scholarly journals DEVELOPMENT OF PERSONALITY VALUES IN A GLOBALIZED WORLD

2020 ◽  
Vol 3 ◽  
pp. 374
Author(s):  
Olena Nevmerzhytska ◽  
Myroslav Pahuta ◽  
Iryna Hamerska ◽  
Svitlana Voloshyn ◽  
Lyudmyla Savchenko
Keyword(s):  
Text Analysis ◽  
Educational Institutions ◽  
Modern World ◽  
Children And Young People ◽  
Active Life ◽  
The World ◽  
Personal Problem ◽  
Political Economic ◽  
Globalized World ◽  
Complicated Task

The modern world is extremely diverse. The processes of globalization in it contribute to the disappearance of borders: political, economic, religious, informational, etc. Personality is continuously facing the values of other cultures and other religions. By the way, he or she is not always able to properly evaluate and interpret them, what in its turn leads to the situation of conflict of values. The choice of necessary values becomes a complicated task and it definitely arises the need of pedagogical support of the process of values developing. Therefore, the situation described makes the problem of looking for the best ways of developing the values of the modern individual who lives in the world of values, where the chaos dominates, really topical, and that was the purpose of our research. Our poll conducted among teenagers and adolescents (n=120) proved an orientation towards their own and their family's problems, especially material ones. Instead, the decline in morality is an important social and personal problem for only a quarter of respondents, which makes the necessity to acquaint modern children and young people with higher values even more urgent. Educational institutions are challenged to assist students in the process of values choice in the complex axiological situations existing in the world, which is in the constant process of globalization. The search for ways of developing the values of the modern personality allowed us to identify the specific methods that contribute to the mastering of socially and personally significant values. These include text analysis (artistic, documentary, etc.), biographical methods, crystallization of values, problem solving, and more. These methods imply the active work of the pupil in the selection, mastering and appropriation of values, which will contribute to the formation of a highly moral personality with an active life position. 

scholarly journals EVOLUTION OF THE CONCEPT OF «ARMED CONFLICT»: HISTORICAL, LEGAL AND THEORETICAL AND METHODOLOGICAL ASPECTS

2021 ◽  
Vol 74 (1) ◽  
pp. 20-26
Author(s):  
Oleksandra Severinova ◽  
Keyword(s):  
Armed Conflict ◽  
Armed Conflicts ◽  
Modern World ◽  
International Humanitarian Law ◽  
Humanitarian Law ◽  
Law Of Armed Conflict ◽  
The World ◽  
History Of ◽  
Political Economic ◽  
Methodological Aspects

The article analyzes the theoretical and methodological aspects of the formation and development of doctrinal ideas about the meaning of the concept of «armed conflict» in the history of world political and legal thought. The question of the name of the branch of law that regulates armed conflict, by analyzing its historical names such as «law of war», «laws and customs of war», «law of armed conflict», «international humanitarian law» and «international humanitarian law, used in armed conflicts». As a result of this analysis, it can be concluded that it would be most appropriate to use the terms «international humanitarian law» only in a narrow sense or «international humanitarian law applicable in armed conflicts», which is more cumbersome but most accurately describes the field. It is emphasized that due to the availability of new powerful weapons (economic, political, informational, cultural and weapons of mass destruction), which are dangerous both for the aggressor and for the whole world; the aggressor's desire to downplay its role in resolving conflicts in order to avoid sanctions from other countries and international organizations, as well as to prevent the loss of its authority and position on the world stage; the attempts of the aggressor countries to establish their control over the objects of aggression (including integrating them into their political, economic and security systems) without excessive damage to them is the transformation of methods and means of warfare. It is determined that the long history of the formation of the law of armed conflict has led to the adoption at the level of international law of the provision prohibiting any armed aggression in the world, which is reflected in such a principle as non-use of force or threat of force. At the same time, the UN Charter became the first international act in the history of mankind, which completely prohibited armed aggression and enshrined this principle at the international level, which is binding on all states of the modern world.

