scholarly journals Pedagogical notion of (dis)continuity in learning and its critical-pedagogical potential

2021 ◽  
Vol 11 (1) ◽  
pp. 299-313
Author(s):  
Magdalena Mišić ◽  
Zvonimir Komar
Keyword(s):  
Critical Theory ◽  
School Success ◽  
Theory And Practice ◽  
Pedagogical Approach ◽  
Pedagogical Theory

The goal of this paper is to research the pedagogical notion of discontinuity in learning, its pedagogical importance and discover the notion of pedagogical subject that is complementary to it. Discontinuity is closely related to the idea of negativity in its existential sense. Discontinuity and negativity in learning are investigated in their various forms and meanings, in order to understand the pedagogical approach to these phaenomena. Our approach is differentiated by approaches based on “school success”, since pedagogical authors such as J.F. Herbart, J. Dewey and A. English see negativity and its pedagogical potential in an existential sense. Based on these insights, we further ask which kind of pedagogical subject can embody discontinuity and negativity in learning. We find that specific ideas of (critical) theory, (dialectical) knowledge and (critical) subject are needed for that. These ideas open often unexplored possibilities for pedagogical theory and practice.

Population Health and Social Governance: A Review, an Update, Some Clarifications, and a Response

2018 ◽  
Vol 29 (5) ◽  
pp. 731-738 ◽  
Author(s):  
Patrick O’Byrne
Keyword(s):  
Critical Theory ◽  
Population Health ◽  
Health Research ◽  
Theory And Practice ◽  
Research Approach ◽  
Qualitative Health Research ◽  
Social Governance ◽  
Depth Study ◽  
And Control

Critical theory is a paradigm that promotes viewpoints that are alternative and, at times, contrary to mainstream beliefs and dictates. In 2012, I adopted this perspective to review the role of ethnography and surmised that the data which arise from this research approach, which I described as an in-depth study of cultures, can be used to discipline and control these groups. In this edition of Qualitative Health Research, another author has critiqued this position. In this article, I review this critique, reiterate my position, update the data I used for my 2012 article, and highlight how I navigate what I feel is a tension between critical theory and practice.

scholarly journals Study of professional and emotional burnout in foreign psychological-pedagogical theory and practice

2020 ◽  
Author(s):  
Behun-Trachuk Larysa
Keyword(s):  
Human Rights ◽  
Social Activity ◽  
Theory And Practice ◽  
Empirical Methods ◽  
Professional Stress ◽  
Methodological Problems ◽  
Main Factors ◽  
Pedagogical Theory ◽  
Emotional Burnout

One of the acute problems in modern psychological and pedagogical theory and practice is the problem of emotional burnout of pedagogical workers In the process of studying emotional burnout, we first of all encounter with such general methodological problems, such as: the need to take into account all the main factors that are important for the emergence and formation of emotional burnout in a specialist, with the fact of variability of the main symptoms of emotional burnout at different stages of its formation (changes in thinking, behavior, feelings and health); taking into account probable moments in the development and formation of emotional burnout, etc. In our opinion, the following approaches can be solved by solving common methodological problems: interdisciplinary, systemic, empirical, personal-social-activity, situational. The article uses a complex of theoretical and empirical methods of analysis, systemization and generalization. Scientific understanding of foreign experience in studying the phenomenon of burnout, allowed to determine the degree of negativity of long-term professional stress, emotionally charged conditions of concert and stage activities and a large number of unforeseen situations of artistic and pedagogical interaction as a determinant of psychophysical burnout, emotional and intellectual I am a specialist. Thus, the approaches analysed in this article to the study of “emotional burnout” show that burnout manifests itself in various spheres of personality (cognitive, motivational, human rights to work), and there is a connection between burnout and exacerbation in all these areas, it seems to us important. Further research requires the development of technologies to overcome the syndrome identified by Ukrainian scientists.

CTE Distance E-Learning Application

2009 ◽  
pp. 408-420
Author(s):  
Brenda C. Ledford
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
21St Century ◽  
Change Strategies ◽  
Pedagogical Approach ◽  
Learner Centered ◽  
E Learning ◽  
Pedagogical Theory ◽  
Changing Role

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies

2017 ◽  
Vol 57 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Nicole Mirra ◽  
Ernest Morrell ◽  
Danielle Filipiak
Keyword(s):  
Critical Theory ◽  
Theory And Practice

scholarly journals CONTENT CHARACTERISTICS OF DEFINITION THE “DIFFICULT TEENAGERS”

2021 ◽  
pp. 18-22
Author(s):  
I. TARANENKO ◽  
Yu. ZAITSEVA
Keyword(s):  
Value Orientations ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Personal Resources ◽  
Developmental Defects ◽  
Political Processes ◽  
Parental Views ◽  
The Subject ◽  
Complex Patterns ◽  
Pedagogical Theory

The problem of upbringing of difficult teenagers in pedagogical theory and practice has been and remains the subject of special attention of pedagogical scientists were found out during analyzed scientific works in this article. The difficult teenagers in educational terms – are just ordinary children who have a specific personality particularity, namely, they are difficulties to upbringing. The children who are the difficult to upbringing, they are characterized by developmental defects and violations of norms and rules of behavior. This is why the difficult teenagers need the formation of moral and volitional qualities, the formation of socially significant value orientations, the mobilization of personal resources and sustainable socialization extremely hard.The complex patterns of adolescence, negative socio-economic and political processes, the parental views on upbringing and their pedagogical methods, shortcomings in the work of educational institutions also were mentioned in this article. And the category of difficult teenagers arose as a result of these influences.The essence and content of the concept the «difficult teenagers» has been determined in this article.

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