scholarly journals Tripartite school conflicts and non-consensual democracy. An attempt of autoethnographic analysis

Ars Educandi ◽  
2020 ◽  
Vol 17 (17) ◽  
pp. 119-130
Author(s):  
Martyna Pilas

The article presents an analysis of four school conflicts on the parent-teacher line. I am trying to prove that the teacher-parental conflict is always actively involved with the student, with his paidocentric position in the family, subjectivity and authority as the third party in the process of democratic dialogue (B. Śliwerski 2007). I use the analytical autoethnography method, the most appropriate from my point of view, based on a subjective approach, the analysis of feelings and reactions, self-observation, first-person narrative, analysis of the researcher's notes and own narratives, forcing the full participant in the studied environment (complete member researcher), analytical reflexivity, data transcending. (C. Ellis 2004, L. Anderson 2014). The school in my article is perceived as a place of conflict which is an unobvious expression of democratic dissent and a difficult way of achieving commonality, which is a condition of democracy. The conflict is an indispensable social element and the basis of relations of subjective character, characteristic of democratic forms of social life (Rancière 1999, Coser 2009, Beaurdieu 1990). Confronting this with knowledge developed around the idea of non-consensual democracy, which is based on discord (dissensus) after the reading (J.Rancière 1999, L. A. Coser 2009, L.Koczanowicz 2015, K. Wajszczyk 2015, M. Mendel 2002) I assume that not only the occurrence of conflicts is a problem, but the lack of orientation on the positive meaning of the situation of disagreement and attitudes related to attaining it and ensuring equality for others in the practice of dialoging participants in school life.

2021 ◽  
Vol 33 (3) ◽  
pp. 202
Author(s):  
Priscila Asoka Kenasri ◽  
Lidwina Mutia Sadasri

Intimate relationships are often depicted in terms of a  beautiful idealism, especially in the mass media. However, the evidence shows a vast number of women while in such a relationship have been subjected to physical, emotional, and/or sexual violence by their partner. Media plays an important part in shaping and reflecting social life, resulting in audience consumption of romanticized abusive behaviour. Its audiovisual content can perpetuate the point of view that some violence is normal  – even romantic. Such a point of view can be found in Korean dramas, which have been popular with its Indonesian audience for some  20 years and do not show any signs of a decline in popularity. This study aims to reveal a  narration of intimate partner violence portrayal as romance in the Korean drama The Heirs (2013). A qualitative method is used drawing on Propp's Seven Characters and Greimas' Actantial narrative analysis model. The research results show how The Heirs project romantic imagery masking abusive traits by establishing the male main character as a subject who forces a relationship without accepting rejection. Moreover, this study found the romanticization of abuse was amplified by depicting the female protagonist as an object expressing her objection to giving male characters the thrill of the chase. The findings in this research is consistent with the concept of romanticized media, particularly in portraying the romanticization of intimate partner violence.


2018 ◽  
Vol 6 (1) ◽  
pp. 59-73
Author(s):  
Hiba Abas Salem ◽  
Moath Ishtaia

The family is considered as the nucleus of human societies. Interest in them and preserving its adherence together is preserving the adherence to together of the  society. It is true that the adherence together of the family starts from its inside, but  it is connected with many systems that support it and  make it able  to face the change which occur in  human life. From here the teaching and educational system forms the most important   of these systems in reinforcing security in general and family security in particular. Teaching  is based in its formation on three basic axes: the teacher, the teaching curricula and the student. From here this research comes to uncover the role of the Palestinian  teaching  curricula in reinforcing family security, and this is through  clarifying the relationship of the direct and indirect school curricula in raising the awareness which is connected with preserving an integrated and stable family, which is able to face the requirements of life under globalization and openness on the world on the one hand, and facing the attempts of Occupation which   aim to control the Palestinian society through controlling the family. The interest by the teaching curriculum means providing teaching materials which preserve the family on the levels  of security, the creed, thought and ethics. All of this prevents all that which penetrates into the family and contributes in its disassembling and its collapse. It is no doubt that the teaching curricula  remain the hostage  of the books without the availability of teaching  staffs who have the ability to transform the theoretical subjects  into a life behavior through evaluating the reality , and helping in spreading the culture can contributes in holding  the family together, and that the position of the teacher is not restricted  to delivering the teaching subject, but rather it goes beyond it to evaluating  and evaluating its role in influencing  the social life which is connected with the students. This study comes to know the role of the Palestinian curricula in reinforcing  the family security from the  point of view of teachers of the secondary stage of education


