scholarly journals Animal Farm as a Heuristic Tool for Classroom Teaching of Social Movements

Journal ◽  
2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Sweta Tiwari
Keyword(s):  
Social Movements ◽  
Teaching And Learning ◽  
Real Life ◽  
George Orwell ◽  
Course Content ◽  
Academic Texts ◽  
Excellent Starting Point ◽  
Starting Point ◽  
The Social ◽  
Animal Farm

Social movements are a part of the curriculum of Anthropology and Sociology in higher education institutions in India. Traditionally, these courses are taught via snippets of social movements accompanied by theoretical texts and there is little scope for individual teachers to change course content. While these texts are valuable, I found students struggled to make initial engagement with many of the prescribed texts and often became tense or anxious about the material. Students viewed social movements with antipathy and as a hindrance to stability, influenced by the political narratives and media representation of social movements as a disruption to solidarity. They often struggled to connect to the themes and issues of the Social Movement course, positioned within their own prisms of religion, caste, class, gender, and political sympathies. In this article, I vindicate the use of Animal Farm by George Orwell as a heuristic tool, taught alongside standard texts, to help students grasp the nature of social movements in theory and praxis. Teaching and learning social movements require a certain amount of empathy and openness to untangle students from their own biases. Turning to fiction can help because students can connect and become invested in the story, after which point parallels to the academic texts or real-life social movements can be drawn. Set in the animal world, Animal Farm is a parable that is equidistant to human orientations and consequently makes an excellent starting point to distance students from their preconceived ideas. This in turn helps students develop a reflexive understanding from which to engage with the core texts.

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

scholarly journals Interconnection of Orwell's Novel Animal Farm as a Micro-Universe and Our Macro-Universe

2021 ◽  
Vol 5 (4) ◽  
pp. 27-36
Author(s):  
Salim Kadhim Abass
Keyword(s):  
Critical Discourse Analysis ◽  
Real World ◽  
English Literature ◽  
Narrative Text ◽  
George Orwell ◽  
Political Satire ◽  
The Social ◽  
Political Novel ◽  
Animal Farm ◽  
Analytical Approaches

George Orwell is best known for his allegorical political novel, Animal Farm (1945), written in the period of Modernism in English literature. This novel is read as an offensive on totalitarianism in general, and a political satire against Stalinism Communist totalitarianism in particular. The current paper is conducted to investigate the relationship between the micro-universe which is represented by the narrative text of Orwell's novel Animal Farm, and macro-universe which represents the reality or the real world. The main aim of this study is to determine the interconnection of the micro-universe (the narrative text), and the macro-universe (the reality) through finding a convergence between the topics and events of the narrative text and our real world. Marxist Criticism and Critical Discourse Analysis (CDA) are used together as analytical approaches to investigate the selected narrative text and the historical, political, and social context in which the narrative text was written. The findings of this study points out that the narrative text of Animal Farm represents reality. This confirms the social and moral function of the committed literature which expresses human sufferings and aspirations for better conditions. The significance of the current study lies in provides better comprehension of the interconnection of the narrative text and reality as a missing feature in literature on this novel. This study contributes to literature on Orwell's novel Animal Farm particularly, and the field of the political English novels in general. Thus, this study extends the base of the researchers' knowledge in this literary area. Keywords: Micro-universe and Macro-universe, Modernism, Totalitarianism, Animal Farm.

scholarly journals Improving graduate outcomes

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ugochukwu Chinonso Okolie ◽  
Elisha Nwonu Elom ◽  
Paul Agu Igwe ◽  
Michael Olayinka Binuomote ◽  
Chinyere Augusta Nwajiuba ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Real Life ◽  
Theory And Practice ◽  
Semistructured Interview ◽  
Content Type ◽  
Postgraduate Students ◽  
Effective Implementation ◽  
Life Problems ◽  
Starting Point

PurposeThis study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE.Design/methodology/approachThis study follows the assumptions of qualitative research. The authors interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n = 33; 24 males and 9 females), Directors at National Board for Technical Education (n = 4; 3 males and 1 female), Directors of National Directorate of Employment (n = 5; 3 males and 2 females), Directors at the Federal Ministry of Education (n = 3 males), and industry executives (n = 10; 7 males and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using NVivo 12 plus and analyzed through thematic analysis.FindingsThe results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying real-life problems, among others. Participants offered benchmarks and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1).Originality/valueThe results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET program.

