scholarly journals Educational progressivism: Theory and practice

2009 ◽  
Vol 41 (2) ◽  
pp. 264-283
Author(s):  
Jovana Milutinovic
Keyword(s):  
Educational Practice ◽  
Educational Process ◽  
Theory And Practice ◽  
Starting Point ◽  
Teachers And Students ◽  
Instruction And Learning ◽  
Contemporary Education ◽  
Further Development ◽  
Educational Contents

The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyze only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice.

scholarly journals “School for Life “– Theoretical Background and Analyisis of Croatian Reform in School Education

2019 ◽  
Vol 6 (2) ◽  
pp. 39
Author(s):  
Rona Bušljeta ◽  
Marko Kardum
Keyword(s):  
Everyday Life ◽  
Work Experience ◽  
Theoretical Background ◽  
Educational Process ◽  
School Education ◽  
Theory And Practice ◽  
Developmental Age ◽  
Current Reform ◽  
The One ◽  
Contemporary Education

Objections to the fact that education is, on the one hand, overburdened by theory and separate from practice or, on the other hand, completely separate from theory can be found in contemporary researches and theory of education. These objections also imply the problem of selecting the content, as well as the way of teaching and formulating the desired outcomes arising from the education process. One of the possible solutions to this problem is the concept of “school for life”, which, in the pursuit of John Dewey’s philosophy of education, leads to the abolition of the false dichotomy of theory and practice in education. Contemporary education can, therefore, no longer be understood as a process in which passive subjects acquire knowledge, but as activity of subjects that by experimenting and innovating adjust the content that comes from experience and ultimately applies them again to everyday life. In this way, the outcomes of the educational process should be understood not as dogmatic reproductions of existing knowledge, but as an entity’s ability to participate fully in the life of the community to which it belongs, including lifelong education, participating in the process of acquiring work experience and active, responsible and constructive action within community. The demand for meaningful education related to the subject’s developmental age, its interests and close to its everyday life experiences is also shaped by the current reform of the Croatian educational system, which is developing under the concept of “school for life”. The aim of this paper is to establish the theoretical framework of such a request, to analyse specific Croatian case and to examine how close to the contemporary tendencies in education Croatian reform in school education has really come to.

Features of using technology of project training to increase the interest of students studying biology

2020 ◽  
Vol 44 (3) ◽  
pp. 172-181
Author(s):  
G. Baitasheva ◽  
◽  
А. Musina ◽  
A. Issayeva ◽  
Zh. Myrzabaeva ◽  
...  
Keyword(s):  
Group Work ◽  
Cell Biology ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Asking Questions ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Further Development

On the basis of the updated educational program were discussed issues of application of design technologies, in biology lessons in the section «Cell Biology» on the method of spiral training. Communication between parents, teachers and students is provided for in project technology. The point is that interest in the topic will increase by asking questions to parents. I was asked to voice my question, share my ideas through group work. The analysis of the works of these scientists is carried out and some stages of application are noted. In order to increase the interest of students studying the subject of biology, the specifics of the use of technology in project training are determined. In the field of biology are defined stages of work aimed at further development and consolidation of data on the topic «Cell Biology». The role of the teacher was shown. Highlighted the relationship of parents with children and friendship, communication in the classroom.

scholarly journals Drawn to Story

2020 ◽  
Vol 10 (3) ◽  
pp. 71
Author(s):  
Daniel Gregson
Keyword(s):  
Academic Writing ◽  
Compulsory Education ◽  
Educational Practice ◽  
Research Programme ◽  
Practitioner Research ◽  
Educational Improvement ◽  
Research And Practice ◽  
Language Research ◽  
Starting Point

Rising to the demands of academic writing, scholarship and research is challenging for many practitioners in post compulsory education. Only a small number manage to see their research through to completion and write-up. Therefore, their work is under-represented in peer-reviewed, published literature in the field of educational research. This article foregrounds the role of stories, storytelling and image in the development of different kinds of language, including scholarship and academic writing. Narrative accounts of experiences of practitioner-researchers beginning to engage in research through intensive residential research development workshops, delivered as part of a national Practitioner Research Programme (PRP), are used to illustrate the power of oracy, imagery and story in extending our ability to develop language; research and represent experience; and portray different forms of understanding in a range of educational contexts. The results indicate that being able to listen, read and ‘see’ the research stories of more experienced researchers, as well as telling stories of their own experiences of research, enables participants to become more comfortable in using experiences of educational practice as a starting point for research and to regard research and practice not as a dichotomy or as separate activities, but as dynamic and integral aspects of educational improvement.

