scholarly journals Menneskeverd – Utviklingshemming – Skole: Verdighet som grunnlag for pedagogisk praksis

2019 ◽  
pp. 63-98
Author(s):  
Lena Lybæk ◽  
Åse-May Svendsen
Keyword(s):  
Human Rights ◽  
Mental Retardation ◽  
Cognitive Disabilities ◽  
Julia Kristeva ◽  
Alasdair Macintyre ◽  
Pedagogical Practice ◽  
Human Relationships ◽  
Theoretical Approaches ◽  
Icd 10 ◽  
Point Of Departure

This article aims to discuss questions about dignity and children with cognitive disabilities (named mental retardation in ICD-10), with questions about inclusive or segregated education. In the first part of the article we discuss theoretical approaches to dignity. Traditional understandings of dignity are based in enlightenment humanism with its focus on autonomy and reason, or on dignity achieved through the cultivation of virtues. We discuss different approaches to inclusive notions of dignity. First, we discuss approaches that take their point of departure in vulnerability, and mutuality in human relationships, exemplified by Eva Kittay, Alasdair MacIntyre, and Martha Nussbaum. Subsequently, we present approaches that emphasize the singularity of the human being and upholding human rights as the basis for human dignity, exemplified by Avishai Margalit and Julia Kristeva. In the second part of the article, we discuss how five experienced teachers speak about dignity and pedagogical practice with children with cognitive disabilities. We point to how both integrated and segregated practices in schools are justified in and may be connected to different theories of dignity.

Et fast greb i rebet – om Claras levede erfaringer som nycirkus artistelev

2012 ◽  
Vol 3 (2) ◽  
pp. 24-37
Author(s):  
Stine Degerbøl
Keyword(s):  
Lived Experiences ◽  
Learning Processes ◽  
Pedagogical Practice ◽  
Educational Settings ◽  
Youth Education ◽  
Art Form ◽  
Point Of Departure

Abstract The article concerns the lived experiences of Clara practicing to become a contemporary circus artist. Clara’s narratives reflect contemporary circus as a movement pedagogical practice in relation to theories about aesthetic learning and in relation to the aims of a circus performer education in Copenhagen, Denmark. Furthermore her narratives provide a discussion of educational settings on the fringe of ordinary youth education. Firstly contemporary circus is presented as a counterculture to the traditional circus and secondly it describes how the development of contemporary circus as an art form influenced the establishment of contemporary circus schools. Body phenomenology and narrativity are the main theoretical and methodological inspirations for reflections about aesthetic learning processes taking point of departure in Clara as a case.

scholarly journals Europa som utopi og dystopi hos Antonio Muñoz Molina

2009 ◽  
Vol 37 (108) ◽  
pp. 92-111
Author(s):  
Hans Lauge Hansen
Keyword(s):  
Human Rights ◽  
European Society ◽  
The Other ◽  
Illegal Immigrants ◽  
Cultural Identities ◽  
Official Discourse ◽  
Antonio Munoz Molina ◽  
Point Of Departure ◽  
The Eu

Utopian and Dystopian Representations of Europe in Antonio Muñoz Molina:How does a modern European society like the Spanish one reflect upon the experience of having dead bodies of illegal immigrants washed up on the nice clean beaches prepared for English, German and Danish tourists? How do such experiences affect the dominant national discourse, which identifies itself with the EU as a global centre of modernity? How do these experiences affect the Spanish citizen’s understanding of the character of this modernity? And what kind of narratives does it take to bridge the gap between the image of the democratic, open and human-rights oriented European Community created by official discourse and these traumatizing experiences? Taking its point of departure in two books written by one of Spain’s greatest novelists, Antonio Muñoz Molina, the article aims to investigate the role of literature as an actor in the creation and negotiation of cultural identities. The hypothesis is that literary discourse has got the unique capacity to offer the reader the image of him- or herself as another and to present the other as a self through its aesthetic strategy, thereby contributing to the reader’s appropriation of textual experiences as his or her own. In this process, the different aspects of reality, the dark and brighter sides of European history and the rise of modern, globalized society become mediated and dialogized.

scholarly journals Preventing Communicative Disadaptation in Senior Preschool Children with Health Impairments in the Conditions of Educational Integration

