scholarly journals The dynamics of secularization as a process of mutual learning of philosophy and religion

2021 ◽  
Vol 26 (2) ◽  
pp. 43-56
Author(s):  
Kateryna Kuznetsova
Keyword(s):  
Social Progress ◽  
Educational Activity ◽  
Complete Disappearance ◽  
Faith And Reason ◽  
Religious Traditions ◽  
Religious Consciousness ◽  
Secular Culture ◽  
Stage Of Development ◽  
Secular Society ◽  
Central Meaning

The article deals with the current stage of development of society, associated with the formation of a new type of relationship between the secular and the religious consciousness. If in the secular society of the recent past, these relations were based on the domination of secular ideology, and religious consciousness was interpreted as the evolutionary past of society, the significance of which decreases with social progress until the complete disappearance of religion, then post-secular culture is associated with the formation of a new constructive attitude towards the religious consciousness as an immanent component of social consciousness, which does not disappear with the development of society, but only changes the forms of expression, as well as with the formation of an equal dialogue between secular and religious. Post-secularism does not mean a return to the dominant position of religion and does not cancel the achievement of the secular paradigm. Secularism has transcoding the cultural matrix, therefore, it is no longer possible to take a central meaning and value-forming place in the culture of religion and confessional traditions that once gave birth to this culture. In addition, globalization creates a situation of interaction of religious traditions, unprecedented in the history of mankind, within the framework of one cultural and legal field. We are no longer talking about oppression by more progressive traditions of spiritually primitive traditions (Christianity or Islam in relation to paganism) - traditions with highly developed spiritual, intellectual and missionary potential have to interact with each other. Post-secularity means not only a critical revision of the stage consciousness, but also openness, receptivity, and at least interest in all the various forms of human religiosity. Secularization must be understood, according to J. Habermas, as the dual and complementary learning. Modernization embraces religious and secular consciousness, modifying them. This process of learning, change and enrichment is the essence of the post-secular era. The main characteristic of post-secular society is the "two-way learning process" of faith and reason, or their correlation. In the field of education, the necessary result of the formation of a post-secular society is the introduction of dialogue and tolerance as necessary principles of educational activity and the absence of discrimination on religious grounds.

Taking Religion Seriously? Habermas on Religious Translation and Cooperative Learning in Post-secular Society

2017 ◽  
Vol 111 (4) ◽  
pp. 724-737 ◽  
Author(s):  
GIORGI ARESHIDZE
Keyword(s):  
At Risk ◽  
Cooperative Learning ◽  
John Rawls ◽  
Political Liberalism ◽  
Health Post ◽  
Religious Traditions ◽  
Religious Consciousness ◽  
Getting Lost ◽  
Secular Society ◽  
Lost In Translation

This article evaluates Jürgen Habermas's attempt to reopen political liberalism to religion. In trying to “take religion seriously,” Habermas goes further than John Rawls and other liberal theorists by affirming that religious traditions articulate truths on which democratic societies continue to depend for their civic and moral health. “Post-secular” societies, in his view, should learn from religion by translating its “moral intuitions” into universal secular language. Although Habermas in this way appears friendlier to religion than Rawls, unlike Rawls he also calls for the “modernization of religious consciousness.” This theological transformation not only reveals the foundationalist presuppositions of liberalism, but also points to a highly attenuated conception of learning from religion. Taking religion seriously will require us to be open to its insights not only when they agree with, but especially when they challenge, our secular presuppositions. This dimension of religion is at risk of getting “lost in translation” in the Habermasian paradigm.

scholarly journals CONCEPTUAL FOUNDATIONS FOR FORMATION OF PROFESSIONAL IDENTITY OF FUTURE SPECIALISTS IN PHYSICAL THERAPY, ERGOTHERAPY

