scholarly journals ART FOR FREEDOM OF EDUCATION

2016 ◽  
pp. 9-18
Author(s):  
Georgii Filipchuk
Keyword(s):  
Art Education ◽  
Historical Period ◽  
Melting Pot ◽  
Global Trends ◽  
Cultural Centers ◽  
Great Hope ◽  
The Creation ◽  
The Individual ◽  
Education Culture ◽  
Global World

It was found that culture and art school in Ukrainian should be the highest component of a comprehensive education that ensures the full development of the individual. Arts education should be the means which will promote the development of human resources, cultural capital. Analyzed the European experience of art education, which proves that much attention to the creation of cultural and educational common space (elementary school plus libraries plus Museum) and the development of educational functions of museums, cultural centers, libraries, music institutions. It uses all available resources for formal and informal art education. It is proved that cultural and artistic component is necessary for full education from an early age. The author argues that cultural and educational policy of the state should be treated in accordance with the global trends of global development, the national philosophy and tradition, civil society needs, interests and motivations of man. Every era, historical period, every people have their own specific ethical, aesthetic standards in the assessment of needs and levels of education, culture and art. The abovementioned gives rise not only to state: the harsh competitiveness of global world; the presence of outstanding universal values of humanity for sustainable development; the need for the creation and struggles for self own "I", but also the duty to form primarily ethical responsibility in relation to the individual, family, homeland, native land, culture, language, faith and traditions. Because it is such quality characteristics must belong to a citizen of the world, because the illusion is great hope to establish civilized globalism, leaving a "melting pot" of nation-making people.

Interrelation of Architectural Concepts and Principles of Artificial Lighting in the Moscow Concert Hall Zaryadye

2019 ◽  
pp. 4-13
Author(s):  
Maria M. Ilyevskaya
Keyword(s):  
Concert Hall ◽  
Distinctive Features ◽  
Artificial Lighting ◽  
Building Type ◽  
Concert Halls ◽  
Architectural Language ◽  
The Creation ◽  
Architectural Planning ◽  
The Individual ◽  
Formal Features

The article is focused on the analysis of the Zaryadye Concert Hall building in Moscow in terms of the significance of artificial lighting for the creation of the imagery and perception of this facility within the typology of entertainment music-oriented buildings. Through the example of modern places of entertainment, the author reveals a number of formal features (typological attributes), which, being common to buildings of this function, constitute the basis of their image and become obvious due to the realized lighting concept. The interpretation of these attributes in the interaction of architectural planning and lighting concepts in the Zaryadye Concert Hall is traced. In conclusion, the distinctive features of the building under consideration are determined. At the same time, they reflect a new understanding of concert halls as a building type, the changes related to the overall development of architecture, as well as the elements of the individual architectural language.

Attention Sustainability Impact on Social Status in the Class

2020 ◽  
Vol 8 (1) ◽  
pp. 37-46
Author(s):  
Stanislava Varadinova
Keyword(s):  
Social Status ◽  
Communication Skills ◽  
School Dropout ◽  
Learning Material ◽  
Early School ◽  
The Social ◽  
The Creation ◽  
The Individual ◽  
The Way ◽  
Positive Environment

The attention sustainability and its impact of social status in the class are current issues concerning the field of education are the reasons for delay in assimilating the learning material and early school dropout. Behind both of those problems stand psychological causes such as low attention sustainability, poor communication skills and lack of positive environment. The presented article aims to prove that sustainability of attention directly influences the social status of students in the class, and hence their overall development and the way they feel in the group. Making efforts to increase students’ attention sustainability could lead to an increase in the social status of the student and hence the creation of a favorable and positive environment for the overall development of the individual.

The Importance of Ergonomics on Urban Squares: Case from Istanbul

2019 ◽  
Vol 4 (11) ◽  
pp. 219
Author(s):  
Cigdem Canbay Turkyilmaz
Keyword(s):  
Open Access ◽  
Peer Review ◽  
Publishing House ◽  
Urban Spaces ◽  
Close Relationship ◽  
Weak Points ◽  
International Publishing ◽  
The Creation ◽  
The Individual ◽  
Open Access Article

There is a close relationship between the creation of urban spaces and ergonomics. To make new stimulating and satisfying urban spaces, ergonomics criteria should consider. In this study, two main urban squares from Istanbul examined. Selected urban squares evaluated by site observation according to the classified ergonomics criteria. Strong and weak points of chosen squares discussed and some suggestions proposed. The results demonstrated the fact that urban equipment meets the individual ergonomic criteria are not sufficient in the use of both squares, and they need to be re-planned.Keywords: Ergomomics; urban squares, IstanbuleISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i11.1695 .

