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.

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.

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 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.

Art/making sense of policy in art education

2017 ◽  
Author(s):  
◽  
Michelle Livek
Keyword(s):  
Art Education ◽  
Social Practice ◽  
Peer Group ◽  
Research Participation ◽  
Art Making ◽  
University Of Missouri ◽  
Making Sense ◽  
The One ◽  
The University ◽  
Artist Teacher

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This manuscript style dissertation creates a continually expanding vista of policy at play in art/education. The scope of this manuscript style dissertation through the micro, mezzo, and macro levels of social interaction. It begins, with my work of as a secondary artist/teacher and how I creatively forged new territory for "data" and accountability within my practice and what that produce/d/s in me and my students (micro). As I developed this new method of data collection (the one-page portfolio), I became curious about how other artist/teachers have done the same within the paradoxical nature of being both a policy target and actor (micro >> mezzo). My second article is positioned within a peer group of artist/teachers spending time thinking about their policy enactments (mezzo) as visual bricolages. The research participation created the opportunity to celebrate that which they already do and to accept that their policy enactments are valuable to themselves, their students, and the field of art education at large (mezzo >> macro). I became compelled to interleave my identity as a social practice art influence with my desire to open this cathartic action of celebrating their personally relevant, and creative policy navigations, to all artist/teachers (macro). The third article manifests as social practice Participatory Dialogic Policy Enactment Analysis as Social Practice.

The Role of Strategic Orientation in Human Resources Re-engineering: An Analytical Study of the Opinions of a Sample of Administrative Leaderships at the University of Mosul

2021 ◽  
Vol 11 (1) ◽  
pp. 111-126
Author(s):  
Ahmed Hussain Hasan Al-Jarjari ◽  
Noor Ali Abboud Al-Obaidi
Keyword(s):  
Human Resources ◽  
Analytical Study ◽  
Strategic Orientation ◽  
Strategic Direction ◽  
Strategic Goals ◽  
The One ◽  
The University ◽  
The Impact ◽  
The Relationship

The strategic orientation is a necessary need for the success, continuity and survival of organizations in general, which has imposed on us the re-engineering of human resources, which is one of the most important resources of the organization, which is compulsory and not optional re-engineering in order to face the challenges and stormy conditions and fluctuate between collapse and destruction on the one hand and reconstruction on the other hand The two are under the current and future circumstance, and the current research came to test the relationship and impact between the strategic direction represented by its dimensions (vision, mission, strategic goals, values) and the re-engineering of human resources represented by its dimensions (the human dimension, the technological dimension, the organizational dimension), and in light of data analysis Compiled by means of a questionnaire distributed on a sample consisting of (administrative leaderships at the University of Mosul), and the research reached some conclusions that confirmed the existence of a correlation and effect between the two research variables as well as the existence of a variation in the impact of the component dimensions of the strategic direction in re-engineering human resources, which led To present some proposals that emphasized the need for the leaders of the researched organization to pay attention to the research variables, as well as other proposals necessary for the organizer. General and the researched especially with regard to the research variables.

scholarly journals Trust in the Educational Process of the University: from Values to Tools

2021 ◽  
Vol 16 (1) ◽  
pp. 31-42
Author(s):  
Moskvina Natalia B. ◽  
◽  
Fishman Boris E ◽  
Mashovets Svetlana P ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Assessment System ◽  
Russian Society ◽  
Self Assessment ◽  
Level 3 ◽  
Inner World ◽  
The One ◽  
The University ◽  
Level 2

