scholarly journals DIALOGICAL COMPETENCE OF A PERSON WITH DISABILITIES IN INCLUSIVE EDUCATIONAL DIALOGUE

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 313-321
Author(s):  
G. K. Kassymova ◽  
M. A. Spizhenkova ◽  
R. M. Gimazov ◽  
G. A. Bulatova ◽  
A. A. Kulakova ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Inclusive Education ◽  
Human Life ◽  
Theoretical Models ◽  
Human Interaction ◽  
Semantic Relationships ◽  
Educational Dialogue ◽  
The World ◽  
Educational Situation ◽  
Different Parts

In modern and classical pedagogy and psychology, a significant place is given to the problems of subjectivity (lack of personality) and authenticity ("fictitiousness") of human life: the human personality, relation-ships, activities and values. The authenticity is a problem of success, harmony of human life, subjective dialogue of a person with himself and the world (meaningfulness of his being). In dialogue with another in an educational situation, building an understanding of the world, a person simultaneously develops an understanding of himself. In educational dialogue with each other, people test, explore, transform, coordinate different parts of their experience that cannot be studied in other circumstances. The purpose of the research is to analyze the problems of dialogical competence of a person with disabilities as a phenomenon of readiness and ability to build and develop semantic relationships with oneself and the world in educational dialogue. The theoretical basis of the research is the analysis and integration of data from various empirical and theoretical models of understanding a person's dialogical competence in the context of subjectivity and reliability of his being in pedagogy and psychology. This competence is a phenomenon of the readiness and ability of a person with disabilities to build and develop relationships with oneself and with the world. The concept of dialogical competence implies an understanding of the processes and learning outcomes as a phenomenon aimed at maintaining and developing a harmonious and authentic human interaction with himself and the world. The study proposes a theoretical model of inclusive education aimed at the formation and development of the participants' dialogue competence.

scholarly journals Implementasi Pendidikan Akhlak Integratif-Inklusif

2020 ◽  
Vol 12 (01) ◽  
pp. 37-48
Author(s):  
Muhammad Syafiqurrohman
Keyword(s):  
Moral Education ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Human Life ◽  
Scientific Field ◽  
Educational Process ◽  
The World ◽  
Character Style ◽  
Scientific Fields ◽  
Education Process

Integrative-inclusive moral education can be interpreted as a formulation of a broad and holistic moral education process. Moral education materials can work together with all subjects, school culture, extracurricular activities, and even with the community. It is said that the integrative scientific structure does not mean that the various sciences are merged into an identical form of science, but rather the character, style, and nature of the science are integrated in the unity of the spiritual material dimensions, revelation, secularl-religion, physical-spiritual, and the world hereafter. Integration requires the existence of a relationship or unification or synchronization or greet each other or alignment between each existing scientific fields. Each scientific field cannot stand alone, without greeting each other with other scientific fields. While inclusive education, is a matter relating to many aspects of human life based on the principles of equality, justice, and individual rights. So integrative-inclusive education means that an educational process must cover a broad and comprehensive scope. Integrative-inclusive moral education has a holistic scope. Keywords: Moral education, integrative-inclusive   Abstrak Pendidikan akhlak integratif-inklusif dapat dimaknai sebagai suatu rumusan proses pendidikan akhlak yang dilakukan secara luas dan holistik. Materi pendidikan akhlak dapat bersinergi dengan seluruh mata pelajaran, budaya sekolah, kegiatan ekstrakurikuler, serta dengan komunitas. Dikatakan struktur keilmuan integratif bukan berarti antara berbagai ilmu tersebut dilebur menjadi satu bentuk ilmu yang identik, melainkan karakter, corak, dan hakikat antara ilmu tersebut terpadu dalam kesatuan dimensi material spiritual, akal-wahyu, ilmu umum-ilmu agama, jasmani-rohani, dan dunia akhirat. Integrasi menghendaki adanya hubungan atau penyatuan atau sinkronisasi atau saling menyapa atau kesejajaran antar tiap bidang keilmuan yang ada. Setiap bidang keilmuan tidak dapat berdiri sendiri, tanpa saling menyapa dengan bidang keilmuan yang lain. Sedangkan pendidikan inklusif, merupakan suatu hal yang berkaitan dengan banyak aspek hidup manusia yang didasarkan atas prinsip persamaan, keadilan, dan hak individu. Maka pendidikan integratif-inklusif memiliki makna bahwa suatu proses pendidikan harus mencakup ruang lingkup yang luas dan menyeluruh. Pendidikan akhlak secara integratif-inklusif memiliki cakupan yang menyeluruh dan holistik. Kata Kunci: Pendidikan akhlak, integratif-inklusif

