scholarly journals HISTORICAL AND PEDAGOGICAL DIALECTICS OF THE DEVELOPMENT OF ERSON LIFE-CREATION’S THEORY AND PRACTICE IN NATIONAL EDUCATION IN THE 16TH AND EARLY 20TH CENTURY

2019 ◽  
pp. 15-27
Author(s):  
Vitalii Mavrin
Keyword(s):  
Social Practice ◽  
Theory And Practice ◽  
National Education ◽  
Personal Liberty ◽  
The Social ◽  
Educational Concept ◽  
Pedagogical Analysis ◽  
The Times ◽  
First Time ◽  
Practice Development

The article analyzes socio-political, cultural and educational prerequisites for the development of life-creation pedagogy at the Cossack times and during the times when Ukrainian lands were under the Russian and Austrian empires. It was found out in the study that the development of life-creation pedagogy at the Cossack times was facilitated by the following factors: personal liberty and dignity as social practice, emergence of a new educational phenomenon of Cossack pedagogy, which envisaged the development of a person as a creator of own life. During the period, when Ukrainian lands were ruled by the Russian and Austrian empires the development of life-creation pedagogy was complicated by enslavement and constant pressure on national culture for the purpose of its destruction. The study defined the contribution of such Ukrainian teachers as Hryhoriy Skovoroda, Pamfil Yurkevych, Mykola Korf, Ivan Franko, Borys Grinchenko to the development of conceptual framework of life-creation pedagogy. The scientific novelty of the obtained results is the following: for the first time a holistic historical and pedagogical analysis of the Ukrainian life-creation pedagogy theory and practice was conducted; the socio-political, cultural and educational prerequisites for the development of Ukrainian life-creation pedagogy from the Cossack times were comprehensively reviewed. The research specifies the following: the content of the life-creation concept, taking into account the procedural and practical, creative and acmeological, life-creation phenomenon evaluative and semantic aspects; the scientific argumentation concerning the theoretical structuring of life-creation pedagogy as an educational concept; the methodological approaches and principles for the correct interpretation of life-creation pedagogy conceptual ideas in historical and pedagogical context; the social, methodological and pedagogical criteria for the Ukrainian life-creation pedagogy theory and practice development periodization.

scholarly journals Theory and Practice of Parochial Preaching in the late 18th-century Polish-Lithuanian Commonwealth

Slovene ◽  
2017 ◽  
Vol 6 (2) ◽  
pp. 597-621
Author(s):  
Stanisław Witecki
Keyword(s):  
Social Practice ◽  
18Th Century ◽  
Theory And Practice ◽  
Main Concern ◽  
Single Group ◽  
Late 18Th Century ◽  
The Social ◽  
Pastoral Letters ◽  
Ideological Differences ◽  
Catholic Enlightenment

In the last decades of the 18th century, a few Polish dioceses were governed by representatives of the Catholic Enlightenment. Their pastoral activities focused on the reform of the priesthood and, especially, on the duty of preaching. Despite being perceived as members of a single group, their ideas differed to the point of being mutually contradictory. Interpretation of the ideological differences among these bishops is the preliminary aim of the paper. I examined pastoral letters and preacher handbooks written by four of these bishops: Michał Poniatowski, Ignacy Massalski, Wojciech Skarszewski, and Porfiriusz Skarbek-Ważyński. However, my main concern is the social practice of parochial preachers in their dioceses. I was interested in the methodology of sermonizing, the frequency of preaching topics, and the style and content of homilies delivered by clergy. I based my research on pastoral visitations, especially from the Diocese of Płock, providing information about the printed collections of sermons used by parochial clergy as well as the texts they wrote. The main conclusions are as follows: the clergy adopted to some extent only those reforms which were adjusted to their parochial needs and were supported by administrative pressure. Regardless of theoretical programs, preaching in the Commonwealth was changing in the direction of “Enlightened Tridentine Catholicism.” This means that the clergy accepted an enlightened style and language and a focus on morality, but not models of social and natural worlds. However, by rejecting the latter, they avoided enhancing the process of division between popular and elite.

scholarly journals History of creating curricula, programs and textbooks on foreign language for universities of Kazakhstan

2021 ◽  
Vol 16 (5) ◽  
pp. 2726-2741
Author(s):  
Nurbayeva Aida ◽  
Ongarbayeva Aliya ◽  
Khavaidarova Mekhirnis ◽  
Smailova Feruza ◽  
Kalambayeva Gulzhan
Keyword(s):  
Foreign Language ◽  
Social Development ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Modern World ◽  
Human Society ◽  
The Social ◽  
History Of ◽  
Pedagogical Analysis