2020 ◽  
pp. 43-49
Author(s):  
Yuliia KOPOCHYNSKA ◽  
Keyword(s):  
Physical Therapy ◽  
Professional Identity ◽  
Interpersonal Relationships ◽  
Professional Training ◽  
Value Orientations ◽  
Educational Activity ◽  
Professional Activity ◽  
Stage Of Development ◽  
The Future ◽  
Conceptual Foundations

ntroduction. In the process of professional training, there are qualitative changes in the professional development of the individual, because it is during this period that the basic identification characteristics that determine her propensity for the future profession are formed. Purpose. The purpose of the study is to determine the conceptual foundations of pro-fessional training of future specialists in physical therapy, ergotherapy. Methods. Analysis of scientific methodological literature. Results. In the course of the research the three main stages of forming the professional identity of specialists in physical therapy, ergotherapy are distinguished and characterized. Important in shaping the professional identity of future speci-?lists in physical therapy, ergotherapy is involved in specialized trainings, during which the future specialist compares professional value orientations with their own capabilities, realities of professional activity and interpersonal relationships. Due to the factors of cooperation, dialogue, activity–creative approach, individuality and freedom of de-velopment, choice of content and forms of training, approaches have some common features: psychological basis of educational activity of future specialists; focus on the formation of professional qualities; combination, integrated use of components, principles, criteria, learning tools, methods and different technologies. Originality. The basic provisions of the conception of formation of professional identity of future specialists in physical therapy, ergotherapy in higher education institutions are developed. Conclusion. On the basis of the conducted research it is established that at the present stage of development of psychological and pedagogical science methodological and textological material is accumulated, contains various complementary theoretical and practical approaches to the study of professional identity, but differentiates the object of study various aspects of scientific phenomenon and "identity". The organization of vocational training, taking into account the provisions developed, will contribute to the formation of professional identity of future physical therapists and ergotherapists.

scholarly journals SCIENTIFIC AND METHODOLOGICAL BASES OF COGNITIVE DIDACTICS

2021 ◽  
pp. 160-169
Author(s):  
Алсу Рауфовна Камалеева
Keyword(s):  
Higher Education ◽  
Cognitive Abilities ◽  
Personality Development ◽  
Cognitive Learning ◽  
Educational Process ◽  
Educational Activity ◽  
Learning Theories ◽  
Management Tools ◽  
Higher Education System ◽  
Stage Of Development

Когнитивные теории обучения являются наиболее признанными в современной отечественной дидактике. Они выступают в качестве психолого-педагогического обоснования дидактических систем, реализующих ценности познания и развития познавательных способностей человека, когда образовательный процесс ведется с опорой на непосредственный опыт обучающихся, его расширение в ходе поисковой, исследовательской деятельности, активного освоения мира. В качестве предпосылок развития когнитивной дидактики в контексте развития личности в эпоху цифровизации образования предлагаются следующие позиции: необходимость учета направлений трансформации системы высшего образования: целей образования, форм обучения, методов обучения, средств управления; направленность на решение генеральной цели преобразования образовательного процесса на современном этапе развития высшего образования – на генерацию знаний; использование закономерностей функционирования и формирования механизмов познания обучающихся в процессе реализации системообразующей цели когнитивной дидактики – эффективной когнитивной организации человека; генерирование знаний в условиях перехода к конструированию целостных жизненно-педагогических ситуаций в рамках ситуационного подхода как теоретико-методологической стратегии, ориентированной на решение задач познания; использование когнитивного инструментария в процессе реализации ситуационно-событийного механизма становления личностных структур познания обучающихся в рамках образовательной деятельности студента. The relevance of the article is due to the fact that cognitive learning theories are the most recognized in modern domestic didactics. They act as a psychological and pedagogical substantiation of didactic systems that implement the values of cognition and the development of students’ cognitive abilities, when training is based on the direct experience of students, its expansion in the course of search, research, active development of the world. The following positions are proposed as prerequisites for the development of cognitive didactics in the context of personality development in the era of digitalization of education: the need to take into account the directions of transformation of the higher education system: educational goals, forms of education, teaching methods, management tools; focus on solving the general goal of transforming the educational process at the present stage of development of higher education – on the generation of knowledge; the use of the regularities of functioning and the formation of mechanisms of cognition of students in the process of realizing the systemforming goal of cognitive didactics – the effective cognitive organization of a person; generation of professionally oriented knowledge in the context of the transition to the construction of holistic life-pedagogical situations within the framework of the situational approach as a theoretical and methodological strategy focused on solving cognitive problems; the use of cognitive tools in the process of implementing the situational-event mechanism of the formation of the personality structures of students’ cognition within the framework of the student’s educational activity.

