scholarly journals Pedagogic Dilemma for History Education: Voices of Student Teachers in Lesotho

2015 ◽  
Vol 2 (2) ◽  
pp. 182
Author(s):  
Raymond N. Fru
Keyword(s):  
High Schools ◽  
Student Teachers ◽  
Academic Discipline ◽  
History Education ◽  
Educational Systems ◽  
History Teachers ◽  
History Teaching ◽  
The Status ◽  
The Subject

<p><em>It is no secret that history education in many parts of the world is</em><em> </em><em>facing immense challenges. This academic discipline has never been under more pressure to justify its place in the curriculum of many educational systems. While some systems such as South Africa have overtly downplayed the importance of the discipline through unfavorable curriculum implementations over the years since the dawn of democracy, other systems like Lesotho have adopted more covert strategies to systematically out-phasing history education in the secondary and high schools. The result in the case of Lesotho is that the subject is very unpopular in secondary and high schools as the number of schools teaching the subject has dwindled drastically over the years. The situation is exacerbated by poor Junior Certificate (JC) examination results for the few schools that teach the subject. </em></p><p><em>Against this backdrop, this article engages the discourses around the status of history education in the context of Lesotho from a student teacher’s perspective. While many studies have focused on the role of students, government departments and school administrations in explaining the negative position of history education, the stance in this article is that the role of the history teacher is as vital and cannot be undermined. Teachers’ understanding of the objectives of history teaching and their attitudes towards the discipline has important implications for the way the discipline is perceived by students and the public. As a result, this article presents findings ofa study conducted with some novice history teachers in Lesotho on their understandings of the objectives of history teaching especially in a Lesotho context. Such understandings are then used as a basis to theorise the status of the discipline, but also to reflect on the future of history education in Lesotho.</em></p>

Can History Stand Alone? Drawbacks and Blind Spots of a “Disciplinary” Curriculum

2010 ◽  
Vol 112 (9) ◽  
pp. 2471-2495 ◽  
Author(s):  
Stephen J. Thornton ◽  
Keith C. Barton
Keyword(s):  
Social Studies ◽  
General Education ◽  
20Th Century ◽  
Academic Discipline ◽  
Research Question ◽  
History Education ◽  
Historical Sources ◽  
Quarter Century ◽  
Content Selection ◽  
The Subject

Background/Context Over the past quarter-century, many historians, politicians, and educators have argued for an increase in the amount of history taught in schools, for a clear separation of history and social studies, and for an emphasis on disciplinary structures and norms as the proper focus for the subject. Unfortunately, discussions of history education too often rest on the problematic belief that the academic discipline can provide direction for the nature of the subject in general education. Description of Prior Research Throughout much of the 20th century, U.S. history educators made common cause with other social educators to promote principled and critical understandings of society. Both groups stood in opposition to calls for more nationalist views of history education. In the mid-1980s, however, this situation began to change, as a coalition of historians, educational researchers, and political pressure groups promoted history as a subject distinct from and independent of the larger realm of the social studies. This new coalition has been unable to avoid conflicts over the selection of content, however, and approaches favored by nationalists often clash with the more critical and inclusive perspectives of historians. Purpose/Objective/Research Question/Focus of Study In this article, we trace the relationship between historians and other social educators during the 20th century and explore how the forces favoring a realignment of history and social studies coalesced in the mid-1980s. We argue that this coalition has led to an unproductive emphasis on history as a “separate subject” and a resulting lack of attention to the goals of history in general education. Research Design This analytic essay draws on curriculum theory, historical sources, and contemporary cognitive research to outline the changing relationships between historians and other social educators and to examine the limitations of a purportedly disciplinary curriculum. Conclusions/Recommendations The academic discipline of history cannot, by itself, provide guidance for content selection because educators face restrictions of time and coverage that are not relevant in the context of academic historical research. In addition, educators must concern themselves with developing students’ conceptual understanding, and this necessarily requires drawing on other social science disciplines. If students are to develop the insights that historians have most often promoted for the subject, historians must return to their place within the conversation of social studies education.

scholarly journals Granice literatury, granice poetyki, granice granic dzisiaj. Jedno pytanie

2021 ◽  
pp. 51-62
Author(s):  
Anna Tenczyńska
Keyword(s):  
Contemporary Culture ◽  
The Status ◽  
The Subject

