scholarly journals Ethnic Self-Consciousness of Students and its Development in the Process of Studying the Discipline «Theory and Methods of Ethnocultural Education»

2021 ◽  
Author(s):  
Marina Petrovna Kamaeva
Keyword(s):  
Public Relations ◽  
Positive Result ◽  
Educational Institutions ◽  
Self Awareness ◽  
Cultural Education ◽  
State Institute ◽  
Educational Plan ◽  
Before And After ◽  
Self Knowledge ◽  
Education Of Students

The article examines the problems of the formation of ethnic self-awareness of university students in the process of teaching the discipline «Theory and methods of ethnocultural education». The relevance of the study is determined by the state policy that elevates culture to the rank of national priorities and recognizes it as the most important factor in the harmonization of public relations, the guarantor of the preservation of a single cultural space and territorial integrity. The purpose of the article is to consider the issues of content-methodological and educational plan in the formation and development of ethnic self-consciousness of students of higher educational institutions in the process of teaching the dissertation "Theory and methodology of ethno-cultural education". The analysis of normative-legal and legislative acts in the field of culture and education, observation, and the method of generalization of pedagogical experience allowed us to identify effective forms and means of ethno-cultural education of students. The data of a sociological survey conducted before and after studying the discipline "Theory and methodology of ethno-cultural education" among students of the training direction "Folk Art Culture" of the Chuvash State Institute of Culture and Arts are presented in the article. Based on the data obtained by such criteria as the level of formation of ethnonigilism, ethnic indifference, positive ethnic identity, ethno-egoism, ethno-isolationism, ethno-fanaticism, conclusions were drawn about the positive result of the study and recommendations were made for the development of ethnic self-knowledge of students in the course of studying the discipline "Theory and Methodology of ethno-cultural education".

Application of a Program to Promote Personal Development and Self-Awareness in Future Physical Education Teachers of the Degree in Education and Its Relationship with Wisdom

2021 ◽  
Author(s):  
Milagros Arteaga-Checa ◽  
Maria Victoria Palop-Montoro ◽  
David Manzano-Sánchez
Keyword(s):  
Physical Education ◽  
Personal Development ◽  
Intervention Program ◽  
The Other ◽  
Physical Education Teachers ◽  
Self Awareness ◽  
2030 Agenda ◽  
The Future ◽  
Before And After ◽  
Self Knowledge

The objective of the present study was to apply an intervention program based on emotional ed-ucation and self-knowledge, in students of the degree in Education to verify changes in wisdom. For this, the 3S-WS questionnaire was administered before and after 8 weeks of intervention, an-alyzing aspects related to affective, cognitive and reflective wisdom. The sample consisted of 100 students (40 men and 60 women, aged between 20 and 29 years). After the intervention program, students improved reflective wisdom without difference between sexes. On the other hand, men had higher values in all variables than women. In conclusion, the program to improve personal development and self-awareness could be useful to improve wisdom (especially reflective wis-dom) in 3rd and 4th year students of the degree in Education, specializing in Physical Education. At the same time, it is intended that these students understand the foundations of the intervention so that in the future it can be replicated in their classrooms and contribute to the sustainable de-velopment of the 2030 Agenda.

SINERGI ANTARA TRIPUSAT PENDIDIKAN ISLAM DI KECAMATAN NONGGUNONG KABUPATEN SUMENEP

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 1-11
Author(s):  
Zainol Huda
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Islamic Education ◽  
Report Cards ◽  
Educational Institutions ◽  
Before And After ◽  
New Students ◽  
The Media ◽  
Three Components

The responsibility of Islamic education cannot be carried out unilaterally. Ki Hajar Dewantara stated that it requires the cooperation of three components which called as tripusat pendidikan education (center of three in education), they are families, educational institutions, and society. Those three components are one unit and complement each other. This is what happened at MTs Zainur Ridla (Islamic Junior High School Zainur Ridla) and MTs. Bustanul Ulum (Islamic Junior High School Bustanul Ulum), both of them are in Nonggunong District, Sumenep Regency. The findings in this research indicate that student’s guardians in MTs Zainur Ridla and MTs Bustanul Ulum Nonggunong have awareness about the responsibility of Islamic education. Second, all teacher councils in those two Islamic Junior High School stated that educating responsibility was on their control with habituation for their students in the form of reciting Shalawat Nariyah, reciting short surahs before the lesson began, praying before and after the lesson, shaking hands with teacher councils when coming and going home. Third, the participation of the society in realizing the responsibility of Islamic education through the media and the tradition of Kompolan. Fourth, the pattern of cooperation between madrasah (school) and student’s guardians in the form of: Home visits, inviting student’s guardians, forming madrasah supporting body, and report cards. While the pattern of cooperation between madrasah and society is their involvement in PHBI (Commemoration Islamic Feast Day) activities, their involvement in camp activities, their involvement in accepting new students, and their involvement in enforcing the discipline and regulations at madrasah.

