It depends on you, culturologist

2021 ◽  
pp. 352 (402)-364 (409)
Author(s):  
Yakov Semenovich Turbovskoy
Keyword(s):  
Cultural Studies ◽  
20Th Century ◽  
Joint Research ◽  
National Education ◽  
Scientific Schools ◽  
Self Development ◽  
Separate Object ◽  
Frontier Studies ◽  
Scientific Name ◽  
Pedagogical Science

In the article, the author addresses young people seeking to devote their lives to cultural studies and shows that for more than twenty years, as a pedagogue, he has been working very closely with culturologists studying at the Moscow University for the Humanities. That is not just communication between representatives of different specialties - pedagogy and cultural studies, which are called frontier studies in science, but a very close connection among the researchers themselves. The author speaks about joint research, including the monograph "Interaction between pedagogical science and the system of national education as a controlled process", and notes a detail that is very important for science. Only the union and close creative connection of living people develop science. Science itself does not exist as a subject of self-development. Without specific researchers, their talent and creativity, no science can develop in modern conditions. The author refers to the concept of "cultural studies", reveals its history as an independent science since the middle of the 20th century, speaks about the difficulty of defending one's "self" for any science, and shows how any science is formed - from the creation of certain justifications, analytics of certain facts, requiring comprehension and proving the need for independent consideration of this area of knowledge as a separate object of scientific knowledge. The author demonstrates that this is exactly what happened with cultural studies, when the scientific name itself arose in the 20th century, while many scientists had been directly involved in its development for many years. The article discusses scientific schools within the framework of cultural studies and the directions of its development.

scholarly journals Directivity of Self-Fulfillment and Personal Realization of Teenager

2018 ◽  
Vol 10 (3) ◽  
pp. 126-134 ◽  
Author(s):  
N.F. Golovanova ◽  
I.B. Dermanova
Keyword(s):  
Personal Growth ◽  
Personal Development ◽  
Well Being ◽  
The Self ◽  
Scientific Schools ◽  
Self Development ◽  
First Time ◽  
Life Aspirations ◽  
Selection Of ◽  
Pedagogical Science

The authors ground the necessity to clarify the terminological and phenomenological specifics of the terms: “self-fulfillment”, “personal development”, “self-development”. The attention is drawn to the formal usage of these terms in the pedagogical science and the ambiguous interpretations by different scientific schools of psychology. The research of the manifestation of self-fulfillment and personal development is performed based on a selection of 126 teenagers, engaging the “Personal growth” scales from the methods of psychological well-being by C. Ryff, the “Personal growth” scales from the methods of “Life aspirations” by E.Deci, R.Ryan, as well as the author’s method of directivity to self-fulfillment and method to reveal the significance by V.Y, Kotlyakov. For the first time the authors’ questionnaire to measure the self-development in different life spheres is employed. The analysis of the empirical results allows to make a grounded statement that the contemporary teenagers have a prevailing egocentric directivity of self-fulfillment and reveals as well the importance of the interest to the moral aspects of being and the interiorized values of personal growth for the harmonious self-fulfillment of the teenager.

scholarly journals SCHOOL MUSEUMS IN THE KINGDOM OF POLAND – IDENTIFICATION OF MAIN ISSUES

Muzealnictwo ◽  
2018 ◽  
Vol 59 ◽  
pp. 39-47
Author(s):  
Aldona Tołysz
Keyword(s):  
Secondary School ◽  
20Th Century ◽  
Natural Science ◽  
Educational Institutions ◽  
Blind People ◽  
National Education ◽  
Teaching Aids ◽  
Museums And Collections ◽  
And Mathematics ◽  
Scientific Value

School museums – which had been founded mostly in the vicinity of educational institutions – used to collect teaching aids. So-called natural history cabinets were the most popular among them, recommended, inter alia, by the Commission of National Education in 1783. The tradition of collecting this type of exhibits was common until the middle of the 20th century. There are two types to be distinguished: school museums and pedagogical museums, which differ with respect to the character of their activity and the kind of exhibits. School museums collected basically objects of natural science, instruments for teaching geography, chemistry and mathematics as well as prints and facilities used during lessons. The second group also specialised in exhibits of natural science, but they were no longer used and usually of higher scientific value, including patterns and examples known in the education system. Among the earliest school museums created in the Kingdom of Poland were Warsaw collections of the Institute for Deaf and Blind People (1875), and those of the Eugeniusz Babiński’s so-called Realschule. At the beginning of the 20th century the idea was spreading, inspired inter alia by the exemplary activity of the Polish School Museum in Lviv (1903). The biggest number of school museums and collections were created in institutions founded by the Polish Educational Society (1906–1907). The survived resources give us relatively detailed information about the collections from Warsaw and Pabianice, which aspired to be categorised as pedagogical museums. The Secondary School for Boys of the Merchants Association in Łódź and the Pedagogical Museum in Warsaw (1917) had also in their possession some interesting collections. The latter one was based upon the collections of former governmental schools, in which – in accordance with a decree issued by Russian authorities – the scientific exhibits were to be collected.