The Neuropathic Diathesis, or the Diathesis of the Degenerate

1888 ◽  
Vol 34 (146) ◽  
pp. 167-176
Author(s):  
G. T. Revington
Keyword(s):  
Family History ◽  
Normal Development ◽  
Personal History ◽  
Striking Feature ◽  
General Paralysis ◽  
History Of ◽  
The Creation ◽  
The Individual ◽  
The Mind

I think that the foregoing statistics, and those which follow, together with the large number of cases which I quote, and which connect general paralysis with almost every form of neurotic manifestation, will prove conclusively that neurotic inheritance is a striking feature in the causation of general paralysis. I question whether a distinction between “the cerebral and the insane element” in general paralysis can be maintained. If general paralysis is not a degeneration of the mind-tissue, then the pathology of insanity has no existence, and I would say that the subtle influence for evil, which is transmitted from parents, whose brains are deteriorated by neurotic outbursts, or soaked in alcohol, or wrecked by physiological immorality, tends strongly towards such degeneration. If insanity is, as Dr. Savage says, a perversion of the ego, then a general paralytic is the in-sanest of the insane. We know that the children of a melancholic parent, for example, may develop any form of neurosis—in other words, it is not that melancholia or general paralysis, or any other definite disease, is transmitted, but that a certain tendency to deviate from normal development is transmitted. This tendency to deviate is the neurotic diathesis, and the form of its development is determined by collateral circumstances, and a certain series of collateral circumstances determine the development of general paralysis. Perhaps neurotic inheritance may mean in some cases a limited capital of nervous energy, and if this is wasted recklessly the individual breaks down suddenly and pathologically, as we all do slowly and physiologically. I would also point out that considering the number of histories of insanity which owing to ignorance or reticence we, do not receive, and considering that we never receive information as to the existence of the slighter neuroses, it is marvellous that we get so high a percentage as 51. Of the 145 general paralytics with a reliable history, 38 had a family history of insanity, 28 a family history of drink, 8 of both, 43 had a personal history of drink, 8 of a previous attack too remote to be considered, at least, according to our present ideas, as part of the disease, and the vast majority had a history of some physiological irregularity which must be considered as conducive to the creation of an acquired neurosis. We may now pass to some further statistics.

AESTHETIC AND ART EDUCATION AS A SOCIOCULTURAL PHENOMENON

2020 ◽  
Vol 1 (2) ◽  
pp. 6-17
Author(s):  
S. I. Kolbysheva ◽  
Keyword(s):  
Art Education ◽  
Informal Education ◽  
Social Role ◽  
Leisure Activities ◽  
Living Organism ◽  
Cultural Value ◽  
The Social ◽  
Human Creativity ◽  
Classical Culture ◽  
The Individual

The article analyzes the phenomenon of aesthetic and art education in the context of postnon- classical culture, which most fully reflects the peculiarities of the worldview orientations and values of a modern man, and is a kind of reference point for determining the scientific and theoretical basis for the development of this phenomenon at the present time. The article reveals the reasons for strengthening the social role of aesthetic and art education, which connects it with the values of the family, leisure activities and informal education. Aesthetic and art education is considered as a “living” organism that is in constant motion, able to respond to sociocultural changes, and in its rhizomaticity does not ignore the heterogeneity of the surrounding world; as an integral component of education in general, which is found in the community of key tasks focused on “human creativity” in the context of value and meaning categories of culture. It is justified the shift from information and knowledge pedagogy to pedagogy of meaning, actualizing the importance of processes of self-identification, harmonizing the relationship between man and the world, itself based on the parity of dialogical forms of cognition; the transfer of dynamics of artistic and creative activities to the internal world of the individual and the updating on this basis of strategies of irrational thinking. In conclusion, the author is concerned about the level of humanitarian culture in the society and studies aesthetic and art education as an effective mechanism for its development, as a general cultural value internalized by society.

Main Trends of Global Development: Its Reality and Prospects

2021 ◽  
Vol 48 (1) ◽  
pp. 80-88
Author(s):  
Alexander N. Chumakov
Keyword(s):  
Social Systems ◽  
Global Strategy ◽  
Modern World ◽  
The West ◽  
West China ◽  
Global Trends ◽  
Islamic World ◽  
Current State ◽  
Global World ◽  
World Development

Abstract The article analyzes the main parameters of the modern world development, its architectonics and the most important development trends. Modern communications and principles of interaction of various social systems are also considered. As a result, the most significant cultural-cum-civilizational systems are distinguished – the West, China, the Islamic world and Russia, which represent four global trends or four vectors of power that fundamentally affect the current state and prospects of world development. It is emphasized that the West and China have a global strategy, provided by objective circumstances. The Islamic world and Russia occupy an important geopolitical position and also have a special status in the global world.

