scholarly journals The Challenges of Implementing A Formative and Innovative Praxeology in Artistic Education

2019 ◽  
Vol 18 (1) ◽  
pp. 309-323
Author(s):  
Tatiana Bularga
Keyword(s):  
Implementation Process ◽  
Theory And Practice ◽  
Modern Education ◽  
Methodological Approaches ◽  
To Come ◽  
Fundamental Values ◽  
Effective Education

Abstract In efforts to design the implementation process of innovative artistic praxeology we emerged from the assumption that TDA (teacher’s didactic action) and PAA (pupil artistic action) become fundamental values of the integration of theory and praxeology in perspective of an effective education, provided that they be widely used both horizontally and vertically, according to the pentagonal model consisting of principles: proactivity, artistic intro-opening, creation/creativity, of success, re-conceptualizing and instrumented in modern theoretical and methodological perspectives. Modern education, especially the artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive praxeology, does not take over the rough theoretical and methodological approaches, but obliges the practitioner to gather from the available sources only the ideas of perceived essences, so that later to come before pupils with new actional options. Such a praxeology becomes more than just a practical act, because it puts the teacher in the role of interim manager function between theory and practice.

scholarly journals Education: 10. Implementation of Formative – Innovative Praxeology in Artistic Education: The Topical Desideratum

2018 ◽  
Vol 16 (1) ◽  
pp. 281-288
Author(s):  
Tatiana Bularga
Keyword(s):  
Theory And Practice ◽  
Modern Education ◽  
Methodological Approaches ◽  
To Come

Abstract Modern education, especially the artistic one, has a stringent need of an innovative praxeology, which, unlike the receptive praxeology, does not take over the rough theoretical and methodological approaches, but obliges the practitioner to gather from the available sources only the ideas of perceived essences, so that later to come before pupils with new actional options. Such a praxeology becomes more than just a practical act, because it puts the teacher in the role of interim manager function between theory and practice. In this hypostasis, the practitioner fully corresponds to praxeologic rigors, which are reduced to the specifics of the logistic design and achievement of artistic action.

scholarly journals Estágio em ensino: fortalecendo a formação do docente enfermeiro

2020 ◽  
Vol 14 ◽  
Author(s):  
Geysa Santos Góis Lopes ◽  
Paloma Rocha Reis ◽  
Isaura Letícia Tavares Palmeira Rolim ◽  
Ana Hélia De Lima Sardinha
Keyword(s):  
Nursing Education ◽  
Theory And Practice ◽  
Graduate Faculty ◽  
Master's Students ◽  
De Se ◽  
Nursing Graduate ◽  
Methodological Approaches ◽  
Concrete Reality ◽  
Education Nursing

