scholarly journals Brechtian Methodology in Wise’s The Sound of Music: Insights into Theatre in Education

2020 ◽  
Vol 9 (1) ◽  
pp. 28-43
Author(s):  
Benjamin Asodionye Ejiofor ◽  
Tekena Gasper Mark
Keyword(s):  
Social Change ◽  
Problem Solving ◽  
Key Words ◽  
Critical Consciousness ◽  
Bertolt Brecht ◽  
Theatre For Social Change ◽  
Alienation Effect ◽  
Theatre In Education ◽  
Education Performance

Methods are problem solving devices for the benefit of education in society. When a method assumes regimental fixations, society suffers hackneyed bouts of limitation and contention necessitating flux. This paper examines issues of regimentalism as they affect society in Robert Wise’s The Sound of Music, and the staccato notes of change inevitably mobilizing a Brechtian methodological reading amplifying social change, in a Theatre in Education performance. Bertolt Brecht (1898-1965), accomplished German director, playwright and theorist, mobilized theatre for social change by setting up Marxist dialectics in pursuit of retrenchment of total empathy; giving free reign to critical consciousness in theatrical productions. This paper has investigated analytically, the representations of this Brechtian methodology in The Sound of Music with the manifest result that the experiment in the movie has produced a healthier and better organized society than the German regimental machine. Key Words: Education, Theatre in Education, Brecht, Alienation Effect, Social Change, Family, Critical, Learning and Socialization

A Poet’s Journey as A/r/tographer: Poetic Inquiry With Junior High School Students

2010 ◽  
Vol 4 (1) ◽  
pp. 239-253
Author(s):  
Sean Wiebe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Change ◽  
Junior High School ◽  
Critical Consciousness ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Poetic Inquiry ◽  
Classroom Conversation

In this paper I explore the connection between a/r/tography and poetic inquiry, and how together they cultivate multiple ways of understanding. I further claim that classroom situations are most provocative of thoughtfulness and critical consciousness when each student participates in the classroom conversation from his or her lived situations. While difficult, teachers who can facilitate rich interchanges of dialogue within a plurality of voices are genuinely creating communities of difference and thus imagining real possibilities for social change.

Keupayaan Dan Sikap Dalam Menyelesaikan Masalah Matematik Bukan Rutin

2012 ◽  
Author(s):  
Syed Abdul Hakim Syed Zainuddin ◽  
Mohini Mohamed
Keyword(s):  
Problem Solving ◽  
Key Words ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Cluster Sampling ◽  
Planning Problem ◽  
Student Opinion ◽  
Self Confidence ◽  
Problem Solving Strategies ◽  
Problem Solving Process

