scholarly journals How to Define Media in a Mediatized Society? A Media Pedagogical Proposal Inspired by Theoretical Ideas of ­Castells, Luhmann and Peirce

2014 ◽  
Vol 24 (Educational Media Ecologies) ◽  
pp. 18-29
Author(s):  
Bardo Herzig ◽  
Sandra Aßmann
Keyword(s):  
Everyday Life ◽  
Systems Theory ◽  
Significant Role ◽  
Peer Group ◽  
Social Contexts ◽  
Learning Processes ◽  
Theoretical Approaches ◽  
The Family ◽  
Adolescents And Adults ◽  
Definition Of

Learning processes of children, adolescents and adults do not only take place in formal contexts like school, but also in informal contexts, such as in the family or in one’s peer group, or in non-formal social contexts like clubs. In many of these learning processes media play a significant role – as an instrument and as a subject for learning. Therefore it is an important task for media education to describe and analyze such processes and to formulate pedagogical consequences for learning with and about media. To realize this challenge, it is helpful and necessary to develop a definition of media which is adequate for learning in different contexts of a mediatized society. We discuss three theoretical approaches: a network perspective, systems theory and semiotics to help us to create an appropriate definition of media offers. We use an everyday life example (communication with and via Facebook) to illustrate our argument.

Ambient Learning

2010 ◽  
pp. 1562-1581
Author(s):  
Fernando Lyardet
Keyword(s):  
Ubiquitous Computing ◽  
Everyday Life ◽  
Building Blocks ◽  
Learning Processes ◽  
Smart Technology ◽  
Computing Power ◽  
Everyday Objects ◽  
Smart Products ◽  
Definition Of ◽  
The Way

The vision where living and working spaces adapt to people is becoming a reality thanks to the increased embedding of computing power into everyday objects. Ambient learning focuses on the way people adopt technology in their everyday life and how technology adapts to the environment. Ambient learning is a new area in ubiquitous computing (UC) about the different learning processes that occur between people and smart technology environments. This chapter is organized as follows. First, we provide a definition of what ambient learning is, and its relevance to ubiquitous computing. Next, we present the learning concepts behind ambient learning and a detailed example of training a user. Then we examine in detail the technological building blocks behind the smart products supporting their ability to learn from each other and assemble or “compose” their functionality.

Ambient Learning

2011 ◽  
pp. 530-549
Author(s):  
Fernando Lyardet
Keyword(s):  
Ubiquitous Computing ◽  
Everyday Life ◽  
Building Blocks ◽  
Learning Processes ◽  
Smart Technology ◽  
Computing Power ◽  
Everyday Objects ◽  
Smart Products ◽  
Definition Of ◽  
The Way

The vision where living and working spaces adapt to people is becoming a reality thanks to the increased embedding of computing power into everyday objects. Ambient learning focuses on the way people adopt technology in their everyday life and how technology adapts to the environment. Ambient learning is a new area in ubiquitous computing (UC) about the different learning processes that occur between people and smart technology environments. This chapter is organized as follows. First, we provide a definition of what ambient learning is, and its relevance to ubiquitous computing. Next, we present the learning concepts behind ambient learning and a detailed example of training a user. Then we examine in detail the technological building blocks behind the smart products supporting their ability to learn from each other and assemble or “compose” their functionality.

scholarly journals Theoretical approaches to understanding consumer phenomenology and its significance for the development of the territorial community

2020 ◽  
pp. 130-135
Author(s):  
Andriy Kalarash
Keyword(s):  
Local Government ◽  
Everyday Life ◽  
Local Level ◽  
Individual Group ◽  
Theoretical Approaches ◽  
Definition Of ◽  
Role Position ◽  
Local Nature

The article is devoted to the study of theoretical approaches to understanding the phenomenology of the consumer and its signifi -cance for the development of the territorial community.It is proved that consumer phenomenology has close links with organic phenomenology of local self-government, because it ari -ses and is formed within the territorial community – territorial community, which is formed at the local level of society in local governmentin everyday life.It is argued that within the territorial community the consumer performs one of the characteristic and ordinary role positions ofthe resident member of such a community, because it itself is created in the teleological sense for individual, group and collective consumptionof material and intangible goods.Emphasis is placed on the fact that although the definitive definition of “consumer” at both the doctrinal and regulatory levelsdoes not contain clear and unambiguous signs of the connection of its existence and functioning with local government, such links exist,they can be identified, updated, to contextualize, focusing on their local nature of implementation, consumer affiliation to the territorialcommunity operating in local government in everyday life, as well as the coincidence (imposition) of role positions of the residentmember of the TG with the role position of the consumer.

