scholarly journals On the pivotal basis of the educational paradigm of the 21st century

2021 ◽  
Vol 50 (2) ◽  
pp. 56-69
Author(s):  
Mikhail I. Mukhin ◽  
◽  
Keyword(s):  
21St Century ◽  
Social Evolution ◽  
Educational Practice ◽  
Research Problem ◽  
Modern World ◽  
Key Characteristics ◽  
The Social ◽  
Solid Foundation ◽  
Educational Paradigm ◽  
Methodological Principles

Relevance. The modern world is special. Our country is not an exception. The domestic education has also become different. Besides, it is obvious that reliance only on the conventional theoretical and methodological principles does not always lead to the desired result. In this regard, the issue of changing the educational paradigm is becoming more acute. The goal-oriented functional basis of such paradigm can be humanization, since it is a solid foundation for the harmonious development of a person, the growth of his/her essential forces and abilities at the new historical stage of social evolution. The research problem is the following: Earthlings are faced with the daunting problem of building optimal relationships between a human and a human, a human and the society. This challenge impels pedagogical science and educational practice to search for foundations that will contribute to resolving the contradictions between separateness and wholeness, isolation and unity, chaos and harmony. The aim of the study is to reveal the essence of humanization as the pivotal basis of the educational paradigm corresponding to the peculiarities of the social evolution in the 21st century. The research methodology consists in the conceptual provisions of humanistic pedagogy, anthropological and learner-centered. The specific methodological tools involved the principles of historicism, integrity, consistency, movement from the general to the particular and unique. The study also considered content-structural, activity-based, sociocultural and system-functional principles. The research methods comprised the study of monographic and scientific-methodical works, educational practice, along with their analysis, identification of special phenomena at the new stage of historical development, substantiation of the findings and interpretation of the suggested ideas. Results and discussion. The article gives a brief review of creating educational paradigms at different stages of social evolution, reveals their essence and identifies groups of principles covering various aspects of school’s functioning. It is emphasized that the implementation of these principles will ensure the humanization of training and nurturing. The paper also defines the key characteristics of the pedagogical process, designed in accordance with the conceptual provisions of the humanistic paradigm, outlines the main sets of interrelated tasks facing the education of the 21st century and substantiates the idea that humanism is the pivotal basis for the educational paradigm of the present century. The most discussed aspects of the problem are practice-oriented issues related to developing the content of humanistic education which would contribute to the formation of the basic humanistic worldview of students. Conclusion. The presented work reveals, generalizes and interprets the ideas of the humanistic tradition that underlie the educational paradigm of the 21st century. Among the leading development trends of the modern education, humanization is proved to be its cornerstone, corresponding to the peculiarities of social evolution at the current historical stage.

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

scholarly journals New technologies and new paradigms: the new technological societies approach

2021 ◽  
Vol 25 (110) ◽  
pp. 155-163
Author(s):  
Martha Lorena Mendoza Navarrete ◽  
Yenny Alexandra Zambrano Villegas ◽  
Lilia del Rocio Bermudez Cevallos ◽  
Yanina Alexandra Viteri Alcivar
Keyword(s):  
Social Evolution ◽  
New Technologies ◽  
Society Journal ◽  
Evolutionary Process ◽  
Modern World ◽  
Ethical Challenges ◽  
Social Transformations ◽  
Computer Tools ◽  
The Social ◽  
Technological Impact

