scholarly journals Svetlana Slapšak’s Feminist Essay: A Polygraph of Contemporary Culture

2019 ◽  
pp. 93-111
Author(s):  
Magdalena Koch
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Cultural Anthropology ◽  
Theory And Practice ◽  
Contemporary Culture ◽  
New Strategy ◽  
Culture Of Fear

The article discusses the problem of the theory and practice of contemporary Serbian feminist essay. The text indicates how – at the turn of the 21st century – the essay participated in the reading of the nationalist culture of fear during the breakup of Yugoslavia, how it became the tool for creating an analytical and methodological platform and a means of quick anthropological and cultural diagnoses, as well as a form of transfer of social or philosophical notions. This new strategy of the essay was illustrated through the examples of books by Svetlana Slapšak, a leading figure of the (sub)genre in the Serbian culture, a professor of cultural anthropology, classical philologist, and feminist critic: Mala crna haljina. Eseji o antropologiji i feminizmu (1993/2007, Little Black Dress. Essays on Anthropology and Feminism), Ženske ikone XX veka (2001, Female Icons of the 20th Century), Ženske ikone antičkog sveta (2006, Female Icons of the Antiquity), Antička miturgija: žene (2013, Antique Mythurgy: Women). It becomes clear that one of the trends of the contemporary essay in the Serbian and post-Yugoslav cultures is the application of the genre in the spirit of modern engaged humanities and textual intervention.

Drama and Learning

2019 ◽  
Author(s):  
Anton Franks
Keyword(s):  
Everyday Life ◽  
20Th Century ◽  
21St Century ◽  
Social Relations ◽  
Social Life ◽  
Life Forms ◽  
Contemporary Culture ◽  
Late 20Th Century ◽  
Early 21St Century ◽  
Societal Level

As ways of making meaning in drama strongly resemble the ways that meanings are made in everyday social life, forms of drama learn from everyday life and, at a societal level, people in everyday life learn from drama. Through history, from the emergence of drama in Western culture, the learning that results at a societal level from the interactions of everyday social life and drama have been noted by scholars. In contemporary culture, electronic and digitized forms of mediation and communication have diversified its content and massively expanded its audiences. Although there are reciprocal relations between everyday life and drama, aspects of everyday life are selected and shaped into the various cultural forms of drama. Processes of selection and shaping crystallize significant aspects of everyday social relations, allowing audiences of and participants in drama to learn and to reflect critically on particular facets of social life. In the 20th century, psychological theories of learning have been developed, taking note of the sociocultural relationships between drama, play, and learning. Learning in and through drama is seen as being socially organized, whole person learning that mobilizes and integrates the bodies and minds of learners. Making signs and meanings through various forms of drama, it is interactive, experiential learning that is semiotically mediated via physical activity. Alongside the various forms of drama that circulate in wider culture, sociocultural theories of learning have also influenced drama pedagogies in schools. In the later part of the 20th century and into the 21st century, drama practices have diversified and been applied as a means of learning in a range of community- and theater-based contexts outside of schooling. Practices in drama education and applied drama and theater, particularly since the late 20th century and into the early 21st century, have been increasingly supported by research employing a range of methods, qualitative, quantitative, and experimental.

African direction in the foreign policy of Brazil

2020 ◽  
Vol 2020 (11-1) ◽  
pp. 121-131
Author(s):  
Orlindo Dju ◽  
Johnatan Da Costa Santos ◽  
Darinka Brosovich Flores ◽  
Jorge Marko Calderon Verduga
Keyword(s):  
Foreign Policy ◽  
20Th Century ◽  
21St Century ◽  
Present Stage ◽  
African Countries ◽  
Cultural Aspects ◽  
New Strategy ◽  
Political Economic

The article considers political, economic, social and cultural aspects of Brazilian-African cooperation at the end of the 20th century and at the beginning of the 21st century. At the present stage, after two decades of active development, Brazilian policy towards Africa has been losing momentum. Nowadays the cooperation between Brazil and African countries requires developing a new strategy.

scholarly journals FOREIGN EXPERIENCE OF LINGUISTIC SELF-EDUCATION (SECOND HALF OF THE 20TH CENTURY)