A Research on Digital Violence in Social Media

2022 ◽  
pp. 270-290
Author(s):  
Ergün Kara ◽  
Gülşen Kirpik ◽  
Attila Kaya
Keyword(s):  
Social Media ◽  
20Th Century ◽  
Social Life ◽  
Interpersonal Relations ◽  
Human Life ◽  
The Internet ◽  
Social Lives ◽  
New Process ◽  
The World ◽  
Different Parts

The internet, which started to enter our lives with the last quarter of the 20th century, is being used more and more widely every day due to the facilitating effect of technological innovations on human life. Especially in the last 20 years, people have moved their social lives to the internet due to the fast and practical access to information, the diversity of opportunities it offers, the freedom to meet people from different parts of the world, and similar conveniences. In this new process, which is called the information society, there are many areas from social life to economy, from politics to health. However, this structure, which facilitates human life, has also brought with it negativities that can cause serious problems in interpersonal relations. All these negativities, which have a legal dimension, are described as the concept of “digital violence.”

scholarly journals Inclusive education strategies in New Zealand, a leader in inclusive education

2016 ◽  
Vol 4 (2) ◽  
pp. 19-29 ◽  
Author(s):  
David Mitchell
Keyword(s):  
New Zealand ◽  
Inclusive Education ◽  
Education System ◽  
Curriculum Assessment ◽  
Support Resources ◽  
The World ◽  
Educational Situation ◽  
High Level

Since 1989, the New Zealand education system has undergone extensive reforms to become one of the most devolved systems in the world. The article analyses the extent to which the educational situation in New Zealand complies with the ten features of inclusive education: vision, placement, curriculum, assessment, teaching, acceptance, access, support, resources, and leadership. This paper will briefly explain these features and illustrate them with references to the situation in New Zealand and, finally, come to the conclusion that with all of these criteria New Zealand performs at a high level.

scholarly journals Subject-oriented approach to quality of life management

2019 ◽  
Vol 5 (4) ◽  
pp. 88-102
Author(s):  
Vadim E. Lyovkin ◽  
Anastasia O. Lyovkina
Keyword(s):  
Quality Of Life ◽  
Human Life ◽  
Human Interaction ◽  
Life Management ◽  
The World ◽  
Development Goals ◽  
Different Levels ◽  
Cultural Structure ◽  
Life Phenomenon

The problem of quality of life management is primarily associated with defining the object and subject of management, which in relation to the quality of life is definitely not easy due to the large number of different interpretations. This article newly defines the quality of life phenomenon and develops the principles for its managing through clarification of the methodological and prescriptive position. This reveals the content of the category “quality of life” and criteria distinguishing good quality of life from bad in the context of sustainable development goals regardless of the current cultural structure. The concept of “a way of human interaction with the world” (namely, the specificity in the objects, mechanisms, and results of human interaction with the world at different levels or spheres of life) introduces a system of principles for managing quality of life, consistent with the current leading achievements in understanding the quality of life. This system of principles is represented by three main criteria for evaluating any innovations that change the quality of life of people (rationality, humanity, significance). Basing in these principles, the authors have developed twelve criteria for good quality of life management, two for each of the six areas human life: continuum (cultural), circumstances, physical, emotional, intellectual, and spiritual.

scholarly journals Industri Pariwisata Ditinjau dari Etika Tanggung Jawab Hans Jonas

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 1356
Author(s):  
Vitria Ariani
Keyword(s):  
Human Life ◽  
Social Systems ◽  
Tourism Industry ◽  
Human Interaction ◽  
Cultural Resources ◽  
Ethical Values ◽  
Hans Jonas ◽  
The World ◽  
Ecological Values ◽  
The Ideal

