scholarly journals READING AND LITERARY EDUCATION IN IST-IIIRD CLASSES OF PRIMARY SCHOOL AS A SOURCE OF MULTI-ACTIVITY OF STUDENTS

2016 ◽  
pp. 58-69
Author(s):  
Teresa Yanitska-Panek
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Life Experiences ◽  
Real Life ◽  
Literary Texts ◽  
Literary Education ◽  
The World ◽  
The Individual ◽  
Narrative Description ◽  
Attitudes Towards Reading

Literary education is very important in the process of forming the personality of the individual. It is necessary to implement a number of conditions in order to student’s contact with literature was a great experience. Reading can be seen as a way of man’s existence in the world of symbols and information. Reading can also be a medium through which cultural content reaches to the recipient and enrich and improve his language and engage him emotionally. Reading is an act of great importance, austerity and effort, and at the same time it is an act of preparing the reader and the recipient to the reflection.Many authors emphasize the value of reading, inspired many motives. The authors draw attention to the different attitudes towards reading of the text which have been described by Lech Witkowski, philosopher and pedagogue in 2007. Eight status of the text in the course of reading are specific hints for teachers and non-pedagogical readers how to treat the text. The philosopher’s look on the function of reading puts this ability in a variety of contexts and makes that people interested in reading can become seekers and creative.The reading is determined the following learning outcomes: student reads fluently, correctly, fluently and expressively aloud texts consisting of words discussed during classes. These texts relate to real-life experiences of children and cognitive expectations. A student also understands short texts read silently; student correctly reads aloud texts written own in a notebook and texts stored on a PC. The student working with text by searching for the most beautiful piece. He is also able to distinguish in literary texts the forms such as narrative, description and dialogue.

ВИХОВНИЙ ПОТЕНЦІАЛ УРОКІВ ЧИТАННЯ ДЛЯ ФОРМУВАННЯ ТОЛЕРАНТНОСТІ МОЛОДШИХ ШКОЛЯРІВ

2021 ◽  
Vol 1 (2) ◽  
pp. 89-96
Author(s):  
O. I. POPOVA ◽  
◽  
A. S. LESYK ◽  
Keyword(s):  
Primary School ◽  
Mass Culture ◽  
Special Kind ◽  
Moral Choice ◽  
School Students ◽  
Self Presentation ◽  
Experimental Learning ◽  
The World ◽  
The Individual ◽  
Educational Potential

The article emphasizes that the world around us sets its own requirements for the ability of a junior student to adapt to it, to his tolerant willingness to build constructive relationships with others. In reading lessons, which aim, among other things, to form the values of primary school students, they learn to choose an individual way of self-presentation, behavior and communication. The task of the teacher is to teach to observe life, to notice human kindness, sacrifice, courage, as well as heartlessness, cruelty, indifference. Hence the signs of a tolerant personality, such as patience, indulgence, tolerance for differences, kindness, the ability to listen to others, not to judge others, to take their position, the ability to empathize, humanism. The updated content of literary material, which comprehensively covers the sphere of interests of junior schoolchildren, its emotionality, novelty, decoration, interesting forms and methods of working with texts of works and children's books with preference to problematic, creative tasks should convince students that fiction is a special kind of art, and reading – a special, unique means of satisfying cognitive interests, knowledge of the world and self-knowledge, which can not be replaced by any other means of mass culture. In the process of experimental learning, we tried to design and implement such types of educational activities of students, which contributed to the formation of tolerance in them as the most important value of the individual. After analyzing some aspects of updating the content and methodology of reading lessons in primary school in the context of implementing the ideas of tolerant education, we note that the new textbooks and manuals for extracurricular reading contain many texts with the potential for educating this quality of personality. actions of characters; to feel the state of another person, to make a moral choice. Key words: formation of tolerance in junior schoolchildren, reading lessons, educational potential of reading lessons, formation of personality of junior schoolchildren.

scholarly journals You Can't Judge a Book by Its Cover!

2021 ◽  
Author(s):  
Kerry Pope
Keyword(s):  
Life Skills ◽  
Life Experiences ◽  
Real Life ◽  
School Community ◽  
Personal Stories ◽  
The World

Everyone has a ‘story’. Many different events and experiences shape our lives. Just like a book, the stories inside people are fascinating! When people share these stories with others they become a ‘living book’. We have used ‘Human Libraries’ at William Clarke College in a new, innovative way. They provide our K-6 students with a wonderful opportunity to connect with diverse members of our school community and beyond, listen to their personal stories, communicate with them, build relationships, explore and learn. By participating in a ‘Human Library’ they acquire life skills, widening their understanding of others and the world. Students are hungry for real life experiences and ‘living books’ inspire them!