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Oleksandr L. Shums’kyi
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
21St Century ◽  
Practical Experience ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Educational Activities ◽  
Foreign Experience ◽  
Self Instruction ◽  
Theoretical Developments

The paper provides a retrospective analysis of foreign experience of linguistic self-education in the second half of the 20th century. It is shown that reaching the current level of students’ training for life-long linguistic self-education requires understanding of socio-historical, pedagogical and practical experience, which reveals the logic of development and formation of linguistic self-education as an educational phenomenon, as well as determinants and factors which have been influencing this development. Having studied a wide range of sources, we can state that the issues concerning self-education have always been topical problems of scientific knowledge. However, for many centuries in the world pedagogical theory and practice linguistic self-education as such was not regarded as a separate pedagogical phenomenon, but instead, it was only the applied and general educational value of learning foreign languages which was taken into consideration. We have defined that the essence and forms of linguistic self-education depending on historical, economic, political and social factors changed in different years and determined both by the logic of educational development in general and the needs of the society as whole as well as certain individuals to master foreign languages. The period from the middle of the 20th to the beginning of the 21st century became a revolutionary stage in the development of the theory and practice of foreign language self-education. We found that the impetus for the intensive development of a methodology for adults’ self-instruction in foreign languages was the historic events of World War II. The method of “on-the-spot linguistic analysis” was introduced. This method became the basis for special research on autonomous learning of foreign languages by adults, and later – for linguistic self-education. In the 50-60s of the 20th century, foreign language and sociocultural training was first recognized at the international legislative level. Audiolingual and audiovisual methods became widespread back then. In the 70s and 80s of the 20th century, theoretical developments and practical experience in the field of independent study of foreign languages, as well as singling out the concept of “autonomous learning” as a separate pedagogical category became a driving force for the formation and development of linguistic self-education. Since the 80s of the 20th century, along with the theoretical developments, the practice of foreign language self-education has been actively developing and improving. In the present-day system of higher education in Western countries, self-educational activities in learning foreign languages are equated to traditional organizational forms of educational activities. At the beginning of the 21st century, the innovative methods of self-instruction of foreign languages are gradually being introduced into the educational process at a number of European universities. Thus, having implemented the retrospective analysis of foreign experience in foreign language selfeducation we can conclude that in the second half of the 20th century important prerequisites were created for distinguishing the concept of linguistic self-education into a separate category of language didactics and a specific type of educational activities.

scholarly journals A HEALTHY LIFESTYLE OF YOUNGER SCHOOLCHILDREN: RETROSPECTIVE ANALYSIS

2021 ◽  
pp. 8-15
Author(s):  
Kocha Inna ◽  
Mykola Halaidiuk ◽  
Alla Heta ◽  
Vasyll Sharodi ◽  
Olha Kravchenko ◽  
...  
Keyword(s):  
Primary School ◽  
Retrospective Analysis ◽  
20Th Century ◽  
21St Century ◽  
Healthy Lifestyle ◽  
Theory And Practice ◽  
Early 21St Century ◽  
Primary School Pupils ◽  
Stage Stage ◽  
The Early 21St Century

Such aspects as an over-use of modern information technologies, low physical activity of younger schoolchildren, destruction of their axiological knowledge and age-related functional changes in their body systems have negatively affected their health. Consequently, the problem of promoting a healthy lifestyle among primary school pupils as one of the key competencies specified in the State Standard for Primary Education remains rather relevant. This research aims to reveal the content, forms and methods of promoting a healthy lifestyle among primary school pupils in the second half of the 20th century - the early 21st century based on comprehensive retrospective analysis and identify the main areas of applying certain constructive experience in today’s education. Besides, it presents the results obtained from a comprehensive study of promoting a healthy lifestyle among primary school pupils (the second half of the 20th century - the early 21st century) based on an analysis of scientific literature, archival sources, as well as relevant theory and practice. It specifies such basic concepts as “health”, “healthy lifestyle”, “promoting a healthy lifestyle” and “promoting a healthy lifestyle among primary school pupils”. Also, it identifies those factors (socio-economic, educational, health- and hygiene-related, socio-cultural) that have influenced the promotion of a healthy lifestyle among younger children in the period under study. It justifies the author’s periodization of promoting a healthy lifestyle among primary school pupils from the 1950s to the early 21st century (2017), which consists of the following three stages: Stage 1 (1950-1969) - the preparatory stage; Stage 2 (1970-1990) - the transformational stage; Stage 3 (1991-2017) - the updating stage. The research also suggests the ways of using ideas of the historical and pedagogical experience in promoting a healthy lifestyle among primary school pupils in the context of today’s reforms in education.