Ecology is a system of balance between the elements of nature and man. Man as an animal that thinks has the concept of moral and responsibility toward himself, man with another man, and man with nature surroundings. Harmony or disharmony realization of ecological values is a concept of how to realize the appreciation of human values and the ideal of human interaction with the nature. Social norms, ethical values and social systems, the communication between people with other people and the world must take place in a positive, sustainable, and harmonious way. Technology makes man exploit nature for his own benefit. Advances in technology, on one hand, make human life easier. However, on the other hand, the progress has made natural destruction. Tourism is an activity that utilizes natural, social, and cultural resources that have broad impact on the development of tourism-related activities with the technology and activities in it. Tourism activities also have broad impact as as a multi-sectoral, multi-dimensional, and an integrated tourism industry to one and another. Ethics that puts the responsibility for Tourism Sustainability is the answers to minimize ecological damage to nature caused by the Tourism Industry. 

scholarly journals RAGAM ALTERNATIF MEDIA PEMBELAJARAN PAI BERBASIS PSIKOMOTORIK SELAMA MASA PANDEMI DI MA PERSIAPAN NEGERI 4 MEDAN

2020 ◽  
Vol 1 (2) ◽  
pp. 19-35
Author(s):  
Abdul Muthalib ◽  
Aisyah Aisyah ◽  
Endang Sukari ◽  
Rafika Aulia
Keyword(s):  
Learning Outcomes ◽  
Human Life ◽  
Educational Institution ◽  
Signal Interference ◽  
Educational Institutions ◽  
The Internet ◽  
Optimal Learning ◽  
Face To Face ◽  
The World ◽  
Internet Network

The development of the Covid-19 outbreak has indeed had a major impact on all sides of human life, including in the world of education. The world of education seems to make the house an educational institution that can replace formal educational institutions. Learning using the internet network or so-called brave learning (online). Brave learning may be new to some teachers, but maybe some already consider it familiar. The purpose of this study was to find out about the Variety of Alternative Psychomotor-based PAI Learning Media During Covid-19 at MA Preparation 4 Medan.The results obtained from this research are learning that can be done in any condition, but of course the results will not be optimal learning that is done face-to-face in the classroom. To optimize it, of course many are done by teachers. Especially in the PAI subject, several innovations have been made to optimize learning outcomes, namely: 1) Innovations such as presenting learning with multimedia, 2) Online-based discussions and assignments. Teaching also has obstacles in its application, especially in the MA preparatory 4-field country, some of these obstacles: 1) Signal interference that cannot be avoided. 2) Lack of parental and teacher cooperation in managing courageous learning. 3) Limited costs make students reluctant to take bold lessons.

scholarly journals Impact of Technology Progress on Human Development in the Era of Industrial Revolution 4.0

2021 ◽  
Vol 6 (2) ◽  
pp. 266-274
Author(s):  
Nurul Izmaliza Syakila Yahaya ◽  
Nur Izzati Husna Sapian ◽  
Imran Syhami Abdul Razak ◽  
Mohamad Izzuan Mohd Ishar
Keyword(s):  
Industrial Revolution ◽  
Human Life ◽  
High Standard ◽  
Human Interaction ◽  
Advanced Technology ◽  
Technology Investment ◽  
Use Of Technology ◽  
The World ◽  
Pros And Cons ◽  
Impact Of Technology

The 4.0 Industrial Revolution and the Internet of Things (IoT) have been a hot topic over the last few years. The Industrial Revolution of 4.0 has brought a drastic change in various aspects of human life. With the growing demand for today's increasingly sophisticated technology in the era, it can bring a tremendous impact on the development of the community. One in five jobs will be replaced by artificial automation and intelligence (AI) within five years as an organization around the world focusing on the use of technology to improve efficiency in their business. New jobs will appear to balance and allow employees to perform higher tasks, which will lead to a restructuring role across the business. In recent years, there has been an increase in technology investment worldwide, and only awaiting robots and other cognitive technologies to work in the place where the development of the community is here encompassing the pros and cons of the technology to the public to achieve the 4.0 industrial Revolution in Malaysia. The development of technology resources nowadays has resulted in a high standard of innovations and creations that can bring the world to the new millennium. As such, the advanced Technology device equipment is now readily available anywhere. According to the official Portal of the National Archives of Malaysia in 2015, innovation in various sources of technology is produced to enable the Community's communication and the current human interaction is more quickly and able to exceed time and place. Due to the widespread use of each generation of advanced technology, it has led to the adoption of moral values and the development of one generation to another.

