scholarly journals Explaining Solidarity Through Metaphors: Two Examples From a Romanian Textbook

2021 ◽  
Vol 4 (10) ◽  
Author(s):  
Elena Negrea-Busuioc
Keyword(s):  
Social Studies ◽  
Abstract Ideas ◽  
6Th Graders ◽  
The Way

Solidarity is a complex, abstract, multifaceted concept that may be unpacked and used in a variety of situations, ranging from socio-economic and political contexts to the currently salient pandemic context. Defining solidarity, either in theory or in practice, requires connections to other less abstract ideas, which are more familiar to people. In this paper, I examine the way in which the concept of solidarity is defined and explained in a Romanian social studies textbook for 6th graders. My analysis focuses on two metaphorical framings of solidarity found in the textbook, namely ‘solidarity as exchange’ and ‘solidarity as assistance’. I discuss these examples of metaphors of solidarity in the context of broader discussions surrounding the construction of the intercultural society (of which solidarity is a crucial value) in textbooks.

scholarly journals Five Teachers’ Range of Views on the Iraq war

2010 ◽  
Vol 5 (1) ◽  
Author(s):  
Khodadad Kaviani ◽  
Terrence McCain
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Social Studies ◽  
Iraq War ◽  
Social Studies Teachers ◽  
First Time ◽  
Depth Interviews ◽  
The Way

The significance of this qualitative study is in showing, for the first time, what American teachers are teaching about the Iraq war and their conceptions of controversy and balanced instruction in the context of their lessons. Through in-depth interviews, five high school social studies teachers’ lessons related to the Iraq war were examined and analyzed through the lenses of Issues-Centered Education and teachers’ curriculum gatekeeping. Findings show that teachers’ conception of controversy and balanced instruction influences the way they teach about public controversies. Furthermore, the Iraq war controversy provides a unique opportunity to see how the Iraq war is taught during war time.

A Practical Guide to the Benefits & Barriers to Mobile Technology Integration In Social Studies

2020 ◽  
Vol 35 (1) ◽  
pp. 53-61
Author(s):  
Stewart Waters ◽  
Matt Hensley
Keyword(s):  
Technology Integration ◽  
Social Studies ◽  
Mobile Technology ◽  
Classroom Instruction ◽  
Emerging Technologies ◽  
The Internet ◽  
Technology In The Classroom ◽  
Practical Guide ◽  
Social Studies Instruction ◽  
The Way

Mobile technology continues to change and evolve the way people and society function in their everyday lives. Much like the phenomenon that was the Internet 20 years ago, educators now find themselves facing increasing pressure to adapt classroom instruction to accommodate for new and emerging technologies. This article offers practical considerations from our own classroom experiences surrounding the benefits and barriers of incorporating mobile technology in social studies instruction. We provide readers with a rationale for the use of mobile technology in social studies classrooms, as well as general lists of benefits and barriers to using this technology in the classroom to hopefully assist educators in overcoming common fears associated with the use of mobile technology in the classroom.

scholarly journals Reading across texts: perceptions and performance of early adolescent readers

2021 ◽  
Author(s):  
◽  
Robin Esther Cohen
Keyword(s):  
Social Studies ◽  
Science Curriculum ◽  
Reading Proficiency ◽  
Activity Cycle ◽  
Multiple Sources ◽  
Adolescent Readers ◽  
Monitoring Process ◽  
And Performance ◽  
Personal Accounts ◽  
The Way

<p>Learning Media have introduced an anthology series that draws on writing previously published in the School Journals with the addition, lately, of commissioned work. The series is designed to meet the new curriculum objectives for English, social studies and science with less practised readers. A title in the series will typically contain narratives as well as personal accounts by experts, loosely related to a theme in the social studies or science curriculum. A survey of how the titles were being used indicated that teachers were treating the contents of the anthologies as single texts and that the advantages of reading across texts related to a theme were not being realised. A study was therefore conducted with an intermediate school class in order to establish an activity cycle that would exploit the potential of anthologies as a resource for reading-to-write from multiple sources. The experience gained from the study suggests that the cycle should contain instruction on transforming sources and this skill needs to be practised within the framework of a discourse synthesis task. In the study, the task appeared to be the driving force that determined what was read, what information was selected, the student's stance towards the information, and what guided the monitoring process. Reading proficiency did not appear to make a substantial difference to the way the task was interpreted nor in the way the task was accomplished tactically, suggesting that discourse synthesis is an issue of experience with the component skills.</p>

