scholarly journals Rethinking Goals of Education in the Digital Era

2021 ◽  
pp. 27-36
Author(s):  
Nadia Laura Serdenciuc ◽  
Keyword(s):  
Information Technology ◽  
Process Analysis ◽  
Personality Development ◽  
Core Values ◽  
Educational Process ◽  
Contemporary Society ◽  
Digital Environment ◽  
The Core ◽  
Digital Era ◽  
Global Challenges

This article points out a few coordinates of the educational process analysis in the contemporary society, marked by global challenges and invaded by the information technology. Viewing education in terms of restructuring, for a better response to the individuals’ and to the society’ needs, raises the question of redefining learning outcomes in the light of general educational finalities, shaped by the specific traits of the digital era. It is not about a formal restructuring, regarding the phases of the process, but it is related to the effort of reframing the core values of approaching the personality development, taking in account a continuous perspective of permanent education in a digital environment.

The Double Edge of the Information Sword

2015 ◽  
Vol 5 (2) ◽  
pp. 21-30
Author(s):  
Aki-Mauri Huhtinen
Keyword(s):  
Information Technology ◽  
Soviet Union ◽  
Core Values ◽  
The Internet ◽  
Free World ◽  
The West ◽  
Global Village ◽  
The Core ◽  
The Soviet Union ◽  
Double Edge

In 1990, after the collapse of the Soviet Union and its clandestine propaganda machine, the West became increasingly confident that globalization supported by an information technology network, the Internet, would increase openness, liberalism, and democracy; the core values of the ‘free world'. Western leaders knew then, just as they know now, a quarter of a century later that the power of the Internet would grow as the technology that controls its use develops. And developed it has. However, no development is all good and the Internet is no exception. It seems that the technology that has enabled us to create a “global village” where people are able to communicate in a way that is open, free and that bypasses the encumbrances of class and ethnicity has also brought with it a very dark underworld, an uncontrolled rhizome or meshwork, where propaganda, trolling and hate speeches are rife.

scholarly journals La Agogé de la Universalidad

2014 ◽  
pp. 41
Author(s):  
Mario Sobarzo Morales
Keyword(s):  
Personality Development ◽  
Civil Servant ◽  
Educational Process ◽  
Political Community ◽  
Ancient World ◽  
The Political ◽  
The Core ◽  
The University

Recibido: 10/04/2013 · Aceptado: 01/07/2013La Agogé de la Universalidad.The agoge of universality.ResumenEl artículo aborda la educación como un tema propio del campo de la filosofía política. En su desarrollo trabaja los conceptos de Bildung y liber­tad, la educación del ciudadano y la emergencia de la libertad moderna. Para Hegel la educación ocupa un lugar central en el desarrollo de su filosofía, y la Universidad aparece como el lugar por excelencia de reali­zación del espíritu universal del Pueblo. Por su parte, Platón demuestra su admiración por la agogé espartana, pues implica una disciplina necesaria para el desarrollo del carácter (ethos) de los ciudadanos particulares que conforman la comunidad política. A su vez para Aristóteles, el proceso pedagógico es un acto que pertenece a la comunidad, y expresa el momento de transición del futuro ciudadano entre el oikos y el ágora. Finalmente, Hegel ve en el mundo antiguo la normatividad necesaria para formar al funcionario del Estado Moderno.Palabras clave: Agogé – educación – universidad – ciudadanía - ágoraAbstractThis article tackles education as a subject belonging to the political phi­losophy scope. It explores concepts such as Bildung and liberty, citizens’ education and modern liberty. Education is placed at the core of Hegel’s philosophy and the university is the place par-excellence for the realisation of the people’s universal spirit. Plato shows admiration for the Spartan agogé as it implies the necessary discipline for personality development (ethos) of citizens who form a political community. For Aristotle, the educational process belongs to the whole community and it expresses the transition between oikos and agora. Finally, Hegel finds in the Ancient World the necessary normativity to educate the modern civil servant. Keywords: Agogé – education – university – citizenship - agora 

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

Citizenship, Community, and Ethics: Forrest Gump as a Moral Exemplary

Public Voices ◽  
2017 ◽  
Vol 2 (1) ◽  
pp. 82
Author(s):  
William D. Richardson ◽  
Ronald L. McNinch
Keyword(s):  
Public Administration ◽  
Common Sense ◽  
Democratic Republic ◽  
Core Values ◽  
Elected Officials ◽  
Political Climate ◽  
Ordinary Citizen ◽  
The Core ◽  
Timely Reminder ◽  
Ordinary Citizens

"Forrest Gump" bas been extraordinarily popular with the ordinary citizens and one of the reasons is self-evident: it presents a Jeffersonian confidence in the moral stalwartness of the yeoman citizenry that runs counter to some of the current approaches in ethics. The film celebrates a basic decency and a common sense that are accessible to all. No real or imagined superiority is required for one to partake. The film is not only popular but also populist in its assertion of the primacy of the ordinary citizen within this regime. In a political climate that now finds the tenure of elected officials uncertain and the legitimacy of public administration suspect, the visible portrayal of exemplary citizen virtues may serve as a timely reminder to all that, more so than any other regime, a democratic republic is ultimately and fundamentally dependent on the core values possessed by its citizenry.

scholarly journals Researching Change and Changing: Integrating Collaboration and Action Through Interiority