2006 ◽  
Vol 23 (2-3) ◽  
pp. 607-611 ◽  
Author(s):  
Klaus Eder

The article situates the issue of the public sphere as a phenomenon that is historically bound and culturally specific. According to this point of view, the Western practices and the Western way of thinking about the public sphere appear as a historically particular way of dealing with the more general phenomenon which is the creation of a social bond beyond the family. Looking at the self-contradictory effects of the ‘modern’ Western public sphere, the question is asked whether the public association of self-interested or self-governing individuals might have to be theorized as a partial and insufficient solution to the social bond. A comparative perspective shows that it is not individuals but cultural forms that link people in the public sphere. They do so by providing a narrative basis of discourses and/or markets that in the self-understanding of modernity shape social life.


2018 ◽  
Vol 28 (3) ◽  
pp. 895-899
Author(s):  
Krasimira Stefanova Petrova

The educational changes imposed by the present day are oriented both towards the child and the pedagogical practice. Childhood is a sensitive period that sets the foundations of value-oriented models that areconsidered the most stable and lasting. They remain unchanged throughout life. One of the current issues for every 3-4 year-old child is related to the preparation for admission to the kindergarten and the ability to respond adequately to social situations that can be either everydayand recurring, ornew and unusual. Adaptation is a multi-factor and continuous process and needs to be carried out in time in order to avoid negative changes in the child's organism and behavior.The child’s adaptation to the conditions in the kindergarten is of interest to various scientific fields. From the point of view of psychology, this is a problem related to the psychological development of the child. From a medical perspective, it pertains toprotecting and ensuringthe child’s health, and from pedagogical - to education, training and socialization. All viewpoints are to be taken into account. The process of child adaptation is also delicate for the family. It is necessary that the family is involved as a collaborator in searching for and finding adequate and effective solutions for overcoming stress in children. A priority task for teachers and parents is the formation of behavioral skills for successful social adaptation to the conditions in the kindergarten, as well as value orientation. This presupposes that children, through active interaction with adults and peers, consciously acquire ready-made forms and methods of social life andgain social experience of their own.A prerequisite for dealing with this difficult task is the availability of qualified pedagogical and non-pedagogical kindergarten staff that creatively implement both traditional and innovative methods and means of work atany time. Thestructure of the socio-cultural and educational space is also of essential importance. It needs to be open to the individual needs of 3-4-year -olds, to stimulate their activity, and to facilitate their adaptation to the conditions of the kindergarten.


Author(s):  
J. Andrew Dearman

This chapter explores characters and point of view in the book of Ruth as an example of narrative analysis. Both major (rounded or developed) and minor (flat) characters in the narrative are examined. The depiction of Israel’s God, also a character in the short story, is also briefly discussed. Three pairs of characters play off one another. They are Ruth and Orpah, Ruth and Naomi, Boaz and an unnamed kinsman. The relationships between the characters present aspects of an Israelite community ethos, the positive elements of which are commitment to the health and vitality of the family. The actions of both Boaz and Ruth are described by the Hebrew word hesed, a term for loyalty and kindness that exceeds the requirements of law and custom.