2021 ◽  
pp. 167-176
Author(s):  
Е.Е. Дмитриева ◽  
Ю.П. Давыдова
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Personal Development ◽  
Risk Groups ◽  
Speech Delay ◽  
Relevant Issue ◽  
Communication Problems ◽  
Theoretical Approaches ◽  
Educational Integration ◽  
Health Impairments

В статье рассматривается актуальная проблема специальной психологии — коммуникативная дезадаптация. Представлены результаты теоретико-экспери­ментального изучения предпосылок коммуникативной дезадаптации старших дошкольников с задержкой психического развития и общим недоразвитием речи в условиях образовательной интеграции. Обоснованы теоретические подходы к изучению проблемы коммуникативно-личностного развития детей с разными вариантами нарушенного развития. Авторами выявлен дисбаланс в развитии мотивационных и операциональных компонентов общения у дошкольников, выделены дети группы риска, раскрыты механизмы возникновения коммуникативной дезадаптации у дошкольников с задержкой психического развития и общим недоразвитием речи, с учетом чего дифференцированы задачи коррекционного воздействия с целью коммуникативно-личностного развития этих детей и профилактики возникновения у них коммуникативных трудностей. Методологию исследования составляет коммуникативный подход к диагностике и коррекции коммуникативно-личностного развития старших дошкольников в условиях дизонтогенеза. Коммуникативный дизонтогенез рассматривается в контексте понятия «коммуникативная дезадаптация», а в качестве механизма возникновения коммуникативной дезадаптации у старших дошкольников с задержкой психического развития и общим недоразвитием речи — рассогласование в развитии мотивационной и операциональной сфер их общения. The article focuses on communicative disadaptation, as a relevant issue of special psychology. The article presents the results of theoretical and experimental investigation of the precursors of communicative disadaptation in preschool children with mental retardation and speech delay in the conditions of educational integration. The article substantiates theoretical approaches to the investigation of communication development of children with health impairments. The authors analyze the unbalanced development of motivational and operational components of communication in preschool children, describe risk groups, discuss the mechanisms of communicative disadaptation syndrome development in children with mental retardation and speech delay, which enables the authors to single out correctional strategies aimed at children’s communicative and personal development and communication problems prevention. The research is performed within the framework of a communicative approach, it focuses on the assessment and correction of senior preschool children’s communicative and personal development associated with disonthogenesis. Communicative disonthogenesis is treated through the prism of communicative disadaptation, whose mechanism is associated with mental retardation and speech delay in senior preschool children.

scholarly journals Objectives and Principles of Administrative Proceedings: Doctrinal Ideas and Legislative Wordings of the Eastern European Countries

2017 ◽  
Vol 10 (4) ◽  
pp. 221 ◽  
Author(s):  
Boris V. Makogon ◽  
Mihail I. Nikulin ◽  
Valerij N. Samsonov ◽  
Marina A. Sorokoletova ◽  
Olesya O. Tovstukha
Keyword(s):  
Human Rights ◽  
European Countries ◽  
Eastern European ◽  
Theoretical Approaches ◽  
Systematic Reflection ◽  
Eastern European Countries ◽  
Administrative Proceedings

This article examines the theoretical approaches and legislative decisions of the Eastern European states’ cocerning the purposes and principles of administrative proceedings. Based on the analysis of relevant scientific works and legislation, it has been concluded that both the objectives of administrative proceedings and its principles relate to the human rights and freedoms. At the same time, the doctrinally articulated objectives do not find their systematic reflection in the legislation, and the principles are a universal legal element that determines the relationships between the executive authorities and citizens.

Human rights, reciprocal recognition and the state. A durkheimian contribution

Human Affairs ◽  
2019 ◽  
Vol 29 (3) ◽  
pp. 297-310
Author(s):  
Luiz Gustavo Da Cunha De Souza
Keyword(s):  
Human Rights ◽  
The State ◽  
Individual Rights ◽  
Critical Potential ◽  
Theory Of Justice ◽  
Normative Framework ◽  
Positive Individual ◽  
Point Of Departure

Abstract The paper deals with a possible tension within Axel Honneth’s theory of justice as presented in his Freedom’s Right. It takes as its point of departure Georg Lohmann’s objection that Honneth loses sight of the critical potential associated with positive right and tries to discuss it critically both exposing Lohmann’s and Honneth’s position. From the complex of problems identified thereby, the paper moves to a discussion of Émile Durkheim’s theory of State, with which it helps to provide a possible contribution to the discussion between positive, individual rights and the normative framework of social freedom.

