scholarly journals V.V. Davydov: On the Scale of Historical Reason

2020 ◽  
Vol 25 (5) ◽  
pp. 19-30
Author(s):  
G.V. Lobastov
Keyword(s):  
Educational Practice ◽  
Point Of View ◽  
Historical Reason

The paper attempts to take a look at the works of V.V. Davydov from the perspective of classical historical ideas of objective forms of thinking, through the prism of dialectics as logics – in other words, through the notions that Davydov himself considered as basic foundations of his pedagogical transformations. Appreciation or rejection of Davydov’s achievements depends entirely on the position of ‘experts’: looking at his accomplishments with the eyes of Hegel or Marx, or analyzing them from the point of view of real educational practice are two principally different things. The extent to which historical classics of philosophy and pedagogy revealed itself in Davydov’s activity and how it was or was not implemented – these are the issues that await their exploration. The paper outlines some topics for such research.

Deliberacja „zamiast” władzy. Kontekst edukacyjny

2018 ◽  
Vol 63 (1 (247)) ◽  
pp. 87-104
Author(s):  
Jacek Moroz
Keyword(s):  
John Rawls ◽  
Significant Contribution ◽  
Educational Practice ◽  
Thinking Skills ◽  
Point Of View ◽  
Didactic Strategies

Power is undoubtedly a politically intriguing phenomenon. However, mainly its socio-practical character makes power especially important from the educational point of view. Our thinking around the concept of power can be focused on its two types: 1. Asymmetrical conception of power containing elements of resistance and conflict, 2. Concepts of power as a collective potential. The institution of school using appropriate didactic strategies in an active way can support or block one of the two proposed concepts of power. By advocating for the concept of power as a collective potential, in this article the author proposes to consider a deliberative thinking procedure as an element of education influencing the understanding of the functioning of democracy. The main purpose of the article is to justify the thesis that applying the procedural model of justification in educational practice (see John Rawls) makes a significant contribution to students’ acquisition of thinking skills that support deliberative attitudes.

scholarly journals SOCIOCULTURAL APPROACH AS AN IMPERATIVE OF THE EDUCATIONAL ACTIVITIES OF A MODERN MUSEUM

2021 ◽  
pp. 118-123
Author(s):  
Диана Айратовна Бакиева
Keyword(s):  
Educational Practice ◽  
Reproductive Activity ◽  
Point Of View ◽  
Educational Activity ◽  
Educational Activities ◽  
Cultural Approach ◽  
Sociocultural Approach ◽  
The Individual ◽  
The Relationship ◽  
Communicative Processes

Рассматривается социокультурный подход как основание современного образования, ориентированного на личность в полноте ее культурно-воспроизводительной деятельности. Исследуется связь социокультурного подхода и музея, обусловливающая изменение образовательной деятельности последнего. Актуализируется проблема расширения образовательных возможностей музея, обострившаяся в условиях социальной необходимости поиска альтернативных методов взаимодействия с личностью. Обращение к социокультурному подходу как методологии деятельности музея позволяет изменить конфигурацию общения, в качестве цели обозначив включение в процесс коммуникации личность человека как равнозначного субъекта коммуникации наравне с культурой и социумом. В соответствии с запросом общества музейная коммуникация как метод сотрудничества с личностью в образовательной практике музея становится первостепенной. Анализ образовательной деятельности музея позволяет проследить влияние коммуникационных процессов, трансформирующих содержание, образовательную среду и результаты образования в музее, придавая им личностно значимые смыслы. Следовательно, присвоение личностью разнообразия социокультурного опыта становится ключевой задачей образовательной деятельности музея, что отвечает современной социокультурной ситуации. The article examines the sociocultural approach as the basis of modern education focused on the individual in the fullness of his cultural and reproductive activity. The relationship between the socio-cultural approach and the museum is investigated, which determines the change in the educational activity of the latter. In accordance with the demands of society, museum communication as a method of interaction with a person in the educational practice of the museum becomes paramount. Museum communication and the process of its transformation in the digital age is a key concept for studying the mechanisms of modernization of the educational activities of the museum. In turn, communicative processes transform the content and results of education in the museum, giving it personally meaningful meanings. The semantic field of the content of museum education becomes the basis for communication, and the museum visitor is a representative of one or another point of view on cultural phenomena. The museum, being at the junction of various sciences (pedagogy, psychology, museology, art history), sees its goal not so much in the expansion of knowledge, but in the development of the value apparatus, attitudes, and creative abilities of the individual. Consequently, the appropriation by an individual of the diversity of sociocultural experience becomes a key task of the educational activities of the museum.

