Practical Implementation of Integrative Bilingual Teaching/Learning at a Technical University

2020 ◽  
pp. 98-117
Author(s):  
Eduard Krylov
Keyword(s):  
Dynamic Balance ◽  
Practical Implementation ◽  
Pilot Projects ◽  
Integrative Education ◽  
Bilingual Teaching ◽  
Mental Operations ◽  
Technical University ◽  
Teaching Learning ◽  
The Mind ◽  
Practical Recommendations

The value and importance of the integrative bilingual teaching/learning foreign language and engineering is building bridges between cognition and communication, finding ways for establishing a dynamic balance between them in the mind of an engineering student. This explains the choice of study exercises and activities, related to mental operations and psychological patterns. The chapter discusses the peculiarities of solving problems, other active exercises, and gives some practical recommendations. Here also is the eternal problem of CLIL-like integrative education: How much language? How much content? Concerning language material, it is determined by some basic volume, demand driven by professional duties and interests. All the suggested ideas were tested at a Russian technical university for years. The difficulties, findings, and results of the pilot projects for bachelors and masters are discussed.

Practical Implementation of Integrative Bilingual Teaching/Learning at a Technical University

2022 ◽  
pp. 352-372
Author(s):  
Eduard Krylov
Keyword(s):  
Dynamic Balance ◽  
Practical Implementation ◽  
Pilot Projects ◽  
Integrative Education ◽  
Bilingual Teaching ◽  
Mental Operations ◽  
Technical University ◽  
Teaching Learning ◽  
The Mind ◽  
Practical Recommendations

The value and importance of the integrative bilingual teaching/learning foreign language and engineering is building bridges between cognition and communication, finding ways for establishing a dynamic balance between them in the mind of an engineering student. This explains the choice of study exercises and activities, related to mental operations and psychological patterns. The chapter discusses the peculiarities of solving problems, other active exercises, and gives some practical recommendations. Here also is the eternal problem of CLIL-like integrative education: How much language? How much content? Concerning language material, it is determined by some basic volume, demand driven by professional duties and interests. All the suggested ideas were tested at a Russian technical university for years. The difficulties, findings, and results of the pilot projects for bachelors and masters are discussed.

On Integrative Bilingual Teaching of a Foreign Language and Engineering at a Technical University

2020 ◽  
pp. 79-96
Author(s):  
Eduard Krylov
Keyword(s):  
Labor Market ◽  
Foreign Language ◽  
Personal Growth ◽  
Educational Process ◽  
Process Conditions ◽  
Good Opportunity ◽  
Bilingual Teaching ◽  
Technical University ◽  
Teaching Learning ◽  
And Control

Integrative bilingual teaching/learning of foreign language and engineering disciplines at a technical university provides a good opportunity for students of the personal growth both in cognitive and communicative aspects, which contributes to their better positions in the labor market. To put this opportunity into practice, the educators should have clear ideas about the goal of this educational process, psychological aspects accompanying the process, conditions of its implementation, basic units of teaching/learning, means of monitoring, assessment, and control and some others. All these components of methodology are discussed in this chapter.

On Integrative Bilingual Teaching of a Foreign Language and Engineering at a Technical University

2022 ◽  
pp. 176-193
Author(s):  
Eduard Krylov
Keyword(s):  
Labor Market ◽  
Foreign Language ◽  
Personal Growth ◽  
Educational Process ◽  
Process Conditions ◽  
Good Opportunity ◽  
Bilingual Teaching ◽  
Technical University ◽  
Teaching Learning ◽  
And Control

Integrative bilingual teaching/learning of foreign language and engineering disciplines at a technical university provides a good opportunity for students of the personal growth both in cognitive and communicative aspects, which contributes to their better positions in the labor market. To put this opportunity into practice, the educators should have clear ideas about the goal of this educational process, psychological aspects accompanying the process, conditions of its implementation, basic units of teaching/learning, means of monitoring, assessment, and control and some others. All these components of methodology are discussed in this chapter.

scholarly journals The Agile Approach with Doctoral Dissertation Supervision

2015 ◽  
Vol 8 (11) ◽  
pp. 139 ◽  
Author(s):  
Lars Göran Wallgren Tengberg
Keyword(s):  
Doctoral Students ◽  
Time Frame ◽  
Doctoral Dissertation ◽  
Doctoral Degrees ◽  
Practical Implementation ◽  
Doctoral Studies ◽  
Supervision Process ◽  
Agile Approach ◽  
Time Required ◽  
Teaching Learning

