scholarly journals Steam technologies in Western education: new approaches to literary text study

2021 ◽  
Vol 14 (33) ◽  
pp. e16561
Author(s):  
Elena Getmanskaya
Keyword(s):  
Art Music ◽  
Literary Text ◽  
Educational Approach ◽  
Western Education ◽  
Literary Education ◽  
Steam Education ◽  
Western Concept ◽  
And Mathematics ◽  
The Aesthetic ◽  
Text Study

The article deals with the Western concept of STEAM education which is based on a certain "poly-subject" which includes Science (S), Technology (T), Engineering (E), Arts (A), and Mathematics (M). The practice of this educational approach is focused on the following idea: a student who is familiar with the artistic principles of life (literature, art, music, design) will achieve more in Mathematics, Invention and Natural Sciences. STEAM eliminates the continuous dispute between "physicists" and "lyricists" because within its framework, a lyricist can be talented in engineering (invention) and a physicist can be talented in aesthetic, artistic manifestations such as design. The analysis of Western STEAM models of studying literary text poses questions about the trajectories of modern literary education which is transforming in a sense. An educational STEAM product in the analysis of a literary text is oriented primarily towards the designer solution as the manifestation of the students' creative potential. Ultimately, Western studies present the STEAM approach as a humancentric (not subject-centric) model: the approach prioritizes the student's personality and individuality. STEAM education is a new integrative educational system that integrates the scientific and the imaginative, the documental and the aesthetic, the artistic and the rational principles.

scholarly journals Literary education in the context of STEAM approach (based on western research)

2020 ◽  
pp. 64-76
Author(s):  
Elena V. Getmanskaya
Keyword(s):  
Global Education ◽  
Main Tool ◽  
Literary Text ◽  
Material Object ◽  
Main Question ◽  
Literary Education ◽  
Steam Education ◽  
Applied Approach ◽  
And Mathematics ◽  
Is Design

The development of the STEAM-approach is one of the main trends in global education. It integrates Sciences (S), Тechnology (T), Engineering (E), Arts (A), and Mathematics (M). Future Specialists need comprehensive training in the exact Sciences, Biology, Engineering, and Design – and this future is being prepared today. STEAM education is introduced in Western schools from an early age. The most important theoretical position of this approach is the statement that a student who knows the artistic beginnings of life (literature, painting, music, art design), achieves more in mathematics, and in engineering, and in Sciences. STEAM-literature curriculum is also based on an interdisciplinary and applied approach. The purpose of a lesson on the analysis of a literary text, as a rule, is associated with the creation of a material object (model) by students, in which their knowledge of all the listed disciplines is comprehensively invested. The main tool for interpreting a literary text in this approach is design. Not just design tasks are solved in the classroom with its help – design is one of the basic forms of modern visual art. The main question, which the author of the article faces, is whether it is possible to implement such the technologies at school without losses for the studied work of art. The analysis of western models leads to the conclusion that the significance of literature, as an independent subject, changes within the STEAM-approach – part of its autonomy is delegated to other disciplines. At the same time, a new, unexpected configuration of subjects appears in the classroom: literature is now integrated with biology, design, and mathematics. Thus, the interdisciplinary basis of STEAM takes the teaching of literature to a new interdisciplinary level. At the same time, it raises some questions about the degree of presence of the literary text itself in this approach, and the laws of its creation and the depth of its interpretation by students.

scholarly journals Los valores literarios en las enseñanzas de régimen general. El caso de la Ley de Educación de Andalucía

2017 ◽  
Vol 21 (4) ◽  
pp. 337-358
Author(s):  
Elia Saneleuterio ◽  
Rocío López-García-Torres
Keyword(s):  
21St Century ◽  
Scientific Community ◽  
School Context ◽  
Educational Approach ◽  
Literary Education ◽  
The Subject ◽  
Set Up ◽  
The Aesthetic ◽  
Aesthetic Values ◽  
Sobre Todo