New technologies represent novelty depending on the era in which they are viewed, but in all cases they represent social evolution in some way. At present, new technologies are associated with the use of computer tools that strengthen processes, mechanisms, and undoubtedly, social communication. This paper evaluates new technologies focused on social transformations, their impact on human behavior and the social repercussions they may bring with their prevalence over time. Several academic documents of a scientific and technical nature are evaluated, with a view to defining the paradigms of technologies in their evolutionary process through societies. The most outstanding results show that the modern world is subject to a significant impact of information technology, that it encompasses not only educational aspects but also family, personal and economic aspects, and that the implications of traditional substitution by technology may be detrimental to mankind. Keywords: Technological implications, new societies, technological impact. References [1]C. Renfrew y P. Bahn, Arqueología: Teoría, métodos y práctica., Madrid: Akal, 1993. [2]Y. Laniuk, «Freedom in the Society of Control: Ethical challenges,» Ethics and Bioethics, vol. 10, nº 34, pp. 203-220, 2021. [3]J. Chaves, «Desarrollo tecnológico en la Primera Revolución Industrial,» Universidad de Extremadura, Servicio de Publicaciones, Extremadura, 2004. [4]A. Bessarab, O. Mitchuk, A. Baranetska, N. Kodatska, O. Kvasnytsia y G. Mykytiv, «Social networks as a phenomenon of the information society,» Journal of Optimization in Industrial Engineering, vol. 14, nº 1, pp. 35-42, 2021. [5]E. Popkova, A. Bogoviz y B. Sergi, «Towards digital society management and ‘capitalism 4.0’ in contemporary Russia,» Humanities and Social Sciences Communications, vol. 8, nº 1, p. 77, 2021. [6]A. Núñez, «Riesgo e Incertidumbre en las Sociedades Tecnológicas complejas.,» Cuaderno del ateneo, pp. 44-57, 2007. [7]wikipedia, «Accidente del transbordador espacial Challenger,» 1989. [Online]. Available: https://es.wikipedia.org/wiki/Accidente_del_transbordador_espacial_Challenger. [Last access: 2021]. [8]J. Martínez, «La innovación tecnológica en las sociedades cooperativas y otras organizaciones de participación,» Rev.Est. Coop., vol. 48, 2001. [9]J. Echeverría, «Ética y sociedades tecnológicas,» Isegoría, vol. 41, pp. 217-229, 2009. [10]R. Pardo, «La cultura científico-tecnológica de las sociedades de la modernidad tardía,» Comunicar ciencia, vol. 51, pp. 35-86, 2001. [11]A. Zatls, «Metales, ambiente y las sociedades tecnológicas: ¿hacia dónde nos dirigimos?,» Química viva, vol. 10, nº 2, pp. 1-20, 2011.  

scholarly journals a-REAEDUCA: Revista de Educação para o Século XXI: Pensar, Desenvolver e Criar um REA

EAD em FOCO ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hélder Ferreira Pereira ◽  
Ana Maria Nobre ◽  
Rui Rosa
Keyword(s):  
Online Education ◽  
21St Century ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Network Society ◽  
Online Journal ◽  
The Social ◽  
E Learning ◽  
Education Journal ◽  
Educational Paradigm

O presente artigo relata a concepção de uma revista online de Educação para o Século XXI: REAeduca, sustentada na filosofia dos Recursos Educacionais Abertos. A sua origem encontra-se no desenvolvimento de uma atividade da unidade curricular Materiais e Recursos para E-Learning, do mestrado em Pedagogia do E-Learning da Universidade Aberta em Portugal. A metodologia seguiu a seleção do tema, o planejamento da revista e a revisão de literatura sobre a temática em foco para atingir-se uma revista cientificamente fundamentada e a criação efetiva da revista online. Composta por abordagens temáticas variadas e concebida em uma página web, apresenta outras referências para a temática em estudo. O efeito do projeto foi extremamente satisfatório, quer pelos testemunhos recolhidos na página da revista, quer pelas partilhas nas redes sociais nas quais a revista foi compartilhada. Os resultados foram triangulados e evidenciam o movimento de recursos educacionais abertos como pilar de uma mudança do paradigma educativo, que integra tecnologia e metodologia, rumo a melhorias tanto para a prática docente quanto para o estudante. Com o desenvolvimento da revista, adaptações foram necessárias, como a evolução do nome para a-REAeduca, com o prefixo alusivo à abertura da informação e do conhecimento na sociedade em rede em que vivemos, e o seu alargamento em três domínios: acadêmico, organizacional e didático-pedagógico, entre outras conquistas. Palavras-chave: Recursos educacionais abertos, Educação online, Educação aberta, Revista de Educação, Sociedade em rede, Projetos educativos.  a-REAEDUCA - Journal of Education for the 21st Century: think, develop and create an OER AbstractThis article focuses on the design of an online journal of Education for the 21st Century - REAeduca, supported by open educational resources philosophy. Its origin lies in the development of an activity of the course unit Materiais e Recursos para E-Learning, of the Master in E-Learning Pedagogy by the Universidade Aberta, Portugal. The methodology followed the theme selection, the journals planning and a content analysis on the subject in focus, to achieve a scientifically based magazine, and the effective creation of the online journal. Consisting of various thematic approaches and designed in a web page with other references to the topic under study. The effect of the project was extremely satisfactory, either by the evidence gathered in the journal page, or by shares in the social networks in which the journal was shared. The results show that the movement of Open Educational Resources as a pillar of the change of the educational paradigm that integrates technology and methodology towards improvements both for teaching and for the student. With the development of the journal adaptations were necessary, among which the evolution of the journal's name to a-REAeduca, with allusive prefix of an open information and knowledge in the network society we live in, and its extension in three areas: academic, organizational and didactic-pedagogic, and other achievements presented in this article. Keywords: Open Educational Resources, Online Education, Open Education, Education Journal, Network Society, Educational projects.

