scholarly journals El sentido de la lectura crítica en contexto.

Katharsis ◽  
2016 ◽  
pp. 375
Author(s):  
Paula Andrea Cardona Torres ◽  
David Alberto Londoño Vásquez
Keyword(s):  
Citizen Participation ◽  
Public Affairs ◽  
Reading Process ◽  
Critical Reading ◽  
Political Performance ◽  
Palabras Clave ◽  
The Subject ◽  
The Individual ◽  
Reading Context

ResumenEl presente artículo analiza los criterios y conceptos que configuran la lectura crítica en contexto, con el objetivo de aportar al enriquecimiento de la discusión en torno a la concepción de la lectura como una herramienta social y cultural que le permite al individuo resignificar su mundo dentro y fuera de la universidad. Se empleó el enfoque cualitativo y método documental con análisis intra e intertextual aplicado a las fuentes bibliográficas relacionadas con el objeto de estudio. Como conclusión general, se plantea que la lectura crítica apunta hacia el desempeño social y político del individuo al interior de su comunidad, orientando la proyección del proceso lector hacia la esfera de los asuntos públicos y de participación ciudadana activa y consciente. Es una práctica que tiene como base la aprehensión y comprensión del contexto, que es donde, finalmente, recae la acción transformadora del individuo. Palabras clave: lectura crítica, contexto, cultura, comunicación, individuo. AbstractThis article analyzes the criteria and concepts that shape critical reading in context, with the aim of contributing to the enrichment of the discussion around the conception of reading as a social and cultural tool that allows the individual to resignify their world within and Out of college. Methodologically, it is based on a documentary review of various available texts that deal with the subject. As a general conclusion, it is argued that critical reading points to that social and political performance of the individual within his community. It guides the projection of the reading process towards the sphere of public affairs and active and conscious citizen participation. It is a practice that is based on the apprehension and understanding of the context, which is where, finally, the transforming action of the individual falls.Key words: critical reading, context, culture, communication, individual.

scholarly journals El malestar en la teoría del sujeto de Guy Bajoit / The malaise in Guy Bajoit’s Theory of the Subject

2017 ◽  
Vol 28 (4) ◽  
pp. 30
Author(s):  
Lorena Araya Silva
Keyword(s):  
Personal Identity ◽  
Theoretical Framework ◽  
Socialization Process ◽  
Individual Subject ◽  
Individual Behaviors ◽  
Palabras Clave ◽  
The Subject ◽  
The Individual

<p>La teoría del sujeto de Bajoit es una teoría que intenta explorar las conductas individuales, a partir de la capacidad de la persona para constituirse en un individuo-sujeto-actor mediante la conciliación de las expectativas relacionales que ha construido a lo largo del proceso de socialización. En este proceso el individuo va configurando su identidad personal que se constituye por las identidades asignada, deseada y comprometida. El malestar, en este marco teórico, surge de las tensiones existenciales que se provocan ante la imposibilidad del individuo para conciliar lo que cree que lo otros esperan de él y lo que él mismo desearía ser y hacer, impidiéndole convertirse en un sujeto y en un actor de su propia existencia.</p><p><strong>Palabras clave:</strong> sujeto, tensión existencial, malestar</p><p> </p><p class="Ttulo21"><strong>Abstract</strong></p><p>The Bajoit’s theory of the subject is a theory that attempts to explore individual behaviors, starting from the person’s capacity to become an individual-subject-actor through the reconciliation of the relational expectations that has built throughout the socialization process. In this process, the individual shapes his personal identity, constituted by the assigned, desired, and committed identities. In this theoretical framework, the malaise arises from the existential tensions that are provoked by the person’s impossibility to conciliate what he believes others expect from him, and what he himself would like to be and do, which in turn does not allow him to become subject and actor of his own existence.</p><p><strong>Keywords:</strong><em> </em>subject, existential tension, malaise</p>

scholarly journals ANALYSIS OF SCIENTIFIC APPROACHES TO THE ESSENCE OF SOCIAL ACTIVITY OF STUDENT YOUTH

2021 ◽  
pp. 212-218
Author(s):  
ANASTASIA BAZYLENKO
Keyword(s):  
Social Order ◽  
Social Activity ◽  
Public Affairs ◽  
Professional Activities ◽  
Genetic Modeling ◽  
Prosocial Orientation ◽  
Responsible Attitude ◽  
The Subject ◽  
The Individual ◽  
Personal Formation