Adolescents’ Post-Divorce Sense of Belonging

2021 ◽  
pp. 1-14
Author(s):  
Zoë Rejaän ◽  
Inge E. van der Valk ◽  
Wendy M. Schrama ◽  
Irina van Aalst ◽  
Aoju Chen ◽  
...  
Keyword(s):  
Sense Of Belonging ◽  
Protective Factor ◽  
Parental Divorce ◽  
Peer Group ◽  
Social Contexts ◽  
Future Research ◽  
Number Of Children ◽  
Divorce Adjustment ◽  
The Family

Abstract. A considerable number of children face the divorce or separation of their parents globally every year. As parental divorce is often accompanied by changes in the home and social environment of adolescents, they may experience a diminished sense of belonging to one or multiple social contexts, such as the family, school, peer group, or neighborhood, which can, in turn, influence their post-divorce adjustment. To gain insight into the mechanisms and conditions that affect adolescents’ sense of belonging following parental divorce, we have reviewed empirical research from multiple disciplines from a bio-ecological perspective. This review has shown that adolescents’ sense of belonging can be an important protective factor after parental divorce, and is affected by processes at the micro-, meso-, exo-, and macrolevel. However, extensive knowledge on the determinants and mechanisms that affect adolescents’ belonging in the context of divorce remains lacking. Recommendations for future research are given, as a more thorough understanding of the factors that promote the belonging of adolescents in divorced families can be an important next step in promoting a higher quality of life for adolescents after parental divorce.

Soul and System: The Integrative Possibilities of Family Therapy

1997 ◽  
Vol 25 (1) ◽  
pp. 123-135 ◽  
Author(s):  
William H. Watson
Keyword(s):  
Family Therapy ◽  
Systems Theory ◽  
Family Systems ◽  
Clinical Work ◽  
Family Systems Theory ◽  
Christian Theology ◽  
Relative Paucity ◽  
The Family ◽  
Fertile Ground ◽  
Definition Of

This article presents a review of the interface of family systems theory and therapy with religious, spiritual, or faith perspectives, with particular emphasis on Christian theology and Scripture. A brief review of the literature shows the relative paucity of work in this area to date. It is argued that family therapy is a particularly fertile ground for the integration of theological, religious, and spiritual considerations. Three points of intersection between family systems theory and biblical concepts—context, legacy, and body life—are discussed to illustrate the considerable promise of family systems theory for future integrative work. Implications for practice are discussed within a framework outlining three means of including religion or spirituality in the clinical work of family therapy—as resource, as culture, or as context. Borrowing from the family systems theory emphasis on epistemology, a definition of “second-order integration” is suggested, which may help to clarify the field's “thinking about thinking” about integration.

Family Issues When a Child Is on Treatment for Cancer

2006 ◽  
Author(s):  
Melissa A. Alderfer ◽  
Anne E. Kazak
Keyword(s):  
Cancer Treatment ◽  
Systems Theory ◽  
Social Systems ◽  
Social Contexts ◽  
Entire Family ◽  
Her Family ◽  
Roles And Responsibilities ◽  
Childhood Illnesses ◽  
Family Issues ◽  
The Family

When a child is diagnosed with cancer, his or her entire family is affected. Parents are shocked and devastated when they learn of the cancer diagnosis and soon after diagnosis are responsible for making difficult treatment decisions that may cause their child pain and fear. Siblings may witness the physical and emotional pain of their brother or sister and their parents and experience sudden, extended separations from them. Family roles and responsibilities shift to accommodate cancer treatment and to attend to the needs of the ill child. These new demands must be balanced with the family’s previous dynamics and their implicit goals of fostering growth and development within the family. Furthermore, the reactions of individual family members have an impact on each other and can influence the way in which the child approaches cancer treatment (i.e., procedure-related distress and adherence). The purpose of this chapter is to discuss issues pertinent to the family when a child is on treatment for cancer. Like all childhood illnesses, childhood cancers occur within a complex network of social systems, such as health care, school/peers, and the family (Kazak, Rourke, & Crump, 2003). A helpful framework for conceptualizing the important social contexts that influence and are influenced by a developing child is the social ecology model (Bronfrenbrenner, 1977). This model proposes that the child is at the center of many nested social systems, typically depicted as a series of concentric circles surrounding the child. Large macrosystems such as culture and societal values comprise the outermost circle, and smaller, more immediate microsystems such as the family, neighborhood, and school are depicted nearer to the child. Although all of these systems are important in the development of a child and useful for understanding adaptation of children with chronic illnesses (Kazak, 1989; Kazak & Christakis, 1996), the most important and immediate social system that involves the child is his or her family. Our most basic conceptualizations of the ways in which families work stem from biologically based general systems theory (Engle, 1980; von Bertalanffy, 1968). Systems theory is inherently integrative and complex and highlights principles of organization and interrelatedness.

scholarly journals What is the Relationship Between Theory of Mind and Social Attachment and What can we do About it?

