scholarly journals The Justice of Theory: How and What Do Educational Skills Distribute?

2021 ◽  
Vol 11 (9) ◽  
pp. 478
Author(s):  
Andrew John Thomas
Keyword(s):  
Religious Education ◽  
Thinking Skills ◽  
Strategic Choices ◽  
Educational Theories ◽  
Starting Point

Do educational theories affect enfranchisement asymmetrically? This article analyses two sets of thinking skills in religious education as apparatuses, taking observations and political documents as a starting point. The thinking skills are described in terms of the roles they allocate, the attention and affect they direct, values and truth-criteria they foster, and the extent to which they make aspects of religion visible and invisible. Taking a cue from Butler’s question, “When is Life Grievable?”, attention is paid more to the distribution of an apparatus than its validity or effectiveness. How do sets of thinking skills distribute opportunities to make particular strategic choices? When is learning truly and equally shared?

scholarly journals How Perspectives of a System Change Based on Exposure to Positive or Negative Evidence

Systems ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 23
Author(s):  
Philippe J. Giabbanelli ◽  
Andrew A. Tawfik
Keyword(s):  
Initial Step ◽  
Thinking Skills ◽  
Professional Lives ◽  
Negative Evidence ◽  
Problem Space ◽  
Root Cause ◽  
Starting Point ◽  
Direction Of Causation ◽  
Case Libraries ◽  
Support Students

The system that shapes a problem can be represented using a map, in which relevant constructs are listed as nodes, and salient interrelationships are provided as directed edges which track the direction of causation. Such representations are particularly useful to address complex problems which are multi-factorial and may involve structures such as loops, in contrast with simple problems which may have a clear root cause and a short chain of causes-and-effects. Although students are often evaluated based on either simple problems or simplified situations (e.g., true/false, multiple choice), they need systems thinking skills to eventually deal with complex, open-ended problems in their professional lives. A starting point is thus to construct a representation of the problem space, such as a causal map, and then to identify and contrast solutions by navigating this map. The initial step of abstracting a system into a map is challenging for students: unlike seasoned experts, they lack a detailed understanding of the application domain, and hence struggle in capturing its key concepts and interrelationships. Case libraries can remedy this disadvantage, as they can transfer the knowledge of experts to novices. However, the content of the cases can impact the perspectives of students. For example, their understanding of a system (as reflected in a map) may differ when they are exposed to case studies depicting successful or failed interventions in a system. Previous studies have abundantly documented that cases can support students, using a variety of metrics such as test scores. In the present study, we examine the ways in which the representation of a system (captured as a causal map) changes as a function of exposure to certain types of evidence. Our experiments across three cohorts at two institutions show that providing students with cases tends to broaden their coverage of the problem space, but the knowledge afforded by the cases is integrated in the students’ maps differently depending on the type of case, as well as the cohort of students.

Thinking skills in music education

1996 ◽  
Vol 13 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Christopher Naughton
Keyword(s):  
Music Education ◽  
Cultural Transmission ◽  
Thinking Skills ◽  
Music Teacher ◽  
Value System ◽  
Knowledge And Skills ◽  
Common Value ◽  
Starting Point ◽  
Reuven Feuerstein ◽  
The Holocaust

After working with many groups that have been culturally displaced, from victims of the holocaust to black teenagers from the ghetto, Reuven Feuerstein, an Israeli psychologist, has come to the conclusion that we learn everything through cultural transmission. Without a common value system young people do not have the necessary tools to connect with mainstream education. From this starting point Feuerstein believes learning has to be ‘modelled’ and mediated by the teacher to ensure understanding and progression. Above all, Feuerstein sees knowledge and skills as transferable, so that children who develop skills in one activity should be able to examine what they've accomplished and apply this in other areas of activity. Feuerstein's ideas have been seen to be universally applicable in education as a whole, and these principles have much to offer the class music teacher.

scholarly journals Peningkatan Kemampuan Berfikir Reflektif untuk Meningkatkan Retensi pada Mata Pelajaran Pendidikan Agama Islam di SMP Islam Brawijaya Mojokerto

2019 ◽  
Vol 2 (2) ◽  
pp. 79
Author(s):  
Muhammad Budi Arief
Keyword(s):  
Data Collection ◽  
Religious Education ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Planning Problem ◽  
Moral Principles ◽  
History Of ◽  
Qualitative Descriptive ◽  
Islamic Civilization ◽  
Scientific Value

