scholarly journals THE IMPACT OF SRI AUROBINDO GHOSHS EDUCATIONAL PHILOSOPHY

2021 ◽  
Vol 9 (01) ◽  
pp. 1090-1091
Author(s):  
Krishnendu Majumdar ◽  
Keyword(s):  
Education System ◽  
Educational Philosophy ◽  
Philosophy Of Education ◽  
Cambridge University ◽  
Sri Aurobindo ◽  
Aims Of Education ◽  
Philosophical Contribution ◽  
Relationship Of ◽  
The Impact

Sri Aurobindo can be rightly called a perfectionist because he was never satisfied with partial remedies. Born in Kolkata , India Aurobindo was educate at Cambridge University . The presence study highlights the philosophical contribution of Aurobindo Ghosh in our education system . It explains different philosophical aspects of Aurobindo Ghosh- aims of education relationship of teacher and pupil and finally the implication of Aurobindos philosophy of education.

scholarly journals Influential Thoughts of Muslim Thinkers about the Education System; Imam Ghazali and Ibn-Khaldun

2021 ◽  
Vol 2 (1) ◽  
pp. 17-34
Author(s):  
Amna Saleem ◽  
Huma Kausar ◽  
Fatima Ali ◽  
Sumaira Mehboob
Keyword(s):  
Education System ◽  
Educational Philosophy ◽  
Teaching Methodology ◽  
Islamic School ◽  
Ibn Khaldun ◽  
Aims Of Education ◽  
Knowledge Learning ◽  
Knowledge Classification

Islam is considered divine religion. It is based on God's revelation and the sunnah of the Holy Prophet. It's a complete code of life as religion not just worship. Islam places considerable emphasis on education, as well as on beliefs and worship. It drives people to seek knowledge as a last religion. While, the first revelation highlights the significance of seeking knowledge as the first revelation word “Iqra” which means Read (Chapter Al-alaq). The main prerequisite for developing education is established in first chapter Al alaq's five ayat (Read, knowledge, and pen). The two renowned Muslim thinkers Imam Ghazali and Ibn Khuldun have passed in history, their services in the field of education provide directions to our current education system. Keeping in view the Islamic school of thoughts Imam Ghazali and Ibn Khuldun explained a comprehensive educational philosophy which they have discussed the main foundations of philosophy i.e. metaphysics, epistemology and axiology in the light of Quran and sunnah. Moreover, they have elaborated the aims of education and introduced the techniques to achieve them. As well as they clearly defined the role and responsibilities of instructors and pupils. So, this paper designates the biography and educational thoughts of Imam Ghazali and Ibne Khuldun in detail i.e., the concept of knowledge, classification of knowledge, learning stages, teaching methodology, curriculum, concept of discipline and obligations of both instructors and pupils.

scholarly journals PHILOSOPHY OF EDUCATION: NEWS AND MEDIA IN THE CONTEXT OF GLOBALIZATION OF CULTURE

2020 ◽  
Vol 67 (4) ◽  
Author(s):  
B.A. Amaniyazova ◽  
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Philosophy Of Education ◽  
Media Culture ◽  
Quality Of Education ◽  
Methodological Issues ◽  
Urgent Task ◽  
The Impact

The only urgent task facing universities today is, of course, to ensure the highest quality of education. In his annual Address to the Nation, the First President Nursultan Nazarbayev said that, first of all, the education system should be raised to a new level. The proposed article considers the role of theoretical and methodological issues of education in the context of media culture in Kazakhstan. The impact of media education on the development of distance learning in the context of media culture is reflected.

scholarly journals SRI AUROBINDO’S EDUCATION POLICY IN PRE AND POST COLONIAL INDIA

2019 ◽  
pp. 20-31
Author(s):  
Rina Avinash Pitale Puradkar
Keyword(s):  
Education Policy ◽  
Education System ◽  
Philosophy Of Education ◽  
Colonial Period ◽  
Post Colonial ◽  
Colonial India ◽  
National Education ◽  
Sri Aurobindo ◽  
Education In India ◽  
Structure Of Education

The greatest educationalist, those who played important roles in designing education systems have, in their quest to develop ideal processes and structure of education. The new pedagogy of national education impels a further realization of the potentialities of the child and its soul, a realisation that was explicitly stated in the writings of the nationalist leaders who inspired and led the movement of national education in India. In this paper I have tried to revisit the philosophy of education of Sri Aurobindo who tried to provide solution to the problem generated by Macaulayan education system in India during pre and post-colonial period.