2021 ◽  
pp. 002188632110260
Author(s):  
Abraham B. (Rami) Shani ◽  
David Coghlan
Keyword(s):  
Organizational Change ◽  
Core Values ◽  
Actionable Knowledge ◽  
The Core ◽  
Integrative Process ◽  
Present Tense ◽  
Collaborative Ventures

In this essay, we are arguing that the field of organizational change and development is positioned to face the challenges of researching change and changing for the next decade and beyond. The core values in the field—that researching change and enacting changing are collaborative ventures undertaken in the present tense where the outcome is actionable knowledge, and that it serves the practical ends of organizations and generates the knowledge of how organizations change—are of utmost relevant for the emerging workplace and organizations. Through differentiated consciousness interiority challenges the polarizations that beset the field (between science and practice) and provides an integrative process focused on the operations of human knowing.

Hygienic substantiation of the mode of intense mental work of middle-schoolchildren at the performance of educational tasks

2021 ◽  
pp. 69-76
Author(s):  
Liana Nikolaevna Mavrina ◽  
Liliya Nikolaevna Timeryanova
Keyword(s):  
Educational Process ◽  
Working Ability ◽  
Mental Performance ◽  
Mental Work ◽  
Intellectual Activity ◽  
The Core ◽  
School Day ◽  
Mathematical Problems ◽  
Rational Mode ◽  
Active Recreation

The article is devoted to the analysis and generalization of the results of research on the study of mental performance and fatigue of students. The aim is to assess the mental working ability of middle-aged schoolchildren when actively solving mathematical problems and problems in order to develop a hygienically rational mode of work in the conditions of mental activity. The core samples of the letter table of V. Ya. Anfimov were selected as the methodological tools. According to the results of the study, the values of the daily adaptability index indicated a pronounced fatigue of the children during the school day. The performance of educational tasks in mathematics, associated with the active solution of examples and problems, causes a significant strain on the functions of the organ and leads to rapid mental fatigue of students. The conducted research showed that 20–30 min. intensive intellectual activity followed by 10–15 minutes active recreation in the fresh air are the optimal periods of work for schoolchildren. Sedentary rest in the corridors of the school does not provide a sufficient recovery of mental performance of students. Thus, the educational process should be structured in such a way as to prevent the occurrence of overwork, which creates the prerequisites for the development of acute and chronic health disorders, the development of nervous, psychosomatic and other diseases.

Schools in an evolving digital environment: Digital renewal and its maturity

2021 ◽  
pp. 5-28
Author(s):  
А. Yu. Uvarov ◽  
V. V. Vikhrev ◽  
G. М. Vodopian ◽  
I. V. Dvoretskaya ◽  
E. Coceac ◽  
...  
Keyword(s):  
General Education ◽  
Digital Technologies ◽  
Educational Environment ◽  
Digital Transformation ◽  
Educational Process ◽  
Digital Environment ◽  
Current State ◽  
Control Actions ◽  
Time Observation ◽  
The Impact

Evolving digital technologies are infiltrating schools wave after wave. The changes taking place are viewed as the schools’ digital renewal process (SDRP). The SDRP is complex (multidimensional). It includes changes in the educational environment (physical and virtual), the educational process, and the way the school operates. The SDRP goes uneven, with individual schools at different stages. One-time observation of the SDRP allows you to fix its current state (statics). The longitudinal observations allows you to see changes in the schools’ digital renewal (kinematics). The connection of the observed changes with the impact on the general education system makes it possible to discuss the development of digital renewal under the influence of individual control actions (dynamics). The stages of penetration of digital technologies into the work of the school: computerization, early and mature informatization, digital transformation (transition to the “Smart School”) can be considered as the stages of maturity of the SDRP. The article discusses a framework for describing the processes of digital renewal of schools in an evolving digital environment and an assessment of the SDRP’s maturity.

Benedict de Spinoza’s Virtue

2021 ◽  
Vol 31 (2) ◽  
pp. 107-122
Author(s):  
Columbus N. Ogbujah ◽  
Keyword(s):  
Early Modern ◽  
Moral Philosophy ◽  
Core Values ◽  
Ethical Relativism ◽  
Ethical Egoism ◽  
Absolute Truth ◽  
The Core ◽  
The Enlightenment ◽  
Seminal Roots

Benedict de Spinoza (1632–1677) was about the most radical of the early modern philosophers who developed a unique metaphysics that inspired an intriguing moral philosophy, fusing insights from ancient Stoicism, Cartesian metaphysics, Hobbes and medieval Jewish rationalism. While helping to ground the Enlightenment, Spinoza’s thoughts, against the intellectual mood of the time, divorced transcendence from divinity, equating God with nature. His extremely naturalistic views of reality constructed an ethical structure that links the control of human passion to virtue and happiness. By denying objective significance to things aside from human desires and beliefs, he is considered an anti-realist; and by endorsing a vision of reality according to which everyone ought to seek their own advantage, he is branded ethical egoist. This essay identified the varying influences of Spinoza’s moral anti-realism and ethical egoism on post-modernist thinkers who decried the “naïve faith” in objective and absolute truth, but rather propagated perspective relativity of reality. It recognized that modern valorization of ethical relativism, which in certain respects, detracts from the core values of the Enlightenment, has its seminal roots in his works.

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