scholarly journals GREED AS A FACTOR IN THE HISTORICAL PROCESS

2021 ◽  
Vol 2 (18) ◽  
pp. 81-90
Author(s):  
R.L. Livshits ◽  
Keyword(s):  
Social Evolution ◽  
Social Process ◽  
Modern World ◽  
Slowing Down ◽  
The Social ◽  
Main Motive ◽  
The Individual ◽  
Modern Era ◽  
Human Characteristic ◽  
Collectivist Society

Greed is regarded as a human characteristic that occurs naturally in the course of social evolution. Under capitalism, unlimited desire of possession acts as the main motive of economic and any other activity, which leads to a number of objective technical, ecological, social, cultural and moral consequences – both positive and extremely negative. Greed has influenced the development of civilization constructively but it slowing down the social process increasingly in the modern era. Greed should be taken away from the historical stage. Curbing the demon of greed is required not only for the modern world reality, but also for the challenges that are expected by humanity in the future. The experience of the Soviet project implementing, based on an appeal to the over-utilitarian motives of the individual, demonstrates the objective possibility of building a collectivist society in which greed is perceived not as a norm, but as a deviation.

scholarly journals The 37th Session of the Symposium on the Agricultural History of Eastern Europe (Voronezh, September 22–26, 2020)

2021 ◽  
pp. 126-131
Author(s):  
Mihail Karpachev ◽  
Vladimir Il'inyh ◽  
Yuriy Seleznev ◽  
Dmitriy Hitrov
Keyword(s):  
Eastern Europe ◽  
21St Century ◽  
Social Life ◽  
Social Evolution ◽  
The State ◽  
Agricultural History ◽  
The Social ◽  
History Of

The 37th Session of the Symposium on the Agricultural History of Eastern Europe was held in Voronezh in September 2020. The participants of the session raised an academic issue of “The Rural Social Life in the 10th–21st Century: Landowners/Landlords and Farmers”. Russian and Belorussian academics introduced the latest findings related to the social evolution of landowners and farmers and their relations with the state authorities.

Social conflicts, philosophical accumulation, and advertisements in the 21st century

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
İncilay Yurdakul
Keyword(s):  
21St Century ◽  
Social Life ◽  
Social Issues ◽  
Modern Society ◽  
Private Life ◽  
Information Organization ◽  
Modern World ◽  
Capitalist System ◽  
The Social ◽  
The Government