scholarly journals Further refinement of the Corbelling Theory for the equilibrium analysis of corbelled domes

2019 ◽  
Vol 6 (1) ◽  
pp. 30-40
Author(s):  
Aguinaldo Fraddosio ◽  
Nicola Lepore ◽  
Mario Daniele Piccioni
Keyword(s):  
Laser Scanner ◽  
Equilibrium Analysis ◽  
Structural Safety ◽  
Structural Behavior ◽  
Thick Shell ◽  
Starting Point ◽  
Further Development ◽  
Load Conditions

Abstract The aim of this paper is to present a further development of the Corbelling Theory [1] for assessing the structural safety of “false domes” constructions like Trulli, and more generally for corbelled domes. In particular, it is well-known that a corbelled dome of a Trullo is a layered thick shell and that only the thin inner layer (candela) has a structural role. The proposed procedure extends the capabilities of the approach proposed in [2] to more general load conditions, including the infill. The effectiveness of the proposed approach is discussed through the analysis of a paradigmatic case study of a Trullo located in Alberobello. Since the geometry of the construction plays a fundamental role in the structural behavior, the starting point of the analysis was an accurate 3D-laser scanner survey of the dome. The obtained results give some interesting insights about the role of the infill load on the equilibrium of such kind of corbelled domes.

From Socialism to Fascism: The Relation between Theory and Practice in the Work of Robert Michels

1977 ◽  
Vol 25 (2) ◽  
pp. 161-181 ◽  
Author(s):  
David Beetham
Keyword(s):  
Theory And Practice ◽  
World War ◽  
Historical Experience ◽  
Elite Theory ◽  
Self Image ◽  
Mass Psychology ◽  
Scientific Status ◽  
Authoritarian Government ◽  
Further Development

This article concludes a study tracing the role of élite theory in Michels' development from revolutionary socialist to Fascist ideologue. It argues, first that the laws of oligarchy and élite circulation as expounded by Mosca and Pareto made the Fascist seizure of power appear historically necessary. It then examines the contribution which the experience of Fascist rule made to the further development of élite theory in Michels' work; his use of the theory to give scientific status to the self-image of the Fascist élite and the charismatic claims of its leader; his legitimation of authoritarian government and nationalist policies through the theories of mass psychology. The conclusion argues that what distinguished Michels from other Fascist ideologues was his use of scientific categories, and locates the origin of these categories in the historical experience of pre-world war Europe.

scholarly journals The Role of Social Networks in the Educational Process

2020 ◽  
Vol 15 (22) ◽  
pp. 121
Author(s):  
Anna Berestova ◽  
Turkan Alizade ◽  
Zaure Umirzakova
Keyword(s):  
Social Networks ◽  
Qualitative Difference ◽  
Educational Process ◽  
Professional Activities ◽  
Open Questions ◽  
Gender And Age ◽  
Teachers And Students ◽  
Intellectual Product ◽  
Intellectual Activities

The purpose of the research is a comparative study of the use of social networks in the educational and sociocultural context. The comparison criteria include the following indicators: social status (student-teacher), demographic characteristics (gender and age), and sociocultural indicators (the country of residence – Russia, Kazakhstan and Azerbaijan). A questionnaire based on closed and open questions was used to collect data. The data were analyzed in SPSS. Various strategies (constructively individualistic and value-normative strategies) were identified for obtaining and using information through social networks that are mediated by ex-isting cultural and social practices. There is a qualitative difference in the use of social networks by teachers and students. Students are primarily attracted by the ability to communicate on social networks. The use of social networks by teach-ers is mediated by their professional activities. The results obtained allow us to build other forms of interaction between the teacher and students A teacher coor-dinates students' independent intellectual activities rather than transmits knowledge; students become not just consumers of educational information, but active participants in the creation of an intellectual product.

scholarly journals Pedagogical discourse of curriculum development based on the orientation of educational practice

2021 ◽  
Vol 16 (1 (30)) ◽  
pp. 57-76
Author(s):  
Šejla Bjelopoljak ◽  
Arijana Midžić
Keyword(s):  
Education Reform ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Educational Practice ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Pedagogical Discourse ◽  
Teaching Goals ◽  
Teaching Content

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.

scholarly journals On the Prospects for the Development of the Institution of Joint Property of Spouses

