scholarly journals PENDIDIKAN FILSAFAT UNTUK ANAK? PENDASARAN, PENERAPAN DAN REFLEKSI KRITIS UNTUK KONTEKS INDONESIA

2016 ◽  
Vol 26 (2) ◽  
pp. 163
Author(s):  
Reza A.A. Wattimena
Keyword(s):  
Cultural Context ◽  
Teaching Method ◽  
Personality Development ◽  
Philosophy For Children ◽  
Philosophical Education ◽  
Life Education

This article argues for the importance of philosophical education for elementary school's students in Indonesia. Philosophy can be understood as value education and also life education. Both are very important for the human's personality development. Therefore, ideally, this kind of education should be provided since childhood age. But, philosophy has different teaching method in compare to other sciences. It asks the children to think for themselves and try to find answers for their questions independently. It should not be a burden for children that already have loads of subjects to learn. The program philosophy for children should also bear in mind the existing cultural context that already exists in Indonesian society.

scholarly journals Role of Philosophy Education for Children in Grade 3 of MINU Pucang Sidoarjo

2019 ◽  
Vol 1 (1) ◽  
pp. 52-64
Author(s):  
Fabiola D. Kurnia ◽  
Winda Sulistyoningsih
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Philosophy For Children ◽  
Elementary School Age ◽  
Childhood Education ◽  
Philosophical Education ◽  
A Value ◽  
Grade 3 ◽  
Life Education

Philosophical education is needed for children's education. Philosophy as a value education, as well as life education that is very important for the development of human personality. Therefore, philosophical education should be given since elementary school age. The pattern of teaching philosophy applied is different from the teaching patterns of other sciences. Because in philosophy, humans are invited to think critically. In this case what is meant is that they think for themselves and find their own answers to the questions asked. However, philosophy for children should not burden the learning process. Because it must consider the local cultural context that has existed in Indonesia before. The philosophy of early childhood education seeks to uncover and examine the reality of the child's education process. The implementation of early childhood education must be based on philosophy and educational theory that are suitable for child development. Thus, the practice of education has a clear direction, goals that are relevant to the nature, needs and development of children. Children will be treated according to their situation and living conditions.

scholarly journals Model Pengembangan Kepribadian di Pesantren

2019 ◽  
Vol 1 (1) ◽  
pp. 369-382
Author(s):  
Muskinul Fuad
Keyword(s):  
Cultural Context ◽  
Personality Development ◽  
Boarding School ◽  
Boarding Schools ◽  
Qualitative Approach ◽  
Development Model ◽  
Development Approach

This study aims to describe the model of Muslim personality development that is developed based on in-depth observations of what is practiced by the pesantren community in order to develop the personality of their students. This research was conducted with a qualitative approach in the form of ethnography. Subjects were taken from three Islamic boarding schools in Purwokerto City, namely An-Najah Islamic Boarding School, Darussalam Islamic Boarding School, and ath-Thohiriyah Islamic Boarding School. The results showed that the Muslim personality development model practiced by the pesantren community was based on several principles and values ​​that were understood and practiced by the pesantren community, including scientific enthusiasm, independence, responsibility, simplicity, togetherness, leadership, and sincerity. The process of developing students' personality is done through understanding, exemplary, accustomed to, worshiping, and deepening the values ​​of pesantren. The Muslim personality development model that has been practiced in the pesantren community can be said as an answer to the need for a personality development approach that is appropriate to the religious cultural context of Indonesian society. This model is worth discussing as indigenous personality development, which is a pattern of personality development that is rooted in the values, perspectives, or traditions that exist in a community.

scholarly journals Master Narrative Identity Development in Cultural Context: The Role of Deviating from Master Narratives.