Like any private didactics the methodology of teaching foreign languages, has its own history, knowledge of which is necessary for understanding the main stages of development of the theory and practice of teaching, the variety of approaches and methods of teaching foreign languages in the modern world. This study aims to research the history of creating curricula, programs and textbooks on foreign language for universities of Kazakhstan. The research conducted a  Historical and pedagogical analysis which showed that foreign language teaching has its roots in the deep past, and played a huge role in the development of human society, since it determined the progress of the transferring the methodological experience and contributed to the social development of mankind. Keywords: foreign language;  ideological principles; historical; pedagogical analysis  .    

scholarly journals Philosophical Tenets of Action Research in Education

2020 ◽  
Author(s):  
Luis Sebastián Villacañas de Castro ◽  
Darío Luis Banegas
Keyword(s):  
Action Research ◽  
Social Practice ◽  
Social Practices ◽  
Theory And Practice ◽  
Participatory Action ◽  
Learning Improvement ◽  
Clear Cut ◽  
The Social ◽  
Research In Education ◽  
Structural Affinity

The juxtaposition of action and research conveys a sense of the richness and complexity of action research, yet it does not entirely translate its nuanced and sophisticated philosophy. In turn, an understanding of this philosophy is crucial for grasping action research’s radical originality. In this context at least, it may be more accurate to define action research by drawing on the term practice, even though it does not form part of the basic conceptual pair. Not only does practice make it easier for us to trace the constellation of philosophical influences behind the theory and practice of action research—from pragmatism to postmodernism, including Greek philosophy and Marxist and psychoanalytic schools of thought—but also to identify where these influences end and action research emerges as the bearer of a nontransferable view. Beyond this, at the heart of action research lies a structural affinity with singular social practices, which are its key ontological sites—that is, the context where action research in each case fills its epistemological and ethical dimensions with meaning. What kind of knowledge does action research aim to produce? What behaviors do action researchers engage in? Compared to other research paradigms in the social sciences—the field of education included—the specific quality of action research has to do with how its epistemological and ethical dimensions are shaped not from without but from within any given social practice. This is the key to its specific ecology. In action research, the epistemological and ethical realms do not stand beyond or above the situated social practices, with their values, principles of procedure, knowledges, and discourses, including their own literacies and modalities—in short, their own internal cultures. Action research conceives and presents itself as a rational and systematic way for members of the different social practices to build and rebuild their own epistemologies and ethics precisely by drawing on, and selecting from, their own internal cultures. How does this ecological perspective translate itself in education? Education is one of the key areas in which action research is generally applied, together with welfare and healthcare. Yet apart from the specific use of action research by educators, action research carries within itself a specific educational philosophy (and a political philosophy as well) which underlies its application, regardless of the specific social practice in which it takes place. In the same way that action research is politically democratic, educationally speaking action research is participatory, meaning that learning, improvement, or development can only be realized through a self-determining process in which people act and research freely upon and among themselves. This is precisely what action research facilitates in the different social practices. Action research is always educational, whether one develops it in education, welfare, or healthcare. As a result, action research has contributed a clear-cut pedagogical model that some critical educators have already imported to their own educational institutions and practices: youth participatory action research.

scholarly journals Marxism-Leninism and Christianity: dictatorship of the “proletariat” and terror

2021 ◽  
pp. 41-64
Author(s):  
Nikolai Nikolaevich Barinov
Keyword(s):  
Theory And Practice ◽  
Critical Study ◽  
Historical Documents ◽  
Orthodox Church ◽  
Orthodox Christianity ◽  
Church Fathers ◽  
Theoretical Terms ◽  
The Social ◽  
Apparent Similarity ◽  
First Time

This article carries out a historical-theological analysis of compatibility of the theory and practice of Marxism-Leninism with Christianity. The relevance of this topic is substantiate by the ongoing polemic, which is directly pertains to the social structure. The author reviews the historical-theological aspects of this question based on the critical study of historical-philosophical research, as well as historical documents on the matter. In order to conduct comprehensive analysis on this topic, the article explores the dictatorship of the “proletariat” and terror views of opposing sides, as well as describes contrary opinions, texts of Holy Scripture, and views of the Orthodox Church Fathers. The novelty of this research lies in introduction of certain documents in the context of articulated problem for the first time. The author gives a detailed historical-theological overview on the comparison of Marxism-Leninism with Orthodox Christianity. The goal of this work lies in examination of the historical documents and historical-theological writings on the topic at hand. The conclusion is made that despite apparent similarity of certain provisions, Marxism-Leninism and Christianity are by no means compatible. In theoretical terms, socialism could exist in symbiosis with Christianity if the existing contradictions are eliminated. However, such socialism would be no longer based on Marxism-Leninism.

