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.

Emmanuel Levinas: Um estudo sobre a ética da alteridade

2020 ◽  
Author(s):  
Abimael Francisco do Nascimento
Keyword(s):  
Emmanuel Levinas ◽  
Transcendental Philosophy ◽  
The Other ◽  
New Thought ◽  
Philosophical Criticism ◽  
The Face ◽  
The Subject ◽  
Theoretical Foundations ◽  
First Philosophy

The general objective of this study is to analyze the postulate of the ethics of otherness as the first philosophy, presented by Emmanuel Levinas. It is a proposal that runs through Levinas' thinking from his theoretical foundations, to his philosophical criticism. Levinas' thought presents itself as a new thought, as a critique of ontology and transcendental philosophy. For him, the concern with knowledge and with being made the other to be forgotten, placing the other in totality. Levinas proposes the ethics of otherness as sensitivity to the other. The subject says here I am, making myself responsible for the other in an infinite way, in a transcendence without return to myself, becoming hostage to the other, as an irrefutable responsibility. The idea of the infinite, present in the face of the other, points to a responsibility whoever more assumes himself, the more one is responsible, until the substitution by other.

scholarly journals The Law Challenged and the Critique of Identity with Emmanuel Levinas

2021 ◽  
Author(s):  
Susan Petrilli
Keyword(s):  
Human Rights ◽  
Emmanuel Levinas ◽  
Object Relation ◽  
Legal Order ◽  
The Other ◽  
Ethical Orientation ◽  
New Humanism ◽  
Present Essay ◽  
The Face ◽  
The Subject

AbstractIdentity as traditionally conceived in mainstream Western thought is focused on theory, representation, knowledge, subjectivity and is centrally important in the works of Emmanuel Levinas. His critique of Western culture and corresponding notion of identity at its foundations typically raises the question of the other. Alterity in Levinas indicates existence of something on its own account, in itself independently of the subject’s will or consciousness. The objectivity of alterity tells of the impossible evasion of signs from their destiny, which is the other. The implications involved in reading the signs of the other have contributed to reorienting semiotics in the direction of semioethics. In Levinas, the I-other relation is not reducible to abstract cognitive terms, to intellectual synthesis, to the subject-object relation, but rather tells of involvement among singularities whose distinctive feature is alterity, absolute alterity. Humanism of the other is a pivotal concept in Levinas overturning the sense of Western reason. It asserts human duties over human rights. Humanism of alterity privileges encounter with the other, responsibility for the other, over tendencies of the centripetal and egocentric orders that instead exclude the other. Responsibility allows for neither rest nor peace. The “properly human” is given in the capacity for absolute otherness, unlimited responsibility, dialogical intercorporeity among differences non-indifferent to each other, it tells of the condition of vulnerability before the other, exposition to the other. The State and its laws limit responsibility for the other. Levinas signals an essential contradiction between the primordial ethical orientation and the legal order. Justice involves comparing incomparables, comparison among singularities outside identity. Consequently, justice places limitations on responsibility, on unlimited responsibility which at the same time it presupposes as its very condition of possibility. The present essay is structured around the following themes: (1) Premiss; (2) Justice, uniqueness, and love; (3) Sign and language; (4) Dialogue and alterity; (5) Semiotic materiality; (6) Globalization and the trap of identity; (7) Human rights and rights of the other: for a new humanism; (8) Ethics; (9) The World; (10) Outside the subject; (11) Responsibility and Substitution; (12) The face; (13) Fear of the other; (14) Alterity and justice; (15) Justice and proximity; (16) Literary writing; (17) Unjust justice; (18) Caring for the other.

scholarly journals Pierrot, Arlequín y nosotros, los espectadores. A propósito de Funny Games (Michael Haneke, 1997)

2020 ◽  
pp. 255-269
Author(s):  
Pablo Ferrando-García
Keyword(s):  
Daily Life ◽  
The Other ◽  
Moral Dimension ◽  
Modes Of Representation ◽  
The Family ◽  
P 16 ◽  
The Subject ◽  
Ultimate Objective ◽  
The One ◽  
Pedagogical Function