Based on the identification of the main approaches to understanding the content of personality activity in general, the article highlights the main scientific approaches to interpreting of the essence of social activity of the individual: activity, acmeological, systemic, subjective, axiological, genetic modeling. It is determined that the most appropriate is the author’s proposed subject-activity approach to the interpretation of the essence of social activity of student youth. We consider the subjectivity of the individual as an important prerequisite and, at the same time, the result of social activity of students, which is realized through an active and responsible attitude to themselves, to various objects, to another person, to educational and future professional activities. At the heart of the activity of the independent subject of life we see: readiness and ability to realize their interests and the interests of society; constant and strong desire to influence social processes and real participation in public affairs; the desire to strengthen and improve the existing social order, based on the assimilation of social values and the realization of their goals, taking into account the interests of society. According to the subject-activity approach, social activity of the individual is considered by us as a personal formation of prosocial orientation, internally determined by individual needs, values, volitional characteristics and characteristics of person, and outwardly manifested in the transformation of society and personality, that is in social activity.

scholarly journals An Effective Method of Acquiring Efficient-Critical Reading Skills For Students: Reading Group Activity

2018 ◽  
Author(s):  
Meltem Koçak
Keyword(s):  
High School Students ◽  
Reading Skills ◽  
Reading Rate ◽  
Group Activity ◽  
Reading Process ◽  
Reading Education ◽  
Critical Reading ◽  
Reading Group ◽  
School Students ◽  
The Individual

Today, one of the most important indicators of a country's development level is the reading rate of that country. Studies show that the reading rate is quite low in our country. This situation has many reasons such as social, psychological and traditional ones. One of the most important reasons is the lack of reading education. Reading is a rich activity combining vision, recognition, comprehension, inquiry, comprehension, speaking, writing and production. Completing the process with all these actions makes the reader active reader. The effective reading of individuals who have acquired basic reading skills depends on the enrichment of activities with comprehension, speaking, writing and production activities during reading process. Effective one is a reader who likes reading, spends time with reading, questions what he reads, makes written and oral text, and can use his readings for himself and his community and makes inferences from the readings. Effective reading makes the reading activity of the person pleasant. The individual discovers something new like an exploration at every stage after basic reading through seeing, recognizing and understanding. These discoveries trigger creativity that includes imagination as well as past experiences. The easiest and shortest way of reaching the pleasure of producing something is experienced with effective reading. Giving importance to reading education in schools, teaching effective reading methods to students and providing them with feasible and sustainable reading projects will make a significant contribution to educating a generation who read, write, speak and produce in our country. In this study, the reading group activity, which is applied with a group of secondary school (high school) students, was introduced and the practicing results of the activity were evaluated.The target group of the students is 9th, 10th and 11th grade students. The target audience was firstly informed about effective-critical reading and reading group activity was introduced. The application based on voluntary participation was started with a reading group consisting of six people. In the following times, participation increased and fifteen reading groups, each consisting of six and seven individuals, were formed in the three months. During the reading process, groups were guided and process evaluations were made. In order for the groups participating in the event to share their reading experiences with other students, it was provided to make presentations in the Z-library and arrange a book interview. Moreover, the reading activities of the groups within the scope of the Libraries Week were presented to the visitors through posters and presentations. Presentations were recorded with photographs and videos. It has been observed that reading group activity, which became widespread in school in a short time, increased the interest of students in reading and library. Students have learned the effective-critical reading of the role-tasks offered by the group readings, and have gained other skills such as orienting their readings, making reading preferences, and distinguishing qualified works. Reading group activity is an effective reading method which can be applied in all schools under the guidance of Turkish and literature teachers and supports active-critical reading, reading habits and culture.