Heidegger, Nietzsche, and Foucault associated the human existence with the power of questioning and action of freedom. Despite the action of freedom of human being as a being with questioning power, the society has become a surveillance community. According to Foucault, these two states are in a delicate balance. Man in a liberation act gets into a state of protesting and becomes rebellious when his/her private life and rights are threatened. The social life turns into a state of resistance and chaos with the rebellions of the poor and the other marginal groups. According to Foucault, the government has to face the new information, organization, and challenge of opinion groups. These views point to the existence of serious contradictions and conflicts in the society while looking at the society with philosophical evaluations. For example, the series of global conferences, TED, which started off with the slogan ‘Ideas Worth Spreading’, published Ads Worth Spreading list in its 3rd year. These consisted of the most effective 10 advertising films of the previous year. Advertisements provide a large spectrum from social responsibility projects to inspiring projects and from entertaining works to advertisements proposing complex ideas. In these advertisements, properties such as innovation and encouragement, etc. are rewarded.These advertisements are not the advertisements of the capitalist system which instigate over-consumption, but they are the advertisements which see the social issues, conflicts and contradictions, and emphasize and question those issues. The most powerful, well-known, and successful advertising agencies are in an elite position in these evaluations. For example, we can mention ‘Young and Rubicam’ and ‘Saatchi and Saatchi’. Another view which the advertisements studied in this paper are based on was the post-modern society evaluations of Baudrillard. He proposed the term simulation to show that the post-modern world took the place of the real and concrete as a virtual-reality. The philosopher emphasized at this point that the post-modern society became a world of images and signs. According to Baudrillard, revolution and freedom are structures that entrap the individuals in an array of simulation. Noteworthy advertisements of the advertising companies selected by The Top Consolidated Agency Net Works in 2013 by Estimated World Wide Revenues will be analyzed according to the views of the contemporary philosophy thinkers.Evaluations were made in accordance with the conflicts and contradictions in the society by approaching through the windows of concepts, ideas and designs created in the 21st century world by the creative and skilled designers of these companies.Study: was completed with the review of the literature, watching and analyzing the advertisements, and discussing and examining them through the philosophical accumulation created by the era. In this respect, the views of the expert views as well as the views of the average audience of the consumer society were included in the study.Conclusion: The study tried to answer the question “In line with the social conflict, contradiction, and changes, can advertisements be extraordinary despite being in the capitalist production system?”  Keywords: Communication, advertising, ads worth spreading, philosophy, critics, show society.

scholarly journals La Sociedad del Conocimiento para el Desarrollo Humano desde la perspectiva de distintos modelos educativos

2019 ◽  
pp. 1-15
Author(s):  
Christian Karel SALGADO-VARGAS ◽  
Francisco ESCOBAR-ELIGIA ◽  
Araceli ROMERO-ROMERO
Keyword(s):  
Social Development ◽  
21St Century ◽  
Teaching Methods ◽  
Social Evolution ◽  
Evolutionary Process ◽  
Educational Models ◽  
Sociedad Del Conocimiento ◽  
The Social ◽  
The World ◽  
The University

Establishes the conceptual bases about the evolutionary process of the University and the analysis of the educational models in different regions of the world such as Medieval, French, English, North American, German and the University Model in Mexico, the intention of this is identify the kind of practices that help to continue in force, adapting to the current needs in terms of administration and teaching methods that respond to the reflection on the 21st century university and establish the bases for understanding the social evolution of the university and the knowledge societies that is gestating in a world where there are no longer borders that undoubtedly impact on human and social development.

scholarly journals Can the prevailing description of educational reality be considered complete? On the Parks-Eichmann paradox, spooky action at a distance and a missing dimension in the theory of education

2020 ◽  
Vol 18 (8) ◽  
pp. 1011-1025 ◽  
Author(s):  
Gert Biesta
Keyword(s):  
Research Policy ◽  
Educational Practice ◽  
Educational Success ◽  
Policy And Practice ◽  
Educational Failure ◽  
Theory Of Education ◽  
Key Characteristics ◽  
Action At A Distance ◽  
Educational Paradigm ◽  
Educational Paradigms

