scholarly journals LIBRARIES, SCHOOLS AND MODERN AGE

2016 ◽  
Vol 6 (1) ◽  
pp. 105-108
Author(s):  
Borjanka Trajković ◽  
◽  
Dragana Litričin Dunić ◽  

For centuries the role of the library was defined as a warehouse of books. Now, in the 21st century, the library is facing perhaps the biggest challenge – its physical survival. The role of librarians is re-branded to reflect their expertise as curators of content and reliable navigators in an evergrowing ocean of information - in any format they might exist. The future libraries shall be open to all the new ideas on how to work better and accept the new technologies. On the one hand, they must recognize the need to change their methods, but on the other hand - to preserve the continuity of their objectives and mission. The new era requires modern models of learning and the attractiveness of the curricula, that is, a modern education system that shall adapt the curricula to the needs of modern society and reconcile centuries of man's need for knowledge, reading books and education in general with the new technologies.

2019 ◽  
Vol 5 (5) ◽  
pp. 145-167
Author(s):  
José Lauro Martins

A crítica de alguns autores quanto ao papel da escola na nova realidade educativa perante as possibilidades de interação e informação, chega a extremos. Há autores que consideram que a escola, diante dos avanços tecnológicos capazes de distribuir com eficiência a informação, perde a razão de existir (PERELMAN, 1992). Embora entenda que este seja um posicionamento reducionista e obtuso, uma vez que o papel da escola não é ou não pode ser apenas o de informar. No contexto deste artigo propomos um viés para o debate educacional para a educação no século XXI: por um lado as tecnologias digitais de comunicação e informação que abalam as estruturas centenárias da educação e por outro a autonomia que esta tecnologia possibilita contrasta com o modelo de escola e da educação oficial que temos.   PALAVRAS-CHAVE: Tecnologias digitais; autonomia, educação.     ABSTRACT The critique of some authors regarding the role of the school in the new educational reality towards the possibilities of interaction and information, reaches to extremes. There are authors who consider that the school, given the technological advances capable of efficiently distributing information, loses its existence reason  (Perelman, 1992). Although understands that this is a reductionist and obtuse position, since the role of the school is not or cannot be just to inform. In the context of this article we propose a bias towards the educational debate for education in the 21st century: on the one side the digital technologies of communication and information that undermine the centennial structures of education and on the other the autonomy that this technology allows contrasts with the school model and the official education we have.   KEYWORDS: Digital technologies; autonomy, education.   RESUMEN La crítica de algunos autores respecto al rol de la escuela en la nueva realidad educativa delante de las posibilidades de interacción e información, llega a extremos. Hay autores que consideran que la escuela, frente a los avances tecnológicos capaces de repartir con eficiencia la información, pierde la razón de existir (PERELMAN, 1992). No obstante entienda que este sea un posicionamiento reduccionista y obtuso, una vez que el rol de la escuela no es o no puede ser solamente el de informar. En el contexto de este artículo proponemos un sesgo para el debate educacional hacia la educación en el siglo XXI: por un lado las tecnologías digitales de comunicación e información que tiemblan las estructuras centenarias de la educación y por otro la autonomía que esta tecnología posibilita y contrasta con el modelo de escuela y de educación oficial que tenemos.   PALABRAS CLAVE: Tecnologías digitales; autonomía, educación.


2020 ◽  
Vol 11 (4) ◽  
pp. 207-229
Author(s):  
Elena Hreciuc ◽  

Our life, by its biological nature, is in an indestructible dependence on energy. At the same time, energy is an important criterion on which we report the progress of humanity. Historically, progress divides our world into distinct stages, called Industrial Revolutions. Each stage has encompassed more fuels, new technologies, inventions, humans behavioural changes and much more worrying environmental issues. Energy techniques, new extractions and transportation improved in nineteenth and during twenty-century energy consumption, especially electricity, rise significantly with, on the one hand, a continuous influx of fossil fuels and, on the other hand, continuous increase of the quantities of toxic waste, visible or not, from the other industrial branches and human activities, consequences of the energetical progress. The purpose of this paper is to point out some aspects regarding ecological footprints of electrical industry and energy industries during their development and to establish connections between the distinct role of energy in each period of industrialization and its impact on the environment, education, science, arts and cultural dimensions of life.