Differential Effects of Competence and Morality on Self-Esteem at the Individual and the Collective Level

2020 ◽  
Vol 51 (3) ◽  
pp. 183-198
Author(s):  
Wiktor Soral ◽  
Mirosław Kofta
Keyword(s):  
Self Esteem ◽  
Differential Effects ◽  
Individual Level ◽  
The Subject ◽  
The Individual

Abstract. The importance of various trait dimensions explaining positive global self-esteem has been the subject of numerous studies. While some have provided support for the importance of agency, others have highlighted the importance of communion. This discrepancy can be explained, if one takes into account that people define and value their self both in individual and in collective terms. Two studies ( N = 367 and N = 263) examined the extent to which competence (an aspect of agency), morality, and sociability (the aspects of communion) promote high self-esteem at the individual and the collective level. In both studies, competence was the strongest predictor of self-esteem at the individual level, whereas morality was the strongest predictor of self-esteem at the collective level.

The Autobiographical Subject and the Death Penalty

2013 ◽  
Vol 35 (2) ◽  
pp. 165-187
Author(s):  
E. S. Burt
Keyword(s):  
Death Penalty ◽  
First Person ◽  
Philosophical Investigation ◽  
The Subject ◽  
Definition Of ◽  
The Individual

Why does writing of the death penalty demand the first-person treatment that it also excludes? The article investigates the role played by the autobiographical subject in Derrida's The Death Penalty, Volume I, where the confessing ‘I’ doubly supplements the philosophical investigation into what Derrida sees as a trend toward the worldwide abolition of the death penalty: first, to bring out the harmonies or discrepancies between the individual subject's beliefs, anxieties, desires and interests with respect to the death penalty and the state's exercise of its sovereignty in applying it; and second, to provide a new definition of the subject as haunted, as one that has been, but is no longer, subject to the death penalty, in the light of the worldwide abolition currently underway.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

Exploring the Uncharted Territory of Devolution in Zimbabwe

2019 ◽  
Vol 49 (1) ◽  
Author(s):  
Jephias Mapuva ◽  
George P Miti
Keyword(s):  
Local Government ◽  
Service Delivery ◽  
Citizen Participation ◽  
Local Governance ◽  
Public Affairs ◽  
Participatory Governance ◽  
Enabling Environment ◽  
Efficiency And Effectiveness ◽  
Local Levels

Devolution, which was incorporated into the Constitution of Zimbabwe through section 264, is a new phenomenon in Zimbabwe. This incorporation came about because of the need for participatory governance and the devolution of power away from the centre. Over the years, local governance has been informed by a plethora of pieces of legislation that do not provide an enabling environment for citizen participation, giving Zimbabwe’s local government a chequered history that excludes citizens from participating in public affairs that affect their lives. An analysis of section 264 of the Constitution revealed that devolution has the propensity to enhance transparency, efficiency and effectiveness as well as the fulfilment of central government’s responsibilities at provincial and local levels. This article argues that the belated implementation of the devolution of power has delayed improved service delivery, effectiveness, efficiency and accountability within local governance. This article further seeks to explain how the implementation of section 264 of the Constitution can bring about good local governance.

LA PARTICIPACIÓN CIUDADANA Y EL DESARROLLO DE LA CULTURA CIENTÍFICA, EN LA FORMACIÓN INICIAL DEL PROFESOR PARA LA EDUCACIÓN TÉCNICA Y PROFESIONAL. UN RETO HECHO REALIDAD.