Author(s):  
Hiba Abas Salem ◽  
Moath Ishtaia

The family is considered as the nucleus of human societies. Interest in them and preserving its adherence together is preserving the adherence to together of the  society. It is true that the adherence together of the family starts from its inside, but  it is connected with many systems that support it and  make it able  to face the change which occur in  human life. From here the teaching and educational system forms the most important   of these systems in reinforcing security in general and family security in particular. Teaching  is based in its formation on three basic axes: the teacher, the teaching curricula and the student. From here this research comes to uncover the role of the Palestinian  teaching  curricula in reinforcing family security, and this is through  clarifying the relationship of the direct and indirect school curricula in raising the awareness which is connected with preserving an integrated and stable family, which is able to face the requirements of life under globalization and openness on the world on the one hand, and facing the attempts of Occupation which   aim to control the Palestinian society through controlling the family. The interest by the teaching curriculum means providing teaching materials which preserve the family on the levels  of security, the creed, thought and ethics. All of this prevents all that which penetrates into the family and contributes in its disassembling and its collapse. It is no doubt that the teaching curricula  remain the hostage  of the books without the availability of teaching  staffs who have the ability to transform the theoretical subjects  into a life behavior through evaluating the reality , and helping in spreading the culture can contributes in holding  the family together, and that the position of the teacher is not restricted  to delivering the teaching subject, but rather it goes beyond it to evaluating  and evaluating its role in influencing  the social life which is connected with the students. This study comes to know the role of the Palestinian curricula in reinforcing  the family security from the  point of view of teachers of the secondary stage of education


2020 ◽  
Author(s):  
Kustiani

Buddhism is not a new religion in Indonesia because it has existed in the country since 4th century A.C.. After that, due to the Islam domination in the country, Buddhism becomes minor religion and must seek its creative ways to maintain its existence in Indonesia. Buddhist women must be creative too when they face some Islamic concepts regarding women. It is because, many Islamic concepts have different point of view from Buddhism regarding women.Speaking about family and social life, women have pivotal role. Polygamy as the one of many issues that places women in difficult situation sounds very familiar for Indonesian people including Buddhists. This practice has happened in Indonesia in ancient time especially in the royal families. Now, the practice of polygamy flourished everywhere because it is justified and legal in Islam as majority belief in Indonesia, under certain circumstances. Actually, polygamy has also happened in the Buddhist society even during the Buddha’s time. It was shown in the story mentioned in the Dhammapada Aṭṭhakathā (Dh.A. I. 43.ff) about two wives who had endless hatred towards each other in many rebirths due to polygamy. Nevertheless, not like in Islam, it is not getting justification as practicable or recommendable even under certain circumstances. Speaking about family life, having one wife is more conducive for the betterment of spiritual and social life than having many wives. Even when having one wife, the training to not having sexual intercourse is recommendable in Buddhism four times a month during the uposatha day. “What is the impact of polygamy towards the life of Buddhist women in Indonesia?” and “how Buddhist women should lead the family life in the midst of polygamy practice for the betterment of society?” are the main issues of this article.


Author(s):  
Olga Petrova

The article researches the topic of “artistic distrust” as a possible rebel path of the rebellious artists from the mainstream to the underground existence. The artist’s existence of reality on the principle of doubt about any norms (the model of “anthropology of distrust”) has a long historical longevity. Through the analysis of both high-quality works of art and safe normative art in different periods we observe various examples that may show this point of view. In medieval art we notice the precedent of “disobedience” and non-compliance with the norms of the official church in decorations of the temples and overcoming of anonymity. Thus the artist Anton Pilgram resorted to self-affirmation, as long as the master signed his own work in the spotlight and made a self-portrait on it.From the Renaissance, the idea of individual search, experiment, that is, disobedience and doubt in traditions, has been working in the minds of Europeans. The latest philosophical thought of the beginning of the “anthropology of distrust” sees its origins in the worldview models of the Renaissance. Leonardo da Vinci, with his curiosity and the genius of exploration, has remained an iconic figure to this day and an obvious symbol of total doubt and distrust of all that is established. With the ideal of a beautiful, flawless man, philosophy and art parted with difficulty, in the dramatic realization that it was time to present the unattractive, the ugly, the unfinished, and the negative as artistic qualities in the works of the New Age. “Anthropology of distrust,” doubting the inviolability of existing (at different times) norms manifests itself dualistically. In the works of great masters the denial of norms thatexisted in the art of a particular era had a progressive, positive meaning, because it opened up new levels of worldview to culture. In global art practice, the vast majorities of artists were and are conformists. Conformism in art supports tradition, holds the level of skill, but has no pretensions to open new horizons in the artistic reflection of the world. The situation is quite different when the artist questions any stability in art, or totally denies them. This is not a riot for the sake of a riot, but a feeling of something missing that the artist himself is not yet able to explain. According to the promising thinking of the bright philosophers of the 17th–20th centuries, self-distrust, doubts about the perfection of one’s own achievements, and a look into the non-existent are productive for culture. These impulses of the psyche proved to be fundamental and indisputable in the mentality and culture of modern times. The most radical were the programs of Dadaism and Futurism. In a person of the pre-modern era, the deviation from the norm caused stupor. Now the procedural features of the “anthropology of distrust,” the feeling of one’s own deficiency activate the artist’s creative thought and encourage a reckless search, sometimes even complete self-denial. At all times, until today, the bravest in their own rebellion against existing norms (both artistic and social) often fall on the margins of life and the artistic process, or even underground. Such artists are not understood or supported by the general public, and even worse, they are treated with suspicion and sometimes hostility. In the early 1990s, when the young generation of Ukrainian artists opposed the remnants of the Soviet mentality in both art and social life, the “anthropology of distrust” had a life-giving meaning. The mobilizing philosophy of “distrust” regarding the normative nature of socialist realism led to the formation of Ukrainian “contemporary art” which later turned into neo-conformism.