scholarly journals Preparation and conduct of seminar lessons in physics in the conditions of distance learning

2020 ◽  
Vol 1 (189) ◽  
pp. 68-74
Author(s):  
Iryna Salnyk ◽  
◽  
Eduard Sirik ◽  
Keyword(s):  
Distance Learning ◽  
Physical Education ◽  
Personal Development ◽  
Life Experience ◽  
Cognitive Activity ◽  
Educational Process ◽  
Student Interaction ◽  
Social Progress ◽  
Educational Activity ◽  
Student Body

One of the newest principles of modern pedagogy is the humanization of education – the focus on personal development. The construction of personality-oriented methodological systems requires appropriate changes in the content of physical education and its methodological support. Today the high school functions as a profile. During distance learning, each student must gain some social experience, gaining in the process of achieving a common result by interacting with other members of the student body, develops communication skills. A huge advantage of this type of educational activity is the involvement of absolutely all students in the class. The main purpose of school education is the holistic development of the student's personality. The means of personal development that reveals its potential inner abilities is independent cognitive and mental activity. Thus, the teacher's task is to provide such activities, which are facilitated by modern interactive technologies. In this case, the student himself opens the way to knowledge. and the acquisition of knowledge is the result of his activities. To achieve maximum results, it is necessary to use methods that enhance the activities of students. Interactive teaching of physics allows to form their active-cognitive position, which meets the current educational needs of the modern educational process. Scientific and social progress is rapidly, radically changing the working conditions and content of the teacher. In this regard, there is a need to create such methodological systems that would meet not only the general goals and objectives of teaching physics, but would also have reasonable means to achieve the end results of learning and general physical education by students. Тhe peculiarity of the seminar is that it orients students to the manifestation of high cognitive activity in educational activities. The teacher at the seminar only manages the collective activities of students. Seminar training differs from the traditional one, which is characterized as a «teacher-student» interaction, it should involve mainly the «student-student» interaction (student both teaches and learns). It is very important that the seminars are not monotonous, that students are interested not only in the issues under consideration, but also the forms of their discussion, methods of work in the classroom, making them interesting and dynamic. This can be achieved by using in practice various types of seminars and increasing the level of active cognitive activity of students. The techniques that promote the development of active independent actions of the student in the classroom include the creation of such situations in which he must be able to: defend their opinion, provide arguments, evidence, using their knowledge and life experience; ask questions to teachers and peers, find out the unclear; review answers; help classmates with complications, explain to them the incomprehensible; independently perform tasks designed for reading literature, observation, etc.; find not one but several independent solutions; practice free choice of tasks, mainly exploratory and creative; be interested in collective activities and promote the creative search for peers.

Game as a means of shaping childrens readiness for school

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 49-55
Author(s):  
Volodymyr Antoniuk ◽  
◽  
Nadiia Alendar ◽  
Keyword(s):  
Theoretical Analysis ◽  
Research Methods ◽  
First Graders ◽  
School Achievement ◽  
Self Regulation ◽  
Cognitive Activity ◽  
Educational Activity ◽  
Stage Of Development ◽  
School Research ◽  
Basic Life Skills

