Strategic guidelines for development of arts education in interdisciplinary discourse

2018 ◽  
pp. 4-8 ◽  
Author(s):  
O. Oleksiuk
Keyword(s):  
Cognitive Processes ◽  
Round Table ◽  
Academic Disciplines ◽  
Self Assessment ◽  
Interactive Teaching ◽  
Project Method ◽  
Strategic Direction ◽  
Subject Areas ◽  
The One ◽  
Interdisciplinary Integration

The interdisciplinarity of artistic education lies in the versatility of the influence of art on all cognitive processes of man and the ability of artistic-figurative embodiment of any topic and plot that concerns the person — the artist and the recipient.The origins of interdisciplinarity as a scientific paradigm lie in the theory of communication. The basis of interdisciplinarity lies in the scientific semantics: interdisciplinarity performs a syntactic role, on the one hand, and on the other, contributes to the growth of semantic connections in schemes and transitions between different subject areas. A promising strategic direction is to increase the cultural intensity of all academic disciplines. Simplified-practical use of art as an illustration, «figurative confirmation» of life’s phenomena ignores its high purpose.Practices pay attention to the use of interactive teaching methods: discussion, round table, project method, synectics, inversions, etc. In the implementation of research projects students apply a phenomenologicaldialogue / polygon. The use of this method creates conditions for the analysis, reflection and self-assessment of students in the organization of their educational activities. The transition from interdisciplinary integration to lessons to interdisciplinary integration with project forms of learning is a prerequisite for building an innovative model for the development of post-classical artistic education.

Interdisciplinarity as form of fundamentalisation of higher art education: faceted approach

2020 ◽  
Author(s):  
Oleksiuk Olga
Keyword(s):  
Art Education ◽  
Cognitive Processes ◽  
Round Table ◽  
Self Assessment ◽  
Strategic Direction ◽  
Subject Areas ◽  
Life Phenomena ◽  
The One ◽  
The University ◽  
Interdisciplinary Integration

The interdisciplinarity of art education lies in the universality of the influence of art on all human cognitive processes and the ability to embody artistically any theme and plot that excites a person — an artist and a recipient. The origins of interdisciplinarity as a scientific paradigm are involved in the theory of communication. Interdisciplinarity is based on scientific semantics: interdisciplinarity plays a syntactic role, on the one hand, and, on the other hand, it helps to build semantic connections in schemes and transitions between different subject areas. A promising strategic direction is to increase the cultural intensity of all disciplines. Simplified practical use of art as an illustration, “figurative confirmation” of life phenomena ignores its high purpose. Practitioners pay attention to the use of interactive teaching methods: discussion, round table, method of projects, synectics, inversion, etc. In the implementation of research projects of students, we use phenomenological dialogue / polylogue. The use of this method creates conditions for analysis, reflection and self-assessment of students in the organization of their educational activities. The facet approach is an important area of modernization of the university and corresponds to the innovative nature of science. The transition from interdisciplinary integration in the classroom to interdisciplinary integration with project forms of education is the main condition for building an innovative model for the development of art education.

scholarly journals ARTISTIC EDUCATION IN INTERDISCIPLINARY DIMENSION: THEORETICAL ASPECT OF AN ISSUE

2018 ◽  
pp. 161-167
Author(s):  
Olga Oleksiuk
Keyword(s):  
Cognitive Processes ◽  
Theoretical Aspect ◽  
The Other ◽  
Academic Disciplines ◽  
Communicative Practices ◽  
Scientific Paradigm ◽  
Strategic Direction ◽  
Innovative Model ◽  
Subject Areas ◽  
The One

The interdisciplinarity of artistic education lies in the versatility of the influence of art on all cognitive processes of man and the ability of artistic-figurative embodiment of any topic and plot that concerns the person - the artist and the recipient. The origins of interdisciplinarity as a scientific paradigm lie in the theory of communication. The basis of interdisciplinarity lies in the scientific semantics: interdisciplinarity performs a syntactic role, on the one hand, and on the other, contributes to the growth of semantic connections in schemes and transitions between different subject areas. A promising strategic direction is to increase the cultural intensity of all academic disciplines. Simplified-practical use of art as an illustration, «figurative confirmation» of life's phenomena ignores its high purpose. Keywords: strategy, benchmarks, development, post-classical paradigm, artistic education, interdisciplinary discourse, innovative model, communicative practices.

