Promoting Peace through Democratizing Schools on Gandhian Vision

2016 ◽  
pp. 212-227
Author(s):  
Abdul Gafoor K. ◽  
Mini Narayanan
Keyword(s):  
Problem Solving ◽  
Peace Education ◽  
Classroom Practices ◽  
The Self ◽  
The Other ◽  
Discussion Forums ◽  
Student Centered ◽  
Human Relationships ◽  
Unity In Diversity ◽  
Problem Solving Strategies

The more one realizes about himself, the more he appreciates about the other. The need of having a harmonious mind and life with the nature through an education powered by peace and non-violence is stressed in this chapter. An attempt is made to advocate ways to prepare children in accomplishing peace through instructional principles implied by Gandhian philosophy. Classroom practices proposed herein embrace peace education strategies to develop tolerance in children for the survival in the global society. It also deals with the classroom practices that can be designed to find the “self” in a child to make him self-sufficient, natural and complete. A student-centered approach, which comprises strategies like collaborative learning, cooperative learning, discussion forums, and problem solving strategies not only strengthens the human relationships but also creates a sense of unity in diversity.

Calculators and Instruction in Problem Solving in Grade 7

1987 ◽  
Vol 18 (3) ◽  
pp. 215-229
Author(s):  
Walter Szetela ◽  
Doug Super
Keyword(s):  
Problem Solving ◽  
The Other ◽  
Control Group ◽  
Seventh Grade ◽  
Special Training ◽  
School Year ◽  
Degree Of Satisfaction ◽  
Problem Solving Strategies ◽  
High Degree ◽  
Better Than

For an entire school year 24 seventh-grade classes were taught problem-solving strategies by teachers with special training. In 14 of the classes the instruction was supplemented by calculators. Each problem-solving group performed significantly (p<.05) better than a control group of 18 classes on two of five problem-solving tests. The calculator group scored significantly higher than the control group on attitude toward problem solving and as well as the other two groups on paper-and-pencil computation. Responses to a teacher questionnaire indicated a high degree of satisfaction with the program.

Explicit Heuristic Training as a Variable in Problem-Solving Performance

1979 ◽  
Vol 10 (3) ◽  
pp. 173-187 ◽  
Author(s):  
Alan H. Schoenfeld
Keyword(s):  
Problem Solving ◽  
Explicit Instruction ◽  
The Other ◽  
Heuristic Strategies ◽  
Problem Solving Strategies ◽  
The Impact

This experiment examined the impact that explicit instruction in heuristic strategies, above and beyond problem-solving experience, has on students' problem-solving performance. Two groups of students received training in problem solving, spent the same amount of time working on the same problems, and saw identical problem solutions. But half the students were given a list of five problem-solving strategies and were shown explicitly how the strategies were used. The heuristics group significantly outperformed the other students on posttest problems that were similar to, but not isomorphic to, those used in the problem sets. This lends credence to the idea that explicit instruction in heuristics makes a difference--an idea further supported by the transcripts of students solving the problems out loud.

scholarly journals Conceptual Metaphors as Interpretive Tools in Qualitative Research: A Re-Examination of College Students’ Diversity Discussions

2015 ◽  
Author(s):  
Bruce Kochis ◽  
Diane Gillespie
Keyword(s):  
College Students ◽  
Qualitative Research ◽  
College Student ◽  
Problem Solving ◽  
Qualitative Analysis ◽  
Cultural Diversity ◽  
The Self ◽  
Conceptual Metaphors ◽  
Problem Solving Strategies ◽  
Problematic Situations

In this contribution to the growing literature on conceptual metaphor as a fruitful heuristic for qualitative analysis, the authors re-analyzed transcripts of college student discussions of problematic situations involving cultural diversity and interpersonal conflict. The authors show how they identified metaphorical linguistic expressions and from them derived three conceptual metaphors (life is a journey, the problem is a barrier/maze, and the self is divided) that in turn formed patterns or constellations of meanings in students’ problem-solving strategies. As an interpretive tool, conceptual metaphors link certain isolated individual metaphors to these larger patterns of meaning, including ideological frameworks readily available in US culture.