The subject of reflection in the article Boundaries of Literature, Boundaries of Poetics, Boundaries of Boundaries Today. One Question is the place and role of poetics in contemporary Polish humanistic research. The author makes a short recapitulation of stages and themes of the ongoing discussion on the status of poetics (especially) in the last three decades, which, in her opinion, are particularly important. The widening of its boundaries, seen and significant for contemporary culture, prompts the author to ask about the extent to which the categories and tools of poetics are used in the contempor

Moral Philosophy and Moral Life

2020 ◽  
Author(s):  
Anne-Marie Søndergaard Christensen
Keyword(s):  
Moral Philosophy ◽  
Moral Theory ◽  
Moral Life ◽  
Moral Subject ◽  
Moral Position ◽  
Moral Theories ◽  
The Status ◽  
The Subject ◽  
Alternative Understanding

This is a work in moral philosophy and its ambition is to contribute to a renewed understanding of moral philosophy, the role of moral theory, and the relation between moral philosophy and moral life. It is motivated by the belief that the lack of a coherent answer to the question of the role and status of moral philosophy and the theories it develops, is one of the most important obstacles for doing work in moral philosophy today. The first part of the book untangles various criticisms of the dominant view of moral theories that challenges the explanatory, foundational, authoritative, and action-guiding role of these theories. It also offers an alternative understanding of moral theory as descriptions of moral grammar. The second part investigates the nature of the particularities relevant for an understanding of moral life, both particularities tied to the moral subject, her character, commitments, and moral position, and particularities tied to the context of the subject, her moral community and language. The final part marks a return to moral philosophy and addresses the wider question of what the revised conception of moral theories and the affirmation of the value of the particular mean for moral philosophy by developing a descriptive, pluralistic, and elucidatory conception of moral philosophy. The scope of the book is wide, but its pretensions are more moderate, to present an understanding of descriptive moral philosophy which may spur a debate about the status and role of moral philosophy in relation to our moral lives.

The Difficulty of Being Dead: Aleksandr Veledinskii’s Alive (2006)

2016 ◽  
Author(s):  
Vlad Strukov
Keyword(s):  
Political Agency ◽  
Life And Death ◽  
The Gaze ◽  
Spectral Effect ◽  
The Status ◽  
The Subject ◽  
The Dead ◽  
The Spectator

The dis/appearances of the characters in Veledinskii’s Alive denotes ruptures in continuity (including the continuity of the gaze). The role of the phantom is to overcome the complete break between the living and the dead as well as to overcome the ruptures in discourse. The persistent revenant is an epitome of the return: they become by coming back and in doing so they create a repetitive experience—teleological aporia, a certain inheritance. The phantom is a trace and also a differance (in Derridean terms) in that their spectral effect is in the ideological tendency and the promise of emancipation. In Alive, the phantom resists the totality of representation and so emerges as a method of paralogy: legitimacy of the subject is determined by a denial of the possibility of legitimation. The spectre as a mediation of discourse which lies in between, and in Alive—not between life and death but between death and death. In Alive political agency is the phantom’s expediency whereby the gaze onto the spectator—the pervasiveness of the ghostly experience problematizes the status of the spectator who—in the presence of the posthumous narrator—emerges as a posthumous spectator.

scholarly journals Contestando a “Ciência Social Norte-Americana”: críticas à postura conservadora das teorias do mainstream das Relações Internacionais / Disputing the "American Social Science": critical to conservative stance of the mainstream theories of IR

2013 ◽  
Vol 1 (3) ◽  
pp. 448-480
Author(s):  
Hermes Moreira Jr.
Keyword(s):  
International Relations ◽  
International System ◽  
Academic Discipline ◽  
Status Quo ◽  
Political Order ◽  
The Political ◽  
Social Forces ◽  
The Social ◽  
The Status

