scholarly journals The vibrant beauty of matter. The pandemic as an opportunity to reveal educational materiality

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Alessandro Ferrante
Keyword(s):  
Point Of View ◽  
Educational Practices ◽  
Physical Proximity ◽  
Educational Futures

The pandemic has triggered changes that from a pedagogical point of view can be interpreted as accelerators of the digitalization processes of education and intensifiers of educational problems that have existed for some time. The pandemic scenario, despite its criticality, also represents a precious opportunity to unveil social and material assemblage that characterizes educational practices in their daily occurrence. In fact, in the current emergency, it is precisely that materiality made up of bodies, spaces, objects, rituals, affects, physical proximity that returns to prominence and to which we were not used to paying attention and that remained invisible, as it was taken for granted. The paper therefore intends to question the pedagogical and epistemological implications connected to the recovery of a gaze capable of reading educational materiality, in order to understand the transformations underway and to orient them towards sustainable educational futures.

scholarly journals Overcoming Barriers: The Local and the Innovative Dimensions of Inclusive Socio-Educational Practices

2019 ◽  
Vol 9 (2) ◽  
pp. 120 ◽  
Author(s):  
Fátima Antunes ◽  
Joana Lúcio
Keyword(s):  
School Failure ◽  
Point Of View ◽  
Educational Practices ◽  
Formal Schooling ◽  
Structured Interviews ◽  
Cultural Inclusion ◽  
Student Grouping ◽  
The People ◽  
Study Support ◽  
Dispositional Barriers

This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success.

scholarly journals DESIGNING THE EDUCATIONAL PRACTICES OF THE UNIVERSITY TAKING INTO ACCOUNT THE MOTIVATIVE STRUCTURE OF THE STUDENTS

2021 ◽  
Vol 18 (3) ◽  
pp. 47-52
Author(s):  
T.N. Korneenko ◽  
Keyword(s):  
Systematic Approach ◽  
System Analysis ◽  
Educational Process ◽  
Point Of View ◽  
Educational Activity ◽  
Educational Practices ◽  
Higher Education System ◽  
Motivational Structure ◽  
The Subject ◽  
The University

Modern digitalization requires changes in the higher education system. Analysis of the motivational structure of freshmen and the requirements of society for a graduate, allow us to indicate the direction of such changes. Purpose of the article is to describe the ways of designing educational practices at the university, in accordance with the real structure of students' motives. A systematic approach to design allows us to present the educational process from the point of view of three concepts of the development of the subject of educational activity: sociogenesis, professional genesis, ideal genesis. Each concept needs its own educational practices for development.

scholarly journals The influence of the ascriptive statuses at the intensity of students’ educational practices

2019 ◽  
Vol 22 (8) ◽  
pp. 29-36
Author(s):  
Р. І. Борисов ◽  
І. І. Шеремет
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Professional Socialization ◽  
Tertiary Education ◽  
Point Of View ◽  
Educational Practices ◽  
Demographic Group ◽  
The Family ◽  
Education Of Students ◽  
The Relationship

The article deals with the influence of the Ukrainian students’ ascriptive statuses on the course of their professionalsocialization. There are are students’ status positions, educational dispositions and the content and focus of theeducational process among the factors of professional socialization. The ascriptive statuses are considered as socialindicators which may restrict the access of the students to the tertiary education. A number of ascriptive statuses,which may have the restrictive influence, are identified, among which are the sex, the economic and cultural capitalof the family, place of living before the admission to higher education. It was listed the signs of student heterogeneityas a socio-demographic group. The education of students in higher education institutions is considered with the prismof acquiring the competences obtained as a result of the implementation of educational practices. The professionalsocialization is considered as the process of the acquisition of the professional competences during the process of theimplementation of the educational practices. The notion of the professional practice is applied from the standpointof P. Bourdieu’s Constructivist Structuralism and is defined as routineized unconscious acts which are repeated intime and are aimed at the realization of the strategy of the achieving the goal within a certain sphere of social reality.The authors refer to the results of a quantitative survey of Ukrainian students to determine the degree of influence ofascriptive statuses on the process of professional socialization in universities. The relationship between the intensity ofeducational practices contributing to the learning process and academic achievement is analyzed. The existence andhierarchy of educational practices from the point of view of their effectiveness is identified and characterized. Theconclusion is made that there is a significant impact of the set of the students’ ascriptive statuses on the course of theprofessional socialization. As a result the cultural capital of a family of students has the highest “capital intensivity” incomparison with other ascriptive statuses.