scholarly journals Exploring Education and Education Reforms from the Complex Systems Point of View

2018 ◽  
Vol 56 (1) ◽  
pp. 1-15
Author(s):  
Ljubinka Joksimović ◽  
Slavica Manić
Keyword(s):  
Complex System ◽  
Complex Systems ◽  
Education System ◽  
Educational Practice ◽  
Point Of View ◽  
Complex Nature ◽  
Education Reforms ◽  
Policy Makers ◽  
The World ◽  
Theory Of Complexity

Abstract The main motivation for this paper is that a negligible number of reforms in education systems, initiated all over the world, proved to be successful in terms of bringing desired results in promoting educational practice and its final goal - the promotion of students’ learning and knowledge. Regarding the education system and its reform a change of paradigm has recently happened. In some cases, changes were made gradually, whereas in other cases it was completely abandonment of treating them as complicated systems with simple interventions and solutions toward the recognition and respect of their true complex nature. So, this reviewed paper explores new insights and tools derived from the theory of complexity. They can help to better understand and navigate the education system and its reform. Becoming familiarised with methodological implications of viewing the education system and its reform as complex system is recommendation for different stakeholders included in education system, such as teachers, students, researchers, administrators and policy makers. Advance awareness of both urgency and opportunities of analysing and respecting the education system as a complex system would contribute to better understanding the essence of dynamic wholeness of education and, for sure, would provide desired results of educational reform. For all of us that means more successful coping with the world characterised by a growing number of complex systems with growing intensity.

scholarly journals Events of potential learning: how preschoolers produce curriculum at the computer during free play periods

2016 ◽  
Vol 12 ◽  
Author(s):  
Mats Bevemyr ◽  
Polly Björk-Willén
Keyword(s):  
Communities Of Practice ◽  
Complex Mixture ◽  
Educational Practice ◽  
Free Play ◽  
Point Of View ◽  
Children’S Learning ◽  
Social Events ◽  
Learning Through Play ◽  
Almost All ◽  
Children's Learning

The Swedish preschool curriculum emphasizes children’s learning through play. This means that children’s learning in everyday practice is accomplished through a complex mixture of teacher-led activities and activities the children themselves initiate. When learning is viewed as situated and constituted through social interaction (Lave & Wenger, 1991), almost all social events have learning potential. Consequently, from an educational and a curriculum point of view it is important to raise the question of how children’s learning can be made visible, and determine what kind of learning children’s own initiated (play) activities imply. The focus of the paper is on children’s (aged 3-5 years) “communities of practice” at the computer during “free play” period in two various Swedish preschools settings. Events of peer interaction are analyzed in detail to illustrate what kind of learning activities are going on at the computer, and to discuss these events of potential learning in relation to the curriculum goals and the educational practice. From a curriculum point of view, the analyses show that the children’s activities at the computer involve a variety of events that might provides for learning that can be viewed as goal-oriented. From the children’s point of view, the project of socialization seems to be the most prominent goal. A crucial point for educational success, however, is to understand not only what the object of learning is, rather what motivates children’s play apprenticeship in their own “communities of practice”.