Hybrid Avatar-Agent Technology – A Conceptual Step Towards Mediated “Social” Virtual Reality and its Respective Challenges

i-com ◽  
2015 ◽  
Vol 14 (2) ◽  
pp. 107-114 ◽  
Author(s):  
Daniel Roth ◽  
Marc Erich Latoschik ◽  
Kai Vogeley ◽  
Gary Bente
Keyword(s):  
Virtual Reality ◽  
Virtual Worlds ◽  
Real Life ◽  
Social Background ◽  
Social Dimension ◽  
Future Research ◽  
Human Communication ◽  
Social Signals ◽  
Starting Point ◽  
The Social

AbstractDriven by large industry investments, developments of Virtual Reality (VR) technologies including unobtrusive sensors, actuators and novel display devices are rapidly progressing. Realism and interactivity have been postulated as crucial aspects of immersive VR since the naissance of the concept. However, today’s VR still falls short from creating real life-like experiences in many regards. This holds particularly true when introducing the “social dimension” into the virtual worlds. Apparently, creating convincing virtual selves and virtual others and conveying meaningful and appropriate social behavior still is an open challenge for future VR. This challenge implies both, technical aspects, such as the real-time capacities of the systems, but also psychological aspects, such as the dynamics of human communication. Our knowledge of VR systems is still fragmented with regard to social cognition, although the social dimension is crucial when aiming at autonomous agents with a certain social background intelligence. It can be questioned though whether a perfect copy of real life interactions is a realistic or even meaningful goal of social VR development at this stage. Taking into consideration the specific strengths and weaknesses of humans and machines, we propose a conceptual turn in social VR which focuses on what we call “hybrid avatar-agent systems”. Such systems are required to generate i) avatar mediated interactions between real humans, taking advantage of their social intuitions and flexible communicative skills and ii) an artificial social intelligence (AIS) which monitors, and potentially moderates or transforms ongoing virtual interactions based on social signals, such as performing adaptive manipulations of behavior in intercultural conversations. The current article sketches a respective base architecture and discusses necessary research prospects and challenges as a starting point for future research and development.

scholarly journals Desafios para reinventar o ensino e perspectivas para o curso de graduação em enfermagem

2011 ◽  
Vol 1 (2) ◽  
pp. 55-58
Author(s):  
Elizabeth Teixeira ◽  
Eucléa Gomes Vale
Keyword(s):  
Teaching And Learning ◽  
The Other ◽  
Educación Superior ◽  
Educacion Superior ◽  
Starting Point ◽  
The Social ◽  
Political Ethic

O artigo, de caráter reflexivo, objetiva chamar a atenção para os desafios na educação do século 21 e, com base em conceitos de Boaventura de Sousa Santos, propõe perspectivas para repensar e reinventar o ensino. Ressalta múltiplas formas de aprendizagem com vistas a tecer fios para introduzir aspectos potencializadores dos modos de ensinar e aprender. Tem como ponto de partida reflexões que advêm do campo da enfermagem, mas estende-se aos demais de maneira geral. Conclui-se que as responsabilidades sociais, políticas, éticas e cidadãs necessitam atravessar a educação que se quer emancipadora, inclusiva e solidária.Descritores: Ensino, Enfermagem, Educação Superior.Challenges to reinvent the teaching and perspectives to nursing graduation courseThe article, of reflexive character, aims to call the attention to the challenges of the XXI century education and, based on the concepts of Boaventura de Sousa Santos, it proposes perspectives to reinvent the teaching. It emphasizes multiple learning forms intending to weave threads to introduce positive aspects on the ways of teaching and learning. It has, as a starting point, reflections derived from the nursing field, but it which extends itself to the other fields in a general way. It ends up by inferring that the social, political, ethic and citizen responsibilities need to cross the education which wants itself liberating, inclusive and supportive.Descriptors: Teaching, Nursing, Superior Education.Desafios para reinventar la enseñanza y perspectivas para el curso de graduación en enfermeríaEl artículo de caracter reflexivo, tiene por objetivo, llamar la atención para los desafíos en la educación del siglo XXI y, con base en cenceptos de Boaventura de Souza Santos, propone perspectivas para repensar y reinventar la enseñanza. Resalta múltiple formas de aprendizaje con vistas a tejer hilos para introducir aspectos potencializadores de los modos de ensenar y aprender. Tiene como punto de partida reflexiones procedentes del campo de la enfermería pero extendese a los demás de una manera general. Se concluyeron que las responsabilidades sociales, políticas, éticas y ciudadanas necesitan atravesar la educación que se quiere emancipadora, inclusiva y solidaria.Descriptores: Educación, Enfermería, Educación Superior.

scholarly journals TINGKAT AFEKSI SISWA DALAM MENGIKUTI PEMBELAJARAN SOSIOLOGI DENGAN CONTEXTUAL TEACHING AND LEARNING

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Maryam Lamadirisi
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Real Life ◽  
School Students ◽  
Strategy Research ◽  
Social Phenomena ◽  
The Social ◽  
Positive Impression ◽  
Contextual Teaching