Objetivo: relatar a experiência do estágio de docência do programa de pós-graduação Stricto sensu em Enfermagem enquanto prática fortalecedora na formação do enfermeiro docente. Método:  trata-se de um descritivo, tipo relato de experiência. que surgiu da iniciativa de se refletir sobre as abordagens pedagógicas e teórico-metodológicas do EDO na formação do enfermeiro docente, em um programa de Pós-Graduação Stricto sensu de Enfermagem/PPGENF, na modalidade mestrado acadêmico. Resultados: apresentou-se o estágio como um espaço de desafios, desenvolvimento de habilidades, ressignificações e oportunidade de excelência, ao aumentar a superfície de contato das mestrandas com a realidade concreta da atuação docente, oportunizando um instante único de análise e assimilação do cenário existente. Conclusão: configurou-se o estágio de docência orientado como um componente imprescindível para a formação das futuras mestras, além de possibilitar um diálogo entre a teoria e a prática, suscitando reflexões profundas sobre o papel do docente. Descritores: Educação Superior; Ensino; Enfermagem; Educação de Pós-Graduação; Educação de Pós-Graduação em Enfermagem; Docentes de Enfermagem.AbstractObjective: to report the experience of the teaching internship of the Stricto sensu postgraduate program in Nursing as a strengthening practice in the training of nurse teachers. Method: it is a descriptive, experience report type, that emerged from the initiative to reflect on the pedagogical and theoretical-methodological approaches of EDO in the training of nurse teachers, in a Postgraduate Stricto sensu Nursing / PPGENF program, in the academic master's modality. Results: the internship was presented as a space of challenges, development of skills, reframing and opportunity for excellence, by increasing the contact surface of the Master's students with the concrete reality of teaching performance, providing a unique moment of analysis and assimilation of the existing scenario. Conclusion: the oriented teaching stage was configured as an essential component for the training of future teachers, in addition to enabling a dialogue between theory and practice, giving rise to profound reflections on the role of the teacher. Descriptors: Education, Higher; Teaching; Nursing; Education, Graduate; Education, Nursing, Graduate; Faculty, Nursing.ResumenObjetivo: informar la experiencia de la pasantía docente del programa de posgrado Stricto sensu en Enfermería como práctica de fortalecimiento en la formación del enfermero docente. Método: es un tipo de informe de experiencia descriptivo que surgió de la iniciativa de reflexionar sobre los enfoques pedagógicos y teórico-metodológicos de EDO en la formación del enfermero docente, en un programa de Postgrado Stricto sensu Enfermería / PPGENF, en la modalidad de maestría académica. Resultados: la pasantía se presentó como un espacio de desafíos, desarrollo de habilidades, resignificación y oportunidad de excelencia, al aumentar la superficie de contacto de los estudiantes de maestría con la realidad concreta del desempeño docente, proporcionando un momento único de análisis y asimilación del escenario existente. Conclusión: la etapa de enseñanza orientada se configuró como un componente esencial para la formación de futuros docentes, además de permitir un diálogo entre la teoría y la práctica, dando lugar a profundas reflexiones sobre el papel del docente. Descriptores: Educación Superior. Enseñanza. Enfermería. Educación de Postgrado. Educación de Postgrado en Enfermería. Docentes de Enfermería.    

SOCIAL EPISTEMOLOGY AS A POSSIBILITY OF SOLVING MODERN PROBLEMS OF SCIENTIFIC KNOWLEDGE

2020 ◽  
Vol 11 (4) ◽  
pp. 121-129
Author(s):  
І. М. Savytska ◽  
Keyword(s):  
Social Sciences ◽  
Social Epistemology ◽  
Practical Importance ◽  
Social Institutions ◽  
Theory And Practice ◽  
Social Sciences And Humanities ◽  
Knowledge Formation ◽  
Fundamental Values ◽  
Cognition And Knowledge

The article is devoted to the analysis of the specifics of trends in the development of modern epistemology and the peculiarities of the methodology of socio-humanitarian cognition in the context of determining the values and priorities of society. The problems of social epistemology are revealed, the depth of this issue, its openness to further research is shown. It is proved that the context of social epistemology helps to look in a new way at the fundamental values for society, at the theoretical and practical issues of social conditionality of cognition and knowledge. An overview of its basic concepts and problems is given, an analysis of the relations of social epistemology with other social sciences and humanities is made, examples of its application in situational research are   demonstrated, its theoretical origins and a number of the most important discussions are reconstructed. The contribution that makes this direction to modern philosophy is shown. The theoretical significance of social epistemology is determined by the central role of society in the process of knowledge formation. Its practical importance is due to its possible role in the restructuring of social institutions focused on the storage, processing and production of information. The analysis shows that the methodology of social cognition should be based on the principles of objectivity, unity of logical and historical, social theory and practice.

scholarly journals Efficiency of Artistic Education: Praxiological Approach

2021 ◽  
Vol 22 (1) ◽  
pp. 288-295
Author(s):  
Tatiana Bularga
Keyword(s):  
Human Activities ◽  
Implementation Process ◽  
Affective Reactions ◽  
Artistic Activity ◽  
Individual Potential ◽  
Fundamental Values ◽  
Effective Education