The purpose of the study. UNESCO, in its four-dimensional model of education, proposed a framework for determining the basic life skills of a modern student. That is, in modern psychological and pedagogical science, when preparing future first-graders for training at NUSH, there was a shift in emphasis on teaching senior preschoolers certain knowledge, skills and skills to form their life competencies. Such changes have become possible with the reforms taking place in the education system. The main means for the formation of key competencies in future first-graders in preschool childhood can be only the game - the leading activity of preschoolers at this stage of development. The game contributes to the formation of the child's personality, the development of his cognitive activity, independence and self-regulation. The purpose of the article is a theoretical analysis of the use of the possibilities of games to form the readiness of a senior preschool to study in a new Ukrainian school. Research methods. In the process of work we used the following research methods: theoretical: analysis and synthesis, induction and deduction, modeling; empirical: observations, comparisons. Result. The main indicator of readiness for schooling is the desire and ability of the child to study, to own components of educational activities. All this ensures school achievement. The game provides children with the development of those qualities that allow them to make changes to game plans at will, independently enter into interaction with peers, realize their strengths and opportunities, showing independence, activity and self-regulation. These characteristics play not only an invaluable role in shaping the personality of the future student, but also contribute to the formation of elements of educational activity.

The Impact of Art Therapy on the Development of Emotional Sphere of the Older Pre-Schoolchildren

2016 ◽  
Vol 5 (3) ◽  
pp. 29-33
Author(s):  
Николаева ◽  
Viktoriya Nikolaeva ◽  
Байкенова ◽  
A. Baykenova
Keyword(s):  
Art Therapy ◽  
Emotional State ◽  
Individual Characteristics ◽  
Preschool Age ◽  
Social Progress ◽  
Stage Of Development ◽  
The Republic ◽  
The Impact ◽  
And Training ◽  
Made In

This article is devoted to the issue of development of the emotional sphere of the pre-schoolchildren. Pre-school education and training is the first level of continuing education, it creates developing environment for the full formation of the child´s personality, taking into account age and individual characteristics. At the present stage of development of the Republic of Kazakhstan there is a great task to educate fully developed personality to society. An important role in this is the development of emotional sphere of preschool children. The authors examine the art therapy as a means of correcting the emotional state of children of the senior preschool age. The article presents the experimental work on the problem of research, including: states and forming a control experiment. In order to try to make changes in the emotional state of children preventive and developmental program on the use of art therapy was drawn up. The end, the authors come to the conclusion that in the conditions of a single art - a qualitatively new and higher educational and social progress has been made in aesthetic environment.

Mere Discipleship: On growing in wisdom and hope

2020 ◽  
Vol 28 (2) ◽  
pp. 202-203
Author(s):  
Erling Lundeby
Keyword(s):  
Nous Pouvons ◽  
Nous Sommes ◽  
Secular Culture ◽  
De Se ◽  
Secular Society ◽  
The Mind ◽  
Opening Up

SummaryMcGrath’s book is a helpful opening up of what ‘discipleship of the mind’ means, and how to acquire it. He shows how discipleship is the habit of understanding and imagining ourselves and our world firmly rooted in the Christian gospel. The creeds work like a map. We are joined by fellow Christians in the wider Church past and present (and especially through books). The vision is lived out in today’s pervasive secular culture, and we can learn from good examples who have lived before us. This vision and hope resonates with contemporary philosophers and authors. McGrath’s book is short on practical specifics, but rich and very stimulating when it comes to understanding ourselves as disciples in today’s secular society. It is highly recommended.RÉSUMÉCet ouvrage offre une perspective utile sur la nature du « discipulat de la pensée » et sur les moyens d’y parvenir. Il souligne que le discipulat implique l’habitude de se comprendre et de s’imaginer soi-même, ainsi que notre monde, comme étant fermement enracinés dans l’Évangile. Les confessions de foi fonctionnent comme une carte routière. Nous sommes associés aux autres chrétiens au sein de l’Église dans sa dimension la plus large, du passé et du présent (et tout spécialement grâce aux livres). Cette vision se vit dans la culture actuelle en tout point sécularisée, et nous pouvons apprendre de bons exemples vécus avant nous. Cette vision et cette espérance sont en résonance avec des philosophes et auteurs contemporains. L’apport pratique spécifique de cet ouvrage est succinct, mais il est riche et très stimulant lorsqu’il traite de la manière de se voir comme disciple dans la société moderne sécularisée.ZusammenfassungMcGraths Buch ist eine hilfreiche Einführung in eine sogenannte ,,Jüngerschaft des Verstandes“, in das, was sie bedeutet und wie sie zu erreichen ist. Der Autor zeigt auf, dass Jüngerschaft das Modell dafür ist, wie wir uns selbst und unsere Welt als fest im christlichen Evangelium verwurzelt begreifen. Die Glaubensbekenntnisse funktionieren dabei wie eine Landkarte. Auf dem Weg begleiten uns Mitchristen aus dem weiteren Kirchenumfeld in Vergangenheit und Gegenwart (gerade durch Bücher). Diese Vision leben wir aus in der allgegenwärtigen säkularen Kultur von heute. Dabei können wir von den wertvollen Vorbildern jener lernen, die ihr Leben vor uns gelebt haben. Diese Sicht und Hoffnung findet ein Echo bei gegenwärtigen Philosophen und Autoren. Praktische Einzelheiten kommen ein wenig kurz in McGraths Buch, doch es ist sehr reichhaltig und anregend, wenn es darum geht, dass wir uns selbst als Jünger in einer modernen säkularen Gesellschaft verstehen. Ein sehr empfehlenswertes Werk.

