scholarly journals Kontynuacja myśli pedagogicznej Jana Amosa Komeńskiego w edukacji XXI wieku w kontekście wybranych zagadnień

2021 ◽  
Author(s):  
Urszula Tyluś
Keyword(s):  
Human Nature ◽  
21St Century ◽  
17Th Century ◽  
Educational Challenges ◽  
Teaching Principles ◽  
Physical Abilities ◽  
Contemporary Education ◽  
Dignified Life

John Amos Comenius' views on education do not only have a historical dimension. They belong to the valuable aspects relating to the area of education in the context of the organ-ization of schoolwork, universality of education, arranging the teacher's work with the use of methodologically important teaching principles and working methods, taking into account the intellectual and physical abilities of students. The meaning of the postulated views is humanistic, leaning towards a man and his development possibilities. At the same time, they indicate his a right for a dignified life, which results from the concept of human nature. From the sense and essence of J. A. Comenius' humanistic thinking derives the nature of his timeless ideas, whose message is still valid in the multidimensional education of the 21st century. The aim of the text is to present selected ideas of J. A. Comenius - a scholar from the 17th century, which are still relevant and can be found in contemporary education. In the text, I refer to the selected ideas. I characterize and interpret them, referring to the great works by J. A. Comenius and priority modern educational challenges.

Children’s Experiences on Learning the 21st-Century Skills With Digital Games

2019 ◽  
Vol 15 (6) ◽  
pp. 685-706 ◽  
Author(s):  
Juho Kahila ◽  
Teemu Valtonen ◽  
Matti Tedre ◽  
Kati Mäkitalo ◽  
Olli Saarikoski
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
21St Century Skills ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Digital Games ◽  
School Sports ◽  
Adult Participants ◽  
Core Subjects ◽  
Physical Abilities

Previous research on learning-related digital games has focused on studying learning outcomes with mostly adult participants. This study explores what children have experienced they have learned by playing digital games, how these learning experiences relate to 21st-century skills, and in which contexts do the children benefit from playing digital games. The data were collected from children’s essays, which were analyzed using qualitative content analysis. Results reveal that children’s learning experiences are often related to 21st-century core subjects and skills, but they also reported improved physical abilities and sports competences from digital games. Children felt that the skills they had gained were beneficial in the contexts of school, sports, and friendships. The results contribute to our understanding of digital games and children by providing children’s perspective on digital games and learning.

scholarly journals CHALLENGE OF LEARNING ENGLISH FROM REVOLUTION AS 21st CENTURY LEARNING FOR COMMUNITIES 5.0

2020 ◽  
Vol 2 (1) ◽  
pp. 34-41
Author(s):  
Dina Purnama Sari
Keyword(s):  
Sustainable Development ◽  
21St Century ◽  
English Language ◽  
Journal Article ◽  
English Language Teaching ◽  
First Century ◽  
Development Education ◽  
Educational Challenges ◽  
New Learning Environments ◽  
New Learning

Brown, John Seely. (2005). New Learning Environments for the 21st Century*retrieved from http://www.johnseelybrown.com/newlearning.pdf Delors, Jacques. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be. What is the value of that treasure 15 years after its publication? Int Rev Educ 59:319–330. retrieved from http://www.oosci-mena.org/uploads/1/wysiwyg/Delors_article_review_of_education_2013.pdf Karinov. (2019). Revolusi Industri Ala Jepang: Hjuman-Centered Society. Retrieved From https://Karinov.Co.Id/Revolusi-Industri-5-Jepang/ Malik, Ranbir Singh. (2018). Educational Challenges In 21st Century And Sustainable Development. Journal of  Sustainable Development Education and Research. JSDER Vol. 2, No.1. 9-20. retrieved from File:///C:/Users/User.User-PC.000/Downloads/12266-25620-1-SM.Pdf Marcellino, M. (2008). English Language Teaching In Indonesia: A Continuous Challenge In Education And Cultural Diversity. TEFLIN Journal, Volume 19, Number 1, February. 57 – 69. retrieved from http://journal.teflin.org/index.php/journal/article/viewFile/99/93 Niara, Kita. (2016). Bahasa Inggris untuk Bisnis 01 - Bagaimana Memperkenalkan Staf Perusahaan. Retrieved from https://www.youtube.com/watch?v=xz3qXl6nro4 Niara, Kita. (2016). Bahasa Inggris untuk Bisnis 02 - Memperkenalkan Tim/Staf Perusahaan Bag. 2. Retrieved from https://www.youtube.com/watch?v=8qBq7CJc_z0 Singh, Raja Roy. (1991). Education for The Twenty First Century: Asia-Pasific Perspective.  Bangkok: UNESCO. retrieved from http://www.unesco.org/education/pdf/15_15.pdf