Abstract In our statements we proceed from the reality that the artistic activity differs much from other human activities through its ontological specifics, which requires taking into account the opportunities and challenges that arise in individual potential manifestation of the child, act that expresses by transposing the theoretical prescriptions into practical actions indisputable by the presence of emotional-affective reactions, by developing projects and logistical maps of action, is not waiting for certain stimuli coming from outside, but by enhancing the artistic intentions and decisions of child – subjects of education. In efforts to design the implementation process of innovative artistic praxeology we emerged from the assumption that TDA (teacher’s didactic action) and PAA (pupil artistic action) become fundamental values of the integration of theory and praxeology in perspective of an effective education, provided that they be widely used both horizontally and vertically, according to the pentagonal model consisting of principles: proactivity, artistic intro-opening, creation/creativity, of success, re-conceptualizing and instrumented in modern theoretical and methodological perspectives.

scholarly journals Domestic schools of architectural restoration in the XX century

2020 ◽  
Vol 164 ◽  
pp. 05019
Author(s):  
Aleksandr Shumilkin
Keyword(s):  
Twentieth Century ◽  
Scientific Theory ◽  
Theory And Practice ◽  
Restoration Techniques ◽  
Restoration Practices ◽  
Methodological Approaches ◽  
Leading Schools ◽  
Architectural Restoration ◽  
Comprehensive Study

One of the aspects of the development of Russian architectural restoration in the twentieth century was the selection and formation of regional architectural restoration schools. The purpose of the study: to identify the features of the leading schools of Russian architectural restoration in the twentieth century. Methods: a comprehensive study, comparative analysis of architectural and restoration practices of Moscow, Novgorod, Vladimir-Suzdal, Leningrad, Pskov restoration schools based on the generalization of bibliographic material. Results: the role of architectural and restoration schools in the development of scientific theory and practice of restoration in the twentieth century is Revealed.the features of restoration techniques and methodological approaches of Moscow, Novgorod, Vladimir-Suzdal, Leningrad, Pskov restoration schools are Analyzed. The influence of the typological and architectural and artistic context, the degree of its preservation, on the specifics of architectural and restoration activities of individual schools is revealed. The prevailing types of restoration (integral, fragmentary, compromise, synthetic) at the main stages of formation of domestic restoration schools are determined.

ІНТЕРПРЕТАЦІЯ КАТЕГОРІЇ РОЗВИТКУ В СУЧАСНІЙ ПСИХОЛОГІЇ

1970 ◽  
Vol 8 (1) ◽  
pp. 22-30
Author(s):  
Анжеліка Шамне
Keyword(s):  
Cultural Context ◽  
Developmental Psychology ◽  
Structure And Dynamics ◽  
Modern Psychology ◽  
Development Site ◽  
Approaches To Study ◽  
Methodological Approaches ◽  
Self Motion