We present an analysis of the filmic representation of Funny Games to highlight its playful structure as a game of games. Through a series of narrative efforts, a double operation is carried out, aimed at a specular relationship with the viewer. On the one hand, Michael Haneke’s film offers a series of expressive mechanisms that are aimed at shifting the objective gaze to subjective in order to transfer the perception of the subject presented to the viewer. On the other, it presents a brutal clash between the registers of comedy and tragedy through the young psychopaths, Peter and Paul, who emerge as contemporary clowns, in the figures of Pierrot and Harlequin, whose negative resonances lead to the incarnation of absolute EVil. In turn, the family are the victims, and this is presented as the prototype of the family institution while Peter and Paul are mere archetypes. In this way, the cinematographic screen is turned into a device for interrogating its modes of representation and, in turn, offers a solid moral dimension. The ultimate objective of the Hanekian story is to cover it with “a pedagogical function: to familiarize the cinema, to bring it closer to a daily life so that it speaks from you to you to the experience –to the conscience– of the viewer” (Font, 2002, p. 16). Resumen Nuestra propuesta trata de desarrollar un análisis de la representación fílmica con el propósito de poner de relieve la estructura lúdica de Funny Games como juego de juegos. A través de toda una serie de gestiones narrativas se efectúa una doble operación dirigidas a una relación especular con el espectador. Por un lado, la película de Michael Haneke ofrece una serie de mecanismos expresivos que van encaminados al desplazamiento de la mirada objetiva en subjetiva con el fin de trasladar la percepción del sujeto de la enunciación al narratario/espectador. Por otro, presenta un brutal choque entre el registro de la comedia con la tragedia a través de los jóvenes psicópatas, Peter y Paul, que se erigen en los payasos contemporáneos, en las figuras de Pierrot y Arlequín, cuyas resonancias negativas conducen a la encarnación del Mal absoluto. A su vez, George y Anne Schöber son las víctimas y estos son expuestos como el prototipo de la institución familiar mientras Peter y Paul son meros arquetipos narrativos. De este modo, la pantalla cinematográfica se convierte en un dispositivo de interrogación sobre sus modos de representación y, a su vez, ofrece una sólida dimensión moral. El objetivo último del relato hanekiano es revestirlo de “una función pedagógica: familiarizar el cine, acercarlo a una cotidianidad para que hable de tú a tú a la experiencia –a la conciencia– del espectador” (Font, 2002: 16).

scholarly journals A CONCEPÇÃO E A PERSPECTIVA FILOSÓFICA SOBRE O MODELO DE FAMÍLIA EUDEMONISTA FRENTE AO ENTENDIMENTO MAJORITÁRIO DE VÍNCULO BIOLÓGICO COMO ELEMENTO CARACTERIZADOR DA ENTIDADE FAMILIAR

2021 ◽  
Vol 9 (204) ◽  
pp. 1-18
Author(s):  
Gabriela Dantas da Silva
Keyword(s):  
Immanuel Kant ◽  
Legal System ◽  
Fundamental Rights ◽  
Main Topic ◽  
Social Sphere ◽  
Legal Challenges ◽  
The Family ◽  
The Face ◽  
The Subject ◽  
Philosophical Nature

The main topic of this article is to analyze the philosophical contributions on the subject and to criticize the State's actions as an entity that supports this family model. In a second moment, emphasis is given to the philosophical contributions of Immanuel Kant and Aristotle on morals and ethics, extending them to the family and social sphere. The concept of the Eudemonist Family with great Aristotelian influence, as well as some of the main contemporary family entities in brief contextualization, is also presented, to finally address the main problem of this article: the legal challenges of the Eudemonist family in the face of the majority understanding of biological bond as a characterizing element of the family entity. In conclusion, the philosophical nature is of great importance for the understanding of these new conceptions of the family, since the Brazilian legal system did not, in fact, contemplate the experience of society, not giving up texts that were expressly discriminatory and that excluded fundamental rights of individuals.

scholarly journals Het gezicht van de oorlog – het gezicht van de Ander: epifanie van het gelaat in Die son struikel van Dolf van Niekerk