2020 ◽  
Vol 17 (3) ◽  
pp. 109-112
Author(s):  
Elena Nevzgodina ◽  
Natalia Temnikova
Keyword(s):  
Common Property ◽  
Family Law ◽  
Educational Process ◽  
Theory And Practice ◽  
Property Relations ◽  
Judicial Practice ◽  
Current State ◽  
Beneficial Ownership ◽  
Marital Property ◽  
Further Development

Introduction. The review presents A. A. Dobrovinsky’s monograph “Problems of property relations in family law of the Russian Federation: theory, practice and law reform” (Moscow: Eksmo, 2020. 208 p.), devoted to theoretical and practical problems of the legal regime of marital property. The monograph illuminated a number of topical and problem issues of the theory and practice of family disputes concerning common property of spouses, such that circumvented proper attention in the science of family law and cause significant difficulties in the judicial practice: the issues of presumption of spousal consent for the transaction with the common property and the fixing of this agreement, especially in business assets, stocks and shares and also “beneficial ownership” of spouses. Conclusion. The monograph can be recommended not only for the purposes of further development of the science of family law, but also for family law and law enforcement. Written in a lively and clear language, with a remarkable logic of presentation, it is undoubtedly also recommended for use in the educational process, as an indicator of the current state of disputes over the division of marital property.

scholarly journals On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education

2021 ◽  
Vol 103 ◽  
pp. 01017
Author(s):  
Zoya D. Denikina ◽  
Anatoly V. Denikin
Keyword(s):  
Higher Education ◽  
Subject Area ◽  
Educational Process ◽  
Theory And Practice ◽  
System Level ◽  
Practical Solution ◽  
Classical Education ◽  
Different Types ◽  
The Subject

The article traces the substantial and functional evolution of interdisciplinary and transdisciplinary knowledge and its integration into the theory and practice of higher education. The method of distinguishing between classical, non-classical, and post-non-classical rationality is used to disclose the specifics of university transdisciplinarity. The proposed hypothesis suggests that in non-classical and post-non-classical education, different types of studied objectivity exist while when the subject boundaries are fixed, various forms of subject uncertainty are observed. Difficulties in the practice of non-classical education are associated with the objective of overcoming double uncertainty. In one case, the onedimensionality of the study depends on the choice of ontological conditions that are only sufficient for a given monodiscipline. In another case, the task of combining the intervals of studying a subject in the framework of multidisciplinary knowledge is being solved. Transdisciplinarity manifests primarily through educational modeling technologies. What can be attributed to the specifics of post-non-classical education is the study of two types of objectivity: the system-level reality in cases of severe disequilibrium and the system-operational reality in cases of mild disequilibrium. Thus, the subject area demonstrates substantial and systemic uncertainty. It is concluded that the study of systemic objects as a part of the educational process requires interdisciplinary efforts and is carried out in line with the following scheme: problem – project – concept – practical solution.

scholarly journals Myths and the Truth About the Innovative Sustainable Model of Car Sharing in Europe

2021 ◽  
Author(s):  
Maja Meško ◽  
Vasja Roblek
Keyword(s):  
Durable Goods ◽  
Industrial Revolution ◽  
Sharing Economy ◽  
Urban Environments ◽  
Theory And Practice ◽  
Car Sharing ◽  
Automated Content Analysis ◽  
Starting Point ◽  
Harmful Emissions

In the time of the 4th Industrial Revolution was introduced the sustainable model of car sharing. People began to realise the costs of owning and suboptimal use of cars, real estate and other goods. Innovative companies have started to promote services based on an economy of sharing, which has led to a change in the culture of ownership of goods. The first applications of the sharing economy were observed in durable goods such as cars and housing. In this article, we will focus on the question of how successful a genuine car-sharing model is in Europe. According to theory, the car-sharing model provides an example of a sharing economy in which the starting point, rather than ownership of an asset, is access to a service, which makes better use of the shared asset and makes it much cheaper to use and accessible to a wider range of people. The theory also emphasises the role of car sharing in urban environments, as it provides a sustainable environmental solution in the context of car electrification. In this way, such a model ensures that no harmful emissions are produced, and the sustainable aspect of this car-sharing model is further underlined by the use of electricity from renewable sources. However, the question is what the gap between theory and practice is. What do the citizens of European conurbations think about this business model, and how successful is it? To this end, we will use an automated content analysis procedure to analyse publications in scientific journals, newspapers and magazines.

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