When students study Islamic religious education, there are several problems that cannot be solved easily by students using the usual procedures used, students must understand at least being able to read the Qur'an, students must understand the science of jurisprudence, morals, and even the history of Islamic civilization and Arabic almost simultaneously. Often students find it difficult to determine the steps to be taken. For this reason, students need to recall the knowledge that has been held and stored in their memories. The purpose of this study was to describe reflective thinking skills to improve retention in Islamic Religious Education subjects at the Mojokerto Student Islamic Middle School. This research is a qualitative descriptive study, carried out in class IX students of Brawijaya Islamic University in Mojokerto in the academic year 2017/2018. The data collection method used is the interview method. The data obtained are then analyzed based on predetermined reflective thinking indicators. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. While data analysis in this study was carried out during and after data collection using descriptive-critical-comparative methods, and content analysis methods. From the results of the analysis concluded: 1) Reflective thinking that must be developed by the teacher so that students can carry out activities that include activities: observing, reflecting, collecting data, considering moral principles, making estimates, considering strategies and actions. 2) At the stage of absorbing and storing learning outcomes (retention) with the knowledge possessed to interpret the problem at hand. At the stage of planning problem solving, students can determine the strategies or steps that will be used to answer test questions or problems in life

scholarly journals Strategic Choices for Social Responsibility of Startups in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Bojing Liu ◽  
Lu Lu ◽  
Hua Zhang ◽  
Chanjuan Liu
Keyword(s):  
Social Responsibility ◽  
Organization Theory ◽  
Analytical Framework ◽  
Strategic Choices ◽  
Economic Man ◽  
Starting Point ◽  
The Social ◽  
External Impact ◽  
Industrial Organization Theory ◽  
Corporate Social

This study uses the structure–conduct–performance analytical framework in industrial organization theory to analyze Chinese startups’ corporate social responsibility (CSR) assuming normalization after the COVID-19 pandemic. Specifically, we take the external impact of the pandemic on startups during the pandemic as a starting point for analyzing the changes in the structure of startups and their CSR performance. We find a positive correlation between the pandemic and the performance of startups. We propose that the CSR of startups is not simply altruism but must involve an “altruistic and self-interested” mechanism. Therefore, this study proposes that during the pandemic, startups need to rebuild their CSR model. Furthermore, the company’s “economic man” and “social man” are interdependent; economic, ethical, and legal responsibilities are parallel and charitable responsibilities remain the highest pursuit amid the pandemic. The social responsibility of startups as the COVID-19 pandemic normalizes is a strategic choice.

scholarly journals Religious Education in Russia: Inter-Faith Harmony or Neo-Imperial Toleration?

2016 ◽  
Vol 4 (2) ◽  
pp. 117-132 ◽  
Author(s):  
Elena Lisovskaya
Keyword(s):  
Discourse Analysis ◽  
Religious Education ◽  
Religious Freedom ◽  
Self Determination ◽  
Russian Orthodox ◽  
Education Curriculum ◽  
Strategic Choices ◽  
Liberal Democracies ◽  
Teacher's Manual

This paper explores the approach to religious education that has been instituted in Russia since 2012. The new policy’s manifestly proclaimed goals seem convergent with the values of religious freedom, self-determination, tolerance, and inter-faith peace that are espoused by Western liberal democracies. Yet Russia’s hidden religious education curriculum is far more consistent with a neo-imperial model of ethno-religious (Russian Orthodox) hegemony and limited toleration of selected, other faiths whose reach is restricted to politically peripheral ethno-territorial entities. This model embodies and revitalizes Russia’s imperial legacies. Yet the revitalization is, in itself, an outcome of strategic choices made by the country’s religious and secular elites in the course of its desecularization. Building on discourse analysis of five Russian textbooks and a teacher’s manual, this article shows how the neo-imperial model manifests itself in the suppression of exogenous and endogenous pluralism, cultivation of the ideology of “ethnodoxy”, and in essentially imperialist mythology. The paper concludes by predicting the new model’s potential instability.

scholarly journals The (Draft) European Charter of the Commons – Between Opportunities and Challenges

2018 ◽  
Vol 16 (2) ◽  
pp. 91-108
Author(s):  
Anna Simonati
Keyword(s):  
Legal Framework ◽  
General Interest ◽  
Strategic Decisions ◽  
Strategic Choices ◽  
Scarce Resources ◽  
The Public ◽  
Starting Point ◽  
The Commons ◽  
The Right ◽  
Open Issues