Management Decisions in the Russian Military Education System: Socio-Humanitarian aspect (second half of the XIX – early XX centuries)

2020 ◽  
Author(s):  
С.Д. Половецкий
Keyword(s):  
Positive Result ◽  
Large Scale ◽  
Military Education ◽  
Educational Institutions ◽  
Management Decisions ◽  
Historical Experience ◽  
Military Reform ◽  
The Social ◽  
Russian Military ◽  
Xix Century

в статье обосновывается объективная необходимость изменения системы управления военным образованием в рамках проведения военной реформы второй половины XIX века. Проводимые мероприятия опирались на достижения русской педагогической мысли и военной педагогики. Комплекс управленческих решений был теоретически обоснованным, проводился последовательно и поступательно, до достижения необходимого положительного результата. Решить масштабные и сложные задачи оптимизации процесса военного образования было бы невозможно без усиления внимания к социально-гуманитарным дисциплинам, преподаваемых в военно-учебных заведениях. Накопленный исторический опыт реализации принятых управленческих решений актуален и востребован в настоящее время. the article substantiates the objective need to change the management system of military education in the framework of military reform in the second half of the XIX century. The events were based on the achievements of Russian pedagogical thought and military pedagogy. It is emphasized that the complex of management decisions was theoretically justified, carried out consistently and progressively, until the necessary positive result was achieved. It would be impossible to solve these large–scale and complex tasks of optimizing the process of military education without increasing attention to the social and humanitarian disciplines taught in military educational institutions. The accumulated historical experience of implementing management decisions is relevant and may be in demand at the present time.

Activities of Pedagogical Educational Institutions of the Krasnoyarsk Region on Preparing Teachers for National Schools in the 1930s

2020 ◽  
pp. 64-73
Author(s):  
Elena Nikolaevna Belova ◽  
◽  
Natalia Sergeevna Romanova ◽  
Keyword(s):  
Research Methods ◽  
Soviet Period ◽  
Educational Institutions ◽  
Self Awareness ◽  
Historical Experience ◽  
Krasnoyarsk Region ◽  
Pedagogical Institute ◽  
Insufficient Knowledge

The relevance of the study is determined by the modernization of education, the surge of national self-awareness in the regions of the country and insufficient knowledge of the historical experience of training teachers for national schools in the Krasnoyarsk Territory in the 1930s. In this regard, the historical experience of the Soviet period of training teachers as carriers of the culture of the peoples of Khakassia and the Krasnoyarsk North for national schools is of great interest. The purpose of the article is to characterize the experience of training teachers for national schools in the Krasnoyarsk Territory in the 1930s. Methodology and research methods. To solve the set research tasks, the following were used: historical-retrospective, historical-reconstructive, historical-typological, comparative-historical, systemic-structural, chronological, historical-genetic methods, analysis and generalization. Results. The results of the study consist in identifying the historical experience of several educational institutions of professional pedagogical education in the region in training teachers for national schools in Khakassia and the Krasnoyarsk North, identifying problems and obstacles in the training of pedagogical personnel. In the 1930s, in the Krasnoyarsk Territory, the task of training pedagogues for national schools was solved in 3 pedagogical colleges and a pedagogical institute at special departments and in the form of additional classes. By the 1940s, this activity was discontinued for a number of reasons: lack of funding, the remoteness of educational institutions from national schools, lack of methodological experience for governing structures, and the policy of Russification of the population in the second half of the 1930s.

The Value of Mindfulness-Based Methods in Teaching at a Clinical Field Placement

2010 ◽  
Vol 106 (2) ◽  
pp. 455-466 ◽  
Author(s):  
Nurper Gökhan ◽  
Edward F. Meehan ◽  
Kevin Peters
Keyword(s):  
Self Care ◽  
Well Being ◽  
Self Awareness ◽  
Field Placement ◽  
Active Involvement ◽  
Mindfulness Skills ◽  
Personal Experiences ◽  
Before And After ◽  
Comparison Groups ◽  
Psychology Course

The value of mindfulness-based methods in an undergraduate field placement was investigated in relation to the acquisition of self-care and other basic clinical competencies. The participants were 22 students in an applied behavioral analysis course, which included a mindfulness-based training module, and 20 students enrolled in an experimental psychology course without mindfulness training. The Mindfulness Attention and Awareness Scale, the Freiberg Mindfulness Inventory, and the Kentucky Inventory of Mindfulness Skills were used as measurements before and after intervention. Mindfulness-trained participants kept records and were asked to share their personal experiences during supervision and an exit interview. Results demonstrated that training significantly increased mindfulness. Qualitative data indicated enhanced self-care, attention to well-being, self-awareness, active involvement acquiring skills, and empathy and compassion. The need to expand the utility of mindfulness to the realm of education and the importance of including comparison groups with other self-care modules for future studies were discussed.