scholarly journals YOUTH PUBLIC ORGANIZATIONS AND THEIR ACTIVITIES IN THE CONTEXT OF ETHNIC PEDAGOGICS OF WESTERN UKRAINIANS

2021 ◽  
pp. 278-288
Author(s):  
Halyna Rusyn
Keyword(s):  
20Th Century ◽  
Public Organizations ◽  
Social Model ◽  
Young Generation ◽  
Youth Organizations ◽  
Daily Work ◽  
School Communities ◽  
National Education ◽  
Progressive Development ◽  
Christian Churches

This article analyzes the activities of children and youth organizations with a pronounced national pedagogical component. It is noted that the progressive development of these organizations acquired the features of consistency at the turn of the 20th century. Social movement in the student environment is associated with education in many educational institutions in Western Ukraine's school communities. With their help, Ukrainian literary circles, theatres, libraries were created, which, on the one hand, contributed to the youth’s self-education, on the other – reflected the people's pedagogical experience of teaching and upbringing of children accumulated over centuries; student societies often issued their periodicals. The ethnopedagogical component of the activities of created youth organizations and movements ("Sokil", "Sich", "Plast", "Lugh", Kamenyary”, "Dorist", etc.) is analyzed. People's pedagogical foundations of their activities expressed in moral and ethical principles, included, as a rule, the upbringing of a healthy body and spirit of the young generation of the Ukrainian nation, love for Ukraine, concern for the national honour, the development of a strong character, ability and aptitude for daily work and cohesion. The connection between the content of the activities of youth organizations and movements and the leading ethnopedagogical concepts is highlighted: Family (these public organizations declared and embodied the enduring value of the Ukrainian family as the most important unit of national education and the formation of a Ukrainian patriotic character), language (all youth societies of the late XIX - early decades of the 20th century were Ukrainian-speaking and considered the Ukrainian language as an indispensable basis for their nationally oriented activities), Faith (each of the youth organizations had representatives of Christian churches, most often - Greek Catholic), Society (each of such organization was itself a community, implemented a social model of functioning and management; the collective nature of decision-making provided youth organizations with wide popularity and respect among the Western Ukrainian national-conscious community). 

scholarly journals Historical and pedagogical works of G. Gubaidullin as a result of his social and pedagogical activity

2020 ◽  
pp. 79-84
Author(s):  
R.Sh. Malikov ◽  
A.F. Miftakhov
Keyword(s):  
Cultural Values ◽  
20Th Century ◽  
Education System ◽  
Political Life ◽  
Young Generation ◽  
Educational Work ◽  
National Education ◽  
Modern Education ◽  
The Past ◽  
History Of

The relevance of the study consists in the fact that pedagogical thought, experience of teaching and upbringing of many generations and of multinational people made it possible to create a modern education system in Russia. An appeal to the pedagogical thought of enlighteners of the past and a critical rethinking of the historical experience of organizing education will contribute to improving the quality of education and achieve better results in educating the young generation. Turning to the history of pedagogical thought and upbringing experience will reveal the pedagogical values that have been forgotten, but are relevant for modern education, which will expand our ideas about the great thinkers of the past. Modern education reforms actualize the need to refer to the past experience of organizing training and education, as well as pedagogical thought, which will prevent numerous mistakes in the education system. The pedagogical thought of the great enlighteners of the past has always been and remains relevant at all times, for their correctness has been proven by time. The pedagogical thought and practice of education during the period of historical changes in Russia in 1920-30-s are of particular relevance. During this period of historical development of social and political life, the education system is also radically changing, which is significant for its great thinkers and educators who are called upon to organize education, instill cultural values in the young generation, and reveal all the wealth and effectiveness of national education. The problem of the research is to study the pedagogical heritage and practical activities of the educators of the early 20th century, in particular, G. Gubaidullin, who left a bright trace in the history of Tatar pedagogical thought. The purpose of the research is to reveal the practical pedagogical activity of the Tatar educator G. Gubaidullin, which was later theoretically generalized and reflected in pedagogical essays. In the course of the research the following methods have been applied: study of archival materials, manuscripts, theoretical literature; comparison of the pedagogical heritage of the past and the modernity; analysis of practical activities and pedagogical heritage of the educator; induction and deduction. The research results and key conclusions are the following: the pedagogical idea and experience of educating the young generation at the beginning of the 20th century have been proposed on the example of creativity and activities of the Tatar educator and teacher G. Gubaidullin for studying pedagogical educational institutions, the history of Pedagogy and education, theory and methods of educational work in the direction of preparation of 44.03.01 «Pedagogical education».