PREVENTIVE ANTI-TERRORIST ACTIONS IN THE POLISH SCHOOL

2019 ◽  
Vol 6 (2) ◽  
pp. 301-320
Author(s):  
Remigiusz Wiśniewski ◽  
Sylwia Gwoździewicz
Keyword(s):  
Young People ◽  
Educational Institutions ◽  
Management Journal ◽  
Children And Young People ◽  
Legal Development ◽  
The World ◽  
Legislative Activity ◽  
Financing Of Terrorism ◽  
New Curricula ◽  
Contemporary School

Observing the events and crises that occur around the world in schools, there is a question: Do schools in Poland, apart from the organizational, program and legal changes, consider creating and strengthening the safety of children and young people? Especially with the exposure of new threats that may appear, defined as terrorism. After the analysis, it can be concluded that Polish schools do not teach children how to behave in the event of a terrorist threat. Preparation depends on many factors, including mainly anti-terror awareness, which depends primarily on properly organized and conducted educational and legislative activity of the state. In the presented article, the authors distinguished and characterized (author's approach) a picture of contemporary school reality in the discussed area, especially legal - development - educational contexts in which changes should occur. In the legal area, the analysis included regulated provisions of the Act of 10 June 2016 on anti-terrorist activities (Journal of Laws of 2019, item 796), the Act of 1 March 2018 on counteracting money laundering and financing of terrorism (Journal of Laws of 2019, item 1115) and the Act of 26 April 2007 on crisis management (Journal of Laws of 2019, item 139) whether they may be applicable in the discussed issues. Bearing in mind that the safety of citizens, and thus of children and young people, is a timeless problem, it should be postulated that educational institutions in Poland should as soon as possible introduce new curricula for anti-terrorism prophylaxis into their curricula.

scholarly journals COVID 19 AND ACADEMICS-ADVANTAGES AND DISADVANTAGES

2021 ◽  
Vol 10 (3) ◽  
pp. 2961-2964
Author(s):  
S Dhole
Keyword(s):  
Online Education ◽  
Coming Out ◽  
Mass Effect ◽  
Educational Institutions ◽  
Universities And Colleges ◽  
Advantages And Disadvantages ◽  
System A ◽  
The World ◽  
Traditional Mode ◽  
Political Economic

W.H.O. declares corona virus outbreak a pandemic on 11th March, pandemic means every person on earth is prone to Covid-19. All the activities involving a large public gathering like social, educational, political, economic and many other sectors got affected School, colleges, workplaces had to be closed down temporarily to avoid further spreading of the disease. Educational programs worldwide have been affected by the COVID 19 pandemic, contributing to the almost complete closing of schools, universities, and colleges. To minimize the distribution of Covid19, several governments around the world have agreed to temporarily close educational institutions (lockdown). This is the situation that made society very panic as well as very sensitive towards mankind. The mass effect of Covid -19 can be observed in all the sectors but more poorly affected to the economical and educational sector. In the education system a great change of delivering classes from traditional mode to modern, i.e., online education though there are advantages and disadvantages of its but in the present era this is the most needful requirement of the world. Covid 19 and Academics- Advantages and Disadvantages. Though COVID-19 has created many challenges, various new streams of opportunities are also coming out. Online education has grown over the last few years and has experienced mainstream acceptance. To develop a deeper understanding of degree courses students get to control their learning environment with an online class. New models and materials of learning are always springing up in the market, Due to this various opportunities for furnishing their study. The future of online degree education looks promising and opens up education to a larger section of the population than ever before.

scholarly journals Migración hacia la enseñanza virtual: Adaptación por COVID-19

2020 ◽  
pp. 33-44
Author(s):  
Lizbeth Habib-Mireles ◽  
Mónica Zambrano-Garza ◽  
Neydi Gabriela Alfaro-Cázares
Keyword(s):  
Online Learning ◽  
Young People ◽  
Learning Experience ◽  
Educational Institutions ◽  
Virtual Classrooms ◽  
Children And Young People ◽  
Face To Face ◽  
Virtual Courses ◽  
The World ◽  
Random Probability

The COVID-19 crisis quickly led to the closure of educational institutions at all levels around the world, from one moment to another, millions of children and young people around the world were left without receiving their face-to-face classes, and many of them went through virtual classrooms framed in a phenomenon known as emergency remote teaching (ERT). This research sought to determine that well-designed and planned online learning experiences are significantly different from virtual courses offered online in response to this crisis, in order to identify what were the main areas of opportunity that learning in this emergency brought to teachers, students and educational institutions. A 12-item instrument was applied that was analyzed under a systematic random probability sampling, obtaining a sample of 49% of the population. The results made it possible to show the difficulties that arose, as well as the tools and platforms most used during the crisis in the institution of study in order to take advantage of knowledge to improve the learning experience of students.

scholarly journals Evolution of the formation of distance learning in Ukraine and the modern world

2021 ◽  
Vol 7 (3) ◽  
pp. 353-362
Author(s):  
Halyna Ponomarova ◽  
Alla Kharkivska
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Theoretical Analysis ◽  
Educational Institutions ◽  
Modern World ◽  
Empirical Methods ◽  
History Of Development ◽  
The World ◽  
History Of ◽  
Specialized Subject

The object of the research is the history of development and the didactic foundations of distance education. To implement the research, a complex of theoretical and empirical methods was used: theoretical analysis of pedagogical, psychological, methodological and specialized (subject) literature on the problem under study. In the course of the research, the following results were obtained: the world experience in the development of distance learning was studied; clarified and concretized the content of the concepts of "distance learning" and "distance learning"; the author's interpretation of the concept of "distance learning" is given; based on the analysis of domestic and foreign experience, the principles of organizing distance learning were identified and supplemented; the experience of using distance learning in higher educational institutions of Ukraine has been studied and systematized.