scholarly journals THE INFLUENCE OF NATIONAL IDEAS OF T. SHEVCHENKO ON THE UKRAINIAN CHORAL CYLTURE OF THE LATE XIX – EARLY XX CENTURIES

2020 ◽  
Vol 1 (1) ◽  
pp. 4-9
Author(s):  
Oksana Vasilyeva
Keyword(s):  
Theory And Practice ◽  
National Language ◽  
National Interests ◽  
Language And Culture ◽  
National Education ◽  
Social Ideology ◽  
The People ◽  
Archival Documents ◽  
Pedagogical Analysis ◽  
Pedagogical Research

Object. The objective of this article is studying the influence of T. Shevchenko’s national ideas on the development of student choir movement in Ukraine during the period of the late ХІХ and early XX centuries. Methods. The traditional historical and pedagogical research methods were used in the work: analytical, historical and comparative, retrospective, comparative analysis of scientific and pedagogical literature, archival documents, educational materials. Results of the scientific research show that the problem of youth national education has attracted many people of arts and culture such as F. Prokopovych, O. Duhnovych, M. Dragamanov, M. Grushevsky. It is still in the center of attention of contemporary scientists in the field of theory and practice of higher school pedagogic – O. Vyshnevsky, O. Lubar, O. Morozov, Y. Rudenko, M. Stelmahovych, M. Shkil. Nevertheless, the ideas of student youth national education by means of choir music on Shevchenko’s lyrics have not been the subject of consolidated historical and pedagogical research. Summarizing theoretical studies in literature, the author highlighted the main postulates of Shevchenko`s national creed – this are patriotism, revolt against national slavery and political pressure, struggle for national independence, extermination of the national inferiority psychology, defense of national interests, national language, and culture. According to the historical and pedagogical analysis of the chosen period choral groups/choirs have proved to be the centers of youth national education. They were created at universities (Kyiv, Kharkov, Odessa), gymnasiums, educational and musical societies («Prosvita», «Boyan», «Torban», «Ukrainsky club»). Leading Ukrainian composers and musicians O. Koshyts, M. Leontovych, M. Lysenko, S. Luydkevych, K. Stetsenko, L. Revutsky, Y. Stepovy, Y. Yatsynevych headed the national choir movement and as a rule organized and conducted a great number of choirs at educational institutions. Inspired by T.  Shevchenko’s national ideas they made such distinguished choral compositions as musical cycle «Music for Kobzar by T. Shevchenko» by M. Lysenko (more than 80 diversepieces of vocal and choral genre), cantata-symphony «Caucuses» by S. Lyunkevych, cantata «Kerchief», «Why are you blackened» by L. Revutsky, «Tara’s night» by Y. Kyshakevych, «Blaze of Lights», «Thickets ways thorns ...» by S. Vorobkevych. Being a part of student’s choir repertoire musical compositions based on Shevchenko’s works raised and promoted the national awareness, patriotism, social ideology, interests to national history. Conclusions. At the end of the 19th and beginning of the 20th centuries, a choral movement was actively developing on Ukrainian lands, led by leading Ukrainian composers and musicians. Inspired by the national-patriotic work of the great Kobzar, they created vivid choral compositions filled with civilian sound. Amateur and student choirs actively promoted Ukrainian choral art, among which works on the words of T. Shevchenko occupied an honorable place, which preserved the national face of the people and filled spiritual voids in the cultural space of the then society.

The Word in the World, 1964–1965

2021 ◽  
pp. 252-310
Author(s):  
Joseph P. Chinnici
Keyword(s):  
Social Practice ◽  
Social Changes ◽  
Nuclear War ◽  
People Of God ◽  
The People ◽  
The Social ◽  
New Vision ◽  
American Society ◽  
The Times ◽  
The Cold War

The centrality of scripture and the Church’s mission to identify with the world’s “joys . . . and griefs” furthered the teaching of Lumen Gentium and the “bridge” documents. The laity’s participation in the prophetic teaching of Christ joined the people of God with the social changes occurring in American society. Participants argued for the dignity of the person and a commitment to the alleviation of world poverty. A deductive methodology of doctrine clashed repeatedly with an inductive methodology focused on the “signs of the times.” Even as the Cold War inheritance shaped a cautious American approach to the condemnation of nuclear war, the leadership of Archbishop Dearden worked toward a new vision of marriage and the family. These distinct approaches and the convergence between conciliar language and social practice created tense relationships between the bishops and the laity’s reception of their teaching. Similar difficulties would run through the post-conciliar world.

scholarly journals Praca socjalna w mieście. Perspektywa koinopolityczna

2019 ◽  
pp. 77-96
Author(s):  
Jarosław Rutkowski
Keyword(s):  
Social Work ◽  
Social Practice ◽  
Social Inclusion ◽  
Local Community ◽  
Common Knowledge ◽  
Human Experience ◽  
Theory And Practice ◽  
The Social ◽  
Strongly Connected ◽  
Relief Operations