Creating a Digital Learning Community for Undergraduate Minority Science Majors

2013 ◽  
pp. 34-52
Author(s):  
Gladys Palma de Schrynemakers
Keyword(s):  
At Risk ◽  
Learning Community ◽  
Life Experiences ◽  
Real Life ◽  
Global Environment ◽  
American Education ◽  
Digital Learning ◽  
The World ◽  
Global World ◽  
Unites States

Over the last three-decades, educators and policymakers have been alarmed about the state of American education and whether the Unites States can continue to lead the world in innovation. At risk is the performance of our students and their ability to be competitive in today’s increasingly complex and challenging global environment. Clearly, while the importance of education in a global society vis-à-vis the welfare of a nation needs no defense, we must understand through real life experiences how complexity and competitiveness inform the global world.

scholarly journals Rethinking literary education in the digital age

2018 ◽  
Vol 46 (4) ◽  
pp. 569-589
Author(s):  
Alexandra Milyakina
Keyword(s):  
Digital Media ◽  
Real Life ◽  
Holistic Approach ◽  
School Curriculum ◽  
School Education ◽  
Literary Texts ◽  
Recreational Reading ◽  
Comic Strips ◽  
Literary Education ◽  
Literary Experience

This paper discusses the perspectives of literary education in the context of the transforming of the notions of literature, reading, and learning. While everyday semiotic practices are becoming increasingly digital and multimodal, school education in most countries is still largely focused on mediating original literary texts in print and their established interpretations. Less conventional sources of literary information – brief retellings, comic strips, memes, social media posts – tend to make up a large part of the students’ semiotic environment; yet these are usually dismissed by school education as inaccurate and irrelevant. Cultural semiotics, however, allows regarding pulverized versions of texts as a part of a natural educational system – the culture itself. A holistic approach allows not only integrating everyday semiotic practices into a school curriculum, but also revealing the inherent multimodality, transmediality, and creativity of the literary experience. The paper explores possible implications of semiotics in three aspects of literary education: multimodality and heterogeneity of literary experience; influence of digital media on the perception habits; reading as a creative building of a whole from different fragments. The overarching goal is to enrich school education through a deeper understanding of literary experience and a widening of the spectrum of acknowledged tools, formats and media. The theoretical survey is supported by real-life examples from school practice and recreational reading.

scholarly journals Character of Vasyl Stus as Basis of Writer’s Psychotype

2019 ◽  
pp. 3-13
Author(s):  
Olha Punina
Keyword(s):  
Everyday Life ◽  
World Order ◽  
Theoretical Concept ◽  
Psychological Type ◽  
Literary Texts ◽  
Literary Style ◽  
Psychological Structure ◽  
The World ◽  
Key Features ◽  
The Individual

In the present paper the scholar refers to the first part of her theoretical concept “psychotype – creator – image” and focuses on the peculiarities of Vasyl Stus’s character. This approach helps to defi ne the psychological type of the poet. Psychic ways of adaptation always leave a mark on the character of the individual. The coincidence between indirect observations of friends, acquaintances and psychological self-characteristics of the writer gives especially important information for the researcher. The analyzed materials include literary texts and different everyday life records that contain psychologically mediated observations and self-observations on the character of Vasyl Stus. These data allow identifying the specific psychological structure of personality based on many characteristics. The attributes ‘strong-willed’, ‘vulnerable’, ‘sensitive’, ‘quicktempered’, ‘uncompromising’, and ‘intellectual’ may be recognized as key features of this personality. The psychological exclusivity of Vasyl Stus is presented by the characteristics ‘self-suffi cient’, ‘intellectually deep man of strong will’, ‘inclined to expansive reaction and unsuited for compromise’. The scrupulous attention to the moral, volitional, emotional and intellectual components of Vasyl Stus’s character brings the researcher closer to determining the author’s model of the world order. The defined psychotype of the writer helps to understand the interdependence of the psychological nature of the author and his literary style

scholarly journals Stories in Children’s Literature. An Analysis of Transcendent Language

2018 ◽  
Vol 10 (2) ◽  
pp. 1018-1020
Author(s):  
Cristina Guarneri, Ed.D.
Keyword(s):  
Children's Literature ◽  
Essential Role ◽  
Reading Skills ◽  
Life Experiences ◽  
Children’S Literature ◽  
Real Life ◽  
New Words ◽  
Children's Book ◽  
The World ◽  
Source Of Information

Children’s literature plays an essential role in their development through the use of characters that they become familiar with, which become like friends. Stories have become a useful source of information for increasing reading skills, which are necessary for the development of new words. It is through the fiction literature that is based on real-life where children are able to understand traumatic events and complex ideas. They are able to understand life experiences and diversity of the world that they live in. Even with increased learning through literature, the National Literary Strategy conducted a study of words to show that children need 100 words in order to read a “real” children’s book. It is essential to distinguish between ‘restrictive texts,’ which allow for fewer perceptions to take place for active reader judgment of text that enables critical and thoughtful responses.