Kajian ini bertujuan untuk menentukan keupayaan menyelesaikan masalah matematik bukan rutin di kalangan pelajar tingkatan dua di beberapa buah sekolah sekitar daerah Johor Bahru. Ia difokuskan kepada keupayaan pelajar dalam proses menyelesaikan masalah yang merangkumi: proses memahami masalah, merancang strategi penyelesaian, melaksanakan strategi dan akhir sekali menyemak serta menilai jawapan. Kajian ini merupakan kajian tinjauan. Persampelan adalah secara persampelan kelompok. Sampel kajian adalah terdiri daripada 70 orang pelajar tingkatan dua. Tiga alat kajian digunakan, iaitu ujian penyelesaian masalah matematik bukan rutin, soal selidik berkaitan sikap terhadap penyelesaian masalah dan temu bual berstruktur. Tiga kategori yang dinilai dalam inventori sikap adalah kesanggupan dalam aktiviti menyelesaikan masalah, ketabahan ketika menyelesaikan masalah dan keyakinan diri dalam menyelesaikan masalah. Dapatan menunjukkan bahawa pelajar tingkatan dua mempunyai kemahiran memahami masalah pada tahap tinggi tetapi mempunyai kemahiran merancang strategi dan menulis jawapan pada tahap yang sangat lemah. Manakala bagi kemahiran melaksana strategi, pelajar tingkatan dua ini berada pada tahap yang sederhana dalam menyelesaikan masalah matematik bukan rutin. Dari segi sikap terhadap penyelesaian masalah, pelajar tingkatan dua mempunyai tahap sikap yang tinggi dalam kesanggupan dan ketabahan tetapi mempunyai tahap sikap yang sederhana dalam keyakinan. Temu bual pula mendapati terdapat perbezaan pandangan dan pola penyelesaian antara pelajar yang mendapat skor terendah dan pelajar yang mendapat skor tertinggi ketika menjawab soalan matematik bukan rutin. Kata kunci: Masalah matematik bukan rutin; proses menyelesaikan masalah; kesanggupan; ketabahan; keyakinan diri This study was designed to identify student’s ability in solving non–routine mathematical problem among form two students from schools in the district of Johor Bahru. Its focus is on student’s ability on problem solving process that is: to understand the problem, to plan the problem solving strategies, to carry out the strategies, and lastly to review the answers as well as the overall solution. This study was a form of survey with a cluster sampling. A total of 70 form two students were chosen as research sample. Three instruments were used: non–routine problem solving test, a questionnaires about problem solving attitudes and a structured interview. Three categories on attitudes inventory evaluated were willingness, perseverance and self–confidence on problem solving activity. The findings of the study showed that form two students were skilled in the understanding of the problem but have low skills in planning problem solving strategies and in reviewing the answers. These students have moderate skills to carry out the strategies in solving non-routine mathematical problem. Results of attitude on problem solving showed that form two students have high scores for attitudes on willingness and perseverance but average scores for attitude on confidence. The interview also showed student opinion varied and there is a marked difference in patterns of solving problems across students with lowest scores and highest scores. Key words: Non–routine mathematical problem; problem solving process; willingness; perseverance; self–confidence

Feminist theory, method, and praxis: Toward a critical consciousness for family and close relationship scholars

2022 ◽  
pp. 026540752110657
Author(s):  
Katherine R. Allen
Keyword(s):  
Social Change ◽  
Feminist Theory ◽  
Social Stratification ◽  
Critical Consciousness ◽  
Social Contexts ◽  
Family Science ◽  
Historical Structures ◽  
Close Relationship ◽  
Critical Feminist ◽  
Disciplinary Affiliation

Feminism provides a worldview with innovative possibilities for scholarship and activism on behalf of families and intimate relationships. As a flexible framework capable of engaging with contentious theoretical ideas and the urgency of social change, feminism offers a simultaneous way to express an epistemology (knowledge), a methodology (the production of knowledge), an ontology (one’s subjective way of being in the world), and a praxis (the translation of knowledge into actions that produce beneficial social change). Feminist family science, in particular, advances critical, intersectional, and queer approaches to examine the uses and abuses of power and the multiple axes upon which individuals and families are privileged, marginalized, and oppressed in diverse social contexts. In this paper, I embrace feminism as a personal, professional (academic), and political project and use stories from my own life to illuminate broader social-historical structures, processes, and contexts associated with gender, race, class, sexual orientation, gender identity, age, nationality, and other systems of social stratification. I provide a brief history and reflections on contemporary feminist theory and activism, particularly from the perspective of my disciplinary affiliation of feminist family science. I address feminism as an intersectional perspective through three themes: (a) theory: defining a critical feminist approach, (b) method: critical feminist autoethnographic research, and (c) praxis: transforming feminist theory into action. I conclude with takeaway messages for incorporating reflexivity and critical consciousness raising to provoke thought and action in the areas of personal, professional, and political change.

Critical Consciousness and Empowerment Issues in Undergraduate Classrooms

2021 ◽  
pp. 1231-1239
Author(s):  
Sarah M. Alajlan ◽  
Obaidalah H. Aljohani
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Critical Consciousness ◽  
Theoretical Framework ◽  
Quantitative Approach ◽  
Critical Skills ◽  
Self Administered Questionnaire

It is important to practice critical skills in the classroom in order to empower learners and to have a critical consciousness, such as critical thinking, dialogue, and problem solving. In the present study, undergraduate students' perceptions (by gender) of the practice of critical consciousness in the classroom at Taif University, Saudi Arabia is investigated. Freire's conceptualization of critical consciousness is used as the study's theoretical framework. That conceptualization is focused on critical thinking, dialogue, and problem-solving. A quantitative approach is utilized with a self-administered questionnaire in collecting data from the respondents. The results of this study indicated that Saudi undergraduate students' perspective was positive about the practice of the three elements of critical consciousness. Furthermore, there were statistically significant differences at α = 0.05 among undergraduate students' perspective on the practice of critical consciousness, including dialogue, critical thinking, and the total practice based on their gender. The direction of the differences was a benefit for females.