scholarly journals The Implementation of Islamic Local Content in Building Character Education at Junior High Shcool Al Amanah Bandung

2019 ◽  
Vol 4 (2) ◽  
pp. 41-50
Author(s):  
Mohamad Erihadiana
Keyword(s):  
Character Education ◽  
Junior High School ◽  
Junior High ◽  
Qualitative Approach ◽  
National Character ◽  
National Education ◽  
Local Content ◽  
Extracurricular Programs ◽  
Self Development ◽  
The Government

Education system constitutes an important stage in growing, developing, and strengthening the character of younger generation. This means that the objectives of education at the institutional level (school) can be a representation of the goals of national education that covers character education. The study aimed to describe the implementation of the curriculum of local Islamic content through curricular, co-curricular and extracurricular programs at SMP (Sekolah Menengah Pertama/junior high school) Al-Amanah Cileunyi to shape the character of students in accordance with Islamic morals. This study applied a naturalistic qualitative approach. The approach is used due to the problems that are currently occurring naturally at the present time, namely student character education at SMP Al-Amanah Cileunyi. The research finding showed that  SMP Al-Amanah Cileunyi has a local Islamic content curriculum, both as a subject matter and an extra-curricular activity, Islamic local content that applies at SMP Al-Amanah Cileunyi featuring character values that are originated from the Islamic teachings, and eighteen national character values as determined by the government, and the implementation of Islamic local content is through the activities of self-development, habituation, extra-curricular, exemplary, and the integration of character education within learning process. However, there are some problems encountered in its implementation, among others due to inconsistent attitudes of school community and the gap between character education programs and their implementation. The result of character education through the implementation of Islamic local content is shown by the qualitative scores in the report book, and the increasing trust of parents and the community to SMP Al-Amanah Cileunyi.

scholarly journals Editing Shakespeare for the Stage

2003 ◽  
Vol 9 ◽  
Author(s):  
Katalin Tabi
Keyword(s):  
Comparative Analysis ◽  
Cultural Studies ◽  
20Th Century ◽  
19Th Century ◽  
Theatre History ◽  
Romeo And Juliet ◽  
Nineteen Seventies ◽  
Stage Directions ◽  
The 19Th Century ◽  
The Relationship

After the text-based editorial approach of the 17th and 18th centuries, from the end of the 19th century, and even more from the middle of the nineteen-seventies, more and more scholars turned towards the study of stage directions. They started to discover their origins, their meanings, and their impact on the understanding of Shakespeare's plays. These researches led to the fact that Shakespeare criticism could no longer remain within the limited realms of literature, but it had to involve other disciplines such as cultural studies and theatre history in its researches too. The traditions of Elizabethan theatre and the relationship between theatre and literature came into the focus of research. This paper gives a comparative analysis of stage directions in one particular scene, the ballroom-scene (I.iv) of Romeo and Juliet, as they are presented in six prominent 20th-century editions. This study is to prove that nearly all the problems an editor has to face are theatrical in nature and therefore it is necessary to re-establish the relation between page and stage and to make performance-based editions that are useful to theatrical personnel as well as academics.

Tools for Describing the Communicative Space of Scientific Schools

2021 ◽  
Vol 18 (5) ◽  
pp. 520-530
Author(s):  
Yulia V. Gushul
Keyword(s):  
Cultural Studies ◽  
Scientific Knowledge ◽  
Southern Urals ◽  
Scientific Communication ◽  
Scientific School ◽  
Academic Advisor ◽  
The Southern Urals ◽  
State Institute ◽  
Research Activities ◽  
Scientific Schools

