scholarly journals Algunos desafíos encontrados en la elaboración de la Teoría de la Objetivación

2018 ◽  
Vol 12 (2) ◽  
pp. 61-80
Author(s):  
Luis Radford
Keyword(s):  
Historical Context ◽  
Theoretical Description ◽  
Cultural Process ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship

Este artículo presenta una reflexión alrededor de algunos desafíos encontrados en la elaboración de una teoría de inspiración vygotskiana sobre la enseñanza-aprendizaje de las matemáticas: la teoría de la objetivación. Se discute el contexto histórico de donde emerge la teoría y las dificultades encontradas en concebir el aprendizaje no como un proceso subjetivo, como lo plantea el constructivismo, sino como un genuino proceso social-histórico-cultural. Se arguye que una de las dificultades más importantes de las aproximaciones socioculturales educativas contemporáneas reside en brindar una descripción teórica clara de la relación entre el individuo y su cultura. La respuesta de la teoría de la objetivación se encuentra en su concepto de labor conjunta.Some Challenges Found in the Elaboration of the Theory of ObjectificationThis article deals a reflection about some challenges encountered in the elaboration of a theory of Vygotskian inspiration about the teaching-learning of mathematics: the theory of objectification. We discuss the historical context from which the theory emerges and the difficulties encountered in conceiving learning not as a sub-subjective process, as proposed by constructivism, but as a genuine social-historical-cultural process. It is argued that one of the most important difficulties of contemporary sociocultural educational approaches lies in providing a clear theoretical description of the relationship between the individual and his culture. The answer of the theory of objectification is found in its concept of joint work.Handle: http://hdl.handle.net/10481/49438Scopus record and citation

Virginia Woolf and Being-in-the-world

2017 ◽  
Author(s):  
Emma Simone
Keyword(s):  
Virginia Woolf ◽  
Historical Context ◽  
The Political ◽  
Cartesian Dualism ◽  
Self And Other ◽  
The World ◽  
Binary Oppositions ◽  
The Individual ◽  
The Relationship ◽  
Existential Perspective

Virginia Woolf and Being-in-the-world: A Heideggerian Study explores Woolf’s treatment of the relationship between self and world from a phenomenological-existential perspective. This study presents a timely and compelling interpretation of Virginia Woolf’s textual treatment of the relationship between self and world from the perspective of the philosophy of Martin Heidegger. Drawing on Woolf’s novels, essays, reviews, letters, diary entries, short stories, and memoirs, the book explores the political and the ontological, as the individual’s connection to the world comes to be defined by an involvement and engagement that is always already situated within a particular physical, societal, and historical context. Emma Simone argues that at the heart of what it means to be an individual making his or her way in the world, the perspectives of Woolf and Heidegger are founded upon certain shared concerns, including the sustained critique of Cartesian dualism, particularly the resultant binary oppositions of subject and object, and self and Other; the understanding that the individual is a temporal being; an emphasis upon intersubjective relations insofar as Being-in-the-world is defined by Being-with-Others; and a consistent emphasis upon average everydayness as both determinative and representative of the individual’s relationship to and with the world.

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

scholarly journals APRENDIZAJE PARA LA GENERACIÓN DE CONOCIMIENTO

2020 ◽  
Vol 13 (3) ◽  
pp. 279
Author(s):  
Laura Elizabeth Cervantes Benavides
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Metacognitive Abilities ◽  
The Moment ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
The Way

Facing the problems for understanding student learning and the way that makes the relationship and integration of learned knowledge easier, this work is presented, which objective is to identify in the teaching-learning process, at the moment in which the individual relates and integrates the knowledge it acquires. In this document, the assumption was made is, In greater depth of reflection, the student strengthens his cognitive and metacognitive abilities.

scholarly journals Between knowledge and skills in teaching design courses in architecture integrated in Bologna

2013 ◽  
Author(s):  
Luís Sebastião Viegas
Keyword(s):  
Historical Context ◽  
Teaching Experience ◽  
Problem Solution ◽  
Special Role ◽  
Disciplinary Culture ◽  
Teaching Learning ◽  
Methodological Aspects ◽  
The Relationship ◽  
Process Product