У статті розглянуто сучасні підходи до інтерпретації категорії розвитку, розкрито теоретичні  та методологічні підходи до вивчення категорії розвитку у сучасній психології, визначено її психологічний  зміст,   моделі,   структуру   та   динаміку.   Категорія   розвитку   розглядається   як   епіцентр   наукової  проблематики у психології та як поняття інтегративного типу. Розвиток проаналізовано як категорію,  явище і проблему психології розвитку в різних аспектах аналізу. Розглянуто місце розвитку в системі  споріднених психологічних понять. У статті також аналізуються психологічні аспекти теоретичних та  методологічних  постнекласичних  тенденцій  вивчення  природи,  характеру  та  визначення  психічного  розвитку. Постнекласична парадигма та плюралістична методологія пізнання визначають розмитість  дисциплінарної мови  та  врахування  ролі  соціокультурного  контексту  при  вивченні  психологічних явищ.  Важливими тенденціями сучасного теоретико-методологічного стану психологічних досліджень розвитку  також є визнання неефективності моністичного підходу до його вивчення, взаємозв'язок теоретичних ідей  та   спроби   створення   метатеоретичних   схем,   постнекласичне   розуміння   розвитку   як   принципово  незавершеного   процесу   саморуху,   актуалізація   антропологічного   діапазону   проблем   та   посилення  спрямованості на роль культурного контексту в дослідженні розвитку людини.  The article deals with the modern approaches to the interpretation of the category of development, reveals  the theoretical and methodological approaches to study of development in modern psychology, its psychological  content, patterns, structure and dynamics. Category of development is viewed as an epicenter of scientific issues in  modern  psychology  and  the  concept  of  the  integrative  type.  Category  of  development  is  considered  as  the  phenomenon  and  the  problem  of  developmental  psychology  in  various  aspects  of  the  analysis.  Analyzed  the  development site in the related psychological concepts. The article analyzes the psychological aspects of theoretical  and methodological postnonclassical contemporary trends in the study of nature, character, and determination of  mental  development.  Postnonclassical  paradigm  and  pluralistic  methodology  of  knowledge  determine  the  disciplinary blurring and increase of the role of the analysis of socio-cultural context in the study of psychological  phenomenon. The important tendencies of modern theoretical and methodological state of psychological researches  of development are facts of inefficiency of the monistic approach to its study, interconnection of theoretical ideas  and   attempts   of  creating   metatheoretical   schemes,   postnonclassical   understanding   of   development   as   a  fundamentally  uncompleted  process  of  self-motion,  actualization  of  anthropological  range  of  problems  and  strengthening of focus on the role of cultural context in research of human development.   

The Impact of Quantitative Easing on Emerging Markets – Literature Review

e-Finanse ◽  
2018 ◽  
Vol 14 (4) ◽  
pp. 67-76
Author(s):  
Piotr Bartkiewicz
Keyword(s):  
Emerging Markets ◽  
Large Scale ◽  
Empirical Literature ◽  
Quantitative Easing ◽  
Methodological Choices ◽  
The Subject ◽  
Methodological Approaches ◽  
The Impact ◽  
Sufficient Precision

AbstractThe article presents the results of the review of the empirical literature regarding the impact of quantitative easing (QE) on emerging markets (EMs). The subject is of interest to policymakers and researchers due to the increasingly larger role of EMs in the world economy and the large-scale capital flows occurring after 2009. The review is conducted in a systematic manner and takes into consideration different methodological choices, samples and measurement issues. The paper puts the summarized results in the context of transmission channels identified in the literature. There are few distinct methodological approaches present in the literature. While there is a consensus regarding the direction of the impact of QE on EMs, its size and durability have not yet been assessed with sufficient precision. In addition, there are clear gaps in the empirical findings, not least related to relative underrepresentation of the CEE region (in particular, Poland).

The problem of reflection in German philosophy of the XVIII - XIX centuries

2020 ◽  
Vol 3 (152) ◽  
pp. 141-145
Author(s):  
L. A. Checal ◽  
Keyword(s):  
Human Development ◽  
Theory And Practice ◽  
Conceptual Representation ◽  
German Philosophy ◽  
Historical Aspect ◽  
Theoretical Significance ◽  
Self Knowledge

This study focuses on a conceptual representation of the metaphysical and non-classical context of reflection in its subjective dichotomous understanding. The author successively reviews the specifics of reflection, as well as the features of methodology of cognition and self-knowledge in the context of determining the values and priorities of human development and consciousness. The article also includes an overview of the main categories of reflection through a breakdown of theoretical relationships and the most important conceptual discourses. The theoretical significance of the problem of cognition and self-knowledge is determined by the central role of man in society and history. The analysis shows that the methodology of cognition and self-knowledge should be based on the principles of axiological disengagement, a combination of logical and historical aspect, as well as on the coherence of theory and practice.

Sign in / Sign up

Export Citation Format

Share Document