1995 Presidential Address: What Sociologists are Learning about the Next Generation of Students: Are We Prepared to Teach in the 21st Century?

1996 ◽  
Vol 39 (4) ◽  
pp. 437-446 ◽  
Author(s):  
Jane E. Prather
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Collective Behavior ◽  
Presidential Address ◽  
Value Added ◽  
School Age Children ◽  
School Age ◽  
Educational Crisis ◽  
Educational Challenges ◽  
University Level

Predicting that by the 21st century the majority of students will not be prepared for university level curricula, this address raises a major challenge to sociologists: what action are we willing to take now to improve the preparation of future students? Smelser's value-added theory of collective behavior provides the framework for examining this educational crisis. Analyses of the learning environments of the very young and school-age children and of the school difficulties of teenagers provide evidence that an educational crisis is imminent. In closing, I suggest actions sociologists can advocate to meet the educational challenges of the next century.

Digital Epistemologies and Classroom Multiliteracies

2011 ◽  
pp. 264-283
Author(s):  
Heather Lotherington
Keyword(s):  
Elementary School ◽  
21St Century ◽  
New Literacies ◽  
Communication Technologies ◽  
Home School ◽  
Educational Challenges ◽  
Urban Elementary School ◽  
Socially Responsive ◽  
Children's Stories ◽  
Opening Up

Contemporary conceptualizations of literacy as socially and culturally situated practice must be framed in our digitally-mediated, glocalized societies where networked communication technologies have created innovative texts opening up new literacies and demanding new pedagogies. This chapter discusses a Toronto-based program of collaborative school-university action research that aims to develop a pedagogy of multiliteracies in an urban elementary school. The project engaging our research collective is about guiding children to rewrite traditional children’s stories as individualized digital narratives that enfold their cultural understandings and community languages. Situated within current epistemological questions about what it means to become a literate person in the 21st century, our project responds to reciprocal educational challenges: How can we facilitate the acquisition of relevant literacies for contemporary children experiencing divergent home, school, community and societal practices? How can we redesign curricula and assessment to be socially responsive and responsible?

Orientalism Revisited

2021 ◽  
pp. 214-230
Author(s):  
Elvan Ozkavruk Adanir ◽  
Berna Ileri
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Daily Life ◽  
17Th Century ◽  
Social Structures ◽  
Positive Contribution ◽  
The West ◽  
Eastern Culture ◽  
The Social ◽  
Definition Of

Orientalism is a Western and Western-centric broad field of research that studies the social structures, cultures, languages, histories, religions, and geographies of countries to the east of Europe. The term took on a secondary, detrimental association in the 20th century which looks down on the East. However, this chapter will not dwell on the definition of Orientalism that is debated the most; instead, it will discuss the positive contribution of Orientalism to Western culture. Even though the West otherizes the East in daily life, when it comes to desire, vanity, luxury, and flamboyance without hesitating a moment it adopts these very elements from the Eastern culture. It could be said that this adaptation brings these societies closer in one way or another. The highly admired fashion of Orientalism in the West starting from the 17th century until the 21st century will be the focus of this study.

