scholarly journals The critical dialogical method in Educommunication to develop narrative thinking

Comunicar ◽  
2021 ◽  
Vol 29 (67) ◽  
Author(s):  
Jesús Bermejo-Berros
Keyword(s):  
Critical Thinking ◽  
Dynamic Process ◽  
Training Model ◽  
Point Of View ◽  
The Other ◽  
Training Process ◽  
Critical Dialogue ◽  
Narrative Thinking ◽  
Los Grupos ◽  
Children’S Thinking

In the conceptualization of Educommunication, progress must be made towards the integration of its two great perspectives. Encouraging critical dialogue is a goal shared by both, so it is necessary to delve into its educational properties, methods and functions. A training model in Educommunication that has been tested through empirical research is presented. For two weeks, 246 children between six and eleven years old, attended training sessions with two types of audiovisual products. Half of the children were involved in a training process using critical dialogical methodology, whereas the training process for the other half of the children followed conversational dialogue methodology. The results show that children who follow the critical dialogical training benefit significantly in the construction of their media competence and narrative thinking, compared to the children of the conversational dialogical groups. The results also reveal that not all types of audiovisual content are beneficial to the construction of children's thinking. This research reveals the properties of the proposed critical dialogical method that allows children to improve their media competence and illustrates the complementarity between the diagnostic-static process of competences and the formative-dynamic process that leads to critical thinking. From an applied point of view, the critical dialogical method has been useful for use by teachers to foster a media education in their group of students that contributes to the development of narrative thinking. En la conceptualización de la Educomunicación se ha de avanzar hacia la integración de sus dos grandes perspectivas. Fomentar el diálogo crítico es un objetivo compartido por ambas, por lo que es preciso profundizar en sus propiedades, métodos y funciones educativas. Se presenta un modelo formativo en educomunicación que ha sido testado mediante una investigación empírica. Durante dos semanas, 246 niños entre seis y once años asisten a sesiones formativas con dos tipos de productos audiovisuales. La mitad de los niños sigue un proceso formativo según la metodología dialógico-crítica y la otra mitad una metodología de diálogo-conversacional. Los resultados muestran que los niños que siguen la formación dialógico-crítica se benefician significativamente en la construcción de su competencia mediática y pensamiento narrativo, en comparación con los niños de los grupos dialógico-conversacional. Los resultados revelan también que no todos los tipos de contenidos audiovisuales son beneficiosos para la formación del pensamiento del niño. Esta investigación pone de manifiesto cuáles son las propiedades del método dialógico-crítico propuesto que permiten al niño mejorar su competencia mediática e ilustra la complementariedad entre el proceso de diagnóstico-estático de competencias y el proceso formativo-dinámico que conduce al pensamiento crítico. Desde un punto de vista aplicado, este método ha mostrado su utilidad para ser utilizado por el profesor para fomentar en su grupo de alumnos una educación mediática que contribuya al desarrollo del pensamiento narrativo.

ANALISIS TERHADAP SOAL PENILAIAN AKHIR SEMESTER TINGKAT SD/MI DALAM PERSPEKTIF HIGH ORDER THINK SKILLS

2020 ◽  
Vol 12 (33) ◽  
Author(s):  
Yudha Andana Prawira ◽  
Titim Kurnia
Keyword(s):  
Critical Thinking ◽  
Critical Reflection ◽  
Descriptive Analysis ◽  
High Order ◽  
Point Of View ◽  
The Other ◽  
National Education ◽  
The One ◽  
High Level ◽  
High Level Thinking