“Band Wagon and Gravy Train”: uses and abuses along the Silk Road

Afghanistan ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 171-194
Author(s):  
Warwick Ball
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Silk Road ◽  
Late 20Th Century ◽  
Ancient Trade ◽  
International Image ◽  
Academic Discussion ◽  
The Silk Road

The Silk Road as an image is a relatively new one for Afghanistan. It appeals to both the pre-Islamic and the perceived Islamic past, thus offering an Islamic balance to previous identities linked to Bamiyan or to the Kushans. It also appeals to a broader and more international image, one that has been taken up by many other countries. This paper traces the rise of the image of the Silk Road and its use as a metaphor for ancient trade to encompass all contacts throughout Eurasia, prehistoric, ancient and modern, but also how the image has been adopted and expanded into many other areas: politics, tourism and academia. It is argued here that the origin and popularity of the term lies in late 20th century (and increasingly 21st century) politics rather than any reality of ancient trade. Its consequent validity as a metaphor in academic discussion is questioned

The role of science in the study of and response to space threats

2019 ◽  
Vol 89 (8) ◽  
pp. 777-799
Author(s):  
B. M. Shustov
Keyword(s):  
Comparative Analysis ◽  
20Th Century ◽  
21St Century ◽  
Space Debris ◽  
The Sun ◽  
National Program ◽  
Biological Hazard ◽  
Academy Of Sciences ◽  
Space Activities

During the second half of the 20th century and the beginning of the 21st century, space hazards multiplied, the most urgent of which is space debris. Professionals working in space are exposed to this hazard daily and are aware of it as a problem. Furthermore, increasing attention is being paid to the unpredictable behavior of the Sun, which produces the so-called space weather. The asteroid-comet hazard is considered as potentially having the most catastrophic consequences. No manifestations of biological hazard have yet been observed, although as space activities develop, it is becoming increasingly important. The appropriate time scale for astrophysical hazards is many millions of years, so from a practical perspective, they have no importance. This article briefly describes the main types of space hazards. The author analyzes the results of research and practical work in the field, both worldwide and specifically in Russia. Comparative analysis leads to the clear conclusion that a national program must be developed for the study of space hazards and to respond to space threats. This article is based on a report made by the author at the meeting of the Presidium of the Russian Academy of Sciences (RAS) on January 15, 2019.

The Oxford Handbook of Lifelong Learning

2011 ◽  
Keyword(s):  
Lifelong Learning ◽  
Cultural Anthropology ◽  
Theory And Practice ◽  
Learning Needs ◽  
Executive Development ◽  
International Perspectives ◽  
Developmental Theories ◽  
Learning Programs ◽  
The Subject ◽  
Vocational Learning

The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: continuous learning as it relates to technological, economic, and organizational changes; developmental theories and research, models of lifelong learning, and the neurological bases for learning across the lifespan; examples of learning programs, tools, and technologies, with a focus on corporate programs and business education; international perspectives on lifelong learning and learning across cultures; and assessment of learning needs and outcomes.

scholarly journals Upper Colorado River Basin 20th century droughts under 21st century warming: Plausible scenarios for the future

2021 ◽  
Vol 21 ◽  
pp. 100206
Author(s):  
Connie A. Woodhouse ◽  
Rebecca M. Smith ◽  
Stephanie A. McAfee ◽  
Gregory T. Pederson ◽  
Gregory J. McCabe ◽  
...  
Keyword(s):  
20Th Century ◽  
River Basin ◽  
21St Century ◽  
Colorado River ◽  
Colorado River Basin ◽  
Upper Colorado River Basin ◽  
The Future
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