scholarly journals The Methodology of Preparation of Students of Vocational Schools and Colleges for Technical Creative Activity

2021 ◽  
Vol 58 (2) ◽  
pp. 1470-1485
Author(s):  
Alimov Normurod Nosirovich
Keyword(s):  
Extracurricular Activities ◽  
Experimental Work ◽  
Vocational Schools ◽  
Creative Activity ◽  
Technical Creativity ◽  
Practical Education ◽  
Methods And Techniques ◽  
Education Of Students

This article describes the psychological and pedagogical basis of preparing students for technical creativity and the role of creative activity in preparing them for creative activity, methods and techniques to solve problems of technical creativity.  It also provides an analysis of experimental work carried out to determine the formation of technical creativity skills in the process of theoretical and practical education of students in general subjects, as well as in extracurricular activities.

scholarly journals IMPLEMENTASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERWAWASAN REKONTRUKSI SOSIAL

MADRASAH ◽  
2012 ◽  
Author(s):  
Ririn Suneti
Keyword(s):  
Science And Technology ◽  
Islamic Education ◽  
Social Reconstruction ◽  
Human Needs ◽  
Strategic Vision ◽  
Life Problems ◽  
Practical Education ◽  
Education Of Students ◽  
Learning By Using

<p>Social reconstruction, assuming that humans are social beings who always live together, interact, collaborate, and other human needs. Therefore, social recpntrcution contradictories from the problems faced the community, to further the role of science and technology, and also working cooperatively, collaboratively, and looked for a solution to establish a better society. In these circumstances, it is necessary to have “social reconstruction curriculum” which is able to prepare students in developing their basic potential as individuals and social beings and and also ready to accept all the changes through learning PAI forward. The process of strategic vision implementation of Islamic learning social reconstruction can provide learning which leads to life problems faced by the students and the community. Therefore, the practical education of students depends on their interests and needs of people through Islamic education learning by using social reconstruction curriculum.</p> <p><strong></strong><em></em></p>

Role of the Teacher in Development Creative Abilities for Children

2021 ◽  
pp. 44-49
Author(s):  
R. Rabadanova ◽  
F. Suleymanova ◽  
Alevtina Fatyhova
Keyword(s):  
Research And Development ◽  
Educational Process ◽  
Practical Work ◽  
Creative Activity ◽  
Creative Development ◽  
Main Obstacle ◽  
Methods And Techniques ◽  
Creative Learning ◽  
And Behavior

The creative development of children is only effective when two components are combined in the educational process: the creative detail of children and the creativity of the teacher. Creative activity is a system of certain skills, ways of thinking and activity of children and pedagogic-ha. Each has its own specificity, which is defined by the role of the participant, and the nature of the activities. The democratic nature of education contributes to the development of creative activity of children. It takes a special research and development of practical work forms, methods and techniques of teaching that encourage the development of the child's creative intelligence. The main stimulator of Children is a creative activity of the teacher. Passion in creative activity, expressed how much feeling has a significant impact on the thinking and behavior of all participants in the pedagogical process. The main obstacle to the development of creative learning is its high standardization, which hinders creativity of the teacher.

Development of Acting Abilities for Creating Choreographic Images As a Pedagogical Problem

2020 ◽  
Vol 19 (4) ◽  
pp. 203-211
Author(s):  
G.L. Taranda ◽  
Keyword(s):  
Educational Institution ◽  
Modern Dance ◽  
Well Being ◽  
Point Of View ◽  
Personality Characteristics ◽  
Creative Activity ◽  
Educational Methods ◽  
Methods And Techniques ◽  
Artistic Images

the article considers the process of developing acting abilities among dancers (ballet dancers and modern dance performers) from the point of view of pedagogy (educational methods) and psychology (ways to eliminate stage excitement). Features of choreographic art and creation of choreographic images are revealed. The specifics of the dancer’s creative activity and the role of acting abilities in the embodiment of artistic images on stage are determined. The effectiveness of the process under consideration is due: to the predominance of role and thematic improvisations, trainings, as well as artistic and creative activities in general from music classes to regular choreographic practice in the training of dancers; creating an inspiring artistic and aesthetic environment in the educational institution, an atmosphere of emotional well-being and success; filling classes with content significant for young dancers and ideas close to them in spirit; and the application of a variety of methods and techniques individualized according to the age and personality characteristics of each student.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

Necesidad en la docencia universitaria: refundar la Función Formativa Axiológica / Need in University Teaching, Formative Function Axiological

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Gabriela Albertina Serrano Heredia
Keyword(s):  
Teaching And Learning ◽  
Public Life ◽  
University Teaching ◽  
Attitudes And Knowledge ◽  
Role Of Teachers ◽  
Trained Teachers ◽  
Education Of Students ◽  
Globalized World