scholarly journals The Philosophy of Education in Viet Nam Nowadays

2021 ◽  
Vol 07 (06) ◽  
Author(s):  
Tran Minh Hieu ◽  
Keyword(s):  
Education System ◽  
Educational Philosophy ◽  
Philosophy Of Education ◽  
Point Of View ◽  
Social Stability ◽  
Ideal Model ◽  
Educational Achievements ◽  
The Past ◽  
Basic Ideas ◽  
Society Today

The philosophy of education is always an essential issue of every education system. Over the past 70 years, depending on the stage of educational development, Vietnam's educational philosophy has existed and changed many times. So what is the educational philosophy in Vietnam nowadays? There are too many views on this. In this article, we present our views on this extremely important issue. The research results are based on the methodology of systematization, the methods of analysis – synthesis and comparison. We also use some conclusions of Vietnamese researchers as references. Indeed, Vietnam's educational philosophy can be divided into two periods: before 1945 and after 1945. Before 1945, Vietnam's educational philosophy was largely influenced by Confucianism, so ideal model was "quan tu" (true gentleman) people. After 1945, the country was independent, the philosophy of education was aimed at training the new socialist people. This change, on one side, meets the requirement to maintain social stability, but the other side is not paying attention to individual people and their creation. This leads to the crises of the whole education system, especially in the context of globalization and internationalization. The new context is setting new requirements for the educational philosophy of Vietnam. From a philosophical point of view, with reconsidering the human nature in general, we suppose that the new educational philosophy of Vietnam nowadays must be training freedom, creativity and bravery people, based on a human. In this article, we will raise different views of many scholars about it and present our points of views on this extremely important issue. In this article, we will denote different conceptions of many scholars about it and take our view on this extremely important issue. Hereafter indicating the educational achievements of Vietnam in the past, we introduce the system of perceptions about the human in Vietnamese society today and regarding this as the basis for building the philosophy of education and showing the basic ideas of the educational philosophy, which exists in Vietnam nowadays. Finally, we state our views on this issue. It is a combination of ideas that are difficult to say in a sentence.

Cosmopolitanism and the Philosophy of Education

2020 ◽  
Author(s):  
Marianna Papastephanou
Keyword(s):  
Educational Philosophy ◽  
Philosophy Of Education ◽  
Global Changes ◽  
Way Of Life ◽  
The World ◽  
Critical Approaches ◽  
Western Values ◽  
Political Ideal ◽  
Relationship Of ◽  
The Relationship

In its most popular sense, cosmopolitanism is taken to be a way of life and a kind of selfhood. The cosmopolitan self learns from other cultures, embraces diversity, and considers her selfhood or lifestyle defined more by routes than by roots. Thus understood cosmopolitanism becomes a descriptive concept, that is, it says something about how the person lives and acts and about what the person is like. When this cosmopolitan existence is elevated to a political ideal or virtue, it strikes a normative note. For example, to say that a society or an individual is cosmopolitan is to attribute something good to such a society or individual, that is, to see in them a commendable feature or to summon them to acquire it. Philosophy has, from antiquity to the present, formulated, debated, contested, revisited, and negotiated the descriptive and normative aspects of cosmopolitan existence and citizenship. It has thus provided rich and diverse descriptions and prescriptions of cosmopolitanism. Political philosophy, in particular, investigates the relationship of cosmopolitanism with kindred or alternative descriptions and prescriptions of how we exist or should exist in the world. In line with philosophy, the philosophy of education also considers what counts as cosmopolitan. Often transferring philosophical insights directly to educational frameworks, educational philosophy discusses whether cosmopolitanism (and which version of it) may be a desirable pedagogical aim. Questions such as “who embodies the cosmopolitan,” “what matters as cosmopolitan practice,” or “how to cultivate the cosmopolitan subject and the corresponding citizenship” are indicative of educational-philosophical concerns. At a deeper level, educational philosophy addresses challenges to identity, contestations of Western values, and contemporary, global changes that affect educational appreciations of cosmopolitanism. And it examines how critical approaches to cosmopolitanism and to related notions may shed new light on educational cosmopolitan sensibilities and reveal ambiguities in cosmopolitan political and pedagogical operations.

scholarly journals Role of Philosophy of Education in India

2017 ◽  
Vol 9 (2) ◽  
pp. 11-21
Author(s):  
Kiran Srivastava
Keyword(s):  
Educational Philosophy ◽  
Indian Philosophy ◽  
Philosophy Of Education ◽  
Integrated Approach ◽  
Educational Institutions ◽  
Everyday Functioning ◽  
Rabindranath Tagore ◽  
Sri Aurobindo ◽  
Education In India

One of the important aspects of educational philosophy is that it helps to construct a comprehensive system of education. During different periods, India has witnessed various stages of development. New priorities have emerged in education with the influences of monastic scholastic, realistic, idealistic and pragmatic trends. While education institutions have evolved, there remain several gaps between the philosophical ideals proposed by educational institutions and their everyday functioning. The paper brings forth the urgent need to bridge the gaps in order to attain a comprehensive philosophy of education, in principle and in action. The authors posit that the Indian philosophy of education, normatively speaking, could extend the culture and tradition of the philosophical positions of Mahatma Gandhi, Rabindranath Tagore, Sri Aurobindo and Swami Vivekananda. Such an approach could help in developing an integrated approach of teachers towards education and assist in strengthening their role in shaping the inner potential of a learner in a constructive manner.

