scholarly journals Om slöjdämnet och sociala aspekter av hållbarhet

2020 ◽  
Vol 40 (2) ◽  
pp. 188-205
Author(s):  
Stina Westerlund
Keyword(s):  
Social Interaction ◽  
Teaching And Learning ◽  
Social Sustainability ◽  
Social Aspects ◽  
Emotional Experiences ◽  
Compulsory School ◽  
The Core ◽  
New Approaches ◽  
Knowledge Area

This essay is about social aspects of sustainability in sloyd in Swedish compulsory school, against the backdrop that this knowledge area is perceived as difficult to teach by teachers. Drawing on previous research from differing fields, implications for teaching and learning are discussed in relation to students’ emotional experiences and to the role of materials and sloyd artefacts in social interaction. While interaction between the student and the material/artefact is at the core of sloyd, education for social sustainability, as a new challenge, requires new approaches for teaching.

Learning Black Language Matters

2017 ◽  
Vol 10 (4) ◽  
pp. 360-377 ◽  
Author(s):  
April Baker-Bell ◽  
Django Paris ◽  
Davena Jackson
Keyword(s):  
High School Students ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Qualitative Inquiry ◽  
Educational Justice ◽  
School Students ◽  
Culturally Sustaining Pedagogy ◽  
The Core ◽  
Black Language

How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of us came to deepened knowledge about the role of BL in our lives and in the lives of the high school students we worked with through a humanizing research as culturally sustaining pedagogy framework. In this framework, the ability to participate in BL, research-based knowledge about BL, and critical collaborative research on BL joined reciprocal inquiry with teaching and learning to center the value of our Black language and Black lives within a schooling and research enterprise that often devalues both.

scholarly journals KONSEP DIRI SEORANG DA'I

2019 ◽  
Vol 1 (2) ◽  
pp. 207
Author(s):  
Noormawanti, Iswati
Keyword(s):  
Social Interaction ◽  
The Self ◽  
Self Concept ◽  
Social Aspects ◽  
The Core ◽  
Self Development ◽  
The World ◽  
Entire Complex ◽  
The Individual ◽  
Beliefs And Attitudes

The concept of self is an understanding of the attitude of the individual towards himself so that it results in the interaction of two or more people. Self-concept is a factor that communicates with others. The concept of self is the views and attitudes of individuals towards themselves, characteristics and individual and self-motivation. The self-view includes not only individual strengths but also weaknesses and even failures. This self-concept is psychological, social and physical. Self-concept is our views and feelings about ourselves, which include physical, psychological and social aspects. The concept of self is not just a descriptive picture, but also an assessment of ourselves, including what we think and how we feel. Anita Taylor defines self-concept as "all you think and feel about you, the entire complex of beliefs and attitudes you hold abaout yourself '. Human behavior is a product of their interpretation of the world around them through social interaction. Behavior is often a choice as a feasible thing to do based on how it defines the existing situation. The definition they give to other people, situations, objects and even themselves determines their behavior. So it is individuals who are considered active to regulate and determine their own behavior and environment. While the core of the individual is consciousness (consciousness). self-development depends on communication with others, which shape or influence themselves

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

scholarly journals Rewarding Social Interaction in Rats Increases CaMKII in the Nucleus Accumbens

Biomedicines ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1886
Author(s):  
Inês M. Amaral ◽  
Laura Scheffauer ◽  
Angelika B. Langeder ◽  
Alex Hofer ◽  
Rana El Rawas
Keyword(s):  
Social Interaction ◽  
Nucleus Accumbens ◽  
Dependent Protein Kinase ◽  
The Core ◽  
Calcium Calmodulin Dependent ◽  
Seeking Behavior ◽  
Natural Rewards ◽  
Dependent Protein ◽  
The One

Calcium/calmodulin-dependent protein kinase II (CaMKII) is known to be involved in the sensitized locomotor responses and drug-seeking behavior to psychostimulants. However, little is known about the contribution of CaMKII signaling in the nucleus accumbens (NAc) in natural rewards such as social interaction. The present experiments explored the implication of CaMKII signaling in drug versus natural reward. In the NAc of rats expressing cocaine or social interaction conditioned place preference (CPP), αCaMKII activation was induced in those expressing social interaction but not cocaine CPP. In order to investigate the role of NAc CaMKII in the expression of reward-related learning of drug versus non-drug stimuli, we inhibited CaMKII through an infusion of KN-93, a CaMKII inhibitor, directly into the NAc shell or core, before the CPP test in a concurrent paradigm in which social interaction was made available in the compartment alternative to the one associated with cocaine during conditioning. Whereas vehicle infusions led to equal preference to both stimuli, inhibition of CaMKII by a KN-93 infusion before the CPP test in the shell but not the core of the NAc shifted the rats’ preference toward the cocaine-associated compartment. Altogether, these results suggest that social interaction reward engages CaMKII in the NAc.

scholarly journals A Literature Review; The Role of BK Teachers Developing Spiritual Intelligence In the Pandemic Era (COVID-19): Based on Online Learning

Konselor ◽  
2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Izul Haidi Afdilah ◽  
Nur Hidayah ◽  
Blasius Boli Lasan
Keyword(s):  
Teaching And Learning ◽  
Spiritual Intelligence ◽  
Guidance And Counseling ◽  
Literature Study ◽  
Teacher Guidance ◽  
Life Patterns ◽  
The Core ◽  
Learning Tasks ◽  
Psychiatric Problems

