of many actors.‎ ‎The innovative stands just in the creation of mechanisms that would make possible such an inclusion. This process requires directors of educational institutions and active and teachers, devoted on the integration of children with disability in every aspect of teaching and educational process.

scholarly journals As a Dalit Women

2020 ◽  
Vol 1 (1) ◽  
pp. 111-124
Author(s):  
Maya Pramod
Keyword(s):  
Social Norms ◽  
Social Status ◽  
Social History ◽  
General Development ◽  
Cultural Aspects ◽  
Caste Discrimination ◽  
The Social ◽  
Dalit Women ◽  
History Of

It is awfully significant to enquire how the lower casts Dalit women have read about socio-economic and cultural aspects of Dalit colony life, that have changed our life and society. I argue that the colonies serve as an index of their inferior social status. It serves more of their ghettoisation than for their empowerment. It further distances them from society and helps to appropriate their labour. This is the continuation of the age-old practice of caste discrimination and deprivation that kept them away from the mainstream while appropriating their labour for the general development of society. This paper focuses on the rereading of social norms which evolved through my probing of the social history of ‘caste colony’ as part of my research, especially in Dalit women.

scholarly journals Religious and religious education: subject field and relations

2014 ◽  
pp. 31-44
Author(s):  
Anatolii M. Kolodnyi
Keyword(s):  
Religious Education ◽  
World View ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Spiritual Education ◽  
Subject Field ◽  
The Social ◽  
Religious Factor ◽  
The Church ◽  
System Knowledge

Religion and education ... The problem of their relationship has long been of interest to the pedagogical community and the Church. Recently, in connection with the actualization of the religious factor in the social and spiritual life, she also appeared in Ukraine. The question is not whether to give or not to give through the education system knowledge about religion. There is a question of what knowledge and how much it can be taught about when, where and who should give them. There is still a question and whether there should exist in parallel two systems of education - secular and spiritual, and whether spiritual education by its status should be equated with secular and certified by the same documents, which are valid in the sphere of secular life. But if that is the case then it is likely that spiritual education is then covered by the rule of studying in the educational institutions of the compulsory list-the minimum of educational disciplines, which are now taught in all secular educational institutions and which form a broad world view of their recipients. It would seem that the Ministry of Education and Science should also be subject to the control of spiritual education. The state should know not only what they are taught here, but also how and who they are teaching.

scholarly journals GENDER IN THE EDUCATIONAL PROCESS AT UKRAINIAN HIGH SCHOOLS AS PHILOSOPHICAL AND WORLD-VIEW COMPONENT OF CONFLICT STUDIES

2020 ◽  
pp. 57-65
Author(s):  
Iryna Grabovska ◽  
Larysa Nalyvaiko ◽  
Mykola Obushnyi
Keyword(s):  
Higher Education ◽  
Social Life ◽  
World View ◽  
Gender Issues ◽  
Educational Process ◽  
Educational Institutions ◽  
Existing Problems ◽  
The Social ◽  
National University ◽  
And Gender

Ukraine's Euro-civilization choice, which took place as a result of the Revolution of Dignity, posed a number of challenges to Ukrainian society, without adequate answers to which EU accession will remain a ratherdistant prospect for Ukrainians. One of such challenges is the genderization of the social life of Ukrainians, in particular in the field of education, which presupposes, first of all, the formation of a gender-sensitive space for the existence of the country's citizens; mass involvement of Ukrainian women in all spheres of society on an equal footing with men and the creation of equal opportunities for this. The philosophy of this process is to recognize as the greatest value of human capital, existing in the form of two social sexes (gender) - female and male - with different life experiences, differences and personal strategies of self-realization. The article analyzes, among other, the issue of teaching feminist and (or) gender issues in higher educational institutions of modern Ukraine from the standpoint of philosophical and worldview approach. The author aim is to investigate the real state of gender education in Ukrainian higher education institutions, to analyze the existing problems and identify prospects for the development of this process in Ukraine. A group of political science students from the Taras Shevchenko National University of Kyiv was involved in an in-depth survey of the need / no need to teach feminist and gender issues in universities. It was concluded that exist the need of genderization higher education in Ukraine as an integral part of the Euro-integration process.

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