scholarly journals “East”—“West”: Interaction of Theatre Cultures

2019 ◽  
pp. 90-96
Author(s):  
Violeta Demeshchenko
Keyword(s):  
Nineteenth Century ◽  
Mutual Influence ◽  
Human Life ◽  
The West ◽  
Relevant Today ◽  
The World ◽  
Nineteenth And Twentieth Centuries ◽  
Aesthetic Concepts ◽  
East West ◽  
Different Parts

This article examines the issues of interaction and mutual influence of theatre cultures of the "West" and "East", which at the turn of the nineteenth and twentieth centuries proved to be the most vivid. In the last quarter of the nineteenth century, new aesthetic concepts and art views are emerging, leading to the emergence of decadence and later to modernism. At the time, the process of establishing directing completed, the performance revealed new requirements of being a holistic and artistically completed product. The problem of synthesis of arts in the theatre of that time became one of the few investigated and quite relevant today. Since the theatre combines various kinds of arts, including dramaturgy, music, dance, decor, painting, costume, make-up, and actor's skill, altogether, it forms the complex synthetic nature of the theatre requiring research. The theatre is a peculiar mirror of society, of historical epochs reflecting the human life on the stage having its creative crises, as well as the society itself. At the end of the nineteenth century, Western artists understood that the time for people, continents, religions, and art in different parts of the world to combine their efforts to save the world was coming. Therefore, interest in the "East" as of something else able to help to identify oneself and receive energy for personal innovations appeared. Over the last century, much has been done in this direction especially in understanding and conducting a dialogue of cultures along the horizontal East-West.

MYTHOLOGICAL ELEMENTS IN ER-TOSTUK TALE

2021 ◽  
Author(s):  
Dinara ASHIMOVA
Keyword(s):  
Human Life ◽  
Religious Tradition ◽  
Unknown Origin ◽  
Natural Phenomena ◽  
The World ◽  
Folk Narratives ◽  
Different Parts

Mythology is called the myths, which are about the seemingly real events to explain the beliefs, practices, institutions, or natural phenomena of a particular civilization or religious tradition, but are often associated with rituals and ceremonies, mostly unknown origin. Rumors tell the events that are outside of human life but which are the basis of it, what the gods or extraordinary beings do. This situation is generally included in folk narratives. The Turkish tribes who live in different parts of the world have their own folk narratives. Some of these folk narratives, such as Koroglu and Alpamys, have exceeded the difficulties of geography and history and have belonged to the whole of the nation. Er-Tostuk narrative is one of them.

scholarly journals Оценка языка-пиджина руссенорск глазами современного лингвиста(Assessment of the pidgin Russenorsk (RN) seen with the eyes of a contemporary linguist)

1998 ◽  
Vol 1 ◽  
pp. 70
Author(s):  
Ingvild Broch
Keyword(s):  
Theoretical Models ◽  
The Arctic ◽  
Northern Norway ◽  
Linguistic Description ◽  
The World ◽  
Northern Regions ◽  
History Of ◽  
Different Parts

The first linguistic description of RN was published by Olaf Broch in German in 1927 in Archiv für slavishe Philologie and in the same year also in Norwegian, at the request of the editor of the Norwegian philological journal Maal og Minne. In 1930 he published the RN texts which were known then and which he had used as a basis for the description of 1927. Broch's interest in RN was concentrated on a pure description of this phenomenon, by him characterized as "a kind of language [...] a mixture of different constituents like the ones we know from different parts of the world under more or less the same conditions». We have passed through a period of comparing RN to other pidgins, establishing RN as a grammatical system with simple morphology, with a syntax that is far from being without rules, but its syntactical possibilities are restricted, as in other pidgins. The history of RN shows that as long as RN was the only means of communication between Norwegians and Russians in Northern Norway the assessment was positive, but when Norwegian merchants started learning Russian proper, RN lost its status as "the fourth language" in Northern Norway, and was characterized in the same derogatory way as colonial pidgins. RN, however, differs from them, in having a special status as a dual-sourced pidgin, while most Atlantic and Pacific pidgin, creoloid and post-creoloid languages have a single main source.This seems to stimulate to more extensive studies into the features of the pidgin and contact languages of the Arctic and the northern regions. Such investigations can hopefully lead to important modifications and necessary redefinitions of the theoretical models employed in pidgin and creole studies.

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