The Covid-19 outbreak that hit the whole world had an impact on changes in life patterns and had an impact on education in particular. Making the teaching and learning process carried out at home, Covid-19 raises psychiatric problems due to information that is not necessarily correct coupled with the discovery of the Covid-19 vaccine and cannot be predicted when it will end. It is feared that students will experience stress, depression, and worry about current conditions coupled with learning patterns that burden new learning tasks. So the role of the BK teacher is needed to provide services that help students to overcome the problems currently faced, with counseling services, information services, and media BK. As well as providing assistance to students conducted by BK teachers certainly use media liaison / online such as Zoom, Google Meet, Goole Classroom, and Edmodo. The implementation of giving rocks that are focused on increasing spiritual intelligence because this aspect is the core of the core beliefs of every human being can be sure of life because of the belief about Who Created Everything (Allah), people can be generous because of the promise of alms benefit, people can carry out prayers five times because they have a big principle and are sure of the rewards to be received and people can be good and productive people because a Muslim must be a person who is serious in carrying out his work. The purpose of this study is to provide discourse and idea of the role that can be taken by BK teachers to help overcome the psychiatric problems experienced by students during the Covid-19 pandemic. The method used is the Literature Study. The conclusion is to give a general overview to the teacher guidance and counseling about the roles that can be taken to help alleviate student problems by utilizing the spiritual intelligence of students in the Covid-19 pandemic era by focusing on aspects developed from students, namely Improving Intention, Improving Qolbu Salim, Muhasabah, Personal who are optimistic, and pray.

Teaching and Learning in Doctoral Programs: An Introduction to the Themed Section

2020 ◽  
Vol 44 (4) ◽  
pp. 468-472
Author(s):  
Christine Quinn Trank ◽  
Kyle Brink
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Engaged Learning ◽  
New Approaches ◽  
Teaching Role ◽  
Research And Teaching ◽  
Traditional Preparation

What should doctoral education look like? Prior research has tended to focus on the broad curriculum, especially as it relates to the development of researchers, but with a (mostly) brief nod to the teaching role of future professors. Even if the traditional preparation of PhDs in management was appropriate before and may have even reflected engaged practice through involvement in research and teaching apprenticeships, that configuration no longer seems appropriate to changes we will continue to see in higher education. Doctoral instruction will need to rise to the challenge by creating approaches that engage these new learners while we capitalize on new platforms and environments. The possibilities for research in doctoral education have never been more promising, and the use of new approaches for engagement never more critical. In this themed section, we offer three articles that capture the excitement, tensions, and promise of engaged learning in doctoral education. Perhaps not surprisingly, each recognizes doctoral education as an often emotionally charged, and even difficult, experience. These reactions are likely intrinsic to the process of learning and the work of “becoming.”

scholarly journals Social Sustainability and Transformation in Higher Educational Settings: A Utopia or Possibility?

2020 ◽  
Vol 12 (10) ◽  
pp. 4176 ◽  
Author(s):  
Lili-Ann Wolff ◽  
Peter Ehrström
Keyword(s):  
Social Sustainability ◽  
Educational Institutions ◽  
Sustainable Leadership ◽  
Literature Study ◽  
Policy Documents ◽  
Educational Levels ◽  
The Core ◽  
Leadership Framework ◽  
Definition Of

Social sustainability is a dimension of sustainability that has received little attention. Our aims in this article are to create a definition of social sustainability based on a comprehensive literature study, and to discuss the implementation of the concept in higher education settings at theoretical and practical levels. We also aim to answer the question of whether it is possible to achieve a socially sustainable and transformative practice in educational contexts. Our approach in the study is critical and reflective and, firstly, built on a literature review including policy documents, research articles and books on sustainability from the perspectives of education and social studies. Secondly, we provide examples of practice from four university sustainability courses. In these courses, social sustainability appears in an interdisciplinary and a sustainable leadership framework. The conclusion from this study is that it is possible to implement social sustainability in various ways at the course level. We identify elementary features at basic, personal and educational levels that facilitate the implementation. However, we see the inclusion of social sustainability as the only way to reshape education and rethink the role of educational institutions. In this reshaping, ethics is the core.

At the Core of Our Capacity to Act for a Reason: The Affective System and Evaluative Model-Based Learning and Control

2017 ◽  
Vol 9 (4) ◽  
pp. 335-342 ◽  
Author(s):  
Peter Railton
Keyword(s):  
Relevant Information ◽  
Reasons For Action ◽  
Rational Deliberation ◽  
The Core ◽  
Human Thought ◽  
New Approaches ◽  
Capacity To Act ◽  
And Control ◽  
Affective System

Recent decades have witnessed a sea change in thinking about emotion, which has gone from being seen as a disruptive force in human thought and action to being seen as an important source of situation- and goal-relevant information and evaluation, continuous with perception and cognition. Here I argue on philosophical and empirical grounds that the role of emotion in contributing to our ability to respond to reasons for action runs deeper still: The affective system is at the core of the process of evaluatively modeling situations, actions, and outcomes, which is the foundation upon which rational deliberation and action can be built. Taking up this perspective affords new approaches to long-standing problems in the theory of reason-based action.

In the Presence of Avatars

2011 ◽  
pp. 61-83
Author(s):  
Brock S. Allen ◽  
Sabine Lawless-Reljic
Keyword(s):  
Social Presence ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Psychological Distance ◽  
Computer Users ◽  
Immediacy Behaviors ◽  
Media Technologies ◽  
The Core ◽  
Core Issue

As ancient mythic forms of being, avatars represented the descent of deities from heaven. Today the term is most widely used to refer to figures (often 3D, mobile, and dynamic) that represent human computer users in virtual worlds. The core issue in the development and use of avatar technologies is, “What does it mean to be present and to be perceived as present by others?” These questions have been addressed for more than a half century by researchers on communication and on education; many of their ideas and findings provide footholds in the slippery realm of evolving media technologies. The chapter focuses on the role of immediacy behaviors in closing the psychological distance between teachers and learners in real and virtual worlds and the role of social presence in avatar-based teaching and learning.

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