Resumen:Nuestro estudio parte de un planteamiento educativo integral, donde todas las dimensiones de la persona, así como los valores que se relacionan con ellas, deben ser potenciadas, y en concreto las que se derivan de la concepción humana que propone el profesor Gervilla (2008, p. 64): “animal de inteligencia emocional, singular y libre en sus decisiones, de naturaleza abierta o relacional, en el espacio y en el tiempo”.Siendo esenciales los valores estéticos en relación con esta dimensión, resulta evidente que la educación literaria supone un aspecto fundamental en la formación del alumnado, sobre todo teniendo en cuenta su papel en el desarrollo de la creatividad, clave de la educación del mañana para pedagogos como Gerver o Robinson, responsables de las teorías más innovadoras del siglo XXI, cuyo desarrollo ha obtenido gran acogida entre la comunidad científica. La capacidad para crear y disfrutar de la belleza puede ser abordada también desde diversas disciplinas facilitadoras de valores estéticos, si bien estimamos que la literatura se erige en un medio privilegiado en el contexto escolar, al basarse en el lenguaje y en la comunicación verbal.Dadas estas consideraciones, puede afirmarse que la atención a los valores literarios, como parte de la formación de la creatividad, debe ser convenientemente considerada en la legislación vigente.Así pues, nuestra investigación se completa con un análisis axiológico de una realidad legislativa concreta, la andaluza, que nos lleva a concluir que los valores literarios no están suficientemente contenidos en ella, por lo que consideramos que dicha carencia debería ser objeto de reflexión y subsanación en próximas revisiones normativas.Our study is based on a comprehensive educational approach in which all the dimensions of a person, as well as the values related to them, must be strengthened, especially those concrete dimensions as proposed by Professor Gervilla (2008, p. 64): “animal de inteligencia emocional, singular y libre en sus decisiones, de naturaleza abierta o relacional, en el espacio y en el tiempo”.Because the aesthetic values are essential in relation to this dimension, it becomes quite evident that literary education plays a fundamental role in student formation, especially when one takes into account its role in the development of creativity. Creativity is the key for tomorrow’s education according to pedagogues such as Gerver or Robinson who are responsible for the 21st century´s most innovative theories, and the development of the latter has been well received among the scientific community. The ability to create and enjoy beauty can also be addressed from various guiding disciplines of aesthetic values if we perceive that literature is set up as a privileged means in the school context in relation to language and verbal communication.Given these circumstances, it can be argued that attention to literary values, as part of the formation of creativity, must be properly considered in the current legislation.Therefore, our research is completed with an axiological analysis of a concrete legislative reality, the Andalusian, which leads us to conclude that literary values are not sufficiently contained therein, and we believe that this deficiency should be the subject of reflection and correction in future regulatory reviews.

scholarly journals 1st STEAM Education Congress (1st STEAMEC)

2021 ◽  
Vol 2073 (1) ◽  
pp. 011001
Author(s):  
R Prada-Nuñez ◽  
L F Ortiz-Vasquez ◽  
C A Hernández-Suárez ◽  
E Maldonado ◽  
E D V-Niño
Keyword(s):  
Knowledge Transfer ◽  
Scientific Committee ◽  
Central Theme ◽  
San Jose ◽  
Educational Approach ◽  
Research And Innovation ◽  
Science Technology ◽  
Steam Education ◽  
Teachers And Students ◽  
And Mathematics

The present proceedings are part of the contributions of the participants in the 1st STEAM Education Congress (1st STEAMEC) was held from June 10 to 11, 2021, in the San José de Cùcuta city, Colombia; the central theme in the congress was the approach on Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. Congress was organized by the "Facultad de Educación, Artes y Humanidades" of the Universidad Francisco de Paula Santander, San José de Cùcuta, Colombia. The 1st STEAMEC had as the main objective to generate interaction and exchange of experiences and knowledge on STEAM education between researchers, professors, teachers, and students with the purpose of promoting educational research and innovation through effective knowledge transfer. This first edition of the congress emphasizes research, innovations, and reflections that are being carried out in the different areas of the knowledge that are integrated into the STEAM educational approach. List of Organizing Committee, National Scientific Committee, International Scientific Committee, Sponsor, Partners, All photos are available in this pdf

scholarly journals Promoting STEAM learning in the early years: “Pequeños Científicos” Program

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Valeria M. Cabello ◽  
M. Loreto Martinez ◽  
Solange Armijo ◽  
Lesly Maldonado
Keyword(s):  
Swot Analysis ◽  
Educational Inequality ◽  
Developed Countries ◽  
Early Years ◽  
Cross Sectional ◽  
Steam Education ◽  
Academic Enrichment ◽  
Cross Sectional Design ◽  
And Mathematics ◽  
High Educational

Education in the early years is an excellent space for promoting integrated learning. The STEAM education model combines Science, Technology, Engineering, Arts and Mathematics holistically and has gained force globally, mostly in developed countries. However, in developing countries of Latin America, STEAM education programs are incipient and still unfamiliar to many early childhood and primary school educators. "Pequeños Científicos" is a pioneer educational program in Chile aimed at providing extracurricular academic enrichment to students 3 to 10 years old, with a gender-empowering approach. With a cross-sectional design and integrating data from students, researchers and educators, this article documents program design and implementation issues based on a partial application of SWOT analysis grounded on strengths, weaknesses and opportunities. The strengths were the strongest elements that might be transferred to similar interventions, for instance, students were positively engaged in the learning processes and actively communicating their advances through diverse artistic formats. The weaknesses were mainly difficulties that can be avoided in future replication, such as teachers' management of children's behavior. Opportunities present alternatives to these types of programs to improve and grow; for example, through articulation of the courses and including children with additional needs. We call for tackling the weaknesses for more efficient application and discuss the promotion of STEAM learning in the early years in the contexts of high educational inequality for future replication in diverse contexts.

scholarly journals The Logical Basis of a Literary Text, or What Does Porfiry Petrovich Hide in F. M. Dostoevsky’s “Crime and Punishment”?