Spirituality and Occupational Therapy in a Secular Culture

1997 ◽  
Vol 64 (1) ◽  
pp. 122-126 ◽  
Author(s):  
P. Travis Kroeker
Keyword(s):  
Clinical Practice ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Religious Traditions ◽  
Spiritual Meaning ◽  
Secular Culture ◽  
Open Dialogue ◽  
The Mind

In an attempt to help plot the territory of the role of spirituality in occupational therapy, this paper examines the understanding of the mind-body-spirit paradigm in modern secular culture in order to examine critically its spiritual assumptions. It also suggests that occupational therapists might continue to explore the meaning of spirituality in a secular, pluralist culture through open dialogue that considers the spiritual meaning and aims of clinical practice with reference to particular religious traditions and symbols.

scholarly journals Social Aspects Of Rural Community Development

2015 ◽  
Vol 12 (1) ◽  
pp. 11-14
Author(s):  
Věra Majerová
Keyword(s):  
Rural Community ◽  
Social Relations ◽  
Rural Areas ◽  
Secondary Data ◽  
Social Progress ◽  
Community Values ◽  
Stage Of Development ◽  
Rural Community Development ◽  
Behavioural Patterns ◽  
Mutual Relations

Abstract A well-balanced relationship between economic and social progress is the main prerequisite of rural community stability. Economic development is influenced by many factors. Some of these are statistically discoverable and quantifiable, while others, which fall within the sphere of social relations and their identification, are more difficult to measure and interpret. Czech rural areas face many problems which arise from their specific features – socio-demographic structure, job possibility of various social groups, provision of the proper level of public services, transport accessibility, etc. However, there is no direct connection between economic factors and mutual relations within the rural community. Values, opinions and the behavioural patterns of people are immediately displayed in a locality, but their character is shaped by the regional and national assumptions of every stage of development. Contributions are drawn from the accessible literature and secondary data of empirical research projects.

scholarly journals Yoga practices as identity capital: preliminary notes from Turku, Finland

2012 ◽  
Vol 24 ◽  
pp. 24-34
Author(s):  
Måns Broo
Keyword(s):  
Sense Of Self ◽  
Individual Agency ◽  
Secular Culture ◽  
Different Types ◽  
Landscape Research ◽  
Secular Society ◽  
The City ◽  
Religious Landscape ◽  
Depth Interviews ◽  
Meaningful Sense

As elsewhere in Finland, different types of yoga practices are popular in the city of Åbo/Turku. But how do practitioners view their own relationship to their practice, and further, what do they feel that they as individuals gain from it? Through in-depth interviews with yoga teachers in the city of Turku, the author examines ways in which individuals, in what could be called a post-secular society, construct a meaningful sense of self and of individual agency. The observations offered in this article represent preliminary notes for a larger work on yoga in Turku, conducted at the ‘Post-Secular Culture and a Changing Religious Landscape’ research project at Åbo Akademi University, devoted to qualitative and ethnographic investigations of the changing religious landscape in Finland.

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