Some paradoxes in contemporary upbringing

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Delyan Penchev ◽  
◽  
◽  
Keyword(s):  
Social Problems ◽  
Educational Institution ◽  
Point Of View ◽  
The Other ◽  
Educational Institutions ◽  
Traditional Practices ◽  
Educational Practices ◽  
Important Condition ◽  
Basic Functions ◽  
Standard Practices

In historical point of view every human generation learn some standard practices in upbringing from previous generations but create new. In contemporary pedagogy this processes are connected with two basic educational functions – conservative and progressive. Conservatism represent save and continuation of traditional practices in upbringing chiefly in family and educational institutions but according to progressive idea this practices have to be partial or completely changed. This change is important condition for adaptation on children to the present and the future. On the other hand, all this can generate series of contradictions and paradoxes in actions on basic upbringing factors – family and educational institution. In this article the author examine some dysfunctions of educational practices on this factors, as refusal to execute their basic functions, evade responsibility, don’t attach importance to main social problems, inefficient educational practices and so on.

Individualized instruction—who needs it?

1972 ◽  
Vol 19 (5) ◽  
pp. 355-357
Author(s):  
Dallas D. Wegener
Keyword(s):  
Elementary School ◽  
Individualized Instruction ◽  
School Principal ◽  
Point Of View ◽  
Professional Life ◽  
Elementary School Principal ◽  
Educational Practices

From an elementary principal's point of view, few changes in education have created as many joys or headaches as the contemporary implementation of individualized instruction. It is easy to spot an elementary school principal who has recently inaugurated an individualized-instruction program. In all probability, he is slightly paranoid; his professional life is a delirious mixture of smiles and heartaches. At the same moment that he is basking in success, he is sweating out accountability. The broad smile on his face is tempered by welts of criticism. Academically, he patterns himself like a David: armed with the research of Piaget, Gagne, and Bruner, he daily encounters the Goliath of traditional educational practices. He does what he does because he honestly believes that his school exists for the kids.

Drilling and Blasting to Learn Scenario Construction: Experimenting with Causal Layered Analysis as a Disruption of Scenario Work

2018 ◽  
Vol 11 (2) ◽  
pp. 110-121 ◽  
Author(s):  
Matti Minkkinen ◽  
Sirkka Heinonen ◽  
Marjukka Parkkinen
Keyword(s):  
Hybrid Methods ◽  
Master's Degree ◽  
Point Of View ◽  
First Year ◽  
Educational Practices ◽  
Complex Method ◽  
Futures Studies ◽  
Student Groups ◽  
Causal Layered Analysis ◽  
Master’S Degree

Scenario thinking is one of the key elements of futures studies, and therefore, “Scenario Thinking” is one of the first compulsory courses in the Master’s Degree Programme in Futures Studies at the University of Turku. Scenario methods are continuously evolving, and our educational practices must reflect recent developments while giving a clear outline of the big picture. Furthermore, increasing interest is being taken in hybrid methods, and such hybridity can also be introduced to teaching scenario thinking. This article discusses an experiment of using causal layered analysis (CLA) to complement and deepen scenarios made by student groups for a Finnish company during an introductory course on scenario thinking. During a first-year master’s degree course, a two-hour CLA session was conducted, and student groups were instructed to include the results into their scenario reports. From a methodological point of view, we discuss using CLA as a disruption in the middle of the scenario process to increase reflexivity. From a pedagogical point of view, we discuss how a relatively complex method combination (CLA and scenarios) can be made accessible to first-year master’s students conducting their first scenario study. As material, we use our own firsthand experiences from the scenario course and the CLA session as well as a subsequent survey with students. The intention of the paper is to quickly distribute educational practices for assessment by the futures education community and, thus, contribute to improving the state of futures studies and foresight education.