2020 ◽  
Vol 27 (1) ◽  
pp. 239-259
Author(s):  
Valentina E. Vetlovskaya
Keyword(s):  
Literary Text ◽  
Crime Fiction ◽  
The Novel ◽  
Crime And Punishment ◽  
Logical Basis ◽  
The Aesthetic ◽  
The Individual

<p>The article explores the role of logical connections in an epic text. It is these connections, according to the author of the article, that connect the individual components of the narrative (motifs, complexes of motifs) and make up in the reader&rsquo;s perception for the missing elements. The reticence and failures to mention, common in fiction, appear in the narrative for various reasons. Sometimes due to the aesthetic principles of the writer who prefers ambiguity to a completed statement depriving readers of the opportunity to finish thinking over a vague idea. And sometimes, due to the author&rsquo;s conviction that there is no need to explain the idea implied by what has been earlier said. But it also happens that the omissions in the narrative are engendered by the requirements for the presentation of a chosen topic, for example in crime fiction. But these reasons may go together as it occurs in Crime and Punishment. These ideas are illustrated by the analysis of one of the themes of the novel Crime and Punishment.</p>

The Canterbury Tales and the Arabic Frame Tradition

PMLA ◽  
1983 ◽  
Vol 98 (2) ◽  
pp. 237-251 ◽  
Author(s):  
Katharine Slater Gittes
Keyword(s):  
Random Order ◽  
Canterbury Tales ◽  
Art Music ◽  
Arabic Literature ◽  
Confessio Amantis ◽  
Individual Unit ◽  
Music And Mathematics ◽  
And Mathematics ◽  
The Individual ◽  
The Canterbury Tales

The Canterbury Tales is the culmination of a frame tradition that originated and developed in Arabia, not in the West. The Arabic practice of enclosing tales within a frame may be explained by principles of organization peculiar to medieval Arabic literature, art, music, and mathematics: a preference for concreteness, a stress on autonomous elements, and a reliance on external organizing devices. Most Arabic literature emphasizes the individual unit; frames remain open-ended and inconclusive and rarely determine the subject or form of any included part. Although many Western characteristics are present in medieval European frame narratives like the Disciplina Clericalis, the Decameron, and the Confessio Amantis, those works, nonetheless, reveal themselves as continuations of the Arabic tradition. Even the Canterbury Tales, with all its subtle artistry, retains qualities typical of its Arabic ancestors, notably the controlling travelpilgrimage motif, the pointedly random order of tales, and the prominent authorial personality.

STRATEGIES FOR INTERPRETING I.A. BUNIN’S SHORT STORY “THE RAVEN” IN THE CONTEXT OF INTEGRAL ANALYSIS

2021 ◽  
pp. 106-111
Author(s):  
Н.Г. Сичинава
Keyword(s):  
Short Story ◽  
Literary Text ◽  
Literary Analysis ◽  
Psychological State ◽  
The Novel ◽  
Hidden Information ◽  
Inner World ◽  
Artistic Images ◽  
Foreign Speakers ◽  
The Aesthetic