2019 ◽  
Author(s):  
Kate C. McLean ◽  
Jennifer Lilgendahl ◽  
Chelsea Fordham ◽  
Elizabeth Alpert ◽  
Kathryn Szymanowski ◽  
...  
Keyword(s):  
Identity Development ◽  
Cultural Context ◽  
Personality Development ◽  
Great Majority ◽  
Master Narrative ◽  
Master Narratives ◽  
Identity Processes ◽  
Shared Stories ◽  
Group Experiences ◽  
Relative Neglect

Objective: The great majority of research on identity and personality development has focused on individual processes of development, to the relative neglect of the cultural context of development. We employ a recently articulated framework for the examination of identity development in context, centered on the construct of master narratives, or culturally shared stories. Method: Across three studies we asked emerging and mid-life adults (n = 512) to narrate personal experiences of deviations from these master narratives. Results: Across three quantitative studies we show that 1) those who elaborated their deviation experiences were more likely to be in structurally marginalized positions in society (e.g., ethnic or sexual minorities); 2) those who elaborated an empowering alternative to the master narrative were more likely to be engaged in identity processes; and 3) master narratives maintain their rigidity by the frequency of their use. In qualitative analyses, we illustrate the rigidity of master narratives, as well as the degree to which they take shape in social and group experiences. Conclusions: These studies emphasize the importance of cultural context in considering personality and identity development.

scholarly journals Learning Attitudes and Resistance to Learning Language in Engineering Students

2019 ◽  
Vol 8 (10) ◽  
pp. 2085-2091 ◽  
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
Engineering Students ◽  
Teaching Method ◽  
Personality Development ◽  
Flipped Learning ◽  
Extra Effort ◽  
Learning Attitudes ◽  
Initial Block ◽  
Learning Language

This paper a part of a larger study on the effects of blended learning, it describes classroom experiences from a teacher and learner and details the action research on 250 students who were administered a course on Communication Skills & Personality Development to the Third Year Engineering Students at HITS Chennai, India. The regular parameters of conducting a course such as {a} attendance, {b} performance based results {c} on time submission of tasks and {d}engaging them in class activities became more challenging to the researcher because of the attitude that the scholars presented towards language learning. This ranges from non-acceptance of any new format of teaching, unwillingness to put in extra effort, inhibition stemming from the perception of their peers. To that end the teaching method and assessment were developed that included constructivism, social constructivism and problem-based learning as pedagogy. The programme designed also integrated flipped learning, peer and self-reviews, consistent marking structures based on the Vygotsky Activity Theory. The results confirm initial and strong resistance towards the methodology, lack of physical, emotional and mental input, initial fear and shyness towards the perception of others. Post the initial block what followed was an environment of support, continuous motivation that stemmed from their own activity and creation of learning resources by the scholars

scholarly journals A systematic review of comprehensive sexuality education for South African adolescents

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Ronel Koch ◽  
Welma Wehmeyer
Keyword(s):  
Systematic Review ◽  
Sexual Health ◽  
South African ◽  
Teenage Pregnancy ◽  
Cultural Context ◽  
Sexuality Education ◽  
Teaching Method ◽  
High Rate ◽  
Cross Sectional ◽  
Comprehensive Sexuality Education

Comprehensive sexuality education (CSE) was implemented in South African schools in the year 2000 as part of the subject Life Orientation, with the aim of contributing positively to adolescent sexual health in a holistic manner. Continued high rate of teenage pregnancy and HIV infection is an indication; however, that the programme is not entirely successful. To establish why the aims of the programme and the consequences of learners’ sexual behaviour do not correspond, this systematic review aimed to determine how the programme contributes to the sexual health of adolescents and to make recommendations for its improvement. Nine databases were searched, after which two reviewers independently evaluated the methodological quality of the identified studies using an appraisal tool. The 22 articles that met the criteria for final inclusion were qualitative in nature and included cross-sectional and cohort studies. Results indicate that the contribution of the CSE programme is reflected in teachers, learners and the curriculum. Teachers are in need of expert training and learners are neither actively involved in the learning process nor the development of the programme as they need and would like to be. Recommendations include the development of context-specific training curricula for pre- and in-service teachers as developed collaboratively by various experts and stakeholders. Learners’ voices, active involvement, cultural context and needs are fundamental to the development and delivery of CSE. The teaching method and content of sexuality education should meet the contemporary needs of the 21st century adolescent to ensure optimal sexual health.