The concept of ownership, which (in Italy and similarly in other European systems) is still essentially based on private law rules, is currently not sufficient to ensure the satisfaction of the general interest in an increasingly wide access to scarce resources, in the perspective of equality and fairness on the field. At the same time, strong criticism has been expressed about the frequent phenomenon of privatisation of originally public assets and resources. The threats to the pursuit of the public benefit posed by privatisation may be tackled by constructing a new legal framework, aimed to protect the right of the populations to be involved not only in the use, but also in the management of the commons. An expression of this idea is the draft European Charter of the Commons, which is the result of a collective brain-storming by a group of scholars rather than a source of law. Its non-normative nature has allowed its authors to express particularly ‘brave’ positions. This article takes the Charter as a starting point to focus on some open issues. The main proposal concerns the possible exploitation of new participatory models for the involvement of communities of users in the strategic decisions on the management of the commons. In such perspective, a brief reference to the Italian legal system is made. In Italy, there are no systemic rules about the commons, but some procedures to involve the interested local communities in the strategic choices have been experimented, which can serve as an illustration also for otherEU countries.

scholarly journals Sociological approach to the understanding of orthodox religious teaching in the first cycle of primary education

2020 ◽  
pp. 485-497
Author(s):  
Nevena Nastić
Keyword(s):  
Religious Education ◽  
Primary Education ◽  
Religious Culture ◽  
Orthodox Christianity ◽  
Social Phenomena ◽  
Sociological Approach ◽  
Starting Point ◽  
Religious Teaching ◽  
The Republic ◽  
Descriptive Method

In this paper, throught the analysis of Ortodox religious education, in the curricula for the first cycle of primary education in the Republic of Serbia, explore cycle values that are directed to students to teach, accept and incorporate them into ther behavior. This research is conducted from a sociological theoretical and methodological point of wiew, according to whitch, through the study of religion, certain social phenomena and processes are known. To that end, this paper presents the basic theoretical determinations of Othodoxy in sociology, points out the process of returning religious education in Serbi and analyzes the current curricula of Orthodox religious education from the first to the fourth grade of primary school. This is about Orthodox Christianity of the Serbian style and experience, founded in the part of Saint Sava, known as Svetosavlje. In the function of this paper, an analytical descriptive method was applied, in order to identify and describe teaching contents from Orthodox religious teching, and then to determine their coherence with other teaching contents and the ruling system of social values in the Republic of Serbia. The basic starting point in these considerations is that the religious values of Orthodoxy are contained in the curricula for the first cycle of primary education characterized by traditional culture and morals. They affect: the development of awareness of belonging to the Orthodox faith, Serbian tradition and nation; on the development of religious tolerance among people and towards other confessional communities, as well as on the acquisition of religious culture among students.

scholarly journals Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto

2017 ◽  
Vol 7 (1) ◽  
pp. 61
Author(s):  
Sudar Kajin
Keyword(s):  
Critical Thinking ◽  
Religious Education ◽  
Learning Experience ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Islamic Education ◽  
Learning Tool ◽  
Innovative Learning ◽  
Interesting Learning

Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education

Economic Nationalism and International Business

2019 ◽  
pp. 1-15
Author(s):  
Luis Alfonso Dau ◽  
Elizabeth M. Moore ◽  
Amílcar Antonio Barreto ◽  
Maria A. Robson
Keyword(s):  
South Africa ◽  
Motivating Factors ◽  
Strategic Choices ◽  
Economic Nationalism ◽  
Firm Level ◽  
Racial Biases ◽  
Strategic Processes ◽  
Starting Point ◽  
The Impact

The purpose of this chapter is to illuminate the importance of the biases and motivating factors that have propelled economic nationalist movements across the globe. Too frequently scholars assume economic nationalism as a starting point to understand strategic choices. The authors argue that ethnic and racial biases, however, are an important antecedent to economic nationalism that transitively impact firm strategic processes such as internalization. Specifically, they suggest that ethnic and racial tensions that exist within and between governments and people add unique pressure structures to which firms respond. Through a case study of South Africa, the authors highlight the impact that these pressure structures have on firm-level strategic processes surrounding internalization.

scholarly journals A Comparative Analysis of Religious Education in Europe and Educational Guidelines in the Framework of Interreligious dialogue and a Culture of Peace

2018 ◽  
Vol 9 (1) ◽  
pp. 47-56
Author(s):  
Luis Del Espino Díaz
Keyword(s):  
Comparative Analysis ◽  
Religious Education ◽  
Religious Diversity ◽  
Interreligious Dialogue ◽  
Human Beings ◽  
Social Equality ◽  
Starting Point ◽  
Different Types ◽  
Culture Of Peace ◽  
Globalized World

AbstractThe phenomenon of migration that typifies a globalized world has created a society characterized by cultural and religious diversity. This has led to different types of conflict. States cannot disregard the current situation, and so intercultural strategies that encourage interreligious dialogue aimed at building a culture of peace must be part of educational curricula. This article analyses the religious education implemented in most European states so that using this material as a starting point, educational guidelines and strategies can be developed to make religious education into a subject that can contribute to the welfare of all human beings in a globalized world, valuing cultural diversity and social equality.

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