The Principles and Practices in Action

2021 ◽  
pp. 162-178
Author(s):  
Cynthia Rayner ◽  
François Bonnici
Keyword(s):  
Climate Change ◽  
Decision Making ◽  
Social Change ◽  
Problem Solving ◽  
Business Leaders ◽  
Racial Justice ◽  
Top Down ◽  
Slow Pace ◽  
The Face ◽  
Strategic Conversation

This book asks a rather simple but bold question: “How do organizations create systemic social change?” This question is growing in importance, becoming part of the strategic conversation for all types of organizations, not just those specifically focused on social change. Business leaders, politicians, educators, employees, and parents are grappling with the realization that complex social change can rapidly impact their everyday lives. As frustration at the slow pace of change grows, and the world’s wicked problems—such as inequality, climate change and racial justice—proliferate, people are increasingly recognizing that we need to find ways to tackle the root causes of these issues rather than just addressing the symptoms. In the face of these challenges, it is easy to default to our more traditional views of leadership and problem-solving, which celebrate an us-versus-them mentality, top-down decision-making, and aggressive power stances. Systems work—with its focus on the process of change including our day-to-day actions and relationships—may feel counterintuitive in this rapidly emerging future. Yet, as the authors’ research has shown, the future is demanding a different kind of leadership, one that emphasizes the ways we work as much as the outcomes we pursue.

Compassionate Reasoning, the Mind, and Moral Choice

2021 ◽  
pp. 79-130
Author(s):  
Marc Gopin
Keyword(s):  
Decision Making ◽  
Social Change ◽  
Problem Solving ◽  
Moral Reasoning ◽  
Moral Choice ◽  
Extensive Training ◽  
Positive Social Change ◽  
Fierce Competition ◽  
The Mind ◽  
Obedience To Authority

The ethical schools of thought are essential to decision-making for peacebuilding and positive social change. The directives emerging from ethical schools often contradict each other, but Compassionate Reasoning can help resolve these contradictions and guide people in a more coherent direction of thinking and acting. The cultivation of compassion is shown to be a glue that bonds schools of ethics into one enterprise of moral reasoning as seen through several lenses. People who reason together are more adept at problem solving than when reasoning alone, but only if they have cultivated caring and compassionate relationships as a group. Moral reasoning in fierce competition with others, by contrast, retards the discovery of solutions to thorny problems. Compassionate Reasoning encourages collective reasoning rather than isolated and selfish reasoning. Excessive obedience to authority is also one of the most dangerous aspects of the human lower brain. A critical antidote is extensive training in taking the perspectives of others through Compassionate Reasoning.

Critical Consciousness and Empowerment Issues in Undergraduate Classrooms

2019 ◽  
Vol 10 (2) ◽  
pp. 17-24
Author(s):  
Sarah M. Alajlan ◽  
Obaidalah H. Aljohani
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Critical Consciousness ◽  
Theoretical Framework ◽  
Quantitative Approach ◽  
Critical Skills ◽  
Self Administered Questionnaire

It is important to practice critical skills in the classroom in order to empower learners and to have a critical consciousness, such as critical thinking, dialogue, and problem solving. In the present study, undergraduate students' perceptions (by gender) of the practice of critical consciousness in the classroom at Taif University, Saudi Arabia is investigated. Freire's conceptualization of critical consciousness is used as the study's theoretical framework. That conceptualization is focused on critical thinking, dialogue, and problem-solving. A quantitative approach is utilized with a self-administered questionnaire in collecting data from the respondents. The results of this study indicated that Saudi undergraduate students' perspective was positive about the practice of the three elements of critical consciousness. Furthermore, there were statistically significant differences at α = 0.05 among undergraduate students' perspective on the practice of critical consciousness, including dialogue, critical thinking, and the total practice based on their gender. The direction of the differences was a benefit for females.

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