Freemasonry in Turkey: a by-product of Western penetration

2005 ◽  
Vol 13 (3) ◽  
pp. 481-493 ◽  
Author(s):  
PAUL DUMONT
Keyword(s):  
Ottoman Empire ◽  
Educational Institutions ◽  
Annual Income ◽  
Considerable Part ◽  
Turkish Republic ◽  
Colonial Expansion ◽  
The Social ◽  
The World ◽  
Set Up ◽  
Political Economic

Towards the middle of the nineteenth century, various European Masonic obediences set up lodges throughout the Ottoman empire, many in Istanbul, while another important centre was Smyrna. Freemasons were also active in Lebanon, Syria, Egypt, Cyprus and Macedonia. Lodges were established in the main political, economic and cultural centres of the Empire. There was a strong parallelism between the Ottoman Masonic geography and that of European colonial expansion. It is easy to delineate the social and ethnic structure of lodges, but we know less about what was going on behind the walls of Masonic temples. For sure, Ottoman Freemasons, like their brethren in other parts of the world, when not busy with ‘table works’ or ceremonies, dedicated themselves to philanthropic activities. A considerable part of the annual income of the lodges was used to finance various charitable works (assistance to orphans, to brethren in distress …) and to fund educational institutions. The lodges were also places for the discussion and exchange of ideas about current themes: socialism, feminism, venereal diseases, progress of science, etc. Some mingled with politics, displaying a highly nationalistic discourse. The politicization of Ottoman/Turkish freemasonry climaxed during the years of the Young Turk revolution (1908–1914), when an autochthonous obedience was created. One of the goals of the new organization, coldly received by most European freemasonries, was to rid the Ottoman Empire of foreign penetration. After the proclamation of the Turkish Republic in 1923, this national freemasonry continued to flourish, except for 13 years between 1935 and 1948 when Masonic activity was banned.

Innovation of the finnish education system and integration into ukrainian educational institutions

2020 ◽  
pp. 78-86
Author(s):  
Sirenko Sergiy
Keyword(s):  
Education System ◽  
Educational Institutions ◽  
Modern World ◽  
Developed Country ◽  
School Year ◽  
The World ◽  
The Usa ◽  
History Of ◽  
Specialized Institutions ◽  
The Right

The purpose of the article is to explore and study the history of Finland’sschool education methodology in order to improve and integrate it into theUkrainian education system. Is it possible to integrate the methodology in Ukraineand why. Why Finland is taken requires further investigation. the methodologyof the study is to analyze the methodology of schools and how the school year isplanned in Finnish schools. Grading system for primary and secondary students.Historical information on the formation of specialized institutions in Finland. Thefirst experiments of implementation of this methodology in the education ofUkraine. the scientific novelty is to identify, based on analyzed materials from amore developed country, the basic techniques of Finnish educational institutionsin the course of education for possible implementation in Ukraine. conclusions Inthe author’s opinion, the main aspects of Finland’s education were revealed. Studieshave shown that Finnish education is one of the most successful in the world.Finland’s education system ranks first in terms of knowledge, number of childrenwho enjoy reading, second place in the natural sciences, and fifth place inmathematics. “According to PISA, Finland is considered to be one of the mostsuccessful countries in the system. Here, children are not just gobbling upinformation, they can use it to solve life’s challenges, and this is extremelyimportant. Our business is not to adopt the Finnish system – it is simply impossible,but to multiply our positive experience with their methods and practices to makeour children competitive in today’s world. Unfortunately, today’s school educationin Ukraine does not give maximum results for our children, ”Anna Novosad said.She also emphasized that Ukrainian children are facing new goals and newchallenges related to globalization and other complexities of the modern world.“We must move away from the tradition of suffering of the Ukrainian people,which we transmit to our children through Ukrainian literature,” – EducationMinister Anna Novosad [1]. She is right, because without the necessary reformsin Ukrainian education there is no future. Reform will be effective when we trustthe teachers and the teachers trust the children. “Big starts with small”, you needto set the right goal. For example, in the USA – to become the number one countryin the world in all directions, in Poland – to be in line with European standards.We need something in the middle where Ukraine can take a worthy place in theworld.