Literator ◽  
2003 ◽  
Vol 24 (2) ◽  
pp. 59-82
Author(s):  
J. Koch
Keyword(s):  
The Other ◽  
The Novel ◽  
Literary Adaptation ◽  
The Face ◽  
Il Y A ◽  
War Experiences ◽  
The Subject ◽  
To Come ◽  
War Experience ◽  
Interpretative Framework

The face of war – the face of the Other: Epiphany of the visage in Die son struikel by Dolf van Niekerk Traumatic war experiences are crucial in shaping the identity of Diederik Versveld, the main character in Dolf van Niekerk’s Die son struikel (The sun stumbles). In this article I want to explore the war experience that the protagonist has to deal with, its literary adaptation, and the construction of the protagonist’s identity. I indicate that the three stages of Diederik’s development are closely connected to the concrete philosophic contents of the novel. The thought of Emmanuel Lévinas serves as my interpretative framework. Central to Diederik Versveld’s experience of war is the reduction of the subject to merely and impersonally existing, to il y a (“there is”). In my opion Lévinian concepts are useful in outlining the route to a better understanding of the protagonist’s experience of the war. In analysing the processing of the trauma of war Lévinas’ notion of the epiphany of the face of the Other can be helpful. The encounter with the Other in the faces of other people plays a crucial role in Diederik’s attempt to come to terms with his experiences of war and death. In Totalité et Infini (Lévinas, 1961:188) the French philosopher wrote: “The epiphany of the face unlocks humanity”.

A Female Head of the Bologna Type

1923 ◽  
Vol 43 (1) ◽  
pp. 50-52
Author(s):  
P. Gardner
Keyword(s):  
The Other ◽  
Female Head ◽  
Other Hand ◽  
Small Crystals ◽  
The Family ◽  
The Face

This head was purchased for the Ashmolean Museum in 1920. It had belonged to the late Lord Downe, who bought it, probably at Rome, about 1800. It remained in his possession at Cowick Hall in Yorkshire until his death, when his widow removed it to her house in London. Since that, it has been in the hands of members of the family.Only the nose is restored, but the face has been somewhat worked over, as is evident from its smoothness in comparison with the hair. Just in front of the left ear there is a trace of a curl in relief, which has been almost obliterated; and as there is a curl in the corresponding place on the Bologna head, to be presently cited, this would seem to show some rubbing down. The eyes also seem to have had some of their expression eliminated by over-working. On the other hand, there are several places on the face and ears where the surface has been only slightly abraded, and the grain of the marble shows clearly. It appears to be Pentelic, with small crystals showing here and there.

scholarly journals Processos de formação humana e desafios à educação popular no Brasil / Processes of human education and challenges...

2020 ◽  
Vol 10 (1) ◽  
pp. 113
Author(s):  
Adelino José de Carvalho Dias
Keyword(s):  
Popular Education ◽  
Formation Processes ◽  
Training Process ◽  
Emancipatory Education ◽  
Human Formation ◽  
The World ◽  
The Face ◽  
The Subject ◽  
Human Education ◽  
Education In Brazil

O artigo se ocupa da discussão sobre os desafios postos à educação essencialmente popular no Brasil em face dos processos de formação humana definidos pela mundialização do capital no mundo atual. Interessa refletir acerca das dificuldades para a construção de uma educação coletiva e emancipadora diante de projetos educacionais que se amparam na narrativa que responsabilizam o sujeito por seu processo de formação, anunciando ainda que a sua busca por qualificação e preparação para o ingresso e permanência no mundo do trabalho define o aumento de sua “empregabilidade”, constituindo-se como caminho único para alçá-lo a melhores condições de existência.Palavras-chave: Formação humana; Educação popular; Contradição.Abstract: The article deals with the discussion on the challenges posed to essentially popular education in Brazil in the face of the human formation processes defined by the globalization of capital in the current world. It is interesting to reflect on the difficulties for the construction of a collective and emancipatory education in the face of educational projects that are supported by the narrative that hold the subject responsible for their training process, also announcing that their search for qualification and preparation for entering and remaining in the world of work defines the increase of its “employability”, constituting itself as a unique way to raise it to better conditions of existence.Keywords: Human education; Popular education; Contradiction.