A concepção de uma disciplina acadêmica sistematizada para o estudo das relações internacionais se deu atrelada à necessidade de criação de um arcabouço teórico para a compreensão da dinâmica do sistema internacional e das possibilidades de mudança ou estabilidade da ordem política nesse sistema. Nesse sentido, o objetivo deste texto é demonstrar em que medida as teorias do chamado mainstream acadêmico, tradicionais na análise da política internacional, ao naturalizar a conformação da ordem política internacional e minimizar o papel das disputas entre as forças sociais na constituição das relações internacionais, exercem um papel favorável à manutenção da ordem hegemônica e conservação do status quo. Não obstante, perspectivas contestatórias reconheceram e evidenciaram os limites das teorias do mainstream e preencheram a lacuna político-acadêmica contida nas teorias tradicionais de Relações Internacionais ao longo do desenvolvimento de seu campo acadêmico e institucional. Abstract: The design of an academic discipline for the systematic study of international relations occurred tied to the need to establish a theoretical framework for understanding the dynamics of the international system and the possibilities for change or stability of the political order in this system. Accordingly, this paper aims to demonstrate the extent to which the so-called mainstream academic theories, traditional analysis of international politics, to naturalize the conformation of the international political order and minimize the role of the disputes between the social forces in the constitution of international relations, play a role in favor of maintaining the hegemonic order and preserving the status quo. Nevertheless, prospects contesting recognized and showed the limits of the mainstream theories and filled the political and academic gap contained in traditional theories of international relations during the development of their academic and institutional concepts. 

scholarly journals FOREIGN STUDENT IN A RUSSIAN UNIVERSITY: TRENDS OF CHOICE, PROBLEMS OF ADAPTATION AND FORMATION OF RELATIONSHIPS

2020 ◽  
Vol 8 (3) ◽  
pp. 1106-1111
Author(s):  
Chzhao Dan ◽  
Mikhail D. Rozin ◽  
Valery P. Svechkarev ◽  
Vladimir I. Mareev ◽  
Yakov A. Aslanov
Keyword(s):  
Foreign Students ◽  
Foreign Student ◽  
Global Scale ◽  
Educational Process ◽  
Educational Systems ◽  
Multi Stage ◽  
The Status ◽  
The Subject ◽  
Russian Universities

Purpose of the study: The object of this paper is to provide a sociological analysis of the situation related to educational process and organization of foreign students in Russian universities in ratings and relationships of students from China that will help to identify the real problems of adaptation to new conditions of socio-cultural and educational space. Methodology: The fundamental basis of this study is an observational one - an overview of the subject "Investigation of Satisfaction with the Organization of Chinese under studies' life at Russian Universities". N = 615, speaking to Chinese understudies concentrating in Russian colleges. The portrayal of sociological data is given by a multi-stage defined example with quantity determination of units of perception on the last advance. Results: Preparing of remote understudies in China and Russia ought to completely utilize worldwide experience and training to create first-class universal seriousness, build up the status of China and Russia as nations of ground-breaking instruction on the world training market, reinforce the national security of China and Russia. Applications of this study: In this study, the barriers to intercultural change in the field of globalization and integration of Eurasia, large educational systems such as Chinese and Russian have been identified that can be used in the global-scale analysis. Novelty/Originality of this study: The scientific novelty of this research consists in the presentation of adaptation and intercultural transformation strategy of foreign students’ educational process in Russian universities in the context of globalization and Eurasian integration of socio-cultural and educational space.

scholarly journals The The Role of Public Order Regulations as Acts of Local Law in the Performance of Tasks in the Field of Public Security by Local Self-government in Poland

2021 ◽  
Vol 19 (1) ◽  
pp. 111-129
Author(s):  
Jaroslaw Kostrubiec
Keyword(s):  
Legal Status ◽  
Case Law ◽  
Public Security ◽  
Public Order ◽  
Effective Performance ◽  
The Status ◽  
The Subject ◽  
Local Law ◽  
Visegrad Group

The subject of the article are the issues concerning the enactment by local self-government bodies in Poland of a special category of acts of local law, i.e. public order regulations. Public order regulations belong to the sources of universally binding law in Poland. Not only government administration bodies, but also local self-government may adopt them. By means of public order regulations, such values as: life, health, property of citizens, environment, public order, peace and public security are protected. The status of public order regulations in the Polish legal order, which are bodies of local self-government units to protect the life or health of citizens and to ensure public order, peace and security, is not the subject to clear legislation or consent among scholars in the field and in relevant case-law. Therefore, the aim of the article is to determine the legal status of local law acts in the form of public order regulations in Poland and to define their role in the performance of tasks in the field of public security by local self-government. The author refers also to relevant legal solutions applicable in other member states of the Visegrad Group. The main thesis of the article is a statement that acts of local law in the form of public order regulations are a desirable manifestation of the law-making decentralisation of the state, which is necessary for the effective performance of tasks in the field of public security by local self-government bodies.

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