<p class="apa">Several research findings conclude that many doctoral students fail to complete their studies within the allowable time frame, in part because of problems related to the research and supervision process. Surveys show that most doctoral students are generally satisfied with their dissertation supervision. However, these surveys also reveal some students think their supervisors meet with them too infrequently, lack interest in their dissertation topics, and provide insufficient practical assistance. Furthermore, many countries will soon witness a large turnover in the labour market as people near retirement. Because this is also the case at many universities and colleges, the expectation is that there will be many teaching and research vacancies. Therefore, many new doctoral students who plan to enter academia after earning their doctoral degrees are needed. In responding to these complaints, this conceptual paper examines the use of the agile approach–which has achieved recognition and approval in software development–in the doctoral dissertation process. In the teaching/learning sphere, the agile approach can be used in iterative meetings between doctoral student and supervisor for dissertation planning, direction, and evaluation. The focus of the iterations, the so-called Sprints, is on communication and feedback throughout the entire process. The paper is based in theories on teaching/learning and on the author’s personal experience with the agile approach. Use of the agile approach, which can decrease the time required for doctoral studies, may thus increase the number of graduates with doctoral degrees. The paper makes suggestions for practical implementation of the agile approach.</p>

scholarly journals Situation as a methodological problem and its role in teaching a foreign language

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 73-79
Author(s):  
Oleksiy Kozachenko
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Scientific Development ◽  
Practical Implementation ◽  
Level Of Functioning ◽  
Speech Activity ◽  
Oral Speech ◽  
Teaching Learning

The article provides a theoretical analysis of a situation as the basis for the emergence of semantic relationships of statements in a dialogue. Consideration of the situation and the specifics of its reflection in the semantic content of statements will allow establishing how a dialogue is governed by the situation. The relevance of the study is related to the need for scientific development and practical implementation of the system of teaching dialogic speech, which will effectively develop students’ quality skills to use living spoken language in practice. Speech activity is marked by important linguistic parameters. A person’s ability to perform speech activity is seen primarily as an opportunity to form statements that correspond to certain situations. The situation affects the structure of certain forms of oral speech, in particular its dialogic variety. Linguists consider the situation to be an extralinguistic factor of speech activity and an important element that significantly affects the speech structure. Psychologists treat the situation as one of the important criteria for studying the regularities of the forming and functioning of mental processes. The situation is traditionally considered at the level of functioning as well as a methodological category. There prevails an opinion that it is necessary to make a detailed analysis of the features of the speech situation components on the basis of which scholars-practitioners single out the most typical and controlled ones in order to successfully apply them in foreign language teaching. The important methodological parameters obtained as a result will be the situational basis for building an effective model of foreign language teaching / learning.

scholarly journals KEPEMIMPINAN TRANSFORMASIONAL PROFETIK DALAM MENGEMBANGKAN PESANTREN DI KABUPATEN JEMBER

2018 ◽  
Vol 23 (1) ◽  
pp. 87
Author(s):  
Umiarso Umiarso
Keyword(s):  
Transformational Leadership ◽  
Two Dimensions ◽  
Institutional Transformation ◽  
Intellectual Stimulation ◽  
Integrative Education ◽  
Idealized Influence ◽  
Individual Consideration ◽  
The Times ◽  
The Mind ◽  
New Good

Abstract Pesantren (Islamic boarding schools) has been continuously aligning its educational system with the needs of society and the times. The development of pesantren is inseparable from the role of kiai in carrying out the institutional transformation. This study focuses on transformational leadership of the kiai in developing the pesantren institution. The results of this study indicate that the concept of developing pesantren is transcultural with the principle of "accepting a new good culture and preserving the old one that is still relevant", based on the vision and mission, directed at an integrative education system which combines the mind and heart traditions using rational domain and spirituality in order to achieve worldly (profanistic) and ukhrawi (sacralistic) goals; transformational leadership styles of a kiai include idealized influence behavior, inspirational inspiration, intellectual stimulation, individual consideration, and individual spiritual greatness; and the implications of transformational leadership include two dimensions, namely the human resources and institutional resources. Therefore, this leadership can be said to be prophetic transformational leadership with the addition of individual spiritual greatness (Five I'S). Keywords: Kiai, Transformational Leadership, and Pesantren   Abstrak: Pesantren secara kontinu menyelaraskan sistem kependidikannya dengan kebutuhan masyarakat serta perkembangan zaman. Pengembangan pesantren tidak terlepas dari peran kiai dalam melakukan transformasi kelembagaan. Penelitian ini memfokuskan pada kepemimpinan transformasional kiai dalam mengembangkan kelembagaan pesantren. Hasil penelitian ini menunjukkan bahwa konsep pengembangan pesantren bersifat transkultural dengan prinsip “menerima budaya baru yang baik dan melestarikan budaya lama yang masih relevan”, berpijak pada visi dan misi, diarahkan pada sistem pendidikan integratif yang memadukan antara tradisi akal dan hati menggunakan domain rasional dan spiritualitas untuk mencapai tujuan yang bersifat duniawi (profanistik) dan ukhrawi (sakralistik); gaya kepemimpinan transformasional kiai meliputi perilaku idealized influence, inspirational inspiration, intellectual stimulation, individual consideration, dan individual spiritual greatness; dan implikasi kepemimpinan transformasional meliputi dua dimensi, yaitu dimensi sumberdaya manusia dan kelembagaan. Karenanya, kepemimpinan ini dapat dikatakan kepemimpinan transformasional profetik dengan penambahan individual spiritual greatness (Five I’S). Kata Kunci: Kiai, Kepemimpinan Transformasional, dan Pesantren  

