scholarly journals László Moholy-Nagy and Alvar Aalto’s Connections

2020 ◽  
Vol 17 (1) ◽  
pp. 28-46
Author(s):  
Marianna Charitonidou

Departing from the fact that László Moholy-Nagy’s Von Material zu Architektur (1929), had been an important source of inspiration for Alvar Aalto, this article examines the affinities between László Moholy-Nagy and Alvar Aalto’s intellectual positions. The article places emphasis on two particular ideas: how Aalto and Moholy-Nagy conceived the connection of biology with standardization and technology and its relationship to light and perception. Special attention is paid to the notions of “flexible standardisation” and rationalisation in Aalto’s thought, as well as to his belief that nature and standardization should be conceived are closely interconnected. In regard to their shared intellectual development, the article sheds light on the first encounters of the two men including: their meeting at the second Congrès International de l’Architecture Moderne (CIAM) in 1929; the June 1931 Finish meeting of Aino Marsio-Aalto, Alvar Aalto, Moholy-Nagy and Ellen Frank; the June 1931 exchanges between Aalto and Moholy-Nagy during the inner circle CIAM meeting in Berlin; and the common stay of the Aaltos and Moholy-Nagy in London in 1933 are discussed. Particular emphasis is placed on Aalto’s “The Reconstruction of Europe is the Key Problem for the Architecture of Our Time”, in which he argued that standardization in architecture should draw upon biological models.  

2021 ◽  
Vol 15 (58) ◽  
pp. 49-57
Author(s):  
Danubia De Jesus Souza ◽  
Pedro Fernando Dos Santos

Resumo: Esse artigo faz uma reflexão da proposta curricular no âmbito educacional, cujo principal objetivo é analisar o documento mediante sua importância para os fazeres no contexto escolar. A análise é feita a partir dos estudos proporcionados pela extensão na Residência Pedagógica-CAPES-FACHUS e desenvolvidos na escola-campo, Doutor Severino Alves de Sá, no município de Salgueiro-PE. Sua fundamentação teve como base a Lei 9.394/96(LDB), A Base Nacional Comum Curricular – BNCC, assim como Veiga 2002 e Castro 2019. A metodologia elencada no desenrolar do conteúdo é decorrente de uma pesquisa bibliográfica de estudo analítico sobre o objeto aqui citado. Os resultados obtidos vêm ao encontro de todo exposto apresentado na fundamentação teórica embasada na LDB e BNCC, assim como nas afirmações dos autores e todo o conteúdo estudado. Vale afirmar que a análise do conteúdo proporcionado pela escola é de bastante relevância na construção da Proposta Curricular disponibilizada é parte integrante de seu PPP, atendendo assim todas as expectativas moduladas no decorrer do estudo. Os dados encontrados dispõem de componentes curriculares associados a conteúdos que sempre estão em pauta na atualidade. Considerando-se, portanto, que a proposta pedagógica curricular é um documento de fundamental importância para os seguimentos de conteúdo escolar em prol da formação integral do aluno, do desenvolvimento intelectual e de sua consciência no mundo do saber e das transformações que por ele se dão. Palavras-Chave: Proposta curricular. Disciplinas. Contexto escolar. Abstract: This article reflects on the curriculum proposal in the educational field, whose main objective is to analyze the document according to its importance for the actions in the school context. The analysis is made from the studies provided by the extension in the Pedagogical Residency-CAPES-FACHUS and developed in the field-school, Doutor Severino Alves de Sá, in the municipality of Salgueiro-PE. Its theoretical foundation was based on Law 9,394/96 (LDB), The Common National Curriculum Base – BNCC, as well as Veiga 2002 and Castro 2019. cited here. The results obtained are in line with all the above presented in the theoretical foundation based on the LDB and BNCC, as well as the authors' statements and all the studied content. It is worth stating that the analysis of the content provided by the school is very relevant in the construction of the Curriculum Proposal made available and is an integral part of the school's PPP, thus meeting all the expectations found in the course of the study. The data found have curricular components associated with contents that are always on the agenda today. Considering, therefore, that the curricular pedagogical proposal is a document of fundamental importance for the segments of school content in favor of the integral formation of the student, intellectual development and their awareness in the world of knowledge and the transformations that take place through it. Keywords: Curriculum proposal. Disciplines. School context. 