scholarly journals The influence of parents’ educational practices on young learners’ social and academic adaptation

2021 ◽  
Vol 11 (73) (1) ◽  
pp. 4-10
Author(s):  
Gina Florentina Tudorache ◽  
Mihaela Badea
Keyword(s):  
Biological Function ◽  
Point Of View ◽  
Educational Practices ◽  
Primary School Students ◽  
School Students ◽  
Social And Emotional ◽  
The Social ◽  
The Family ◽  
Academic Adaptation ◽  
School Period

The study starts from the overwhelming importance that the family has on the child’s development, as a result of the multitude of functions not found in other social groups, such as: biological function, procreation function, economic, psychoaffective and educational function. Although all parents’ purposeis the harmonious development of children from a cognitive, social and emotional point of view, under the influence of a variety of factors, they manifest educational practices that dose differently care and parental control. Thus, the study considers how parents’ action patterns can influence the social and academic adaptation of young school-age students. In this sense, the research sample is made of 18 primary school students whose school period was followed throughout the fundamental acquisition cycle.

The Geosciences Applied to Lunar Exploration

1962 ◽  
Vol 14 ◽  
pp. 169-257 ◽  
Author(s):  
J. Green
Keyword(s):  
Lunar Surface ◽  
Probable Mechanism ◽  
Point Of View ◽  
Lunar Exploration ◽  
Geological Model ◽  
Apply Geophysics ◽  
Surface Features ◽  
The Impact

The term geo-sciences has been used here to include the disciplines geology, geophysics and geochemistry. However, in order to apply geophysics and geochemistry effectively one must begin with a geological model. Therefore, the science of geology should be used as the basis for lunar exploration. From an astronomical point of view, a lunar terrain heavily impacted with meteors appears the more reasonable; although from a geological standpoint, volcanism seems the more probable mechanism. A surface liberally marked with volcanic features has been advocated by such geologists as Bülow, Dana, Suess, von Wolff, Shaler, Spurr, and Kuno. In this paper, both the impact and volcanic hypotheses are considered in the application of the geo-sciences to manned lunar exploration. However, more emphasis is placed on the volcanic, or more correctly the defluidization, hypothesis to account for lunar surface features.

How a sheperd guides a sheep herd?

1984 ◽  
Vol 75 ◽  
pp. 331-337
Author(s):  
Richard Greenberg
Keyword(s):  
Point Of View ◽  
Single Ring ◽  
Damping Effects ◽  
Ring Particle

ABSTRACTThe mechanism by which a shepherd satellite exerts a confining torque on a ring is considered from the point of view of a single ring particle. It is still not clear how one might most meaningfully include damping effects and other collisional processes into this type of approach to the problem.

The growth of mica polytypes as studied by conventional and high-resolution TEM

1983 ◽  
Vol 41 ◽  
pp. 174-177
Author(s):  
A. Baronnet ◽  
M. Amouric
Keyword(s):  
Water Pressure ◽  
Point Of View ◽  
Temperature Fields ◽  
Natural Occurrence ◽  
Growth Mechanisms ◽  
Long Period ◽  
High Resolution Tem ◽  
Layer Stacking ◽  
Experimental Works ◽  
Potential Use

The origin of mica polytypes has long been a challenging problem for crystal- lographers, mineralogists and petrologists. From the petrological point of view, interest in this field arose from the potential use of layer stacking data to furnish further informations about equilibrium and/or kinetic conditions prevailing during the crystallization of the widespread mica-bearing rocks. From the compilation of previous experimental works dealing with the occurrence domains of the various mica "polymorphs" (1Mr, 1M, 2M1, 2M2 and 3T) within water-pressure vs temperature fields, it became clear that most of these modifications should be considered as metastable for a fixed mica species. Furthermore, the natural occurrence of long-period (or complex) polytypes could not be accounted for by phase considerations. This highlighted the need of a more detailed kinetic approach of the problem and, in particular, of the role growth mechanisms of basal faces could play in this crystallographic phenomenon.

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