scholarly journals How online behavior demonstrates psychological conflicts in Emile Durkheim’s collective consciousness of societies highly involved in the COVID-19 pandemic

2021 ◽  
Vol 10 (1) ◽  
pp. 15-15
Author(s):  
Alireza Farnam ◽  
Bentolhoda Mousavi ◽  
Leyli Mohammad Khanli
Keyword(s):  
Educational Systems ◽  
Black Death ◽  
Collective Consciousness ◽  
Online Behavior ◽  
Search Terms ◽  
The World ◽  
People Search ◽  
Highly Involved

Background: According to Emile Durkheim’s theory, we can consider societies as having a collective consciousness. To predict the behavior of societies, it is wise to consider the most involved conflicts in their collective consciousness. Methods: We can use online behavior such as Google searches to find an approach to what goes on inside the souls of societies, because when many people search for a term, it means that there is a conflict about that term in the collective consciousness of that society. In this article, during the unprecedented situation that all countries around the globe are confronting due to the coronavirus disease 2019 (COVID-19) pandemic, we sought to track the online behavior of nine countries that were seriously involved. Results:As human conflicts are well categorized in Cloninger’s proposed planes of being, we selected search terms according to this category through conflict tables. Patterns of denial, recalling the Black Death, anxiousness, greed, competition, and tendencies of violence were also seen around the world. In most countries, the major findings/issues at the Spiritual, Intellectual, Emotional, Material and Sexual planes were those concerning "Compassion (Conciliation)", "Lack of Prudence", "Lack of Calmness and the Lack of Benevolence", and "Lack of Charity and Lack of Discretion or Forethought", respectively. Conclusion: Awakening each conflict can result in behaviors that concern both societies and government. Predicting these behaviors can help societies take necessary measures and interventions. This especially lends new insights for educational systems in setting policies.

Austria before Austria: The Medieval Past of Polities to Come

2007 ◽  
Vol 38 ◽  
pp. 1-12 ◽  
Author(s):  
Herwig Wolfram
Keyword(s):  
History Textbooks ◽  
German History ◽  
French History ◽  
The World ◽  
History Of ◽  
To Come ◽  
First Dynasty ◽  
People Search ◽  
French Overseas Territories ◽  
Overseas Territories

Throughout the world, historians expand the history of their nations and states into periods when these polities did not yet exist. The French speak of their first dynasty and mean the Frankish Merovingians. Until recently French history textbooks even for students in the French overseas territories started with “Nos ancêtres, les Gaulois.” In the German Kaiserreich between 1871 and 1918, let us say, little Jan Kowalski in Poznan had to accept the Germanic peoples as his forefathers, as every textbook on German history dealt with them at length. Needless to say, not only German medievalists speak of Germans long before theodiscus or teutonicus came to mean deutsch. All over the world people search for the roots of their identity. Take, for instance, the present preoccupation with Celtic ancestors. Not only the Irish, Welsh, Scots, and Bretons, but a great many other Europeans also want to be Celts by origin. “Their successors in Brittany, Wales, or Ireland do not threaten anybody with Anschluss or war. The Celtic origins, therefore, fit the Austrian neutrality perfectly well,” as Erich Zöllner ironically put it in 1976 after Chancellor Bruno Kreisky had openly declared that the Celts and not the Germans were our forefathers.

scholarly journals La práctica dancística como una estrategia dentro del contexto educativo para el desarrollo de un cuerpo más consciente y atento

2017 ◽  
Vol 12 (2) ◽  
pp. 97
Author(s):  
Laura Oyuela Morales
Keyword(s):  
Body Movement ◽  
The Body ◽  
Educational Systems ◽  
Educational Context ◽  
Pedagogical Strategy ◽  
Education Movement ◽  
The World ◽  
Pedagogical Models ◽  
Optimal Medium