IJOHMN ◽  
2019 ◽  
Vol 5 (4) ◽  
pp. 16
Author(s):  
Stella Baindu Fortune Fortune

The nature of children’s development is greatly influenced by the environmental conditions in which they are brought up. The amount of social stimulation which they receive is of particular importance, and even if physical conditions are adequate, an unstimulating environment which provides with little opportunity or need to experiment or solve problems will result in low level of achievement. Perhaps the most important aspect of the child’s social development is beyond the reach of the teacher. For the first very important aspect of the child’s development lies in the home. Genetic endowment and cultural level of the family, coupled with the actual physical conditions of the home will have decisive effect on the child’s development and will continue to influence him throughout his school life. These factors are inaccessible to be influenced by the teacher but it is as well for him to have them in mind in his dealings with pupils. In addition, he will need to know how he may most effectively change his pupils along the lives he considers to be the most appropriate. That is, he will seek out the most efficient ways of getting pupils learn for productive life in future. The topic under review will be approached from various fronts which include; The Sociological and Philosophical models; role of the school; Learners’ responsibility; role of the teacher; discipline and learner control; role of the parent; guidance and counseling services and conclusion.


2017 ◽  
Vol 5 (1) ◽  
pp. 498
Author(s):  
Maria Stănescu

The article is about the role of the family in the education and formation of children and, especially, in the life and development of autistic children. It describes the problems their family is facing and the need for counseling to parents with autistic children. The reaction to finding the diagnosis of autism varies from one family to another and may encounter a large variety: from disbelief, anger, guilt, helplessness, devastation, surprise, or even rejection of the child, to understanding and relief when finally the parents have an explanation for their child behaviors. Early intervention is important in psychological sustaining of the parent, as parent involvement in the recovery of the child with autism has a determinant role in his development and in ensuring a high quality of life of the child and the life of the hole family. The response to a child's autism diagnosis varies from one family to another. The family goes through a variety of disbelief, anger, guilt, helplessness, devastation, surprise, or even rejection of the child, to understanding and relief. Early intervention is very important in the psychological support of the parent. Because any change disturbs the family equilibrium. A diagnosis of autism changes not only the life of the diagnosed child, but also the life of family members. All the resources are focused on the need of the child. Although each parent is different, after diagnosing the child with autism, all parents are overwhelmed by confusion, shock and denial. Parents' feelings can be influenced by how their children's situation affects different aspects of life - it has an impact on service, on social life and all their personal life. If we look at the family as a system and when a disturbing factor appears, all parts of the system are affected. The involvement of parents in the recovery of the child with autism has a decisive role in its development and in ensuring a high quality of child's life and family life.


Sign in / Sign up

Export Citation Format

Share Document