A Puzzle in the Three Dialogues and Its Platonic Resolution

2018 ◽  
Author(s):  
John Russell Roberts
Keyword(s):  
Image Of God ◽  
Central Idea ◽  
Innate Ideas ◽  
Abstract Ideas ◽  
Cambridge Platonism ◽  
Key Aspects ◽  
The Image Of God ◽  
Shed Light ◽  
The Way

This essay suggests that Berkeley’s Neoplatonism may be profitably viewed as developed under the influence of Cambridge Platonism. A brief account of some key aspects of Cambridge Platonism are reviewed, specifically the central idea of the Image of God Doctrine (IGD) and Cudworth’s Axiarchism. Then possible points of influence of these aspects on Berkeley’s views are explored. In support of its possible usefulness, this approach to Berkeley’s Neoplatonism is used to shed light on his otherwise puzzling embrace of the pure intellect and abstract ideas. If Berkeley is drawing on the Cambridge Platonism tradition in the way suggested, he can have his pure intellect and its innate ideas without dragging along a commitment to a faculty of abstraction and its abstract ideas. Instead, the pure intellect is seen as a reflective faculty directed to the perfectly particular, concrete self.

scholarly journals The Lexicalization Patterns of Manner Motion Events in Vietnamese

2018 ◽  
Vol 7 (4) ◽  
pp. 1
Author(s):  
Luu Quy Khuong ◽  
Ly Ngoc Toan
Keyword(s):  
Secondary School ◽  
Semantic Content ◽  
Motion Events ◽  
Picture Story ◽  
Lexical Items ◽  
6Th Graders ◽  
Vietnamese Speakers ◽  
The Way

The purpose of this paper is to illustrate how Vietnamese students lexicalize or express in words the idea of motion.  This study was conducted on the traditional foundation of Talmy’s (1985) lexicalization patterns. This theory involved in the way of people’s experience is rendered into languages via the semantic content of lexical items to express experiential categories. The data were derived from the analysis of the writings of fifty 12th- graders and fifty 6th- graders at Phu Rieng secondary school, Binh Phuoc province, Vietnam about the picture story “Frog where you” are by Mayer (2003). The results of the research provided insights into how Vietnamese speakers express the experience of motion in their language. These results suggest that there are considerable differences between Vietnamese and some other languages in the accounts of motion events.

The evolution of trinity images to the medieval period

2017 ◽  
Vol 13 ◽  
pp. 93-110
Author(s):  
Balderstone Susan
Keyword(s):  
Early Period ◽  
Medieval Period ◽  
Abstract Ideas ◽  
Artistic Works ◽  
Theological Debate ◽  
Catholic Churches ◽  
The Trinity ◽  
The Way

This paper investigates an association between the iconography used in artistic works and theological positions in the great debates over the nature of Christ and the Trinity. It looks at how the iconography evolved up to the medieval period with the schism between the Orthodox and Catholic churches and beyond. It is proposed that there was dogmatic intent which related to the ongoing theological debate. This is demonstrated by the chronological correlation between specific markers in the debate and changes in the way the Trinity was depicted. Acknowledged authority Andre Grabar considered that changes were due to the essential inadequacy of pictorial means to depict abstract ideas, and a striving by artists and image makers to capture them in different ways. He did not relate dated images to events in theological history, but referred to a "general confusion" of ideas in the early period due to the theological debates. However, it can be seen that there was a correlation between the chronology of the debate and iconographic development of all four main 'types' of the Trinity.

“Using what you have” to teach for global citizenship

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Christoff
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Single Case ◽  
Content Type ◽  
Global Citizenship Education ◽  
Curriculum Framework ◽  
Social Studies Teacher ◽  
The Way

PurposeThis case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education? Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education.Design/methodology/approachThe data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo, and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study.FindingsThe findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education.Research limitations/implicationsThis research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom.Practical implicationsFor social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial.Originality/valueThis study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.

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