Resumen El presente artículo aborda la práctica dancística como un escape a los modelos de cuerpo inmóvil construidos por la sociedad, reflexionando acerca de las formas en que la danza puede ser un medio óptimo para el desarrollo del cuerpo en movimiento que hace parte de todos los ámbitos de la vida y cuya praxis puede ser introducida en los sistemas educativos como un eje transversal al aprendizaje y al reconocimiento del mundo. Se plantea entonces el siguiente problema: ¿Cómo la práctica dancística puede ser una estrategia dentro del contexto educativo para el desarrollo de un cuerpo más consciente y atento? Cuestión que es tratada desde una metodología descriptiva y reflexiva fundamentada en la revisión teórica de los conceptos de cuerpo, movimiento, modelos culturales y pedagógicos, y danza, para finalmente sugerir la práctica dancística como una estrategia pedagógica óptima para la construcción de un cuerpo consciente y atento.Palabras clavesCuerpo; danza; disciplina; educación; movimiento; reconocimiento corporal The Practice of Dance as a Strategy Within the Educational Context for the Development of a More Conscious and Attentive BodyAbstract This article approaches the practice of dance as an escape from the models of the still body built by society, reflecting on the ways in which dance can be an optimal medium for the development of the body in movement that is part of all areas of life and whose praxis can be introduced in the educational systems as a transversal axle to the learning and the recognition of the world. The following problem arises: How can dance practice be a strategy within the educational context for the development of a more conscious and attentive body? A question that is treated from a descriptive and reflexive methodology based on the theoretical revision of the concepts of body, movement, of cultural and pedagogical models, and of dance, to finally suggest the practice of dance as an optimal pedagogical strategy for the construction of a conscious and attentive body.KeywordsBody; dance; discipline; education; movement; body recognition.Practica Dancística sug estrategiasina ukuma contexto educativo desarrollopepa sug cuerpomanda mas consiente  y atento Maillallachiska:Kai articulok aborda chi practica Dancistica mitikugsina modelos  cuerpo mana kuiurri ruraska  sociedadpe, iuiarrspa imasa danzak kangapaka sug medio suma cuerpo kuiurringapa ambitope kaugsaipe y chik churrangapa iachachiikunape sug eje transversalsina iachaikuipe reconocimiento kai mundope. Churrarenme negpek kai problema: ¿imasa practica dancistikak pódenme kanga sug estrategia sug cuerpok kacho mas consiente y atento?  Cuestión ka  tratareska sug metodología y descriptiva y reflexiva fundamentada kauaska teorica concepto cuerpo, kuiuriska, modelo cultural  y pedagógico  y danza, chasa nispak mañansapa practica dancística sug  estrategia pedagógica suma iuñachinpaga sug cuerpo conciente y atento. Rimangapa Ministidukuna:Cuerpo; danza; disciplina; educación; kuiurii; reconocimiento corporalLa pratique de la dance comme une stratégie dans le contexte éducatif pour le développement d'un corps plus conscient et attenteRésumé  Cet article aborde la pratique de la danse comme une évasion des modèles du corps immobile construits par la société, en réfléchissant sur les façons dont la danse peut être un moyen optimal pour le développement du corps en mouvement qui fait partie de tous les domaines de la vie et dont la praxis peut être introduite dans les systèmes éducatifs comme un axe transversal à l'apprentissage et à la reconnaissance du monde. Le problème suivant se pose : comment la pratique de la danse peut-elle être une stratégie dans le contexte éducatif pour le développement d'un corps plus conscient et attentif ? Une question qui est traitée à partir d'une méthodologie descriptive et réflexive basée sur la révision théorique des concepts du corps, du mouvement, des modèles culturels et pédagogiques et de la danse, pour finalement suggérer la pratique de la danse en tant que stratégie pédagogique optimale pour la construction d'un corps conscient et attentif. Mots clésCorps; danse; discipline; éducation; mouvement; reconnaissance corporelle

scholarly journals Computer Networks and Globalization

2007 ◽  
Vol 16 (2) ◽  
Author(s):  
D. Martinovic ◽  
J. Magliaro
Keyword(s):  
Computer Networks ◽  
Software Industry ◽  
The Internet ◽  
Collective Consciousness ◽  
The World ◽  
Market Driven ◽  
Industry And Education

Communication and information computer networks connect the world in ways that make globalization more natural and inequity more subtle. As educators, we look at these phenomena holistically analyzing them from the realist’s view, thus exploring tensions, (in) equity and (in)justice, and from the idealist’s view, thus embracing connectivity, convergence and development of a collective consciousness. In an increasingly market- driven world we find examples of openness and human generosity that are based on networks, specifically the Internet. After addressing open movements in publishing, software industry and education, we describe the possibility of a dialectic equilibrium between globalization and indigenousness in view of ecologically designed future smart networks

scholarly journals Directionality of Education – Balanced Education and Integration of Educational Systems in the National Economy

Equilibrium ◽  
2013 ◽  
Vol 8 (2) ◽  
pp. 101-113
Author(s):  
Wiktor Morohin ◽  
Aleksandrs Rubanovskis
Keyword(s):  
Economic Growth ◽  
National Economy ◽  
Driving Force ◽  
Developed Countries ◽  
Educational Systems ◽  
High Quality ◽  
National Economic ◽  
The World ◽  
National Economic Development

The quality of the workforce is a precondition for economic growth of a society. One of the main indicators of these preconditions is education. The effectiveness of economies of developed countries is based on the high quality of knowledge. As a resutl the quality and balanced education determines the rating of a state in the world and serves as a driving force of national economic development. The aim of the article is to identify opportunities that will allow integrating the balanced education in the educational systems of the national economy.