2020 ◽  
pp. 67-87
Author(s):  
Nikоlay E. Domrachev ◽  

In the last third of the 17th century, the diplomatic relations between Muscovy and the Polish-Lithuanian Commonwealth were significantly modernized. The countries exchanged permanent diplomatic representatives called “residents” by the contemporaries. This process was connected to the increase in contacts between the two countries facing the Ottoman offensive in East and Central Europe. But the common external threat did not lead to the end of historical tensions between Muscovy and the Polish-Lithuanian Commonwealth that was reflected in the fate of the permanent missions. The latter were eliminated in 1677. Only after the Treaty of Perpetual Peace (1686) conditions were created to resume the activities of the residents. Meanwhile, the inner circle of Jan III Sobieski and the government of the Prince Vasiliy V. Golitsyn had different views of the functions and goals of diplomatic representatives. A significant role in resuming the activities of the “residencies” played the mutual disbelief of the establishment of both countries and their wish to control the main actions of the ally.


2019 ◽  
Vol 46 (2-3) ◽  
pp. 169-176
Author(s):  
Sergey A. Ivanov

The critique of Francis Thomson constitutes only part of Ostrowski’s book. The other part, completely unrelated to the first one, is dedicated to a comparison of the intellectual development of the two halves of the Christian world in the Middle Ages. Ostrowski’s assertion that the Byzantines did not include logic in their school curriculum is untrue. What seems to him to be the main difference between East and West does not take root until the end of the 12th century. The West was drifting away from the common patterns of ancient Mediterranean civilization. The East largely remained the same. The Byzantines did not feel any special inclination toward the practical application of theoretical ideas. The people of Old Rus’, on the contrary, were quick at learning and innovating. Respect for tradition inevitably played a smaller role in a nascent culture than in a culture that had been born old.


2016 ◽  
pp. 37-53 ◽  
Author(s):  
Irina Koluzaeva

“Within One’s Inner Circle”: The Identity of Ruthenian Szlachta (Noblemen) of the Grand Duchy of Lithuania at the Time of the Union of Lublin (the Case of Filon Kmita Czarnobylski)The main aim of this article is to reconstruct the Ruthenian nobleman’s (szlachcic) perception of “us” and “the sphere of familiarity” in the second half of the sixteenth century and to place him within his respective communities and social groups by analyzing successive levels of his identity. It seems to be particularly important to study ideas and awareness of the common representative of the Ruthenian political nation of the Grand Duchy of Lithuania, as scholars have so far been paying attention only to the notions of identity held by particular representatives of the elite, or else by intellectuals. Clientelist relationships of particular Ruthenian families, which are of crucial importance for reconstructing the complete image of the period, have not commonly been the subject of scientific research.The main thesis posited by this work is that the perception of one’s inner, familiar circle, of “us” as opposed to “them,” in the case of Ruthenian nobility was as multilevel as their national identity. To elucidate the posed questions, I am going to analyze Filon Kmita’s personal correspondence, his public, family and matrimonial relationships, the social practices he engaged in, and military and official environments to which he belonged.Such approach can help us not only to reconstruct the circle of relationships of this remarkable person but also to show how one of three primary nations of the Polish-Lithuanian Commonwealth – the Ruthenians – was experienced from the perspective of one of its representatives. „W kręgu swoich”: O świadomości ruskiej szlachty Wielkiego Księstwa Litewskiego w dobie Unii Lubelskiej (na przykładzie Filona Kmity Czarnobylskiego)Głównym zadaniem mojego artykułu jest rekonstrukcja postrzegania „swojskości” przez ruskiego szlachcica z drugiej połowy XVI wieku oraz analiza jego wielopoziomowej świadomości, która umożliwi usytuowanie tego pojęcia w systemie odniesień poszczególnych grup i zbiorowości społecznych. Szczególnie istotne wydaje się zbadanie horyzontów i wyobrażeń przeciętnego przedstawiciela ruskiego narodu politycznego Wielkiego Księstwa Litewskiego w XVI wieku, dotychczas uczeni skupiali się bowiem najczęściej na wyobrażeniach elit (zwłaszcza ich pojedynczych przedstawicieli) lub intelektualistów, a związki klientalne poszczególnych rodzin ruskich, niezwykle istotne dla skonstruowania całościowego obrazu, praktycznie nie były przez nich jeszcze badane. Jedna z najważniejszych tez mojego artykułu zakłada, że świadomość przynależności do takiego „kręgu swoich” była jednym z nieodłącznych elementów ówczesnej ruskiej tożsamości. Jednocześnie zarówno postrzeganie „swoich”, jak i świadomość narodowa ruskiej szlachty charakteryzowały się wielopoziomową strukturą. Aby uzyskać rzucić światło na tak postawione kwestie, analizie poddam korespondencję osobistą Filona Kmity, jego powiązania społeczno-rodzinne, związki małżeńskie, zależności klientalne, praktyki społeczne, otoczenie wojskowe i służbowe. Takiego rodzaju podejście może pomóc nie tylko w przedstawieniu konkretnej jednostki (wprawdzie wybitnej, ale pozostającej poza środowiskiem elity Wielkiego Księstwa Litewskiego), lecz również w prezentacji trzeciego największego narodu Rzeczypospolitej w XVI wieku z punktu widzenia jednego z jego przedstawicieli.