Tujuan penelitian ini adalah menganalisis tingkat afeksi siswa dalam mengikuti pembelajaran dengan menggunakan strategi Contextual Teaching and Learning (CTL). Penelitian dilakukan terhadap  siswa kelas XII IPS SMA Negeri I Touluaan yang mendapatkan pelajaran Sosiologi. Pengumpulan data dilakukan dengan teknik pengamatan, wawancara dan dokumentasi. Penelitian ini menemukan kesan siswa yang umumnya positif terhadap pembelajaran Sosiologi dengan menggunakan pendekatan CTL. Dampak positif di sini berarti bahwa pendekatan pembelajaran ini menarik dan tidak membosankan. Umumnya, siswa berpendapat bahwa pembelajaran sosiologi dengan pendekatan CTL memberikan arti signifikan karena apa yang dipelajari adalah tentang fenomena sosial yang terjadi dalam kehidupan sehari-hari. Umumnya, siswa merasa senang, bahkan sangat menikmati model pembelajaran CTL. CTL membuat siswa menjadi aktif di kelas dan dapat memberikan pendapat sesuai dengan pengalaman mereka dalam kehidupan nyata di masyarakat.The purpose of this study is to analyze the affection and enthusiasm of the students in Sociology learning using Contextual Teaching and Learning (CTL) strategy. Research is conducted on senior high school students from social studies class XII, SMAN I Touluaan, who has Sociology subject in its curriculum. Data collection was done by using observation, interview and documentation. This study found that students are generally give positive impression of sociology learning by using CTL approach. The positive impact here means that the learning approach is interesting and the participation is high. Generally, the students argued that the teaching of sociology with the CTL approach gives a significant meaning because it studies about the social phenomena that occur in everyday life. Generally, students feel happy, even enjoyed using CTL learning model. CTL enables students to be active in class and can give an opinion in accordance with their experience in real life in the community

Movimento Social e Espaços de Aprendizagens no Brasil: o Caso das Quebradeiras de Coco de Imperatriz no Maranhão

2018 ◽  
Vol 19 (3) ◽  
pp. 336
Author(s):  
Rosyjane Paula Farias Pinto ◽  
Neli Teresinha Galarce Machado ◽  
Marcos Rogério Kreutz
Keyword(s):  
Social Movements ◽  
Qualitative Analysis ◽  
Social Movement ◽  
Teaching And Learning ◽  
Learning Spaces ◽  
Learning And Teaching ◽  
The Social ◽  
New Knowledge ◽  
History Of ◽  
Identity Based

Este trabalho notabiliza os movimentos sociais como espaços de ensino e aprendizagem, tornando-se ambientes propícios para a construção de novos e significativos saberes de mulheres quebradeiras de coco babaçu em busca de maior autonomia e liberdade. O objetivo do estudo é conhecer a história das quebradeiras de coco, procurando compreender de que forma o movimento tem possibilitado a essas mulheres, por meio das atividades coletivas, a obtenção de novos saberes, bem como a concepção dessas mulheres quebradeiras sobre aprendizagem e ensino. O trabalho delineado é de caráter etnográfico, com análise qualitativa. Os resultados demonstram que o movimento social, enquanto espaço de ensino e aprendizagem, propicia às mulheres quebradeiras garantir uma identidade ressignificada, a partir das relações coletivas.Palavras-chave: Mulheres. Movimento Social. Aprendizagens. Quebradeiras de Coco babaçu. Maranhão.AbstractThis work marks the social movements as teaching and learning spaces, becoming good environments for the construction of new and significant knowledge of babassu coconut breakers women seeking a greater autonomy and freedom. This study aims to know the history of coconut breakers, trying to understand how the movement has enabled these women through collective activities to obtain new knowledge, as well as the conception of these women on learning and teaching. The outline of this work is of ethnographic character, with qualitative analysis. The results demonstrate that the social movement, as a space for teaching and learning, provides coconut breakers women a resiginized identity based on collective relations.Keywords: Women. Social movement. Learning. Babassu coconut breakers. Maranhão

The Hitman Study

2010 ◽  
Vol 15 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Stephanie M. Rueda
Keyword(s):  
Experimental Study ◽  
Young Adults ◽  
Aggressive Behavior ◽  
Video Game ◽  
Real Life ◽  
Mood Management ◽  
Video Game Play ◽  
Video Game Playing ◽  
Violent Video Game ◽  
The Social

This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

Liszt at the Piano: The Impact of Iconography on mid-Nineteenth Century Musicology

2014 ◽  
Vol 55 (1-2) ◽  
pp. 131-144
Author(s):  
Suzanne Marie Francis
Keyword(s):  
Nineteenth Century ◽  
Music History ◽  
Collective Identities ◽  
Cultural Contexts ◽  
Maximum Benefit ◽  
Starting Point ◽  
The Social ◽  
Iconic Status ◽  
The Impact

By the time of his death in 1827, the image of Beethoven as we recognise him today was firmly fixed in the minds of his contemporaries, and the career of Liszt was beginning to flower into that of the virtuosic performer he would be recognised as by the end of the 1830s. By analysing the seminal artwork Liszt at the Piano of 1840 by Josef Danhauser, we can see how a seemingly unremarkable head-and-shoulders bust of Beethoven in fact holds the key to unlocking the layers of commentary on both Liszt and Beethoven beneath the surface of the image. Taking the analysis by Alessandra Comini as a starting point, this paper will look deeper into the subtle connections discernible between the protagonists of the picture. These reveal how the collective identities of the artist and his painted assembly contribute directly to Beethoven’s already iconic status within music history around 1840 and reflect the reception of Liszt at this time. Set against the background of Romanticism predominant in the social and cultural contexts of the mid 1800s, it becomes apparent that it is no longer enough to look at a picture of a composer or performer in isolation to understand its impact on the construction of an overall identity. Each image must be viewed in relation to those that preceded and came after it to gain the maximum benefit from what it can tell us.

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