scholarly journals THE MAZE: Gamifying the concept of identity

2019 ◽  
Vol 22 (2) ◽  
Author(s):  
Daniel Hurtado Torres ◽  
Núria Gil Duran ◽  
Carlos Aguilar Paredes
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Evaluation Research ◽  
Educational Practice ◽  
Point Of View ◽  
Historical Materials ◽  
Process Implementation ◽  
Learning Management ◽  
Game Elements ◽  
Identity And Difference

El presente trabajo expone el proceso de diseño, implementación y evaluación de la unidad didáctica «The Maze: Nosotros y ellos», elaborada por miembros del grupo de investigación DHiGeCs de la Universidad de Barcelona. Se trata de una aplicación basada en la Gamificación como estrategia didáctica y cuyos núcleos temáticos son la identidad y la diferencia, orientada a la asignatura de Ciencias Sociales y al trabajo de la competencia social y ciudadana. Su desarrollo ha requerido la reinterpretación de materiales históricos desde la óptica del juego, invitando a la reflexión y al debate sobre el «Nosotros y ellos», desde un punto de vista cohesionador, cívico y tolerante con la diversidad. Con el Learning Management System llamado Classcraft como recurso adicional, se han incorporado elementos de juego a las actividades propias de la práctica educativa, con los que el alumnado interactúa a través de avatares personalizados. El aprendizaje significativo que se consigue “dentro del laberinto” es destacable por la emoción y el entusiasmo de seguir las normas del juego. La investigación evaluativa realizada en diferentes centros de educación secundaria ha ofrecido unos resultados satisfactorios, destacando un incremento en la motivación y el compromiso, tanto por parte del alumnado como del profesorado implicado. The current work shows the design process, implementation and evaluation of the didactic unit "The Maze: Us and them", developed by members of the research group DHiGeCs of the Universidad de Barcelona. This is an implementation based on Gamification as a didactic strategy, whose thematic core are identity and difference, oriented to the Social Sciences subject and the work of social and civil competency. Its development has required to reinterpret historical materials from the point of view of the game, leading to think and debate about "Us and them", from a cohesive, tolerant with diversity and civic approach. With the Learning Management System called Classcraft as additional resource, game elements have complemented the educational practice activities, with which the students interact through personalized avatars.The significant learning acquired "inside the labyrinth" is remarkable by the excitement and enthusiasm to follow the rules of the game. The evaluation research carried out in different secondary schools has offered satisfactory results, highlighting an increase in motivation and commitment both by the students and the teachers involved.

scholarly journals The Crisis in Educational Research: A Pragmatic Approach

2003 ◽  
Vol 2 (2) ◽  
pp. 296-308 ◽  
Author(s):  
Graham Badley
Keyword(s):  
Educational Research ◽  
Alternative Model ◽  
Educational Practice ◽  
Point Of View ◽  
Evidence Based ◽  
Pragmatic Approach ◽  
The Third ◽  
The World ◽  
Or Methodology ◽  
Dominant Paradigm

This article first identifies and discusses four main causes of the crisis in educational research. These are summarized as false dualism, false primacy, false certainty and false expectations. False dualism is the apartheid that divides positivist and constructivist researchers with positivists believing in an objective reality and constructivists arguing that reality is a social construction. False primacy is the view that the positivist paradigm has come to dominate research to the detriment of more open, pluralistic and critically reflective approaches. False certainty is the argument that in an increasingly complex and uncertain world researchers have retreated to a reactionary position in order to shore up the dominant paradigm. False expectations is the case that governments, especially, are demanding more evidence-based research in order to provide urgent solutions to educational problems. The second part of the article shows how taking a pragmatic approach may help us resolve some of the difficulties identified. For example pragmatists would not privilege any one paradigm or methodology over another but would argue that both science and constructivism offer different sets of tools for investigating different aspects of the world. This also means that pragmatists see inquiry not as discovering what is really out there but as offering more or less useful descriptions to meet our particular needs and purposes. The third part of the article argues that pragmatism is not an alternative model of research but is more a working point of view or a perspective which is admittedly modest and, so pragmatists think, appropriately fuzzy. What a pragmatic approach to research actually leads to, through reflection, is a kind of useful if temporary equilibrium amongst the community of inquirers. Part of this approach is the rejection of the idea that scientific research can be used with certainty to specify educational practice. All it can provide is possible lines of action.