The Place of Islam in the Foundation of Modern Social Theory

2020 ◽  
Author(s):  
Lutfi Sunar
Keyword(s):  
Social Theory ◽  
Central Place ◽  
Modern World ◽  
The Political ◽  
The West ◽  
The World ◽  
Considerable Resistance ◽  
Political Economic ◽  
Western Hegemony ◽  
The 19Th Century

The relation between Islam and the West has a long history full of confrontation. Islam always represents the closest “other” for the West, and being otherized by it is not only a cultural but also a strategic matter. Controlling and shaping the perceptions of Islam is essential for continuing the political hegemony of the West. On this basis, the 19th century witnessed the spread of Western hegemony throughout the world, including the Middle East. In this period, although Western expansion faced considerable resistance in Muslim societies, the political, economic, military, scientific, intellectual, and cultural influence of modernity spread all over the world. The encounter between Muslim societies and the West went beyond the sheer geographical dimension. The Western vision, founded and reinforced by orientalism, considers Islam as a suppressed enemy who may make a comeback. This chapter will question the place of Islam in modern social theory. The central thesis is on Islam being not only the other of the modern Western identity but also a founder of the modern world. By discussing the central place of Islam in the debates of social theory’s founders such as Tocqueville, Marx, and Weber, Islam as part and parcel of the modern world will become apparent.

The Concept of ‘Ideological Struggle’: Some Soviet Interpretations

1989 ◽  
Vol 24 (3) ◽  
pp. 283-293 ◽  
Author(s):  
Andrus Pork
Keyword(s):  
Political Thought ◽  
Interaction Process ◽  
Modern World ◽  
The Past ◽  
Exchange Of Information ◽  
Political Ideas ◽  
Ideological Struggle ◽  
The World ◽  
Political Economic ◽  
Flow Of Information

IT IS NOW OFTEN SAID THAT THE MODERN WORLD IS interdependent, that there is an intensive interaction of military, political, economic and other factors in the world. There is no doubt that one of the most important aspects of this interaction process is the international flow of information, and that political ideas have a special place in that exchange of information.What follows is an attempt to look at some phases in the development of the Soviet perception of Western non-socialist political ideas over the past few years. As is generally known, Soviet ideologists have often emphasized the need for ideological struggle against these non-Marxist, bourgeois political ideas, and they continue to do this even in the present period of perestroika. At the same time it is obvious that major changes are taking place in Soviet political thought.

Introduction-Another Way in the World

PMLA ◽  
2016 ◽  
Vol 131 (5) ◽  
pp. 1193-1206 ◽  
Author(s):  
Simon Gikandi
Keyword(s):  
World War Ii ◽  
Lived Experience ◽  
Arabic Language ◽  
Modern World ◽  
Historical Event ◽  
New Delhi ◽  
Theoretical Problem ◽  
The World ◽  
Prison Camp ◽  
Globalized World

For Abiola Irele, friend, mentor, maître.Language for me is the soul of the text. I love the Arabic language, and I adore writing in it. It is the linguistic mold that I want to fill my personal stories and culture in, distinguished from that of Arabs.—Stella GaitanoI Will Start with Two Stories About This Thing Called Literature and the world it claims to name and possess.The first takes place in Shillong, in the northeast corner of India, a place far removed from the Indian heartland, closer to Bangladesh, Burma, and China than to New Delhi. The setting is the Shillong campus of the English and Foreign Languages University, where I have come to teach a seminar to junior academics and graduate students on decolonization as a theoretical problem. My students and I will embark on a two-week systematic rereading of the philosophical claims made for decolonization in the writings of canonical postcolonial writers, from Mahatma Gandhi's writing on nonviolence to Aimé Césaire's and Léopold Sédar Senghor's on negritude to Frantz Fanon's on the pitfalls of national consciousness to Gayatri Chakravorty Spivak's and Trinh T. Minh-Ha's on the figure of woman in difference. Although my students are attentive, their relation to these texts is ambivalent: they recognize the importance of these texts to understanding the making of the modern world, yet colonialism, as a world-historical event, occurred too long ago to be part of their lived experience. Their ambivalence is compounded by the fact that the urgency with which the authors of decolonization write, the sense that they are operating at the end of time—the time of Europe—belongs to a moment that no longer resonates with people struggling to survive in a more complex, globalized world. It is hard for my students to make the connection between Senghor's negritude and his incarceration in a Nazi prison camp in Poitiers during World War II or to see that event, the imprisonment of an African fighting for France, as connected to a paradigmatic break in the discourse of empire.

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