In the teaching of design in architecture courses integrated in Bologna becomes evident the central importance of the student in the teaching/learning process. If the antinomy process/product is recurrent in didactic and pedagogical atmosphere in our historical context and teaching experience, others seem to arise with greater acuity, interest and additional platforms to enriching the debate, such as the relationship between problem/solution, knowledge/skills and experience/awareness. In these scenarios of antinomic problematic is important to understand the special role of the teacher and student, especially, to know how to organize the relative weights of each component during the academic years of two different cycles. It seems clear that the importance of process and product is not the same along the different academic years. It is also a fact that the teacher's role in the construction of the solution or of the problem is variable in the progression of learning, especially because the student needs to gain greater autonomy and judgment. Also, the acquisition of skills (reinforcing the disciplinary culture and methodological aspects) must constitute themselves as nuclear (1st cycle) and the knowledge (as global problematic) can be worked when the student has more autonomy and critical consciousness (2nd cycle). Because the experience of “to do” it isn’t always simultaneous of the awareness of “to know”, the optional courses should only provide eventual specialization in the 2nd cycle of studies.

scholarly journals THREE LIVES OF NIKOLAY AGAFONOV: TRANSFORMATION OF IDENTITY IN THE AGE OF WAR AND REVOLUTION

2020 ◽  
Vol 69 (4) ◽  
pp. 109-117
Author(s):  
Alexander I. Kazankov ◽  
◽  
Oleg L. Lejbovich ◽  
Keyword(s):  
Civil War ◽  
Life Story ◽  
Historical Context ◽  
Transformation Process ◽  
Collective Farm ◽  
Social Democrat ◽  
The Social ◽  
The Individual ◽  
Farm System ◽  
The Relationship

The article reconstructs N. P. Agafonov’s life story. It aims at determining the relationship between the individual and the social in a person’s biographical trajectory, analyzing ego-transformation process in a specific historical context. The research methodology involves the use of autobiographical narrative, formed in the process of investigative actions, carried out by the organs of OGPU–NKVD in 1929 and 1937. N. P. Agafonov’s fate is of special interest for historians because during a third of a century he changed his identity three times: at the beginning of the century N. P. Agafonov realized himself as a social democrat, an active participant of the revolutionary underground in St. Petersburg and Perm in 1905–1907. After its defeat, he chose a musical and dramatic career. During the Civil War, he got a haircut as a monk. In the pre-Soviet era, Agafonov behaves like a conformist, whose inner evolution is congenial to the changes taking place in the social circle of democratic youth. The turbulent nature of the events of the Civil War does not allow him to make an artistically reasonable and socially conditioned choice. During the Soviet regime he denounced the collective farm system as a hieromonk, called on parishioners to be strong in faith and expressed hope for the return of the good old times, for which he was subjected to repression by the punitive authorities.

scholarly journals Dialetics of the relationship of public and individual health

Public Health ◽  
2021 ◽  
Vol 1 (3) ◽  
pp. 5-12
Author(s):  
D. A. Izutkin
Keyword(s):  
Historical Context ◽  
Point Of View ◽  
Methodological Basis ◽  
Individual Health ◽  
The Individual ◽  
Relationship Of ◽  
The Relationship

In the article the phenomenon of health as integral notion is revealed from philosophic positions. Universal characteristics, inherent to health, in particular, its attributive, axiological and praxiological meaning, are highlighted. The evolution of representations about health is manifested in the historical context.The aim of the study. On the basis of fundamental dialectic categories to show the relationship of public and individual health from biosocial point of view.Methods. The basic dialectic principles, such as unity of quantity and quality, subjective and objective, unique, specific and common are being used.Results. Similar and differential features between public and individual health, reflected different correlation of quantitative and qualitative manifestations, objective conditions and subjective stimuluses, common, specific and unique characteristics are revealed.Conclusions. The fundamental dialectic categories may serve as a methodological basis in the analysis of the relationship of public and individual health. They advance integral understanding of health and its ontological meaning in the individual and societal experience.

scholarly journals Prediction of Physics Lesson Learning Level by Students’ Characteristics and Teaching-Learning Process

2021 ◽  
Vol 9 (4) ◽  
pp. 625-654
Author(s):  
Zeynep Şen Akçay ◽  
Nuray Senemoğlu
Keyword(s):  
Learning Process ◽  
Sampling Method ◽  
Predictive Power ◽  
Study Group ◽  
Ninth Grade Students ◽  
The Individual ◽  
Teaching Learning ◽  
Physics Course ◽  
Predictive Strength ◽  
The Relationship