The purpose of the article is to study ethical problematics in the philosophical works of Alasdair MacIntyre and Hannah Arendt. On the one hand we have the analysis of virtues ethics and of its place in modern society (through the prism of emotivism ethics inherent to this society), and on the other hand, we have the analysis of action and judgment as scopes of person’s self-representation, which are valuable by themselves. MacIntyre developed his hypothesis about an individual biography pointing out that modern emotivism ethics does not leave a room for conscious ethical worldview, reduces the scope of ethical choice to the very statement of individual preference. By that, a sequence of ethical decisions and preferences in a person’s life acquires irrational and wayward nature, due to which conscious transition from one narrative to another becomes impossible. In its turn, the possibility of individual biography as a holistic story that everyone can tell about themselves provides such an informative nature of ethical views, which have features of a narrative that can be rationally told and rationally perceived by others. Hannah Arendt analyzed the issue of modern ethical crisis from the other side – she studied the ethical dimension of judging ability and the role of action in social interaction. An action (as Arendt believed) becomes the strictly human scope of human activity, in which personality can “open up” (unlike the areas of work and creation). Judging ability appears in this context as a foundation, thanks to which a person becomes able to act: ethical worldview exists in terms of evaluation of something that exists in relation to something due. An action in this context is an active embodiment of a certain worldview position that “unfolds” itself precisely in the area of ethics while being involved in interpersonal interaction. Arendt claimed that an action, due to its nature, is unpredictable and that every human being, who dares to take it, risks getting, in the end, a result that is far from their intentions. Exactly because of it, an action exists in the actor’s biography and the fabrics of interpersonal connections simultaneously – it is the latter, which gives the space for interpretation of an actor’s actions significance. Thus, the individual biography becomes the thing that makes sense only through the prism of interpersonal interaction and mutual interpretations of individual stories.


1976 ◽  
Vol 20 (3) ◽  
pp. 292-305 ◽  
Author(s):  
Patricia Daine ◽  
Lois Foster

This paper seeks to outline an appropriate role for sociology in teacher preparation. An attempt is made to account for the hiatus between interest in education by sociologists on the one hand and on the other, their contribution to a sociology of education of value to the teaching profession. It is argued that both normative and interpretive approaches must be presented in sociology courses for prospective teachers. Only in this way can the contradictions and dilemmas in contemporary sociology, reflecting as it does the problems of modern society, be made explicit. Teacher trainees must be educated for the lifetime task of reflection on the meaning of their work; this is seen as the most significant role of sociology in the training of teachers.


Author(s):  
Tedi Kholiludin

AbstrakAsumsi sekularisme bahwa peran agama akan meredup pasca Pencerahan, nyata tidak terbukti. Dugaan akan tergerusnya agama di ruang publik, tak terwujud. Meski ada sekularisasi di masyarakat, tapi proses itu tidak berimbas pada kesadaran individu. Agama masih menjadi modal sosial dan memberikan pengaruh terhadap pergumulan masyarakat modern. Dalam bentuknya yang paling militan hingga yang halus kita merasakan bagaimana pengaruh dari Konfusianisme dan Taoisme di Cina dan Taiwan, Kristen Kharismatik serta Pentakostalisme di Afrika Selatan dan India, Kristen Ortodoks di Rusia, Islam di Indonesia serta spirit kapitalisme di Eropa Timur. Agama disini, menjadi sebentuk the hidden form of capital atau modal yang tersembunyi. Di lain wajah, sentimen agama, juga tak jarang menimbulkan banyak pertikaian. Konflik antar umat beragama semakin banyak kita temukan. Inilah era dimana counter terhadap sekularisasi justru semakin menguat.  Agama selalu menghadirkan wajah ganda yang ambivalen, menjadi perekat dan sumber integrasi di satu sisi, tapi juga menjadi pemisah dan sumber konfilik di sisi lain. Bagaimana masyarakat yang tidak saling mengenal satu dengan lain, berasal dari berbagai belahan dunia bisa terbangun sentimennya karena agama. Juga sebaliknya, bagaimana ikatan-ikatan persaudaraan menjadi pudar karena berbeda agama atau pemahaman keagamaan.Kata kunci: Agama, Integrasi, Konflik dan Rekonsiliasi AbstractThe assumption of secularism that the role of religion will diminish after the Enlightenment is not proven. Allegations of religious erosion in the public sphere are unfulfilled. Although there is secularization in society, but the process does not affect individual consciousness. Religion is still a social capital and gives effect to the struggle of modern society. In its most militant to subtle form we feel the influence of Confucianism and Taoism in China and Taiwan, Christian Charismatics and Pentecostalism in South Africa and India, Orthodox Christianity in Russia, Islam in Indonesia and the spirit of capitalism in Eastern Europe. Here, Religion is being a form of hidden form of capital or hidden capital. On the other face, religious sentiments, also not infrequently cause a lot of disputes. Conflict among religious people more and more we find. This is an era where the counter to secularization is actually getting stronger. Religion always presents an ambivalent double face, a glue and source of integration on the one hand, but also a separator and a source of confidence on the other. How people who do not know each other, coming from different parts of the world can be awakened by religious sentiment. On the contrary, how fraternal bonds fade due to different religions or religious understanding. Keyword: Religion, Integration, Conflict and Reconciliation                


Author(s):  
Aaron Levine

In modern society, the dealmaker is one of the most admired economic actors. This article focuses on the Biblical account of how Eliezer, servant of Abraham, made the matrimonial match between Rebecca and Isaac, described in Genesis 24:1–67. Firstly this article considers the propriety of the test Eliezer devised in light of the Torah's ethical principles. It also examines the various discrepancies between Abraham's charge to Eliezer and what happened at the well, on the one hand, and Eliezer's account of them, on the other. The second concern is whether the stratagems Eliezer employed as a matchmaker conforms to the success formulae recommended by modern theorists in the field of negotiations. The article analyses the ethical considerations related to Eleizer's matchmaking adventures, role of Agency as essayed by the former. This article also analyses the duty of Judaism's disclosure. A discussion on negative leverage, a threat-based strategy and creating values concludes this article.