The National Education World is currently trying to improve the ability of its students to think critically and creatively. One of these efforts has been pursued through evaluations that also lead to critical reflection. This research is a descriptive analysis of the final semester evaluation questions that are examined from the point of view of high-level thinking [HOTS]. The reference to the HOTS criteria is that the researcher refers to the opinions of King and his friends. From the manuscript data, the issues examined are samples from the Bandung area. The results of the analysis show that 10 out of 15 HOTS ranges proposed by King are already included in the scripts made by the teachers. On the one hand, it shows the teacher's creativity in compiling questions. On the other hand, all these questions do not refer to the HOTS criteria as planned. Therefore, there is a need to increase teachers' skills in compiling scripts as HOTS. This increase can be done through teacher training.Keywords: Evaluation, HOTS, critical thinking and creativity thingking

scholarly journals MIGRATIONS, POLITICAL BORDERS AND THE DIGITAL REALM

Diacrítica ◽  
2019 ◽  
Vol 31 (3) ◽  
pp. 57-89
Author(s):  
Paulo Silva Pereira
Keyword(s):  
Critical Thinking ◽  
Forced Migration ◽  
Point Of View ◽  
The Other ◽  
Political Debate ◽  
Public Consciousness ◽  
Political Borders ◽  
Political Imaginary ◽  
Critical Intervention ◽  
Identity And Difference

Many studies have addressed the issue of migration and displacement, one of themain geopolitical challenges of our time, but far fewer have analysed it using aninterdisciplinary framework and selecting literary and artistic practices from atransnational context. !e purpose of this paper is to describe the way in whichthe artists use the specificity of medium and mechanism in their projects to reflecton the current migratory crisis and forced migration, to critique the securitizationor the politics of immigration in recent years and to explore a tactical use of technologiesin order to expand public consciousness and political debate. It is directlyfocused on the migratory processes involving Mexicans who go to the United Statesand its connection to the complex political imaginary of these regions, and on therelationship between identity and marginalization, particularly the influence ofthe conceptualization of migrants as the Other in contemporary European society.Based on the analysis of a series of case studies both from a theoretical and froman artistic point of view –, this research intends to understand how these projectsexplore forms of critical intervention, dissent or disruption of a dominant semioticregime by stimulating critical thinking about consolidated narratives and sign systemsof identity and difference.

scholarly journals Los grupos consonánticos /-n’r-/ y /-l’r-/ en el futuro : simple y en el condicional simple del castellano

2009 ◽  
Vol 14 ◽  
pp. 89-98
Author(s):  
Mónika Kispéter
Keyword(s):  
Middle Age ◽  
Syllable Structure ◽  
Point Of View ◽  
Spanish Speakers ◽  
The Other ◽  
Future Tense ◽  
Conditional Mode ◽  
Verb Forms ◽  
Los Grupos

The aim of this article is the investigation of certain Spanish conjugated verb forms in future tense and in conditional mode. These forms during the Middle Age had more verb stems; as opposed to this, in Modern Spanish only one of these stems is found. These forms are the result of the medieval Spanish speakers’ intent to avoid the “inconvenient” secondary consonantal groups /-n’r-/ and /-l’r-/ that had emerged as the consequence of syncope. Four different verb stems were e. g. in the case of the verb venir: (1) there is no change, so the secondary consonantal group is not dissolved (venré); (2) assimilation occurred, the /n/ assimilated to the /r/ (verré); (3) metathesis was produced, which means that the two sounds (verné); (4) there is an epenthesis, between the /n/ or the /l/ and the /r/ inserts a phoneme (vendré). The former case is the sonly applied one in Modern Spanish. The article attempts to explain why only this one form is used in the case of the verbs, although there are examples of the other phenomena in other Modern Spanish words. The article also gives explanation of the formation of these words. Furthermore, all four verb stems are examined from the point of view of its syllable structure, the universal sonority hierarchy ad morphology.

scholarly journals CRITICAL THINKING BETWEEN ESSENTIALISM AND PERENNIALISM

TEME ◽  
2020 ◽  
pp. 863
Author(s):  
Ivan Nikolic
Keyword(s):  
Critical Thinking ◽  
Point Of View ◽  
The Other ◽  
Teaching Philosophy ◽  
Other Hand