scholarly journals Entering Global Knowledge Society: Role of Education

2013 ◽  
Vol 7 (3) ◽  
pp. 239-247 ◽  
Author(s):  
Ivo Slaus
Keyword(s):  
21St Century ◽  
Global Education ◽  
Obstet Gynecol ◽  
Knowledge Society ◽  
Human Being ◽  
Global Knowledge ◽  
Knowledge Based ◽  
Holistic Approaches ◽  
Contemporary Education

ABSTRACT We discuss the role of global education in the 21st century for a changing human being and for a rapidly changing world in order of achieving global knowledge-based society. It is shown that contemporary education has to encompass specialized, disciplinary education and paradigmatically different holistic approaches, and that the universities have a mission and a responsibility which goes far beyond the task of providing industry with efficient employees, marketable ideas or sciencebased solutions. Their mission is to produce mature, independent, critical and responsible personalities, who are not tools in anybody's service. How to cite this article Slaus I. Entering Global Knowledge Society: Role of Education. Donald School J Ultrasound Obstet Gynecol 2013;7(3):239-247.

Rethinking Curriculum and Teaching

2017 ◽  
Author(s):  
Zongyi Deng
Keyword(s):  
21St Century ◽  
Educational Quality ◽  
Social Meaning ◽  
Alternative Curriculum ◽  
Academic Literature ◽  
Educational Challenges ◽  
Instructional Contexts ◽  
Operational Frameworks ◽  
Practice Of Teaching

In academic literature there is a multiplicity and proliferation of alternative curriculum definitions, and the matter of defining curriculum is in a state of disarray. Likewise, there are diverse ways of defining teaching in which curriculum is virtually invisible. Invoking Dewey’s idea of “reality as whole,” this article makes a case for rethinking curriculum and teaching as two interrelated concepts embedded in the societal, institutional, and instructional contexts of schooling. Curriculum is construed in terms of societal, policy, programmatic, and classroom curricula that give social meaning, normative and operational frameworks, and educational quality to the practice of teaching. Likewise, teaching is thought of as sociocultural, institutional, deliberative and curricular practice with a bearing on the societal, policy, programmatic, and classroom curricula. The article concludes by questioning the technicist and reductionist treatment of curriculum and teaching associated with the global neo-liberal movement toward standards and accountability and by calling for reenvisioning curriculum and teaching in view of the educational challenges of the 21st century.

Western humanism, African humanism and work organisations

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
H J Pietersen
Keyword(s):  
Human Nature ◽  
21St Century ◽  
Human Behaviour ◽  
Comprehensive Approach ◽  
Extant Literature ◽  
Western Humanism

Comparison of Western (WH) and African humanism (AH) shows overlapping and complementary approaches to human nature in work organisations. The extant literature is conceptually, empirically and methodologically inadequate, and fails to consider 21st century employment realities. Shortcomings of WH and AH are presented. A dynamic and mutualistic approach to human nature, that includes both self-assertive (individualist) and self transcending (collectivist) tendencies, is briefly outlined. It provides a more comprehensive approach to humanism, for better understanding of human behaviour at work. There is currently too much rhetoric in the field. More research, especially the use of qualitative and narrative interpretive methodologies is required. Opsomming Vergelyking van Westerse (WH) met Afrika (AH) opvattings oor humanisme in werkorganisasies toon, verskille ten spyt, dat oorvleueling en aanvullende benaderingsmoontlikhede bestaan. Die betrokke literatuur is tans konseptueel, empiries en metodologies onvoldoende. Moderne indiensnemingsrealiteite word ook nie verreken nie. Tekortkominge in beide Westerse en Afrika humanisme word aangetoon. Navolging van ’n dinamiese en resiprokale benadering wat beide self-gelding (individualisties) en self-transendering (kollektiwisties) in menslike natuur insluit, word voorgehou as ’n meer omvattende beskouing wat ’n beter begrip van gedrag in werkorganisasies bied. Daar is heelwat retoriek in aansprake betreffende Afrika humanisme. Verdere navorsing, veral begronde en interpreterende studies, is noodsaaklik.

Sign in / Sign up

Export Citation Format

Share Document