Improvement and Evaluation of the Study Process in Mechatronic Systems

2006 ◽  
Vol 113 ◽  
pp. 615-620
Author(s):  
Eligijus Toločka ◽  
Bronius Jančiauskas ◽  
Juozapas Audvydas Staškevičius
Keyword(s):  
Process Development ◽  
Practical Implementation ◽  
Preparation Process ◽  
Mechatronic Systems ◽  
Technical University ◽  
Study Process ◽  
Analysis And Study

This article analyses a Mechatronic Systems` (MS) study process connected with the more correspondent preparation process of engineering professionals in the faculty of Mechanics at Vilnius Gediminas Technical University. The analysis and study highlighted aspects of the study process development and its implementation that would enable one at the same rate to prepare more qualified engineers. The authors suggest improving the MS study process for aspects of` practical implementation. Realization of this improvement also requires an appropriate development of the evaluation of the study process and its effectiveness. And this is also what the authors present in the article. Suggested improvement would not only help to develop contemporary MS studies but it could also be applied for the development of studies in other science areas.

Why We Should Reject Transhumanists’ Entire Lens on the Mind and Brain

2021 ◽  
pp. 42-84
Author(s):  
Susan B. Levin
Keyword(s):  
Dual Process ◽  
Appraisal Theory ◽  
Basic Emotion ◽  
Theoretical Approaches ◽  
Mind And Brain ◽  
Mental Operations ◽  
The Mind ◽  
The Brain

“Basic-emotion” and “dual-process” theorists, joined by transhumanists, view the mind as a set of compartments whose functionality is explained by dedicated areas or systems in the brain. The two theoretical approaches reflect core misconceptions and have been supplanted by “appraisal theory.” Beyond capturing well the entwining of reason and emotion in our mental operations, Klaus Scherer’s version of appraisal theory is compatible with mounting evidence of the brain’s complexity. Having developed a scientific line of argument against transhumanists’ lens on the mind and brain, the author turns to Aristotle’s rational essentialism. Wrongly invoked to support transhumanists’ extreme version, Aristotle’s rational essentialism incorporates a necessary role for nonrational faculties and intrapsychic harmony. While transhumanists’ lens on the mind and brain is at odds with contemporary findings, Aristotle’s view of the mind shares important commitments with Scherer’s appraisal theory and is broadly compatible with an emerging picture of the brain’s complexity.

Teaching, learning, and the mind

1975 ◽  
Vol 9 (1-2) ◽  
pp. 84-112
Author(s):  
Ira S. Steinberg
Keyword(s):  
Teaching Learning ◽  
The Mind

The formalization of mathematics

1954 ◽  
Vol 19 (4) ◽  
pp. 241-266 ◽  
Author(s):  
Hao Wang
Keyword(s):  
Large Body ◽  
Axiom System ◽  
Original Sin ◽  
Axiomatic Method ◽  
Formalization Of Mathematics ◽  
Rigid System ◽  
Mathematical Experience ◽  
Mental Operations ◽  
The Mind

Zest for both system and objectivity is the formal logician's original sin. He pays for it by constant frustrations and by living ofttimes the life of an intellectual outcaste. The task of squeezing a large body of stubborn facts into a more or less rigid system can be a painful one, especially since the facts of mathematics are among the most stubborn of all facts. Moreover, the more general and abstract we get, the farther removed we are from the raw mathematical experience. As intuition ceases to operate effectively, we fall into many unexpected traps. The formal logician gets little sympathy for his frustrations. He is regarded as too rigid by his philosophical colleagues and too speculative by his mathematical friends. The life of an intellectual outcaste may be a result partly of temperament and partly of the youthfulness of the logic profession. The unfortunate lack of wide appeal of logic may, however, be prolonged partly on account of the fact that very little of the well-established techniques of mathematics seems applicable to the treatment of serious problems of logic.The axiomatic method is well suited to provide results which are both exact and systematic. How attractive would it be if we could get an axiom system in which all the axioms and deductions were intuitively clear and all theorems of mathematics were provable? Such a system would undoubtedly satisfy Descartes who admits solely intuition and deduction, which are, for him, the only “mental operations by which we are able, wholly without fear of illusion, to arrive at the knowledge of things.” Indeed, according to Descartes, intuition and deduction “are the most certain routes to knowledge, and the mind should admit no others. All the rest should be rejected as suspect of error and dangerous.”

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