scholarly journals The Efficiency of a Group Counseling Program Based on Psychodrama in Enhancing Self-awareness and Reducing Tension among tenth Grade Students In Qalqilia City

2019 ◽  
Vol 3 (18) ◽  
Author(s):  
Said Yousef Swilem
Keyword(s):  
Group Counseling ◽  
Control Group ◽  
Self Awareness ◽  
Counseling Program ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Group Members ◽  
The Stability ◽  
And Control

The purpose of this study is to examine the efficiency of a group counseling program based on psychodrama in improving self-awareness and reducing tension among tenth grade students in Qalqilia City and examining the nature and the direction of the relationship between self-consciousness and tension, the sample of study consisted of (20) students whom were distributed randomly equally to two groups the first is an experimental contains (10) students and the second is a control group contains (10) students in light of a tension variable, they are drawn out from (152) students in governmental schools who obtained the highest stress scale for the current study, a counseling program has been built based on the principles and methodology methods of psychodrama which contained (13) sessions, the current study used a measure of self-awareness and tension before and after the program. The researcher used the semi-experimental design to verify the validity of the two instruments they were presented to a group of specialized consultants. The stability coefficient was then calculated using Cronbach Alpha, where the stability value of the self-awareness scale was 0.81 and tension scale was 0.90. The mean and standard deviations were calculated and the Shapiro-Wilk test was used to examine the normal distribution probability of the variables of self-awareness and tension. The results revealed in the non-moderate distribution of individual responses to the two variables. The Mann-Whitney test, the Wilcoxon Signed Ranks Test, and the Spearman Product-Moment Correlation Coefficient test were used. The results showed differences between the experimental and control groups in the post-test of self-awareness and stress measures and for group members this is an indication of the effectiveness of the psychodrama -based counseling program in improving self-awareness and reducing stress among tenth grade students in Qalqilia city and the absence of differences in experimental group members between the tribal and remote testing methods of self-awareness and differences in group members for testing between the two pre-test and post- test of stress. The researcher recommends that self-awareness and stress in the adolescent group should be addressed through the psychodrama -based counseling programs.    

scholarly journals Riddle and secret: Laza Kostic and Branko Miljkovic around Heraclitus’ fire

Balcanica ◽  
2019 ◽  
pp. 437-452
Author(s):  
Bogoljub Sijakovic
Keyword(s):  
Ancient Greece ◽  
Entire Body ◽  
Self Awareness ◽  
European Culture ◽  
Science Philosophy ◽  
Cultural Self ◽  
The Subject ◽  
Self Knowledge ◽  
Entire Cosmos ◽  
Creative Self

The culture of ancient Greece, and particularly its philosophy, contains paradigms that are predetermining, binding and eternally valid for the entire body of European culture. European culture and, in its distinctive way, Serbian culture, as an important dynamic motif has the need to constantly revisit Hellenic culture. This is in fact a productive (re) interpretation as a way of acquiring cultural self-awareness and self-knowledge. The entire cosmos and human fate in it are revealed in Hellenic thought as both a riddle and a secret. Both of these relationships to reality, in the model form found already in the work of Heraclitus, still characterize human thought and creation. The world seen as a riddle to be solved is the subject of many a discipline, and the secret that reveals itself to us provides the basis of faith and all arts. Two Serbian poets (although there are more) acquired their creative self-awareness around Heraclitus? concept of fire. In his scholarly and philosophical treatises Laza Kostic (1841-1910) turned to Heraclitus in a bid to solve the riddle of reality. In his contemplative-poetic works Branko Miljkovic (1934-1961) turned to Heraclitus seeking to uncover the secret of nothingness in the latter?s fire and to learn from the Ephesian?s foretokening that poetry is hermetic and loves to hide. Is there a deeper logic linking riddle and secret? Do science, philosophy, art and faith have a deeper unity? The answers are to be sought in Laza?s and Branko?s understanding of Heraclitus? fire.

scholarly journals TEACHING MADURA LOCAL CONTENT LITERACY ON PRESERVICE SCIENCE TEACHER USING LWIS MODEL

2020 ◽  
Vol 7 (2) ◽  
pp. 103-112
Author(s):  
Mochammad Yasir ◽  
Ana Yuniasti Retno Wulandari
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Self Awareness ◽  
Learning Context ◽  
Integrated Science ◽  
Before And After ◽  
The Impact ◽  
Academic Year

Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level. 

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