The Sacred Fount: The Narrator and the Vampires

PMLA ◽  
1961 ◽  
Vol 76 (4-Part1) ◽  
pp. 407-412 ◽  
Author(s):  
Norma Phillips
Keyword(s):  
Henry James ◽  
The Self ◽  
The Other ◽  
The Novel ◽  
Fictional World ◽  
Rebecca West ◽  
Human Relationships

Criticism of Henry James's controversial novel The Sacred Fount has tended rather insistently to take one of two interpretive directions. Since Edmund Wilson's famous essay “The Ambiguity of Henry James” appeared in 1934 and made everyone more aware of the potential complexity of James's handling of the focus of narration, the perhaps more frequently encountered approach to the novel has been one which regards it, like The Turn of the Screw and In the Cage, as principally another Jamesian experiment with a narrator of doubtful omniscience. The other approach, one still found in many treatments of the novel, tends rather to accept completely the narrator's version of events at Newmarch and looks for the meaning and significance of the work in his most obvious preoccupation during the weekend in which those events occur, the vampire theme of fulfillment and depletion in intense human relationships. Both approaches are valid. Indeed, one of the impressive aspects of the serious criticism of The Sacred Fount is that nearly all of the important attempts at analysis have been and remain true to some degree. Leon Edel, following and building on the hints of Wilson, has shown that the novel clearly is about “appearance and reality,” and R. P. Blackmur has pointed out the parabolic nature of the story and called attention to The Sacred Fount as the “nightmare nexus” in the Jamesian struggle “to portray the integrity of the artist and… the integrity of the self.” Even Rebecca West, in her witty dismissal of the book some years ago, was correct—more correct than she knew perhaps since she gives James no credit for a deliberate and skillfully manipulated irony—-in recognizing and mocking the disparity between the passion, pride, and labor expended by the incredibly egocentric, narcissistic narrator and the, if not completely trivial, at least gossamer issues involved. But the irony, like the ambiguity, is both constant and conscious. Unlike the narrator, to whom James has frequently been compared, James presides confidently over his fictional world like, in Lady John's words, “a real providence,” who “knows” (p. 176).

scholarly journals Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality

2021 ◽  
Vol 12 (3) ◽  
pp. 97-110
Author(s):  
Meriem Baghoussi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Classroom Practices ◽  
Structured Interview ◽  
Project Based Learning ◽  
Content Acquisition ◽  
Competency Based ◽  
Problem Solving Strategies ◽  
Language Content ◽  
Teacher Trainer

The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, two questions are raised to affirm this hypothesis. (1) To what extent do teachers respect the syllabus designers’ recommendations? (2) Why do teachers avoid using the recommended methods and strategies? To investigate those questions and achieve the aim of this research, the researcher carried out an in-depth quantitative analysis of 30 anonymous classroom observation reports written by a certified English teacher trainer. To address the qualitative aspect of the research, the researcher held a semi-structured interview with the same teacher trainer. The reports that were examined contained 150 comments on teachers’ classroom practices and assessment methodologies. The results showed that English teachers partially respect the syllabus designers’ recommendations. Besides, the teachers’ methods, classroom practices, and assessment approaches are mainly based on direct instruction and language content acquisition rather than on reflective and problem-solving learning; therefore, they are not conducive to implementing and developing learners’ critical thinking. The conclusion drawn from the data analysis of the current research is that teachers’ hesitance to use the recommended pedagogical approach and methods is due to some hindrances faced by teachers, namely classrooms overcrowdedness, the content-based baccalaureate exam and lack of time due to the lengthy English programs.

The Discursive Format of “Social Warming”

2021 ◽  
pp. 202-218
Author(s):  
Giuseppe Mininni
Keyword(s):  
Social Psychology ◽  
Social Representations ◽  
The Self ◽  
The Other ◽  
Critical Psychology ◽  
Process Of Change ◽  
Human Relationships ◽  
Meeting Point ◽  
Ongoing Process ◽  
Mixed Families

This chapter deals with human relationships that currently come up against increasingly overheated communication. Combining the perspective of social representations with that of discursive acts, Giuseppe Mininni relaunches his diatextual approach, placing social psychology at the meeting point between the epistemological axes of cultural, discursive, and critical psychology. Studies on mixed families illustrate the issue. Mixed families seem fundamentally diatextual because their texts are embedded within enunciative contexts animated by multifarious dynamics of perennial change. The author’s analysis shows that these families activate three kinds of social-epistemic rhetoric, focusing on distinction, mediation, and integration. The interplay between the Self and the Other is thus explained, acknowledging the vital impulse toward hybridization. The hyphenated identities produced in mixed families show the Self that the best way to save its own identity may be by strewing it in the Other’s, in an ongoing process of change.

scholarly journals In praise of strangeness. Exploring the hermeneutical potential of an unlikely source

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Bernard C Lategan
Keyword(s):  
Communication Theory ◽  
The Self ◽  
The Other ◽  
Dark Side ◽  
Power Relationship ◽  
Human Relationships ◽  
Alternative Approach ◽  
Scale Down ◽  
Leading Question ◽  
The Stranger