2021 ◽  
Vol 6 (2) ◽  
pp. 171
Author(s):  
Dangel Roque Aguilar ◽  
María Magdalena Jústiz Guerra ◽  
Luis Gustavo Martínez González

Las alteraciones del sistema nervioso que frecuentemente se asumen en la educación como desviaciones del desarrollo psíquico afectan considerablemente el curso del desarrollo de cada individuo en los diferentes períodos etarios. Las primeras manifestaciones intelectuales que desempeña el sujeto en su evolución hacia la madurez psíquica se manifiestan considerablemente desde las áreas de lenguaje y locomoción, siendo la lectoescritura y la psicomotricidad pares indisolubles en la actividad evolutiva de cada sujeto. En consideración a las características funcionales que se manifiestan en los individuos con alteraciones a nivel intelectual en el primer ciclo de la educación especial, la presente investigación se propone diseñar un cuaderno que estimule las habilidades de la lectoescritura en escolares con desviación del desarrollo intelectual. Como referentes metodológicos se promueve la observación mediante encuesta, la escala valorativa, pruebas psicopedagógicas descriptivas, los test de dominancia de funciones cerebrales y el test de integración funcional básica y el criterio de especialistas. Teniendo en cuenta el orden de criterios establecidos y los resultados obtenidos, se puede inferir que la estructura secuencial que promueve la propuesta sirve como referente de estudio aplicativo a diferentes alteraciones con el diagnóstico común de alteración en la grafomotricidad, ya que aúne los requisitos indispensables para estimular las áreas del lenguaje, sensibilidad táctil fina y gruesa, visuoconstrucción, así como las praxias y gnosias. Por lo que se considera una propuesta a tono con los reclamos de las adecuaciones de la educación rumbo a la equidad e igualdad de oportunidades desde una educación inclusiva y diversa. PALABRAS CLAVE: estimulación; lectoescritura; desviación; desarrollo intelectual. Stimulation of literacy in schoolchildren with borderline intellectual functioning ABSTRACT Deficits of the nervous system that frequently it is assumed in the education as deviations of the psychic development they affect considerably the course of the subject development in each different life periods. The first intellectual manifestation that plays the subject in its evolution towards the psychic ripeness is manifested considerably from the areas of language and locomotion, being the reading-writing and psychomotor areas the equal indissoluble in the evolutionary activity in the subject. Under consideration to the functional characteristics that it is manifested in the individuals with alterations at intellectual level in the first cycle of the special education, the investigation proposes design a notebook that stimulates the skills of the reading-writing in escolars with deviation of the intellectual development. As relating methodological promotes the observation by review, the evaluative scale, psychopedagogical descriptive taste, the test of dominium of cerebral functions and the test of functional basic integration and the specialists’ criteria. By keeping in mind, the order of criterions established and the results obtained, can infer to it that the sequential structure that promotes the proposal serves as relating of study applicative to different alterations with the common diagnosis of alteration in the graphic-motoric, since the indispensable requirements to stimulate the areas of the language, tactile sensibility dies and thick, visual construction, as well as praxis and gnosis. For which is considered a proposal in tune with the fittings of the education bound for the equity and equality of opportunities from an inclusive and diverse education. KEYWORDS: stimulation; reading-writing; deviation; intellectual development.


Vox Patrum ◽  
2012 ◽  
Vol 57 ◽  
pp. 495-503
Author(s):  
Przemysław Piwowarczyk

Irenaeus, bishop of Lyons in Gaul, only in few places of his Adversus haereses gives us a glimpse at social activity of the Valentinians. In Adversus haereses III 15, 2 he portrays them, speaking to „communes et ecclesiasticos”. Using such a form, the Valentinians do not tend to distinguish non-gnostic members of the Church from their inner circle, as Irenaeus tries to present it, shifting very smooth­ly from communes to simpliciores. They underline rather the common share of all Christians in the Church, even if some of them still need some deeper exposition of the truth to fully participate in it.