ABSTRACTIt is considered paramount concern depriving, in this globalized world to rethink the axiological models that determine the attitudes of those involved in education, with the aim to reposition the role of teachers in personal, professional and public life learner. In the formative process of teaching and learning, the teacher transmits to his students: values, attitudes and knowledge. If we assume that teaching is to encourage students to reflect to make judgments critically and develop skills in the pursuit of knowledge and reinforce attitudes are looking for the education of students as a result of acting trained teachers and committed ethics and / or securities training, which means establishing scales, deciding on priorities, learn to value their own decisions and not others to choose.RESUMENSe considera de suma importancia la preocupación que priva, en este mundo globalizado de replantear los es-quemas axiológicos que determinan las actitudes de los actores involucrados en la educación, teniendo como propósito el reposicionamiento de la función del docente en la vida personal, profesional y pública del educando. En el proceso formativo de Enseñanza-Aprendizaje, el docente transmite a sus estudiantes: valores, actitudes y conocimientos. Si partimos de que enseñar es estimular a los alumnos a reflexionar para establecer juicios en forma crítica, así como desarrollar habilidades en la búsqueda del conocimiento y reforzar actitudes, se está buscando la educación integral de los estudiantes, como consecuencia del actuar docente capacitado y comprometido con la formación ética y/o en valores, que significa establecer escalas, decidirse por prioridades, aprender a valorar las propias decisiones y no que otros las elijan. Contacto principal: [email protected]

Creativity in Sociocultural Systems

2019 ◽  
pp. 269-284
Author(s):  
Dean Keith Simonton
Keyword(s):  
Macro Level ◽  
Historical Overview ◽  
Creative Activity ◽  
Cross Sectional ◽  
Individual Level ◽  
Short And Long Term ◽  
The Cross ◽  
Sociocultural Systems

Although psychologists typically see creativity as an individual-level event, sociologists and cultural anthropologists are more likely to view it as a sociocultural phenomenon. This phenomenon takes place at the level of relatively large and enduring collectives, such as cultures, nations, and even whole civilizations. This chapter reviews the extensive research on such macro-level creativity. The review begins with a historical overview before turning to the cross-sectional research on the creative Ortgeist, a subject that encompasses the factors that influence the relative creativity of both preliterate cultures and entire modern nations. From there the chapter turns to role of the Zeitgeist in affecting the creativity of civilizations across time—the rise and fall of creative activity. This research examines both quantitative and qualitative causes that operate both short- and long-term.

Creating with Constraints

2020 ◽  
Author(s):  
Robert Hasegawa
Keyword(s):  
Visual Art ◽  
Creative Activity ◽  
Georges Perec ◽  
Gyorgy Ligeti ◽  
Raymond Queneau ◽  
Art Forms ◽  
Musical Creativity ◽  
Process Constraints

Musicians have long framed their creative activity within constraints, whether imposed externally or consciously chosen. As noted by Leonard Meyer, any style can be viewed as an ensemble of constraints, requiring the features of the artwork to conform with accepted norms. Such received stylistic constraints may be complemented by additional, voluntary limitations: for example, using only a limited palette of pitches or sounds, setting rules to govern repetition or transformation, controlling the formal layout and proportions of the work, or limiting the variety of operations involved in its creation. This chapter proposes a fourfold classification of the limits most often encountered in music creation into material (absolute and relative), formal, style/genre, and process constraints. The role of constraints as a spur and guide to musical creativity is explored in the domains of composition, improvisation, performance, and even listening, with examples drawn from contemporary composers including György Ligeti, George Aperghis, and James Tenney. Such musical constraints are comparable to self-imposed limitations in other art forms, from film (the Dogme 95 Manifesto) and visual art (Robert Morris’s Blind Time Drawings) to the writings of authors associated with the Oulipo (Ouvroir de littérature potentielle) such as Georges Perec and Raymond Queneau.

scholarly journals God, New Natural Law Theory, and Human Rights

Religions ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 613
Author(s):  
Christopher Tollefsen
Keyword(s):  
Human Rights ◽  
Natural Law ◽  
Two Dimensions ◽  
Natural Rights ◽  
Creative Activity ◽  
Adequate Account ◽  
Full Theory ◽  
Natural Law Theory ◽  
Epistemological Dimension

Critics of the “New” Natural Law (NNL) theory have raised questions about the role of the divine in that theory. This paper considers that role in regard to its account of human rights: can the NNL account of human rights be sustained without a more or less explicit advertence to “the question of God’s existence or nature or will”? It might seem that Finnis’s “elaborate sketch” includes a full theory of human rights even prior to the introduction of his reflections on the divine in the concluding chapter of Natural Law and Natural Rights. But in this essay, I argue that an adequate account of human rights cannot, in fact, be sustained without some role for God’s creative activity in two dimensions, the ontological and the motivational. These dimensions must be distinguished from the epistemological dimension of human rights, that is, the question of whether epistemological access to truths about human rights is possible without reference to God’s existence, nature, or will. The NNL view is that such access is possible. However, I will argue, the epistemological cannot be entirely cabined off from the relevant ontological and motivational issues and the NNL framework can accommodate this fact without difficulty.

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