In a field already investigated extensively, the article focuses on a particular aspect, namely on the nature of the interaction between the self and the other. The leading question is: What is the hermeneutical potential of the other and the stranger in relation to the self? The following dimensions are examined: the direction of flow of the interaction, the power relations involved in the process, the claim of the other on the self and the existential dimensions of strangeness.The first section examines various approaches to the other in a number of disciplines: anthropology and ethnology, art and art history, religion, philosophy, communication theory, and pedagogy. Several common traits are evident: The flow of action is pre-dominantly from the self to the other; the power relationship is unequal, skewed in favour of the self; the other is rarely perceived in his or her own right but is compared with the self who serves as norm; and strangeness is seen as inherently problematic and accompanied by negative connotations. There is consequently a constant attempt to scale down differences and to domesticate the other by various means.An alternative approach aims at reversing the normal power relationship and releasing the potential of change for the self in the encounter with the other. This requires a conscious decision to change the direction of action – from the other to the self and not vice versa. Furthermore, to break the binary hold of subject on object, the decentring of the subject is necessary. This requires the recognition of the “incompleteness” of human existence (Nyamnjoh) which opens the self for new possibilities. Acceptance of the radical openness of systems (in this case the “system” of human relationships) is the key to release the “excess” of potential available to the self in the encounter with the other and with what is strange and alien.In this context, the strategies of liberating and of enrichment through the other becomes important. Even when considering the dark side of strangeness, these strategies still apply and illustrate more clearly the existential necessity of strangeness. The potential of the other and of strangeness for liberating and enriching the self remains undervalued.

scholarly journals Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

2019 ◽  
Vol 3 (1) ◽  
pp. 60
Author(s):  
Arum Nisma Wulanjani ◽  
Lilia Indriani
Keyword(s):  
Problem Solving ◽  
Basic Needs ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
The Other ◽  
Need Analysis ◽  
Other Hand ◽  
Efl Students ◽  
Problem Solving Strategies ◽  
Listening Strategies

<p>Listening has been claimed as one of the most challenging skill to teach since many research found that the students, especially EFL students, still worried when having a listening  class. Listening still gives a fear for the students as long as they couldn’t deal with their worriness in joining listening class. It may be caused by their nescience in figuring out what strategy they could use while they are trying to do listening tasks given.</p><p>This study aims to investigate metacognitive listening strategies used by EFL students in listening class. This study is to find out what strategies mostly adopted by the students in listening class. Besides, this study also tries to propose a need mapping for constructing listening tasks. The students were English Departmenet students of Universitas Tidar. In this study, the data were collected by using Metacognitive Awareness Listening Questionnaire (MALQ) adopted form Vandegrift. The results revealed that the students mostly used problem-solving strategies while doing listening tasks. The use of this strategy implies that most of the students belong to effective listeners. On the other hand, the use of mental translation is the least use among the students. These results are needed  as one of the basic needs in developing listening tasks. The result could give a clear guidance and limitation for developing listening tasks for the students.  </p>

Proses Berpikir Kreatif Siswa Tipe Sekuensial Abstrak dan Acak Abstrak pada Pemecahan Masalah Biologi

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Herlina Herlina ◽  
Aprizal Lukman ◽  
Maison Maison
Keyword(s):  
High School ◽  
Problem Solving ◽  
Creative Thinking ◽  
The Self ◽  
Self Confidence ◽  
Frame Work ◽  
Problem Solving Strategies ◽  
Last Stage ◽  
Biological Problem ◽  
Thinking Process

The aim of the research is to describe the creative thinking process of abstract sequential and abstract random type-students in solving biological problem. The research conducted on two subjects that had differences in the type of the thinking that is abstract sequential type-student (STBSA) and abstract random type-student (STBAA) at Attaufiq Senior High School Jambi city. The data were selected according to the purpose of research. The data was collected by interviewing and modified think  aloud method. Data was analyzed by process of creative thinking frame work based on Polya’s problem solving steps. The over all results of the study concluded that the process of STBSA’s creative thinking conducted sequentially from the first stage to the last stage. The data which obtained according to problem-solving strategies and the steps in solving problems. The indicators of creativity are notified in the form of fluency, flexibility, originality, and the detail of biological solving  problems. While STBAA, the steps of creative thinking process is done randomly and not sequentially. The results of the problem solving which conducted is not be conviced because STBAA used more insight, imagination and logic. Then, in terms of creativity, the flexibility of STBAA is not appropriate to the indicator to solve problems because only applying one method of complishment, doesn’t have capability to produce a variety of ideas to implement the problem solving and not able to present a concept in different ways during biological problems solving. STBSA precisely solves the problem exactly, because it believes in the results of the thinking, as well as maintaining the criticality in the process of biological solving problems. While STBAA is less precise in solving problems due to the less of the self-confidence, less critical and contented easily in the process of solving biological problems.

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