scholarly journals Ideology and intertextuality: Intertextual allusions in Judith 16

2011 ◽  
Vol 67 (3) ◽  
Author(s):  
S. Philip Nolte ◽  
Pierre J. Jordaan
Keyword(s):  
Literary Theory ◽  
Dimensional Space ◽  
Julia Kristeva ◽  
Theoretical Point ◽  
Religious Texts ◽  
Point Of Departure ◽  
The Way

This article utilised the theory of intertextuality to investigate the way in which religious texts, specifically Judith 16, generate meaning in the act of the production of texts. The groundbreaking work on intertextuality done by Julia Kristeva served as the theoretical point of departure. Kristeva utilised Mikhail Bakhtin’s literary theory to develop her own views on intertextuality. According to the theory of intertextuality, all texts are intersections of different texts and are therefore polyvalent. The article argued that the ideology (or ideologies) of author(s) of texts underpin the ways in which other texts are used and alluded to. The purpose of the investigation was to illustrate how intertextual allusions in Judith 16 are used to describe ‘God/the Lord’ as a God of war and, thereby, to maintain an already existing ideology of war:We know now that a text is not a line of words releasing a single ‘theological’ meaning (the ‘message’ of the Author-God) but a multi-dimensional space in which a variety of writings, none of them original, blend and clash. The text is a tissue of quotations drawn from the innumerable centres of culture. (Barthes, cited in Beal 1992:27)

Some Suggested Counseling Techniques in Moving Toward Placement for Persons with Mental Retardation

1986 ◽  
Vol 17 (4) ◽  
pp. 48-50
Author(s):  
W. Windell Williamson ◽  
E. Keith Byrd
Keyword(s):  
Mental Retardation ◽  
Group Work ◽  
Reality Therapy ◽  
Rehabilitation Center ◽  
Theoretical Approaches

An approach to counseling persons with mental retardation is discussed within the context of theoretical approaches that lend themselves to group work within a rehabilitation setting. The authors discuss an approach that has been used in a rehabilitation center in the southeast. Person-centered and Reality Therapy techniques are merged so that relationships can be sufficiently established and so that the client can learn self responsibility relative to seeking and maintaining employment.

scholarly journals Mental health services for adults with learning disabilities

2004 ◽  
Vol 184 (4) ◽  
pp. 291-292 ◽  
Author(s):  
Nick Bouras ◽  
Geraldine Holt
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Human Rights ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
Personality Disorders ◽  
Community Care ◽  
Mental Handicap ◽  
Adults With Learning Disabilities ◽  
The Uk

Services for people with learning disabilities have been transformed since the late 1960s by the move from institutional to community care. (Learning disabilities is the term currently used in the UK in preference to mental retardation, developmental disabilities and mental handicap.) Important changes include the progress towards integration, participation, inclusion and choice for people with learning disabilities, which have occurred in the context of the broader civil and human rights movements. It is time to examine the services delivered to people with learning disabilities and comorbid psychiatric disorders (mental illness, personality disorders, behavioural problems with aggression) and the evidence for their effectiveness.

Perceptions of Control of Students with and without Cognitive Disabilities

1997 ◽  
Vol 81 (1) ◽  
pp. 195-206 ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Susan B. Palmer
Keyword(s):  
Quality Of Life ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
Academic Success ◽  
Locus Of Control ◽  
Cognitive Disabilities ◽  
Adult Outcomes ◽  
Psychological Literature

Research in the educational and psychological literature has linked adaptive perceptions of control to positive adult outcomes like better employment, higher quality of life, and increased independence. In recent years these findings have been extended to people with mental retardation. Research with this population has suggested that they tend to be more externally oriented than peers without disabilities or peers with other types of disabilities. This research, however, has not provided direct comparisons between people with mental retardation and other populations. The present study compared the perceptions of control of 431 students (227 boys, 204 girls) ages 10–20 years ( M=14.3) with mental retardation ( n = 94), learning disabilities ( n = 159), or no disabilities ( n = 178). Analysis confirmed that students with mental retardation scored significantly more externally on measures of locus of control and artributions of academic success and failure than their peers with learning disabilities or without disabilities. The discussion focuses on implications for these students.

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