scholarly journals A Narrative Inquiry of Identity Construction in a Post-Colonial Context: Hybrid Identity of a Young Generation Hongkonger

2021 ◽  
Vol 8 (7) ◽  
pp. 95-99
Author(s):  
Jingmin Yang ◽  
Keyword(s):  
Narrative Inquiry ◽  
Identity Construction ◽  
Point Of View ◽  
Young Generation ◽  
Hybrid Identity ◽  
Post Colonial ◽  
Eastern Culture ◽  
Historical Reason ◽  
Dual Identities ◽  
The One

Identity construction is a complex issue, especially for Hongkongers. Due to historical reason, Hongkongers are regarded to have multiple languages and dual identities, which is hybridity of Chinese (eastern) culture and English (western) culture. Based on the method of narrative inquiry, this study explores how a young generation Hongkonger constructs her identity in a post-colonial context and provides evidence of Hongkonger’s hybrid identity. On the one hand, Hongkongers desire permission to be accepted in the certain cultural communities. On the other hand, they are excluded by both the Chinese community and the English community from a cultural point of view, which leads to localism in Hongkong. As a result, they are like cultural orphans wandering in the cultural “in-between” space.

scholarly journals Aprender a manejar los conflictos en las clases de educación física a partir del juego deportivo: un modelo de enseñanza para la comprensión (Learning to manage conflicts in physical education classes from the sports tactical game: a teaching model for u

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 384-395
Author(s):  
Robert Cebolla-Baldoví ◽  
Laura García-Raga
Keyword(s):  
Physical Education ◽  
Conflict Management ◽  
Educational Practice ◽  
Educational Process ◽  
Point Of View ◽  
Quasi Experimental ◽  
Positive Perspective ◽  
Game Context ◽  
Educación Primaria ◽  
And Control

  La literatura científica constata la potencialidad que el conflicto puede generar en las aulas cuando se supera su sentido negativo y se inserta en el proceso educativo. Este planteamiento positivo del conflicto debiera ser asumido por los diferentes educadores de cualquier institución escolar para implementar programas alternativos a la violencia y enseñar a manejar los conflictos constructivamente. La Educación Física (EF) se presenta insólita para impulsar la gestión del conflicto en un espacio real de práctica y sobre un contexto de juego con equipos atacantes y defensores. Desde esta perspectiva, el objetivo principal del texto es mostrar una propuesta de enseñanza destinada a los últimos cursos de educación primaria. El desarrollo de la investigación, continuado en forma de tesis doctoral, se enmarca en un enfoque cuasiexperimental sobre un diseño de dos grupos (experimental y de control), desde una muestra de 130 participantes de dos colegios de Cullera (Valencia). El tratamiento (programa) se diseña desde la propia táctica del juego, y en su estructura queda incorporado el ‘conflicto colateral’, como fin didáctico, para aprender a gestionarlo entre sus miembros participantes. Sobre la práctica educativa, cabe reflejar que toma su origen de la enseñanza comprensiva; se fundamenta sobre un enfoque organizativamente participativo-colaborativo; y queda integrada en un escenario de cultura mediadora. Desde el ámbito de la EF escolar, se concluye que el método táctico-deportivo podría ser una alternativa para educar la gestión positiva del conflicto, posibilitando que el alumnado enfrentara las barreras de la comunicación y aprendiera a contrarrestar sus estereotipos destructivos.  Abstract. Scientific literature confirms the potential that conflict can generate in the classroom when its negative meaning is overcome and it is inserted into the educational process. This positive perspective to conflict should be assumed by the different educators of any school institution to implement alternative programs to violence and teach how to handle conflicts constructively. Physical Education (PE) is unusual to promote conflict management in a real practical space and in a game context with attacking and defending teams. From this point of view, the main goal of the text is to show a teaching proposal aimed at the last years of primary education. The research study, continued in the form of a doctoral thesis, is framed in a quasi-experimental method on a two-group design (experimental and control), from a sample of 130 participants from two schools in Cullera (Valencia). The treatment (program) is designed from the game's own tactic, and the ‘collateral conflict’ is incorporated into its structure, as a didactic purpose, to learn to manage it among its participating members. Regarding educational practice, it should be reflected that it takes its origin from comprehensive teaching; it is based on an organizational participatory-collaborative strategy; and is integrated into a setting of mediating culture. In the PE context, it is concluded that the tactical-sports method could be an alternative to educate positive conflict management, enabling students to face communication barriers and learn to counteract their destructive stereotypes.