The question I address in this paper is to what extent the prevailing description of educational reality that can be found in contemporary research, policy and practice can be considered complete. The motivation for asking this question stems from an educational paradox to which I refer as the Parks-Eichmann paradox. This paradox has to do with the fact that what appears as educational success from one perspective is problematic when viewed differently, whereas what appears as educational failure may actually reveal something that is of crucial importance educationally. The paradox thus leads to the suggestion that the prevailing description of educational reality – to which I will refer as the ‘paradigm’ of education as cultivation – is insufficient or incomplete. I use the work of John Dewey to highlight key characteristics and key shortcomings of this ‘paradigm’ and argue that it needs to be supplemented by what I will refer to as an existential educational ‘paradigm’. I highlight the distinction between the two paradigms through the question whether it is possible to educate ‘directly’ – an option which Dewey explicitly denies. I turn to the German notions of Bildung and Erziehung in order to explore to what extent they provide us with a set of concepts for articulating the distinction between the two educational paradigms. I will show that this is not as straightforward as it may seem, as there is no agreement about the exact definitions of the terms. However, having two terms rather than just the word ‘education’ is important in order to be able to make the distinction I am after, and here the terms Bildung and Erziehung are helpful. I conclude the paper with a brief sketch of the ‘existential work’ of education in order to outline what the existential paradigm implies for educational practice.

scholarly journals Social Roles of Grandparents in an Ageing, Modern Society

2021 ◽  
Vol 20 (55) ◽  
pp. 135-146
Author(s):  
Dorota Szaban ◽  
Beata Trzop
Keyword(s):  
Social Roles ◽  
Modern Society ◽  
Research Problem ◽  
Life Cycles ◽  
Modern World ◽  
Professional Activity ◽  
Sociocultural Factors ◽  
Female Self ◽  
The Social ◽  
Ageing Processes

RESEARCH OBJECTIVE: The authors’ aim is to create an original typology of the social roles of grandparents in modern society. The reflection is set in the context of demographic changes related to ageing processes and theories of life cycles. THE RESEARCH PROBLEM AND METHODS: The main thesis is that despite the significant sociocultural changes occurring in the context of the intensifying aging processes of societies, it is possible to indicate the multiplicity of roles played by grandparents. The article is based on two research projects conducted among women aged 50‑64 and men aged 55‑69 living in the Lubuskie Voivodeship. The data used has a qualitative character, and the empirical basis is 110 written biographical stories. THE PROCESS OF ARGUMENTATION: The background of the study is data from public statistics that illustrate the deepening ageing processes of the region’s population. Unfavourable demographic processes are intertwined with sociocultural changes related to the change of gender roles, professional activity, and free time. This element is related to the concept of life phases. An extensive theoretical introduction precedes the analysis of the results of research on the typology of the social roles of women and men as grandparents. RESEARCH RESULTS: An original typology of the roles of grandparents in the modern world was proposed. The mechanisms related to the roles focus mainly on meeting the needs of the family in the first place. We can draw an axis of traditional vs. modern, which leaves room for some other indirect possibilities (e.g. space for female self‑realization). However, it depends on the sociocultural factors and scripts implemented at earlier stages of family life. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: There is no uniform and coherent grandfathering pattern, and there is a clear difference between the sexes on the axis of involvement in caring functions. 

Globalization and interconfessional communications

2001 ◽  
pp. 13-17
Author(s):  
Serhii Viktorovych Svystunov
Keyword(s):  
21St Century ◽  
Global Economy ◽  
Modern World ◽  
The World ◽  
Target Set ◽  
Almost All ◽  
Over Time ◽  
Rapid Appearance

In the 21st century, the world became a sign of globalization: global conflicts, global disasters, global economy, global Internet, etc. The Polish researcher Casimir Zhigulsky defines globalization as a kind of process, that is, the target set of characteristic changes that develop over time and occur in the modern world. These changes in general are reduced to mutual rapprochement, reduction of distances, the rapid appearance of a large number of different connections, contacts, exchanges, and to increase the dependence of society in almost all spheres of his life from what is happening in other, often very remote regions of the world.

Sign in / Sign up

Export Citation Format

Share Document