Possibilities and ways of application of the method of role-playing games in teaching biology of IX grade

2021 ◽  
Vol 15 (3) ◽  
pp. 76-78
Author(s):  
Türkan Baba qızı Qəniyeva ◽  
Keyword(s):  
Key Words ◽  
Teaching Method ◽  
Personality Development ◽  
Role Playing ◽  
Ninth Grade ◽  
Quality Education ◽  
Biology Teaching ◽  
Role Playing Games ◽  
9Th Grade ◽  
Present Role

I emphasized. The way of harmonious personality development pass from quality education. After, possible ways to present role-playing games in the teaching of ninth-grade biology and difficult topics with role-playing games explained on base of an example Key words: harmonious personality, 9th-grade biology teaching, method of role-playing games, lesson an example

Ethics of a Lecture. The Problem of the So-Called “Difficult Matters”

2018 ◽  
Vol 15 ◽  
pp. 237-255
Author(s):  
Maciej Woźniczka
Keyword(s):  
Michel Foucault ◽  
Cultural Context ◽  
Contemporary Literature ◽  
Ethics Committee ◽  
Main Subject ◽  
Moral Issues ◽  
Philosophical Education ◽  
Moral Standards ◽  
Academic Lectures ◽  
Diverse Audience

The article discusses the problem of moral issues related to giving academic lectures at universities. It shows the need for higher moral standards of lectures, related to spreading audio and visual means of communication and reaching a more diverse audience. The main subject for reflection consists of difficult matters, controversial problems and differences in opinions. In this context, the article presents the analysis of recommendations by the Ethics Committee at the Polish Academy of Science and the remarks resulting from contemporary literature on philosophical education. The analysis of lecture value points out how important philosophical historical experiences are in this area. It emphasizes that it is necessary to consider the meaning of cultural context in more detail while interpreting the problem (the principle of conducting lectures – the principle of parrhesia – Michel Foucault).

Suggesting teaching methods by analyzing the behavior of children with special needs

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Urmila Shrawankar ◽  
Azra Shireen
Keyword(s):  
Special Needs ◽  
Behavioral Problems ◽  
Challenging Behavior ◽  
Child Behavior Checklist ◽  
Teaching Method ◽  
Behavioral Pattern ◽  
Detailed Knowledge ◽  
Children With Special Needs ◽  
Developmental Problems ◽  
Life Education

AbstractThe behavioral pattern of children with special needs depends on their emotional and developmental disability. Any abnormal and incorrect pattern of behavior which is below the level of development as the expected norm can be considered as “the challenging behavior.” For supporting children with behavioral problems, many interventions and strategies alone, or in combination, are used. Behavioral and developmental problems, if not treated well, in childhood, may cause a problem and have negative long-term and short-term effects on a child’s personal life, education, family, and professional life. Detailed knowledge about the child’s behavior is important to define the problem. Hence, the software contains the questionnaire pattern, which is divided into categories like parents, teachers, doctors, and friends. Child behavior checklist is used to define the questionnaire. Images and video analysis are used to detect the current emotion in the child. By analyzing the behavioral pattern and current emotion, the teaching method will be suggested.

scholarly journals A Review on the Cultural Characteristics of Mentalization and Relations with Psychological Symptoms

2021 ◽  
Vol 9 (22) ◽  
Keyword(s):  
Cultural Context ◽  
Psychological Symptoms ◽  
Personality Development ◽  
Mental States ◽  
Empirical Literature ◽  
Social Harmony ◽  
Self And Other ◽  
The Social ◽  
Internal States ◽  
Collectivistic Cultures

Mentalization is the ability to surmise the mental states such as thoughts, wishes, intentions, needs and feelings behind one’s own and others’ behaviors. Mentalization has been an important concept in understanding personality development and psychopathology in recent years. However, the cultural factors that affect mentalization is an understudied area, which has also not been investigated in Turkey. In this review, the development of the concept of mentalization will be explored comparing individualistic and collectivistic cultures. The specific mentalization characteristics that may emerge in Turkey are discussed. With this aim, the concept of mentalization, its development and the kinds of mentalization impairments that emerge in psychopathology are discussed. Afterwards, the effects of culture on mentalization are discussed with reference to recent empirical literature. Specifically, the effects of cultural context on the development of theory mind, affective and cognitive mentalization, self and other-focused mentalization, explicit and implicit mentalization are explored. The reviewed studies suggest that in collectivistic cultures, individuals tend to others’ mental states and socially accepted objective norms more than their own internal states and refrain from strong emotions such as anger that may disrupt the social harmony. Moreover implicit mentalization is less affected by culture. Based on the reviewed studies, culturally sensitive suggestions are provided regarding how to conduct mentalization assessments and practices. Keywords: Mentalization, culture, individualism, collectivism, psychotherapy

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