scholarly journals Psychic Trauma of Youngsters in R.K. Narayan’s The World of Nagaraj

2020 ◽  
Vol 8 (4) ◽  
pp. 49-51
Author(s):  
Gabriel Karthick K
Keyword(s):  
Life Experiences ◽  
Real Life ◽  
The Novel ◽  
Deep Insight ◽  
Psychic Trauma ◽  
Indian Context ◽  
The World ◽  
The Common ◽  
Insight Into

The article examines the psychic trauma of youngsters during the crucial stage of their life. It gives a deep insight into the practical issues faced by youngsters, as explained by R.K. Narayan in his novel. It describes the complex transition of an adolescent mind into adulthood. The themes of the novel The World of Nagaraj are closely attached to real-life experiences of youngsters and also engross the psychology of young minds. The main objective is to analyze the common psychic issues of youngsters in the Indian context.

scholarly journals Walking a Mile in Their Shoes: Empowering Learners Through A Human Library!

2021 ◽  
Author(s):  
Kerry Pope
Keyword(s):  
Life Skills ◽  
Life Experiences ◽  
School Library ◽  
Real Life ◽  
School Community ◽  
Personal Stories ◽  
The World

Many different events and experiences shape our lives. Everyone has their own unique story.  Just like a book, the stories inside people are fascinating!  When personal stories are shared with others they can become extremely powerful resources. They provide our students with a wonderful opportunity to connect with diverse members of the school community and beyond, communicate with them, build relationships, empathise, explore, understand and learn. By participating in a ‘Human Library’ students acquire life skills, widening their understanding of others and the world. Your school library should have one!  Students are hungry for real life experiences and ‘living books’ inspire them!

scholarly journals Priority towards Subjective and Experimental Framework inTeaching-Learning Process in Engineering Education for Millennial Learners

2019 ◽  
Vol 8 (2) ◽  
pp. 1234-1237
Keyword(s):  
Social Networking ◽  
Engineering Education ◽  
Learning Environments ◽  
Life Experiences ◽  
Real Life ◽  
Subjective Experiences ◽  
Video Clips ◽  
Experimental Learning ◽  
The World ◽  
Key Concepts

From the time of 20thcentury, the world has undergonecomplete change in the field of Engineering Education. Learning environment in Educational systemofMillennial's, for very short concentratedpeople who prefer interactive, experiential and collaborative learning,usually they are informal and choose to have friendly relationships with teachers. Educational system in engineering classes for such Learners with dynamic and technology driven people do not prefer long lectures anymore. The design objective is to understand the cognitive and social developments in easier way that outcome in faster learning, and also to redesign classrooms and other learning environments. So that Learners can learn more passionatelywith completeness in the topic/ subject and to make them self Learners.This paper provides a meaningful teaching objective that relates with real-life experiences, Lectures mixed up with methods like video clips, concept charts, and PowerPoint presentations with key concepts based on the summary, also creating collaborative subjective experiences with social networking platforms.Finally, this paper concludes bydiscussing the experiments being applied in our institution (VIIT) to make engineering education practicalby means of experimental learning

scholarly journals Spiritual energy of the Russian word as a scientific challenge of humanitarian thought

2021 ◽  
Vol 19 (2) ◽  
pp. 125-137
Author(s):  
Valentina A. Maslova ◽  
Oksana V. Danich
Keyword(s):  
Native Speaker ◽  
Russian Language ◽  
Literary Texts ◽  
Modern World ◽  
Future Research ◽  
The Bible ◽  
The World ◽  
The Future ◽  
Scientific Challenge ◽  
The Individual

The authors consider faith as a direct way to form spirituality of an individual and nation on the whole, as our main moral wealth. This problem is especially relevant in the modern world, since the most important words for national consciousness are now devaluating. The purpose of the research is to prove that the language, namely the word , has resources for creating and accumulating the spiritual potential of the native speaker. The research has been carried on the material of the Bible and the National Corpus of the Russian language (a subcorpus of literary texts published after 1950). The authors used the following research methods: the traditional general scientific methods of analysis, comparison, generalization and the new one - discourse analysis. In the course of the research two aspects of the indicated problem have been considered: the language is a spiritual essence; the word is a barometer of our understanding of the world. The study resulted in the following conclusions: the primary and the most important function of the language is the function of communication with God; the spirituality of the Russian people is formed and preserved thanks to the language, because the language contains deep transcendental meanings, almost inaccessible for rational comprehension. These meanings create and retain spirituality in the society and the individual, form the spiritual code of the nation; fulfil the sacred function of communication with God; reveals the great mystery of the world and the human soul at the same time. These provisions allow to outline the prospects for the future research within the framework of a new stage of the anthropocentric paradigm, which brings it closer to the theo-anthropo-cosmic paradigm as the paradigm of the future. In it, an individual begins to realize his place not above the world, but inside it.

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