The intention of the author of this text is to explore deeply the meaning of the concept of critical thinking from the perspective of teaching philosophy. For the purpose, he concludes that the best point for developing critical thinking in the field of philosophy is actually between essentialism and perennialism. Starting from the assumption that philosophy, by teaching critical thinking, teaches students to be ‘rational judges’ and on the other hand ‘sensitive to context’, the author concludes that having skills and a developed attitude are equally important for such education. Educational essentialism will be observed from the point of view of the development of pre-reflective intentionality, by teaching logical and methodological structuring of problems, and educational perennialism as directing to the most important concepts of solving certain problems.

scholarly journals Preparar al maestro para el cambio educativo

2021 ◽  
Vol 2 (3) ◽  
pp. 4459-4467
Author(s):  
Lesbia Gertrudis Cánovas Fabelo
Keyword(s):  
Training Model ◽  
School Management ◽  
The Other ◽  
Training Process ◽  
The Family ◽  
The Face ◽  
Inner World ◽  
The Subject ◽  
Cognitive Knowledge ◽  
Sobre Todo

RESUMEN Existe una toma de conciencia en relación con la necesidad de producir cambios en la educación; pero no está suficientemente claro por qué y para qué cambiar, qué, cómo y quién debe cambiar. Aparece siempre en el horizonte la amenaza de nuevos dogmatismos, y sobre todo de ejercicios tradicionales de cambio que son más deseos que realidades. Repensar la formación de los maestros implica pensar en los contenidos de la formación, en los que enseñará, cómo los transmitirá, (incorporando las TIC), y el tipo de prácticas para trabajar en el aula, con la familia y la gestión en la escuela, pero también cómo debe ser el proceso formativo para que estén en capacidad de promover el cambio educativo. El modelo de formación debe poner el énfasis en que el aprendizaje ocurre en una relación entre el profesor y los estudiantes, donde intervienen dos aspectos cruciales, uno es cognitivo: el conocimiento, dominio de la materia que enseña, y el otro es emocional: la capacidad para poder interpretar el mundo interno de los alumnos. El Proyecto Con infinito amor pone el énfasis en propiciar la participación de los estudiantes, motivarlos de manera que sepan reflexionar y orientarse acertadamente ante su realidad.   ABSTRACT There is a growing awareness of the need to bring about change in education, but it is not sufficiently clear why and what to change, what, how and who should change. The threat of new dogmatisms always appears on the horizon, and above all of traditional exercises of change that are more desires than realities. Rethinking teacher training implies thinking about the contents of the training, what they will teach, how they will transmit them (incorporating ICT), and the type of practices to work in the classroom, with the family and school management, but also what the training process should be like so that they are able to promote educational change. The training model should emphasize that learning occurs in a relationship between the teacher and the students, where two crucial aspects are involved, one is cognitive: knowledge, mastery of the subject taught, and the other is emotional: the ability to interpret the inner world of the students. The Con infinito amor project emphasizes the participation of students, motivating them so that they can reflect and orient themselves correctly in the face of their reality.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

RHYNCHOLITES AND THE PROBLEM OF NARROW AND BROAD CONCEPTION OF TAXONS

2018 ◽  
pp. 12-17 ◽  
Author(s):  
I. R. Khuzina ◽  
V. N. Komarov
Keyword(s):  
Sexual Dimorphism ◽  
Morphological Characteristics ◽  
Mass Scale ◽  
Individual Variability ◽  
Point Of View ◽  
The Other ◽  
New Taxon ◽  
Artificial System ◽  
Broad Understanding

The paper considers a point of view, based on the conception of the broad understanding of taxons. According to this point of view, rhyncholites of the subgenus Dentatobeccus and Microbeccus are accepted to be synonymous with the genus Rhynchoteuthis, and subgenus Romanovichella is considered to be synonymous with the genus Palaeoteuthis. The criteria, exercising influence on the different approaches to the classification of rhyncholites, have been analyzed (such as age and individual variability, sexual dimorphism, pathological and teratological features, degree of disintegration of material), underestimation of which can lead to inaccuracy. Divestment of the subgenuses Dentatobeccus, Microbeccus and Romanovichella, possessing very bright morphological characteristics, to have an independent status and denomination to their synonyms, has been noted to be unjustified. An artificial system (any suggested variant) with all its minuses is a single probable system for rhyncholites. The main criteria, minimizing its negative sides and proving the separation of the new taxon, is an available mass-scale material. The narrow understanding of the genus, used in sensible limits, has been underlined to simplify the problem of the passing the view about the genus to the other investigators and recognition of rhyncholites for the practical tasks.