The “Latin” Melting Pot

2021 ◽  
Vol 44 (1) ◽  
pp. 85-118
Author(s):  
Yuval Tal
Keyword(s):  
National Identity ◽  
Literary Representations ◽  
Immigrant Assimilation ◽  
Melting Pot ◽  
The North ◽  
The Creation ◽  
French National Identity ◽  
Nationality Law ◽  
Communal Organization ◽  
Ethnic Origins

Abstract This article explores how, through discussions about immigrant assimilation in fin de siècle Algeria, French republicans contemplated and wrote into law the ethnic traits of French national identity. Republicans assumed that the North Mediterranean immigrants who settled in Algeria shared ethnic origins with French settlers and consequently asserted that France should work to “fuse” the two groups. Assertions about immigrants' ethnicity took different forms. In the colony they appeared either at the margins of colonial administrators' attacks against immigrant communal organization or in literary representations of French-Mediterranean fusion. In the metropole republican legislators portrayed immigrants as innately prone to becoming French and thus supported the 1889 nationality law that naturalized them. The passing of the 1889 law prompted the creation of an explicitly ethnorepublican assimilatory model. The model's proponents combined sociological and eugenicist principles to both socialize immigrants into the nation and promote the transfer of their Mediterranean “vigor” into French bodies. Cet article examine les efforts des intellectuels et des dirigeants républicains pour assimiler les immigrés européens en Algérie à la fin du dix-neuvième siècle. Il affirme que les identités communautaires et la prépondérance démographique des immigrés ont poussé l'élite républicaine à envisager leur capacité ethnique à s'assimiler à la société française, et montre que l'idée que les Français et les immigrés avaient la même origine ethnique a façonné les débats sur l'assimilation nationale et a influencé la formation des lois républicaines fondamentales. En Algérie, des affirmations à propos de l'identité ethnique des immigrés européens apparaissaient en marge des discussions politiques sur leur organisation communautaire et dans les romans des écrivains algérianistes. En métropole, des législateurs républicains supposaient que la « ressemblance ethnique » entre Français et immigrés assurait l'assimilation rapide de ces derniers et ils ont soutenu la loi de 1889 sur la nationalité qui les a naturalisés. A l'issue de la législation de 1889, une vision de fusionnement des colons français et des membres de la « race méditerranéenne » en Algérie s'est développée. Ses partisans ont combiné des principes sociologiques avec des principes eugéniques dans le but d'incorporer les immigrés européens dans la nation et de faire transporter leur « vigueur » dans les corps des Français.

scholarly journals Vedic Philosophy and Swami Nigamananda

2019 ◽  
Vol 7 (12) ◽  
pp. 17
Author(s):  
Sangram Keshari Mallik ◽  
Dr. Braja Kishore Sahoo
Keyword(s):  
Cultural Heritage ◽  
Code Of Conduct ◽  
Literary Creation ◽  
Ancient India ◽  
Vedic Literature ◽  
The World ◽  
Independent Entity ◽  
The Creation ◽  
Rig Veda ◽  
The Individual

Wonder that is India. India is wonderful because of its abundant and affluent cultural heritage. The cultural heritage of India is prudential of its spiritual richness and classical creativity. Vedic literature is the most wonderful and unparallel literary creation of Ancient India. Vedic literature has made this country worthy of worship. Vedas are without beginning and without end. Veda is author-less. It is Apauruseya. They are considered to be the direct word of the Divine.  Vedic knowledge appeared in the dawn of the cosmos within the heart of Brahma. Brahma imparted this knowledge in the form of sound (Sabda) to his sons who are great sages. They transmitted the Vedic sound heard from Brahma to their disciples all over universe. There are four Vedas. They are the Rig Veda, Yajur Veda, Sama Veda and Atharva Veda.  Four Vedas contain four types of texts such as The Samhitas, The Arankayas, The Brahmanas and The Upanishads. Veda is accepted as a code of conduct to Sanatan Dharma. The teaching of Veda is the concept that the individual is not an independent entity, but, rather, a part of the Universal Consciousness.  Upanishads is the manifestation of Vedantic thought. Sada Darshan (Six Systems of Vedanta) is a very important part of Vedic philosophy.  Swami Nigamananda a great Master of Vedic Literature achieved Nirbikalpa Sidhi of Vedanta in the year 1904.  The philosophy of Vedanta is reflected in the creation of Swami Nigamananda. In his writings (Yogi Guru, Jnani Guru, Tantrik Guru, Premik Guru, Brahmacharya Sadhana and Vedanta Viveka) he has explained the main scriptures of Vedas such as The Upanishads, The Bramha Sutras and The Bhagavad Gita. His philosophy teaches us to love and live in a state of eternal freedom. The Philosophy of Swami Nigamananda is a synthesis of Sankar and Gouranga i.e. knowledge and love. Knowledge envisages the path of analysis and Love, the path of synthesis. In this way Nigamananda convincingly reconciled the two apparently contradictory creeds of Adi Shankaracharya and Gauranga Mohapravu. “He advised his disciples to combine Shankara’s view and Gournaga’s way and walk on this path of synthesis. In fact attainment of Jnana through Bhakti is the nucleus of his philosophy. Through his teachings and works, he proclaimed to the world the fundamental harmony of all religions that there are many paths which lead to the same goal”.

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