The relevance of the phenomenon of “trust” in the field of higher education is due to the growing crisis of trust in all spheres of life of Russian society. This is a factor that enhances the attention of researchers to this topic. Trust in higher education is studied at three levels: 1) institutional; 2) interpersonal depersonalized; 3) interpersonal personified. Restoration and strengthening of trust is ensured primarily at the interpersonal personified level: 1) institutional level; 2) interpersonal depersonalized level; 3) interpersonal personified level. The authors note that development of trust can be ensured primarily at the interpersonal personified level, as the process of interaction of a particular teacher with a particular student or student group. The authors present their own values, which are connected with the phenomenon of trust at this level. The tools that allow transforming the educational process at the university into a space of activity, which is characterized by interpersonal personalized trust between the teacher and the students are described. These tools are: 1) a dialogue between a teacher and a student and an agreement that creates during the dialogue; this agreement defines the rights and obligations of the both of them; 2) a questionnaire or essay, showing, on the one hand, the students’ motives, attitudes, expectations associated with the upcoming learning process, and, on the other, the teacher’s interest of these characteristics of the students’ inner world; 3) a self-assessment system which helps student to assess their own educational results using specific criteria; 4) the final reflection of the teacher and students about their interaction, as well as about compliance with the contract. The article presents the experience of using these tools. The analysis of practice shows their significant influence on the building and strengthening of trust between the teacher and students. Keywords: trust, lack of trust, tools for building and strengthening of trust, dialogue, selfassessment, reflection

Fundamental Research into Thin Films in a Developing Country

1972 ◽  
Vol 30 ◽  
pp. 500-501
Author(s):  
J.A. Eades ◽  
E. Grünbaum
Keyword(s):  
Thin Films ◽  
Growth Process ◽  
Empirical Process ◽  
Nucleation And Growth ◽  
Research Groups ◽  
Film Research ◽  
Fundamental Research ◽  
Controlled Deposition ◽  
The One ◽  
The University

In the last decade and a half, thin film research, particularly research into problems associated with epitaxy, has developed from a simple empirical process of determining the conditions for epitaxy into a complex analytical and experimental study of the nucleation and growth process on the one hand and a technology of very great importance on the other. During this period the thin films group of the University of Chile has studied the epitaxy of metals on metal and insulating substrates. The development of the group, one of the first research groups in physics to be established in the country, has parallelled the increasing complexity of the field.The elaborate techniques and equipment now needed for research into thin films may be illustrated by considering the plant and facilities of this group as characteristic of a good system for the controlled deposition and study of thin films.

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

36. Practicing medicine and music II: Ophthalmology and music

2007 ◽  
Vol 30 (4) ◽  
pp. 46
Author(s):  
L. P. Hwi ◽  
J. W. Ting
Keyword(s):  
Chamber Music ◽  
18Th Century ◽  
Johann Sebastian Bach ◽  
Active Member ◽  
Active Researcher ◽  
Silver Medal ◽  
Medical Career ◽  
The One ◽  
The University ◽  
Over 40 Years

Cecil Cameron Ewing (1925-2006) was a lecturer and head of ophthalmology at the University of Saskatchewan. Throughout his Canadian career, he was an active researcher who published several articles on retinoschisis and was the editor of the Canadian Journal of Ophthalmology. For his contributions to Canadian ophthalmology, the Canadian Ophthalmological Society awarded Ewing a silver medal. Throughout his celebrated medical career, Ewing maintained his passion for music. His love for music led him to be an active member in choir, orchestra, opera and chamber music in which he sang and played the piano, violin and viola. He was also the director of the American Liszt Society and a member for over 40 years. The connection between music and ophthalmology exists as early as the 18th Century. John Taylor (1703-1772) was an English surgeon who specialized in eye diseases. On the one hand, Taylor was a scientist who contributed to ophthalmology by publishing books on ocular physiology and diseases, and by advancing theories of strabismus. On the other hand, Taylor was a charlatan who traveled throughout Europe and blinded many patients with his surgeries. Taylor’s connection to music was through his surgeries on two of the most famous Baroque composers: Johann Sebastian Bach (1685-1750) and George Frederick Handel (1685-1759). Bach had a painful eye disorder and after two surgeries by Taylor, Bach was blind. Handel had poor or absent vision prior to Taylor’s surgery, and his vision did not improve after surgery. The connection between ophthalmology and music spans over three centuries from the surgeries of Taylor to the musical passion of Ewing. Ewing E. Cecil Cameron Ewing. BMJ 2006; 332(7552):1278. Jackson DM. Bach, Handel, and the Chevalier Taylor. Med Hist 1968; 12(4):385-93. Zegers RH. The Eyes of Johann Sebastian Bach. Arch Ophthalmol 2005; 123(10):1427-30.

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