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.

scholarly journals Violence in YAL with special emphasis on contemporary Macedonian YAL

2015 ◽  
Vol 3 (1) ◽  
pp. 253
Author(s):  
Jovanka Denkova
Keyword(s):  
Young People ◽  
Family Member ◽  
Contemporary Literature ◽  
Family Values ◽  
The Other ◽  
Other Hand ◽  
The Family ◽  
The Subject ◽  
Victims Of Violence

In this paper , we focus on contemporary Macedonian literature for young people, in particular of one of its segment, and it is the presence of violence and violent scenes in the works designed for this audience. Theorists of this literature, popularly called YAL, not circumvent these issues, just like writers who write books intended for adolescents. This topic will be discussed by esplicit examples that will be taken of contemporary literature for young people, in order from one side to indicate their presence, and the need to write freely on the subject, and on the other hand to help young people who are experiencing these problems. The analysis will show that in most cases, the cause of the young sometimes turning to violence or themselves been victims of violence are shifting family values, or lack / absence of the family, a family member, usually a parent, neglect by parents and their preoccupation with work.

scholarly journals Interpretation of acmeistic traditions in V. Shalamov’s poetry

2021 ◽  
Vol 61 ◽  
pp. 177-188
Author(s):  
Daria V. Krotova
Keyword(s):  
Internal State ◽  
The Other ◽  
Spiritual Experiences ◽  
Fundamental Significance ◽  
Inner World ◽  
The Subject ◽  
Characteristic Features ◽  
A Chain ◽  
The One ◽  
Different Levels

The paper examines the influence of acmeistic patterns on V. Shalamov-poet’s artistic consciousness. The study involves Shalamov’s epistolary and memoirs heritage (letters to N. Mandelstam, N. Stolyarova, essay “Akhmatova,” etc.), where the author reflected on the significance of acmeistic literary tradition, as well as put forward his own understanding of acmeism — not only as an artistic direction, but also as a kind of “life teaching,” a worldview system. One may trace the inheritance of acmeistic principles in Shalamov’s work at different levels. The paper seeks to identify and systematize acmeistic influences in poet’s consciousness. First of all, we are talking about the installation on the “fight for this world” (according to S. Gorodetsky): the multifaceted representation of the phenomena of environmental reality in its colors, forms and subject details. Shalamov inherits this principle, so that the objects of reality play a paramount role in his poetry system and receive no less distinct and large embodiment than in the work of acmeists. Such an arrangement is carried out by Shalamov in contrasting aspects: on the one hand, the imprinting of terrible world in which man barely survives and to which he seeks to resist; оn the other hand, even in the most adverse circumstances of imprisonment, the poet saw and felt the harmony and greatness of nature. The connection with the acmeistic thinking in Shalamov’s works is also expressed in the fact that his images are almost always substantive and tangible (this feature manifested itself as early as in the first poem of “Kolyma notebooks”). As in the lyrics of acmeists, he often refracted the inner world through external, spiritual experiences — through the prism of the subject plan (the principle that was realized brightly in the lyrics of A. Akhmatova). It is not often that the reader finds “pure” lyrical monologues, much more typical for Shalamov`s creative tactics — to characterize the internal state through a chain of real images. Acmeistic logic could be traced in the interpretation of a number of important topics, among which the theme of creativity (characteristic features of its interpretation are shown in the article on the example of poems “Ode to Loaf,” “May it be clumsily uneven…,” “By ungainly prisoner step...”). The paper addresses such a significant aspect (also linking the poet to the acmeistic tradition) as a bodily nature of the figurative world. Finally, important feature of acmeistic thinking, which is inherited by Shalamov, is the obvious appeal of his creativity to the interlocutor, the focus on the reader (this feature is immanent, certainly, not only in the consciousness of akmeists, but it has fundamental significance in their creativity). The study concludes that among the traditions influenced Shalamov-poet, the acmeist becomes one of the most important, most significant artistic and worldview guidelines.

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