Fundamentos gnoseológicos, psicológicos y didácticos de la enseñanza de la literatura

2017 ◽  
Vol 28 (28) ◽  
pp. 55
Author(s):  
Mercedes Rodríguez Menéndez
Keyword(s):  
Primary Education ◽  
Historical Analysis ◽  
Educational Practice ◽  
Literary Work ◽  
Bachelor's Degree ◽  
Point Of View ◽  
Literary Analysis ◽  
Teaching Literature ◽  
Educación Primaria ◽  
Aesthetic Values

RESUMEN La disciplina Estudios Literarios forma parte del currículo propio de la carrera Licenciatura en Educación Primaria que se estudia en las universidades de Cuba. Mediante esta disciplina se pretende acercar a los futuros maestros de la enseñanza primaria al mundo de la creación literaria, para que desarrollen habilidades de apreciación y análisis literario que les permitan la selección y estudio de textos con verdaderos valores éticos y estéticos, tanto para su recreación personal como para su labor pedagógica. El análisis histórico de dicha disciplina, el intercambio con profesores de diferentes centros universitarios del país que la han impartido y sus respectivos jefes, la observación de la práctica educativa y la propia experiencia de la autora como profesora de diferentes asignaturas literarias por más de 20 años, permitió constatar que no existe claridad por parte de los profesores que imparten las asignaturas literarias con relación a los fundamentos gnoseológicos, psicológicos y didácticos que intervienen en su enseñanza. En correspondencia con ello, la presente investigación tiene como propósito explicar dichos fundamentos, destacando leyes, principios, y conceptos en que se sustenta el estudio de una obra literaria, los procesos psíquicos fundamentales que intervienen en ellos y las etapas, desde el punto de vista didáctico, por el que transcurre.Palabras clave: Apreciación literaria, Enseñanza de la literatura, Análisis literario, Teoría literaria, Proceso docente educativo.Knowledge, psychological and didactic rationale of teaching literature ABSTRACT The Literary Studies discipline is part of the curriculum of the Bachelor’s Degree in Primary Education studied at universities in Cuba. This discipline is intended to bring future teachers of primary education to the world of literary creation developing skills for appreciation and literary analysis that allow selecting and studying texts with true ethical and aesthetic values, both for their personal recreation as for their pedagogical work. The historical analysis of this discipline, exchange with teachers from different university centers of the country that have taught it and their respective leaders, observation of the educational practice, and the author’s own experience as a teacher of different literary subjects for more than 20 years, have showed that teachers who teach literary subjects do not have clear concepts in relation to knowledge, psychological and didactic rationale intervening in their teaching. Correspondingly, the purpose of this research paper is to explain these rationale by highlighting laws, principles, and concepts that underlie the study of a literary work, the fundamental psychic processes involved in it, and, from the didactic point of view, the stages through which it takes place.Keywords: Literary appreciation, Teaching literature, Literary analysis, Literary theory, Teaching process.

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