scholarly journals INTERDISCIPLINARITY IN THE DEVELOPMENT OF POST-CLASSICAL ART EDUCATION

2019 ◽  
pp. 4-9
Author(s):  
Olha Oleksiuk
Keyword(s):  
Art Education ◽  
Cognitive Processes ◽  
The Other ◽  
Academic Disciplines ◽  
Scientific Paradigm ◽  
Strategic Direction ◽  
Other Hand ◽  
Subject Areas ◽  
The One

The interdisciplinarity of art education is the universality of the art influence upon all the people’s cognitive processes and an artistically imaginative embodiment ability of any topic and plot that relates to the person — the artist and the recipient. The origins of interdisciplinarity as a scientific paradigm are in the theory of communication. The basis of interdisciplinarity lies in scientific semantics: interdisciplinarity plays a syntactic role, on the one hand, and, on the other hand, promotes the growth of semantic links in schemes and transitions between different subject areas. The promising strategic direction is to increase the cultural intensity of all academic disciplines. Simplified-practical use of art as an illustration, “figurative confirmation” of life’s phenomena ignores its high purpose

scholarly journals Re-Assembling Anti-Oppressive Practice (1): The Personal, the Political, the Professional

2021 ◽  
Vol 11 (10) ◽  
pp. 645
Author(s):  
Janet Batsleer
Keyword(s):  
Theory And Practice ◽  
Academic Disciplines ◽  
Memory Work ◽  
Work Spaces ◽  
Informal Educators ◽  
Paolo Freire ◽  
The One ◽  
The Uk ◽  
A Site ◽  
Uk Higher Education

This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960′s and the early 2000’s. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice.

Attention Deficit

Symposion ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 79-88
Author(s):  
Samson Liberman ◽  
Keyword(s):  
Attention Deficit ◽  
Management Game ◽  
Holistic View ◽  
Content Sharing ◽  
The Social ◽  
Management Technology ◽  
Subject Areas ◽  
The One ◽  
The Individual ◽  
Modern Form

The aim of this paper is a socio-philosophical analysis of attention deficit phenomenon, which is being detected at the intersection of several subject areas (psychiatry, theory of journalism, economics). The main methodological instrument of the study is a Marxist principle of alienation. Alienation of attention, which, on the one hand, is being understood as a process of producing attention as a commodity, and on the other one – as the process of producing a person as a user of the platform, provides the methodological basis, necessary for a holistic view of the phenomenon. The main differences of attention alienation from alienation of labor and desire are considered within the paper. The possibility of a modern form of alienation is associated primarily with the emergence of the new forms of capital – platforms, providing infrastructure for the interaction of other users and aimed at collection and procession of large amounts of data. The main aspects of attention management: game, content sharing and design have been distinguished within the paper. The main consequences of alienation of attention for the structure of the individual and society have been spelled out. The effects of the spread of gaming techniques of attention management and content distribution techniques specific to social networks have been considered. It being is suggested that there is a correlation between the spread of ADHD diagnosis and the spread of attention management technologies, and, as well, between the distribution of attention management technology and the ‘renaissance’ of social in the social theory.

Million Dollar Pandas

2016 ◽  
Author(s):  
Peter Dauvergne
Keyword(s):  
Round Table ◽  
Small Scale ◽  
Business Partnerships ◽  
Global Environmental Problems ◽  
Global Environmental ◽  
The World ◽  
Certification Organizations ◽  
The One ◽  
Market Solutions ◽  
Business As Usual

This chapter analyzes the turn within mainstream environmentalism toward business partnerships, cause marketing, professional fundraising, and the co-branding of products. The chapter further examines the role of nongovernmental organizations in setting up and running eco-labeling and eco-certification organizations. WWF, also known as the World Wildlife Fund and the World Wide Fund for Nature, is a leader in the nongovernmental embrace of business, markets, and certification as ways to conserve nature and improve environmental conditions. Certification standards, such as those of the Marine Stewardship Council and the Round Table on Responsible Soy, are creating some modest reforms to business practices. NGO-business partnerships, such as the one between WWF and Coca-Cola, are also producing some small-scale benefits. But partnering with business and relying on market solutions risks legitimizing business as usual as well as shifting responsibility for global environmental problems onto consumers, a weak global force of change compared to the forces of unsustainability.