Self-Compassion and Quality of Life in Adults Who Stutter

2020 ◽  
Vol 29 (4) ◽  
pp. 2097-2108
Author(s):  
Robyn L. Croft ◽  
Courtney T. Byrd
Keyword(s):  
Quality Of Life ◽  
Social Connectedness ◽  
The Self ◽  
Future Research ◽  
Self Compassion ◽  
Adults Who Stutter ◽  
And Gender ◽  
Relationship Of ◽  
The Impact

Purpose The purpose of this study was to identify levels of self-compassion in adults who do and do not stutter and to determine whether self-compassion predicts the impact of stuttering on quality of life in adults who stutter. Method Participants included 140 adults who do and do not stutter matched for age and gender. All participants completed the Self-Compassion Scale. Adults who stutter also completed the Overall Assessment of the Speaker's Experience of Stuttering. Data were analyzed for self-compassion differences between and within adults who do and do not stutter and to predict self-compassion on quality of life in adults who stutter. Results Adults who do and do not stutter exhibited no significant differences in total self-compassion, regardless of participant gender. A simple linear regression of the total self-compassion score and total Overall Assessment of the Speaker's Experience of Stuttering score showed a significant, negative linear relationship of self-compassion predicting the impact of stuttering on quality of life. Conclusions Data suggest that higher levels of self-kindness, mindfulness, and social connectedness (i.e., self-compassion) are related to reduced negative reactions to stuttering, an increased participation in daily communication situations, and an improved overall quality of life. Future research should replicate current findings and identify moderators of the self-compassion–quality of life relationship.

Business: Making Cents of Coding Systems: Billing for Professional Services

2010 ◽  
Vol 20 (1) ◽  
pp. 3-8
Author(s):  
Dee Adams Nikjeh
Keyword(s):  
Professional Services ◽  
Speech Language Pathology ◽  
Coding Systems ◽  
Language Pathology ◽  
Program Funding ◽  
Fee Schedule ◽  
Procedure Codes ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Abstract Administrators and supervisors face daily challenges over issues such as program funding, service fees, correct coding procedures, and the ever-changing healthcare regulations. Receiving equitable reimbursement for speech-language pathology and audiology services necessitates an understanding of federal coding and reimbursement systems. This tutorial provides information pertaining to two major healthcare coding systems and explains the relationship of these systems to clinical documentation, the Medicare Physician Fee Schedule and equitable reimbursement. An explanation of coding edits and coding modifiers is provided for use in those occasional atypical situations when the standard use of procedural coding may not be appropriate. Also included in this tutorial is a brief discussion of the impact that the Medicare Improvements for Patients and Providers Act of 2008 (HR 6331 Medicare Improvements for Patients and Providers Act [MIPPA], 2008) has had on the valuation of speech-language pathology procedure codes.

Emotions and health: The impact of emotions, emotions regulation, music, and acculturation on health

2008 ◽  
Vol 16 (3) ◽  
pp. 112-115 ◽  
Author(s):  
Stephan Bongard ◽  
Volker Hodapp ◽  
Sonja Rohrmann
Keyword(s):  
Stress Responses ◽  
Physiological Stress ◽  
Anger Expression ◽  
Domain Specific ◽  
Cardiovascular Stress ◽  
Expression Behavior ◽  
Cardio Vascular ◽  
And Coping ◽  
Relationship Of ◽  
The Impact

Abstract. Our unit investigates the relationship of emotional processes (experience, expression, and coping), their physiological correlates and possible health outcomes. We study domain specific anger expression behavior and associated cardio-vascular loads and found e.g. that particularly an open anger expression at work is associated with greater blood pressure. Furthermore, we demonstrated that women may be predisposed for the development of certain mental disorders because of their higher disgust sensitivity. We also pointed out that the suppression of negative emotions leads to increased physiological stress responses which results in a higher risk for cardiovascular diseases. We could show that relaxation as well as music activity like singing in a choir causes increases in the local immune parameter immunoglobuline A. Finally, we are investigating connections between migrants’ strategy of acculturation and health and found e.g. elevated cardiovascular stress responses in migrants when they where highly adapted to the German culture.

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