Статья посвящена рассмотрению проблемы формирования основ филологического анализа и интерпретации художественного текста на материале новеллы И.А. Бунина «Ворон». Автор обосновывает необходимость интеграции лингвистического, лингвострановедческого и литературоведческого анализа для обеспечения максимально полного восприятия художественного дискурса инофонами. Зависимость понимания художественного текста и получаемого при его чтении эстетического эффекта от глубины восприятия словесно-художественных образов автор продемонстрирует на материале новеллы И.А. Бунина «Ворон». Средствами создания образов в рассказе являются символика имени; прямая или косвенная характеристики; портрет героя; действия и поступки героя; образы-детали; описание психологического состояния героя; изображение внутреннего мира героя через воспоминания; речь. Как показал анализ, в тексте бунинского рассказа значительный лексический пласт образуется за счет прецедентных феноменов. Процесс их декодирования можно рассматривать как важное средство экспликации текстовой информации. Прежде всего, в исследовательский объектив попадают прецедентные имена. Именно через них можно установить ассоциативные связи с теми понятиями-образами, которые были характерны для российского общества описываемой эпохи или русского лингвокультурного сообщества в целом. В раскрытии образов важную роль играют имплицирующие детали, актуализация которых в ряде случаев происходит через комментарии, заранее подготовленные преподавателем. Особый интерес вызывает проблема смыслового восприятия и понимания имени героини новеллы. Декодирование символики имени героини происходит на основе прецедентных текстов. Данная стратегия формирует у студентов способность узнавать, понимать и адекватно интерпретировать смысл художественного теста с интертекстуальными включениями. Кодирование культурной информации, которая впоследствии должна быть разгадана читателем, имеет место при введении в контекст новеллы определенных лексических единиц. Ключевые слова: художественный текст, интерпретация, прецедентный феномен, образ, язык, И.А. Бунин. The article is devoted to the problem of forming the foundations of philological analysis and interpretation of a fiction text based on the material of I. A. Bunin's short story “The Raven”. The author justifies the need to integrate linguistic, linguistic-cultural and literary analysis in order to ensure the fullest possible perception of fiction discourse by foreign speakers. The author demonstrates the dependence of the understanding of a literary text and the aesthetic effect obtained when reading it on the depth of perception of verbal and artistic images based on the material of I. A. Bunin's Novella "the Raven". The means of creating images in the story are: symbolism of the name; direct or indirect characteristics; portrait of the hero; actions and actions of the hero; images-details; description of the psychological state of the hero; image of the inner world of the hero through memories; speech. Explication of the information contained in the text can proceed along the path of decoding precedent phenomena. When using a precedent name, the author appeals to certain concepts-images that were well known to him and his contemporaries, but do not mean anything to the modern reader. Thus, decoding hidden information requires knowledge accumulated in a given linguistic and cultural community or by humanity as a whole. Implying details play an important role in the disclosure of images, which in some cases are updated through comments prepared in advance by the teacher. Of particular interest is the problem of semantic perception and understanding of the name of the heroine of the novel, which contains references to precedent texts. Decoding the symbolism of the heroine's name gives students the ability to recognize, understand and adequately interpret the meaning of an artistic test with intertextual inclusions. The encoding of cultural information, which must later be unraveled by the reader, takes place when certain lexical units are introduced into the context of the novel.

Introduction

2005 ◽  
Author(s):  
J. N. Adams ◽  
Michael Lapidge ◽  
Tobias Reinhardt
Keyword(s):  
Literary Criticism ◽  
Native Speaker ◽  
Literary Text ◽  
Major Theme ◽  
Literary Language ◽  
Literary Education

‘Language’ is given a comprehensive sense in this book. Many of the chapters are not ‘linguistic’ in any formal sense, but are about the skill (or otherwise) of writers in expressing themselves. They are thus about style, the study of which can be seen as a branch of literary criticism. There are various objections that can be made to the notion (implicit in Bernhard’s statement) that the inclusion of ‘poeticisms’ in prose was an imperial development and represented a debasement of the literary language. The diversity of extant prose is a major theme of this book. Examples of early long sentences are also presented. Bad writing may show up clearly in a translation. This writing may be determined in a non-literary text written by someone who had not had a literary education and might not even have been a native speaker of Latin. Archaism emerges as a generic label rather than a unified category. The chapter then discusses the translation from Greek. Aspects of high-style Latin prose, namely neologism, archaism, Greek loanword, and poeticism, are described.

Integrating Computational Thinking and Mathematics

2022 ◽  
pp. 175-196
Author(s):  
Marja Bertrand ◽  
Immaculate Kizito Namukasa
Keyword(s):  
Education Reform ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Non Profit ◽  
The Arts ◽  
Learning Mathematics ◽  
Steam Education ◽  
Context Of Learning ◽  
And Mathematics

Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

Russian aesthetics

2018 ◽  
Author(s):  
Victor Terras
Keyword(s):  
Seventeenth Century ◽  
Social Background ◽  
Roman Catholic ◽  
Art Music ◽  
Music And Literature ◽  
Religious Texts ◽  
Russian Art ◽  
Nineteenth And Twentieth Centuries ◽  
The Aesthetic ◽  
Architecture And Music

Aesthetics as a branch of philosophy, or in the sense of an explicitly stated theory of art, appeared in Russia no earlier than the seventeenth century, under the direct influence of Western thought. It developed in connection with the adoption of European art forms. Russian contributions in terms of original styles in all forms of art, as well as of certain aesthetic notions which may be credited to Russia, came in the nineteenth and twentieth centuries and must be understood in context with European art and aesthetic thought. Russian art, music and literature, as well as the aesthetic notions guiding them, get their Russianness from the political and social background, a major factor in literature, and from a carrying over of traits found in Russian folk art, folk music and folklore, as well as in religious texts, iconography, architecture and music, whose Orthodox version is sharply distinct from their equivalents in the Roman Catholic West.

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