1970 ◽  
pp. 305-325
Author(s):  
Chen Eden
Keyword(s):  
Theory Of Mind ◽  
Symbolic Interaction ◽  
Peer Group ◽  
Mental States ◽  
Social Contexts ◽  
Family Work ◽  
The Family ◽  
Understanding Emotions ◽  
Mutual Relations ◽  
The Individual

The aim of this article is to examine whether the attitude towards the deficiency of people with the Autistic Spectrum Disorder relies on the Theory of Mind concept and the symbolic interaction approach. Autism is a deficiency hampering the ability to receive messages from others and develop appropriate mutual relations. The deficiencies are apparent in three areas of development – social functioning, communication and behaviour. The study population are high functioning people with autism – ASD. TOM is a concept of consciousness, the ability to understand and interpret human behaviour in interactions and social contexts, including the ability to identify mental states such as: emotions, thoughts, intentions and desires of the individual and those around him. There are three components within this interaction: cognitive (thoughts, beliefs), emotional (exhibiting and understanding emotions, empathy), and the behavioural component (the actual interaction). Symbolic interactionism is a sociological paradigm claiming that social reality is based on the interactions between individuals in society, based on symbols and interpretations. When we examine the interaction of people with ASD, in order to understand their social thinking, emotions and behaviours we want to have a framework focusing on the interaction within a group. One of important and meaningful groups is the peer group, which has an important general and specific role in youth and young adults. The peer group has a significant role in integrating personal identity, establishing a different status within the family, and acquiring greater autonomy in the world outside the family. Work within the peer group enables familiarization with the deficiency and different parts of the “self”, thus con-structing a solid identity and closer relations with the environment. Group work will include aspects such as projection, giving and receiving feedback, learning about emotional mirroring, and defending oneself.

МЕТОДОЛОГІЧНІ ПРОБЛЕМИ ДОСЛІДЖЕННЯ СОЦІАЛЬНОГО ІНТЕЛЕКТУ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ

1970 ◽  
Vol 8 (1) ◽  
pp. 119-126
Author(s):  
Марина Орап
Keyword(s):  
Social Interaction ◽  
Social Intelligence ◽  
Social Situation ◽  
Verbal Response ◽  
Primary School Children ◽  
School Age ◽  
Theoretical Approaches ◽  
The Social ◽  
Definition Of ◽  
Interpersonal Situations

У  статті  висвітлено  методологічні  та  практичні  засади  вивчення  онтогенезу  соціального  інтелекту. Складність вивчення даного соціально-психологічного феномену пов’язана із дотичністю його  до багатьох явищ, які описують умови успішності соціальної взаємодії особистості. Проаналізовано наявні  теоретичні   підходи   до   визначення   змісту   та   структури  соціального  інтелекту,   до   взаємозв’язку  останнього  з  іншими  видами  інтелекту.  Визначено,  що  дослідження  соціального  інтелекту  молодших  школярів слід здійснювати на основі розуміння останнього як здатності, що виникає на базі комплексу  інтелектуальних,   особистісних,   комунікативних   і   поведінкових   рис,   що   зумовлюють   прогнозування  розвитку  міжособистісних  ситуацій,  інтерпретацію  інформації  і  поведінки,  готовність  до  соціальної  взаємодії і прийняття рішень. Здійснене пілотажне емпіричне дослідження прогностичних можливостей  дітей  молодшого  шкільного  віку  продемонструвало  наявні  позитивні  кореляційні  зв’язки  між  рівнем  розвитку здатності до передбачення найбільш адекватного сценарію розвитку подій у соціальній ситуації  та рівнем розвитку мовленнєвого досвіду. Найбільш тісний взаємозв’язок виявлено між рівнем розвитку  здатності  передбачати  адекватну  вербальну  відповідь  у  ситуації  комунікації  та  рівнем  розвитку  мовленнєвої компетентності та мовленнєвої діяльності дітей молодшого шкільного віку. Таким чином,  були зроблені попередні висновки про наявність взаємозв’язку між мовленнєвим досвідом та прогностичним  можливостями у складі соціального інтелекту дитини молодшого шкільного віку The  article  outlines  the  methodological  and  practical  principles  of  studying  the  ontogenesis  of  social  intelligence. The complexity of studying this socio-psychological phenomenon is associated with its attractiveness to  many  phenomena  that  describe  the  conditions  for  the  successful  social  interaction.  The  existing  theoretical  approaches to the definition of the content and structure of social intelligence, to the interrelationship of it with  other types of intelligence are analyzed. It is determined that research of social intelligence of junior pupils should  be carried out on the basis of the understanding of this kind of intelligencer as an ability that based on a complex of  intellectual, personal, communicative and behavioral features. This complex predetermines the forecasting of the  development  of  interpersonal  situations,  the  interpretation  of  information  and  behavior,  readiness  for  social  interaction  and  decision-making.  The  research  of  the  prognostic  possibilities  of  primary  school  children  demonstrated the positive correlation between the level of development of the ability to predict the most adequate  scenario of the development of events in the social situation and the level of development of speech experience. The  closest relationship is found between the level of development of the ability to provide an adequate verbal response  in the context of communication and the level of development of speech competence and speech activity of children  of junior school age. Thus, was done a conclusion about the existence of a relationship between speech experience  and prognostic possibilities in the social intellect of a child of junior school age.   

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