To manage research activities, it is necessary to develop up-to-date tools that allow to quickly and efficiently assess the effectiveness of the scientific space functioning. Contradictions between the new industry of scientific communication and traditional forms of preserving and multiplying intellectual capital have become more acute, new points of interaction between the institutional structures of science (scientific schools, “invisible colleges”, expert and experimental (real and virtual) laboratories, etc.) have appeared. The concepts of the cultural codes of representation and translation of the subjects (individual and collective) of scientific communication have changed, and there is a need to update the requirements for the culture of their identification and positioning in the age of digital technologies. A scientific school is a multi-purpose collective that simultaneously implements the functions of production, dissemination, protection of scientific knowledge and reproduction of scientists. The cultural traditions of its functioning, as well as the cultural norms of institutionalization, are being transformed.On the material of bibliographic description of the genesis and development of the cultural studies school of the Southern Urals (centered in the Chelyabinsk State Institute of Culture), the article shows opportunities for scientometric and informational analyses. The author offers to discuss and use two bibliographic publications (the catalog of the scientific school and the bibliographic navigator, which include information about research topics, successful scholars, scientific leaders, postgraduate students and applicants, opponents, leading organizations of the communicative field of cultural studies of the Southern Urals), as well as cultural researchers’ landmark publications, innovatively identified by the method of introspection. The publications are reviewed as tools in the system of cultural studies of the scientific school positioning.The article draws conclusions based on the study and comparison of the configurations of connections between persons (academic advisor, postgraduate student, opponent), leading organizations and scientific leaders and their geolocation, subject headings: “applicant — academic advisor — opponent”, “subject heading/topic — leading organization — opponent, specialty number”, etc. These connections are individual for the related concepts: “management — coordination”, “interpretation of a communicative challenge — adequacy of a communicative response”, “practical meaning — purpose of communication”. These areas of analysis of the scientific school functioning provide a vision of the scientific interaction communicative fields’ intersection, the increment and examination of scientific knowledge, the basis for making managerial decisions to organize science.

Editorial: What is semiotics but a series of modeling

2021 ◽  
Vol 17 (4) ◽  
pp. 467-471
Author(s):  
Hongbing Yu
Keyword(s):  
Cultural Studies ◽  
20Th Century ◽  
21St Century ◽  
Special Issue ◽  
Present Issue ◽  
The World ◽  
Remarkable Progress

Abstract The present issue of Chinese Semiotic Studies is published in memory of Thomas A. Sebeok. Sebeok was not only a master semiotician, but more importantly a grand artist in semiotics. As one of the most important contemporary figures in semiotics, linguistics, ethnology, and cultural studies, Sebeok made profound contributions to the progress of global semiotics through his distinguished theoretical achievements and promotional activities. His works have proven to be so relevant that they continue to exert a determinative influence and provide directions for the development of semiotics and its many subdivisions, especially biosemiotics, beyond the 20th century. Now, 21 years into the present century, during which semiotic studies around the world have made remarkable progress, it is about time to highlight some specific ways in which his contributions will continue to shape and guide semiotic studies, demonstrating the relevance of these contributions to the 21st century challenges. To this end, this special issue presents some up-to-date and informed studies that explore Sebeok’s contributions to semiotics and their vital implications for fundamental problems relevant to humanity as a semiotic animal in the present day and in the rest of this century and beyond.

About the Program Vocational-Personal Self-Development Teacher Montessri

2017 ◽  
Vol 6 (4) ◽  
pp. 40-44
Author(s):  
О. Сафаралиева ◽  
O. Safaralieva
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Internal Communication ◽  
National Education ◽  
Whole Process ◽  
Self Development ◽  
The Individual ◽  
Special Environment ◽  
Professional Transformation ◽  
Training Practice

Humanization of the modern national education inevitably entailed changes to the requirements for the individual nature of the competence of professionals working with the child. From the teacher it is required to create a very special environment, in collaboration with the child. It increases the relevance of the professional transformation of the modern teacher and changes in their professional training. Practice shows that many established professionals pedagogical ideas of Montessori discovers the true foundations of the humanistic paradigm of education. Training of Specialists in Montessori system allows them not only to obtain new skills, but also the personality and self-modifying self-development. The course of professional and personal self-development Montessori teacher turns from simple to complex, from cognition to interpersonal and internal communication. In this sequence, each stage of the program appears as an element of the whole process of personal development.

scholarly journals Ludosity, Radical Contextualism, and a New Games History: Pleasure, Truth, and Deception in the Mid-20th-Century London Arcade

2019 ◽  
pp. 155541201987501
Author(s):  
Benjamin Litherland
Keyword(s):  
Cultural Studies ◽  
Social Interactions ◽  
Detailed Analysis ◽  
Social History ◽  
20Th Century ◽  
History Of ◽  
New Cinema

This article offers a social history of funfairs and arcades in mid-20th-century urban England. Critiquing existing histories of games for often neglecting players and the specific locales in which games are played, it draws on both new cinema history and cultural studies’ conception of “radical contextualism” to outline what the article describes as a game’s ludosity. Ludosity, the article proposes, is the condition or quality of game partcipation as shaped by a range of agents, institutions, and contexts. Utilizing mass observation records, it offers a detailed analysis of the ways in which social interactions influenced ludic experiences of pinball tables and crane machines and posits that games history needs to center players in order to fully conceptualize games in history.

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