Event

The Adventure ◽  
2018 ◽  
Author(s):  
Giorgio Agamben
Keyword(s):  
Round Table ◽  
Mandatory Rules ◽  
The One

This chapter contends that the event is always an event of language and that adventure is inseparable from the speech that tells it. The being that happens here and now happens to an “I” and, for this reason, is not without relation with language; it is instead defined every time with respect to an instance of enunciation; it is always a “sayable,” which as such demands to be said. For this reason, the one who is involved in the event-adventure is involved and summoned in it as a speaking being, and—following the mandatory rules of the Round Table—must try to tell his adventure. The adventure, which has called him into speech, is being told by the speech of the one it has called and does not exist before this speech.

scholarly journals Belief in importance of information literacy abilities among undergraduates. Underlying factors and analysis of variance

2020 ◽  
Vol 48 (4) ◽  
pp. 559-577
Author(s):  
Maria Pinto ◽  
David Caballero ◽  
Dora Sales ◽  
Alicia Segura
Keyword(s):  
Analysis Of Variance ◽  
Cognitive Processing ◽  
Information Literacy ◽  
Self Assessment ◽  
Academic Degree ◽  
Content Type ◽  
Gender And Age ◽  
Technological Processing ◽  
And Gender ◽  
The One

Purpose The purpose of this paper is to analyse the levels of belief in importance of information literacy abilities (BILAs) among an undergraduates’ sample. The aim is, on the one hand, to discover if there is a representative latent structure and, on the other hand, to know the existing differences according to external variables such as academic degree, course, gender and age. Design/methodology/approach A self-assessment questionnaire (IL-HUMASS) was applied to a sample of 749 students in English Studies, Translation and Interpreting and Education in Spain. Three types of statistical methods have been used to study the results: descriptive, factorial and analysis of variance. Findings Students’ levels of BILAs are acceptable but improvable. A framework of six underlying factors has been uncovered: evaluation-ethics, searching-using, technological processing, communication, dissemination and cognitive processing of the information. Significant differences on degree, course and gender have been found. Practical implications This paper is intended for a broad academic sector, including faculty, librarians and students in higher education. The BILAs construct helps to improve the diagnosis of the perception of the BILAs. Its representation through a reduced number of latent factors simplifies results and possible applications. The results show that variations in degree, course and gender are significant and should be taken into account. Originality/value Although much has been written about information literacy abilities, we still know little about the importance students place on them. The BILAs construct is intended to improve that knowledge.

Picturing Scripts: A Combined Narrative, Social Semiotic and Cognitive Approach to Visual Narrativity

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Cindie Maagaard
Keyword(s):  
Cognitive Processes ◽  
Visual Cues ◽  
Analytical Framework ◽  
Visual Images ◽  
Contextual Knowledge ◽  
Combined Approach ◽  
Future Tense ◽  
Cognitive Approach ◽  
The One ◽  
Cognitive Perspectives

Abstract This article explores visual narrativity through the case of prospective, or future-tense, narratives realized through visual images. Addressing the challenges of representing narrative elements of temporality, events and experience in a single, static image, it proposes an analytical framework combining social semiotic, contextual and cognitive perspectives. In doing so, it argues that a combined approach enhances our ability to understand the interplay between on the one hand the image-internal visual cues of temporality and modality that activate the viewer’s imagination and narrative inferences, and on the other, the processes by which such inferences are made, including the influence of the viewer’s contextual knowledge and cognitive processes in guiding them. The article uses architectural renderings as material for analysis, because they are exemplary of how visual images invite viewers to imagine the kinds of activities and experiences that can unfold in a future setting and thus make inferences about temporality, event and experience beyond the image’s isolated moment.

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