Camus and Tragedy in Education

2021 ◽  
Author(s):  
Andrew Gibbons
Keyword(s):  
Short Stories ◽  
Albert Camus ◽  
Human Condition ◽  
Educational Systems ◽  
The Novel ◽  
Central Theme ◽  
Apparent Absence ◽  
The World ◽  
Educational Imagination ◽  
The Human Condition

Tragedy is a central theme in the work of Albert Camus that speaks to his 46 years of life in “interesting times.” He develops a case for the tragic arts across a series of letters, articles, lectures, short stories, and novels. In arguing for the tragic arts, he reveals an epic understanding of the tensions between individual and world manifest in the momentum of liberalism, humanism, and modernism. The educational qualities of the tragic arts are most explicitly explored in his novel The Plague, in which the proposition that the plague is a teacher engages Camus in an exploration of the grand narratives of progress and freedom, and the intimate depths of ignorance and heroism. In the novel The Outsider Camus explores the tragedy of difference in a society obsessed with the production of a normal citizen. The tragedy manifests the absurdity of the world in which a stranger in this world is compelled to support the system that rejects their subjectivity. In The Myth of Sisyphus Camus produces an essay on absurdity and suicide that toys with the illusion of Progress and the grounds for a well-lived life. Across these texts, and through his collection of letters, articles, and notes, Camus invites an educational imagination. His approach to study of the human condition in and through tragedy offers a narrative to challenge the apparent absence of imagination in educational systems and agendas. Following Camus, the tragic arts offer alternative narratives during the interesting times of viral and environment tragedy.

Plutocracy, Platonism and Education in Brazil: Some Reflections on the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
pp. 589-601
Author(s):  
Alexandre Anselmo Guilherme ◽  
Bruno Antonio Picoli
Keyword(s):  
Philosophy Of Education ◽  
Brazilian Population ◽  
Educational Systems ◽  
Philosophical Inquiry ◽  
The World ◽  
World Ranking ◽  
Education In Brazil

The Lancet stated in its editorial on the 9th of May 2020 that the situation in Brazil was very problematic insofar as the COVID-19 pandemic was concerned. More than a year later, Brazil already registered more than half a million deaths from complications of COVID-19, which places it in second place in the world ranking of deaths despite having the seventh-largest population in the world. Despite this utterly tragic situation, in July 2021, almost 40% of the Brazilian population approved of the federal government's role in confronting the pandemic, and the Brazilian elites have defended openly the view that the economy was more important than individuals' lives. Given this context, in this article, we reflect on the issue of plutocracy, demonstrating its platonic authoritarian foundations, in order to understand the Brazilian elites' attitude toward the pandemic, which had no proper regard or care for the most vulnerable in society. Through this philosophical inquiry we indicate the importance of education, particularly of philosophy of education, in encouraging educationists and educational systems to reflect on problematic issues and self-reflect so as to identify possible educational deficiencies and shortcomings that created the conditions for individuals' attitudes of indifference to the victims of the pandemic and the vulnerable in society.

Debunking The Myth of Dependency

2016 ◽  
pp. 44-57
Author(s):  
Kehbuma Langmia
Keyword(s):  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Educational Systems ◽  
Historically Black Colleges ◽  
The World ◽  
Black World ◽  
Black Colleges And Universities ◽  
Critical Literature

This chapter examines a bi-polar ideological constructs of Western and Non-western modes of education within the Historically Black Colleges and Universities educational system. Western curricula have ‘colonized' Black world educational systems for centuries making it hard to inculcate African ontological and epistemological ideologies in most universities. As a result, the birth of HBCUs was a welcome relief as African Americans and Blacks from Africa, Latin America, Caribbean and Europe found a ‘home' to be ‘historically aware' of their lineage and ancestry. This chapter makes a case through critical literature to argue that sustaining and empowering these Black Colleges and Universities through Western and Non-western educational traditions constitute the barometer for success. This would ensure their long lasting role in higher education in the United States and the world.

Using Lean Method in English Language Classes

2020 ◽  
pp. 131-144
Author(s):  
Araigul Kozhakhmetova ◽  
Lyazzat Beisenbayeva
Keyword(s):  
Foreign Language ◽  
Management System ◽  
English Language ◽  
Foreign Language Teaching ◽  
Educational Systems ◽  
Clear Understanding ◽  
Educational Organizations ◽  
Language Classes ◽  
The World ◽  
Teachers And Students

New approaches, methods, and tools are necessary for the implementation of the modern management system in educational organizations. The main purpose of this chapter is to determine using the lean method in foreign language teaching. The lean method is new in educational systems, but it is used in different spheres of industries all over the world. This chapter shows the history, its implementation, experiments, and how it can be used and developed further. Lean in education will create a clear understanding of its importance on lean process and increase the motivations of administrations, teachers, and students.

Gamification Design in Education

2021 ◽  
pp. 22-53
Author(s):  
Gil Moutinho ◽  
Isabel Azevedo
Keyword(s):  
College Students ◽  
Educational Systems ◽  
The World ◽  
The Creation ◽  
Game Elements ◽  
Short Time

Gamification consists of the usage of game elements in non-entertainment applications to improve the motivation and results of their users. Guidelines can prevent the problem of poor gamification design and, in the world of education, be used in gamified educational systems to help students finish their courses. Some popular gamification design frameworks were studied, leading to the creation of a set of five guidelines that bring together their strengths while addressing their weaknesses. These guidelines were used for the development of a Moodle course aimed at college students, along with a plugin called “Gamification Banner.” This environment was evaluated by a group of volunteers, and it was found that students favor gamification, although it was not possible to prove that their grades are positively influenced given the short time of the tests.

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