Birlikte Yaşama Kültürü Çerçevesinde Avrupa Birliği ve Türkiye Politikaları: Suriyelilere Yönelik Tutumun Sultanbeyli Örneği Üzerinden Değerlendirilmesi

2017 ◽  
Vol 4 (1) ◽  
pp. 41-61
Author(s):  
Pelin Sönmez ◽  
Abulfaz Süleymanov
Keyword(s):  
Civil Wars ◽  
Large Scale ◽  
Social Acceptance ◽  
Point Of View ◽  
The Other ◽  
Syrian Refugees ◽  
The European Union ◽  
International Protection ◽  
Legal Structure ◽  
Turkish People

Türkiye, Cumhuriyet tarihinin en yoğun zorunlu göç dalgasını 2011 yılından bu yana süren Suriye Savaşı ile yaşamaktadır. Suriye vatandaşlarının geçici koruma statüsü altında Türkiye toplumuna her açıdan entegrasyonları günümüzün ve geleceğin politika öncelikleri arasında düşünülmelidir. Öte yandan ülkeye kabul edilen sığınmacıların kendi kültürel kimliğini kaybetmeden içinde yaşadığı ev sahibi topluma uyumu, ortak yaşam kültürünün gelişmesi açısından önem arz etmektedir. Bu makalede, "misafir" olarak kabul edilen Suriyeli vatandaşların Türk toplumunca kabul edilmeleri ve dışlanma risklerinin azaltılmasına yönelik devlet politikaları ortaya konularak, üye ve aday ülkelere göçmenlerin dışlanmasını önlemek için Avrupa Birliği (AB) tarafından sunulan hukuki yapı ve kamu hizmeti inisiyatifleri incelenmekte, birlikte yaşam kültürü çerçevesinde Suriyeli vatandaşlara yönelik  toplumsal kabul düzeyleri ele alınmaktadır. Çalışma iki ana bölümden oluşmaktadır: göçmen ve sığınmacılara karşı toplumsal dışlanmayı engellemek için benimsenen yasa ve uygulamaların etkisi ve İstanbul-Sultanbeyli bölgesinde Suriyeli sığınmacılarla ilgili toplumsal algı çalışmasının sonuçları. Bölgede ikamet eden Suriyelilere yönelik toplumsal kabul düzeyinin yüksek olduğu görülürken, halkın Suriyelileri kendilerine  kültürel ve dini olarak yakın hissetmesi toplumsal kabul düzeyini olumlu etkilemektedir. ABSTRACT IN ENGLISHAn evaluation of the European Union and Turkish policies regarding the culture of living togetherThis article aims to determine the level of social acceptance towards Syrians within the context of cohabitation culture by evaluating EU’s legal structure and public service initiatives in order to prevent Syrian refugees from being excluded in member and candidate countries and by revealing government policies on acceptance of Syrians as “guest” by Turkish society and minimizing the exclusion risks of them. This article consists of two main parts, one of which is based on the effects of law and practices preventing refugees and asylum seekers from social exclusion, and the other is on the results of social perception on Syrians in Sultanbeyli district of Istanbul. At the end of 5-years taking in Syrian War, it is obvious that most of more than 3 million Syrian with unregistered ones in Turkey are “here to stay”. From this point of view, the primary scope of policies should be specified in order to remove side effects of refugee phenomenon seen as weighty matter by bottoming out the exclusion towards those people. To avoid possible large-scale conflicts or civil wars in the future, the struggle with exclusion phenomenon plays a crucial role regarding Turkey’s sociological situation and developing policies. In the meaning of forming a model for Turkey, a subtitle in this article is about public services for European-wide legal acquis and practices carried out since 1970s in order to prevent any exclusion from the society. On the other hand, other subtitles are about legal infrastructure and practices like Common European Asylum and Immigration Policies presented in 2005, and Law on Foreigners and International Protection introduced in 2013. In the last part of the article, the results of a field survey carried out in a district of Istanbul were used to analyze the exclusion towards refugees in Turkey. A face-to-face survey was randomly conducted with 200 settled refugees in Sultanbeyli district of Istanbul, and their perceptions towards Syrian people under temporary protection were evaluated. According to the results, the level of acceptance for Syrians living in this district seems relatively high. The fact that Turkish people living in the same district feel close to Syrian refugees culturally and religiously affect their perception in a positive way: however, it is strikingly seen and understood that local residents cop an attitude on the refugees’ becoming Turkish citizens.