Author(s):  
Betty J. Barrett

The notion that the classroom can, indeed must, be a safe space to promote student engagement and enhance academic outcomes is pervasive in the teaching and learning literature. Despite the prevalence of this claim, there is a dearth of empirical evidence documenting the effectiveness of safe space classrooms in achieving these goals. The purpose of this essay is to provide a critical examination of the classroom as safe space. I begin by deconstructing the common meanings of safety as presented in the pedagogical literature and provide an overview of the existing research on student perceptions of safe space learning environments. I then problematize the metaphor of the classroom as safe space through an examination of 1) the impact of safety on student intellectual development 2) the impossibility of safety for students in marginalized and oppressed populations 3) the challenges to assessing student learning in safe environments and 4) the ambiguity inherent in defining safety for students. I conclude by arguing that both educators and students are better served by the development of an alternative discourse of classroom safety, one that is predicated on the notion of classroom civility. Dans la littérature sur l’enseignement et l’apprentissage, la notion selon laquelle la classe doit vraiment être un espace sécuritaire pour promouvoir la participation de l’étudiant et améliorer ses résultats scolaires est omniprésente. Malgré la prévalence de cette affirmation, il y a une pénurie de données probantes empiriques venant étayer l’efficacité des classes en tant qu’espace sécuritaire afin d’atteindre ces buts. L’objectif du présent essai est de procéder à un examen critique de la classe en tant qu’espace sécuritaire. Je commence par déconstruire la signification courante de la sécurité telle qu’elle est présentée dans la littérature sur la pédagogie et fournis un aperçu de la recherche existante sur les perceptions des étudiants relativement aux environnements d’apprentissage sécuritaires. Je considère ensuite la métaphore de la classe en tant qu’espace sécuritaire comme un problème et examine : 1) les répercussions de la sécurité sur le développement intellectuel des étudiants; 2) le caractère impossible de la sécurité pour les étudiants qui font partie des populations marginalisées et opprimées; 3) les difficultés liées à l’évaluation de l’apprentissage des étudiants dans des environnements sécuritaires; 4) l’ambiguïté inhérente à la définition de la sécurité des étudiants. Je conclus en expliquant que les éducateurs et les étudiants sont mieux servis par la création d’un autre type de discours sur la sécurité dans la classe, qui est basé sur la notion de civilité en classe.


2019 ◽  
Vol 5 (1) ◽  
pp. 17-22
Author(s):  
Hryhoriy Vasianovych

The article analyzes the works by academician Ivan Zyazyun in the framework of the teacher’s good doing. It is proved that the prominent scientist of Ukraine considered this problem on the humanistic principles of human creation and the existential nature of human existence. I. Zyazyun states that human is the only living being that does not belong to its lineage group from the moment of birth. Its human essence is acquired throughout whole life. I. Zyazyun as the philosopher and the teacher substantiated the opinion, according to which the worldview of a personality becomes determinant in the process of good going. The humanistic worldview of the personality of a teacher allows creating of his/her own activity aimed at mental, spiritual and intellectual development of students, and to treat them as active and equal subjects of the educational process. Good doing of a teacher forms the spiritual elite of the nation. The spiritual elite is distinguished by the fact that it forms the ideals of good, unites the best forces of the nation to make new cultural achievements. The scholar paid considerable attention to the issues of forming common and collective good doing. It allows all the members of the team to act responsibly, actively and productively for the approval of not only individual but also the common good and welfare


1978 ◽  
Vol 48 ◽  
pp. 389-390 ◽  
Author(s):  
Chr. de Vegt

AbstractReduction techniques as applied to astrometric data material tend to split up traditionally into at least two different classes according to the observational technique used, namely transit circle observations and photographic observations. Although it is not realized fully in practice at present, the application of a blockadjustment technique for all kind of catalogue reductions is suggested. The term blockadjustment shall denote in this context the common adjustment of the principal unknowns which are the positions, proper motions and certain reduction parameters modelling the systematic properties of the observational process. Especially for old epoch catalogue data we frequently meet the situation that no independent detailed information on the telescope properties and other instrumental parameters, describing for example the measuring process, is available from special calibration observations or measurements; therefore the adjustment process should be highly self-calibrating, that means: all necessary information has to be extracted from the catalogue data themselves. Successful applications of this concept have been made already in the field of aerial photogrammetry.


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