The aim of this study is to determine the predictive strength of the students’ characteristics and their teaching-learning process on the physics course learning level.  The variables were also examined according to the academic achievement levels. The study is a descriptive study in survey model. Purposive sampling method was used in the formation of the study group, and 621 ninth grade students were selected for the study group. Cognitive Entry Behaviors (CEB) test, Academic Self-Concept (ASC) scale, Perception of Teaching Service Adequacy (PTSA) scale, Time Allotted to Learning (TAL) form and Learning Level (LL) test were used to collect the data. One-way variance, simple linear regression, and stepwise regression technique were used in the data analysis.  The results of the study showed that the predictive strength of the variables examined about the student and the teaching-learning process was significant. The variability in the learning level is 59.9% in CEB, 18.1% in ASC, and 17.1% in PTSA.  The relationship between the individual time allocated to learning and the learning level is negative, and has the power to explain the variability in learning level by 2.9%.  All variables have the power to explain the variability in learning level by 62.7% together. One of the most important results of this study is that the magnitude of the predictive power of cognitive entry behaviors on the learning level has been revealed. It is thought that the results of the study will contribute to the literature aimed at increasing the learning level of the physics course.

Accent Policy and Accent Modification Enterprises as Potential Indicators of Intercultural Power Relations: A Call for an Updated Research Agenda

2013 ◽  
Vol 3 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Brynne D. Ovalle ◽  
Rahul Chakraborty
Keyword(s):  
International Relations ◽  
Identity Construction ◽  
Social Theory ◽  
Power Relations ◽  
Linguistic Diversity ◽  
Cultural Organization ◽  
Using Data ◽  
The Individual ◽  
The Impact ◽  
The Relationship

This article has two purposes: (a) to examine the relationship between intercultural power relations and the widespread practice of accent discrimination and (b) to underscore the ramifications of accent discrimination both for the individual and for global society as a whole. First, authors review social theory regarding language and group identity construction, and then go on to integrate more current studies linking accent bias to sociocultural variables. Authors discuss three examples of intercultural accent discrimination in order to illustrate how this link manifests itself in the broader context of international relations (i.e., how accent discrimination is generated in situations of unequal power) and, using a review of current research, assess the consequences of accent discrimination for the individual. Finally, the article highlights the impact that linguistic discrimination is having on linguistic diversity globally, partially using data from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and partially by offering a potential context for interpreting the emergence of practices that seek to reduce or modify speaker accents.

Investigating the Relationship Between Self-Esteem and Stigma Among Young Adults With History of Suicide Attempts

Crisis ◽  
2016 ◽  
Vol 37 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Meshan Lehmann ◽  
Matthew R. Hilimire ◽  
Lawrence H. Yang ◽  
Bruce G. Link ◽  
Jordan E. DeVylder
Keyword(s):  
Young Adults ◽  
Suicide Attempts ◽  
Self Esteem ◽  
High Risk Population ◽  
High Functioning ◽  
People With Mental Illness ◽  
History Of ◽  
The Individual ◽  
The Impact ◽  
The Relationship

Abstract. Background: Self-esteem is a major contributor to risk for repeated suicide attempts. Prior research has shown that awareness of stigma is associated with reduced self-esteem among people with mental illness. No prior studies have examined the association between self-esteem and stereotype awareness among individuals with past suicide attempts. Aims: To understand the relationship between stereotype awareness and self-esteem among young adults who have and have not attempted suicide. Method: Computerized surveys were administered to college students (N = 637). Linear regression analyses were used to test associations between self-esteem and stereotype awareness, attempt history, and their interaction. Results: There was a significant stereotype awareness by attempt interaction (β = –.74, p = .006) in the regression analysis. The interaction was explained by a stronger negative association between stereotype awareness and self-esteem among individuals with past suicide attempts (β = –.50, p = .013) compared with those without attempts (β = –.09, p = .037). Conclusion: Stigma is associated with lower self-esteem within this high-functioning sample of young adults with histories of suicide attempts. Alleviating the impact of stigma at the individual (clinical) or community (public health) levels may improve self-esteem among this high-risk population, which could potentially influence subsequent suicide risk.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

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