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
María Isabel Orozco Rivero
Keyword(s):  
Citizen Participation ◽  
Professional Education ◽  
Theory And Practice ◽  
Scientific Development ◽  
Scientific Culture ◽  
Initial Formation ◽  
Theoretical Contribution ◽  
Palabras Clave ◽  
Stated Problem ◽  
Theoretical Foundations

La formación inicial del profesor de la Educación Técnica y Profesional (ETP), debe estar en correspondenciacon la integración del conocimiento científico, el acelerado desarrollo de la ciencia y la tecnologíay las exigencias en la formación de las nuevas generaciones. Esta investigación aborda la problemáticaplanteada en la formación de profesores para la Carrera de Informática y asume como problemacientífico: “¿Cómo contribuir al desarrollo de una cultura científica como base para una participaciónciudadana responsable, en la formación inicial del profesor para la ETP en la Carrera Informática?”. La metodología utilizada constituye una integración de métodos teóricos y empíricos, lo que permitióla elaboración de la propuesta. Se trabajan y sustentan los antecedentes teóricos y metodológicos delproceso de formación inicial del profesor para la Educación Técnica y Profesional. Finalmente, se brindan los resultados de la aplicación de la consulta a expertos como comprobación teórica del mismo ysu aplicación parcial en la práctica. El fundamento teórico y las relaciones sistemáticas que se establecenentre los componentes, constituyen el principal aporte teórico y novedad de la investigación.   Palabras Clave: participación ciudadana, cultura científica, formación inicial, educación técnica y profesional.   ABSTRACT   The basic formation of teachers in Technical and Professional Education (TPE) must be in correspondencewith the integration of scientific development, the accelerated development of science and technology, and the educational demands of the new generations.  This research addresses the stated problem in the formation of teachers for the Informatics Career and assumes the scientific problem: How to contribute to thedevelopment of a scientific culture as the basis of a responsible citizen participation, in the initial formation of the ETP teacher in the Informatics Career? The methodology used integrates both theoretical and empiricalmethods which helped to build up this proposal.  Historical and methodological background of the formation process are worked out and supported.  Finally, results of the application of expert consulting as averification in theory and practice. The theoretical foundations and the systematic relationships established among the components constitute the main theoretical contribution and novelty of this research.   Keywords: citizen participation, scientific culture, initial formation, technical and professional education   Recibido: julio de 2015Aprobado: septiembre de 2015

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

Educación y valores

2014 ◽  
pp. 83
Author(s):  
Sabino de Juan López
Keyword(s):  
Key Words ◽  
A Priori ◽  
Palabras Clave ◽  
The Subject ◽  
The Relationship ◽  
Problem Of The Criterion

RESUMEN En el artículo se ofrece una reflexión en torno a la educación y valores. Tras una referencia a los diferentes sentidos en que se puede plantear el problema en función de la forma como se puede entender la relación entre los dos sustantivos “educación” y “valores”, la reflexión se centra en algunos problemas relacionados con los valores en cuanto contenidos de la educación. Primeramente se refiere al problema del criterio en función del cual determinar los valores de la educación, concluyendo en que el criterio no podía ser ni de carácter a priori, ni empírico, sino “sintético”. A continuación, se afronta el problema del principio, de la fuente de los valores, o la concreción del criterio de los valores de la educación, entendiendo que éstos deberían ser determinados a partir del sujeto de la educación. Se concluye con la referencia a una exigencia de los valores de la educación, la configuración de una totalidad unitaria e interactiva. Palabras clave: educación, valores, fuente de valores, integración, cultura EDUCATION AND VALUES ABSTRACT The article offers a reflection on education and values. After a reference to the different senses in which one can pose the problem in terms of how you can understand the relationship between the two nouns “education” and “values”, reflection focuses on some problems related to the values in the contents of education. First, it concerns the problem of the criterion against which to determine the values of education, concluding that the criterion could be neither a priori in nature, not empirical, but “synthetic”. Herein, the problem of principle is faced, the source of values, or the realization of the criterion of the values of education, understanding that these should be determined from the subject of education. It concludes with the reference of a requirement of the values in education, setting up a unitary and interactive whole. Key Words: education, values , power values , integration, culture

Sign in / Sign up

Export Citation Format

Share Document