NEUROTIC SYMPTOMATICS RELATED TO PERSONAL CHARACTERISTICS IN YOUTH

2019 ◽  
pp. 2014-2019
Author(s):  
Milen Dimov
Keyword(s):  
Personal Characteristics ◽  
The Self ◽  
The Other ◽  
Social Responsiveness ◽  
Training Process ◽  
Self Assessment ◽  
School Year ◽  
Real Behavior ◽  
Low Levels ◽  
The Ideal

The present study traces the dynamics of personal characteristics in youth and the manifested neurotic symptoms in the training process. These facts are the reason for the low levels of school results in the context of the existing theoretical statements of the problem and the empirical research conducted among the trained teenagers. We suggest that the indicators of neurotic symptomatology in youth – aggression, anxiety, and neuroticism, are the most demonstrated, compared to the other studied indicators of neurotic symptomatology. Studies have proved that there is a difference in the act of neurotic symptoms when tested in different situations, both in terms of expression and content. At the beginning of the school year, neurotic symptoms, more demonstrated in some aspects of aggressiveness, while at the end of school year, psychotism is more demonstrated. The presented summarized results indicate that at the beginning of the school year, neurotic symptoms are strongly associated with aggression. There is a tendency towards a lower level of social responsiveness, both in the self-assessment of real behavior and in the ideal “I”-image of students in the last year of their studies. The neurotic symptomatology, more demonstrated due to specific conditions in the life of young people and in relation to the characteristics of age.

KONSEP DIRI “ I “ DAN “ME” TOKOH HIROKO DALAM NOVEL NAMAKU HIROKO KARYA NH.DINI

2012 ◽  
Vol 5 (2) ◽  
pp. 109
Author(s):  
Besin Gaspar
Keyword(s):  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
The Novel ◽  
Main Character ◽  
Fictional Character ◽  
Social Customs ◽  
The Social ◽  
The Village ◽  
The City

This research deals with the development of  self concept of Hiroko as the main character in Namaku Hiroko by Nh. Dini and tries to identify how Hiroko is portrayed in the story, how she interacts with other characters and whether she is portrayed as a character dominated by ”I” element or  ”Me”  element seen  from sociological and cultural point of view. As a qualitative research in nature, the source of data in this research is the novel Namaku Hiroko (1967) and the data ara analyzed and presented deductively. The result of this analysis shows that in the novel, Hiroko as a fictional character is  portrayed as a girl whose personality  develops and changes drastically from ”Me”  to ”I”. When she was still in the village  l iving with her parents, she was portrayed as a obedient girl who was loyal to the parents, polite and acted in accordance with the social customs. In short, her personality was dominated by ”Me”  self concept. On the other hand, when she moved to the city (Kyoto), she was portrayed as a wild girl  no longer controlled by the social customs. She was  firm and determined totake decisions of  her won  for her future without considering what other people would say about her. She did not want to be treated as object. To put it in another way, her personality is more dominated by the ”I” self concept.

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