Author(s):  
Džejla Idrizović

Due to its comprehensiveness and extreme complexity, the phenomenon of creativity has always attracted the attention of researchers, but only with the rapid development of science, technique, and technology, more intensive studies of this phenomenon began in the early 1990s. The importance of creativity is pointed out by numerous theorists, emphasizing the importance of this phenomenon on an individual, social and global level. Creativity plays a major role in creating individual meaningful works that contribute to wider social progress. The rapid progress of science and technology requires new and unusual reactions, and consequently, modern society is looking for young inspiring, talented, inspired, creative and innovative people who will be able to respond to the challenges they face every day. Education plays a key role in preparing them for life in modern society, but critics of modern education question the role of the school in encouraging and developing creativity. On the one hand, the school is an institution that cultivates creativity and creative activities, but on the other hand, as many say, the school kills and suffocates everything that young people would have and could show. This paper discusses the concept of creativity, as well as the role of education, school, and teachers in encouraging and awakening creativity in young people. The analysis of relevant and recent pedagogical literature seeks to answer the question of whether and in what way the school is limiting the development of creativity, what are the obstacles and blockers of creativity in school, and how to eliminate them.


2021 ◽  
Vol 4 (2) ◽  
pp. 132-140
Author(s):  
Zhanna E. Vavilova

Research into how new media are transforming our daily lives is the frontier of modern philosophical and scientific thought. It is difficult to reflect on what is happening to society and to the person at the moment; however, for all the pace of social transformations today, we can still talk about potential risks and opportunities offered by new technologies. The article introduces the concept of virtual satisfaction and examines its connection with the phenomenon of interpassivity which is well known in philosophical discourse, as well as with manifestations of visual normalization in society. The aim of the study is to trace the mechanism of involvement of humans in interpassive practices of a virtualized society through consumption of media images. This environment acts as a virtual link between social reality and the needs of the individual which can only be satisfied with the mediation of the Other. On the one hand, this is the world of safe interactions and quasi-interactions where satisfaction is obtained in screen non-contact forms. On the other hand, this satisfaction turns out to be interpassive, depriving us not only of realization of desire, but also of desire itself, so that people voluntarily lose part of themselves, and therefore part of their humanity.


Author(s):  
Mihaela Tălpaș

This piece of research attempts to highlight the role of interpreters in the period 2001–2015 when international coalition forces were in Afghanistan during and after the war. The scope of this paper is, therefore, to address the risks faced by interpreters working for the coalition in Afghanistan in order to develop possible strategies for interpreters and the users of their services for tackling future similar situations of armed conflict. It should be mentioned that the interpreters themselves were perceived as a danger both by the very same coalition forces and by the local community. Consequently, the “dangerous interpreter” became a danger in itself for local interpreters. Having analysed a corpus of online interviews and articles, specialised journals, reports and literature containing the opinions and experiences of interpreters in Afghanistan and of other parties they interacted with, I shall try both to outline the risks faced by interpreters and indicate the necessity of having interpreters in the field. To this end, I shall outline the image of the interpreter-soldier by drawing attention to the risks faced by military personnel and drawing a parallel with those to which interpreters in Afghanistan are exposed. My aim, on the one hand, is to highlight the human side of the interpreter and, on the other, to create a more comprehensive image of “war interpreters at war”, in order to deal better with the challenges of armed conflict in the field of interpreting, both as an interpreter and as a user of interpreting services.


Author(s):  
Iryna Rusnak

The author of the article analyses the problem of the female emancipation in the little-known feuilleton “Amazonia: A Very Inept Story” (1924) by Mykola Chirsky. The author determines the genre affiliation of the work and examines its compositional structure. Three parts are distinguished in the architectonics of associative feuilleton: associative conception; deployment of a “small” topic; conclusion. The author of the article clarifies the role of intertextual elements and the method of constantly switching the tone from serious to comic to reveal the thematic direction of the work. Mykola Chirsky’s interest in the problem of female emancipation is corresponded to the general mood of the era. The subject of ridicule in provocative feuilleton is the woman’s radical metamorphoses, since repulsive manifestations of emancipation becomes commonplace. At the same time, the writer shows respect for the woman, appreciates her femininity, internal and external beauty, personality. He associates the positive in women with the functions of a faithful wife, a caring mother, and a skilled housewife. In feuilleton, the writer does not bypass the problem of the modern man role in a family, but analyses the value and moral and ethical guidelines of his character. The husband’s bad habits receive a caricatured interpretation in the strange behaviour of relatives. On the one hand, the writer does not perceive the extremes brought by female emancipation, and on the other, he mercilessly criticises the male “virtues” of contemporaries far from the standard. The artistic heritage of Mykola Chirsky remains little studied. The urgent task of modern literary studies is the introduction of Mykola Chirsky’s unknown works into the scientific circulation and their thorough scientific understanding.


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