Social work sensitive to meeting man, strongly connected with the pulsating experience of human lives, take the effort of effective relief operations with concern for the dignity and human agency. Reflection on social work in meeting with “point” of human experience affected by the suffering, it shapes possibilities for creative and emancipatory for so undertaken social practice. The aim of this paper is to look at the social work in the koinopolis perspective in the context of the subjectivity and social inclusion. Significant for the theory and practice of social work in view of the koinopolis is to undertake the point of human experience and the extraction of it to expand the local community experience and knowledge. This social practice for human recovery returning to society, can effectively develop the community of thought and the common knowledge socially useful for agreement and cooperation

PERUBAHAN MINDSET MENGAJAR DALAM MENYIAPKAN PENDIDIK YANG PROFESIONAL DALAM PERSAINGAN DI ERA MEA

KEBERLANJUTAN ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 897
Author(s):  
ROMENAH ROMENAH
Keyword(s):  
Economic Community ◽  
National Education ◽  
Professional Educators ◽  
Free Competition ◽  
National Education System ◽  
Asean Countries ◽  
Asean Economic Community ◽  
The Times ◽  
Agent Of Change

AbstractThe National Education System has grown so rapidly over time. A variety of efforts have been made to build every prosperous, dignified Indonesian human being, so that the quality of Indonesian thinking is progressing. The ASEAN Economic Community which has been launched since 2015 has resulted in free competition, both in trade, employment, and there is free competition for educators in ASEAN countries. Besides that, Indonesian education is faced with challenges and developments in the times, where the culture between ASEAN countries has no limits, this is the challenge faced when implementing the Asean Economic Comunity (ASEAN Economic Community) MEA. Indonesia as a country in the ASEAN region must prepare domestic educators to have professionalism and character so that they can compete with the AEC. Educators must be aware of the essence of the existence of their profession, continue to struggle to make changes in order to realize professionalism with noble character. Efforts made in preparing professional educators to face the challenges of the AEC must touch the most fundamental aspects of changing their competencies, namely the mindset. A student must be more advanced and innovative in developing his learning so that he can change the mindset of students to do agent of change. Through this mindset educators will become professional and characterized so that they can compete and compete in the MEA era. Keywords: MEA, Changes in Mindset, Professional Educators

Cinematic Search for Identity in the Shade of Turkey’s 1960 Coup: The Social Realism Debate and The Hope

2017 ◽  
Vol 6 (1) ◽  
pp. 153-168
Author(s):  
Celal Hayir ◽  
Ayman Kole
Keyword(s):  
Party System ◽  
Social Realism ◽  
New Era ◽  
Cultural Life ◽  
The Social ◽  
Turkish Cinema ◽  
To Come ◽  
First Time ◽  
Democratic Constitution ◽  
Realism Debate

When the Turkish army seized power on May 27th, 1960, a new democratic constitution was carried into effect. The positive atmosphere created by the 1961 constitution quickly showed its effects on political balances in the parliament and it became difficult for one single party to come into power, which strengthened the multi-party-system. The freedom initiative created by 1961’s constitution had a direct effect on the rise of public opposition. Filmmakers, who generally steered clear from the discussion of social problems and conflicts until 1960, started to produce movies questioning conflicts in political, social and cultural life for the first time and discussions about the “Social Realism” movement in the ensuing films arose in cinematic circles in Turkey. At the same time, the “regional managers” emerged, and movies in line with demands of this system started to be produced. The Hope (Umut), produced by Yılmaz Güney in 1970, rang in a new era in Turkish cinema, because it differed from other movies previously made in its cinematic language, expression, and use of actors and settings. The aim of this study is to mention the reality discussions in Turkish cinema and outline the political facts which initiated this expression leading up to the film Umut (The Hope, directed by Yılmaz Güney), which has been accepted as the most distinctive social realist movie in Turkey. 

Founding Gods, Inventing Nations

2011 ◽  
Author(s):  
William F. McCants
Keyword(s):  
Near East ◽  
Cultural Orientation ◽  
Primary Sources ◽  
Islamic Culture ◽  
Political Consequences ◽  
The Social ◽  
Islamic Empire ◽  
First Time ◽  
Vast Range

From the dawn of writing in Sumer to the sunset of the Islamic empire, this book traces four thousand years of speculation on the origins of civilization. Investigating a vast range of primary sources, some of which are translated here for the first time, and focusing on the dynamic influence of the Greek, Roman, and Arab conquests of the Near East, the book looks at the ways the conquerors and those they conquered reshaped their myths of civilization's origins in response to the social and political consequences of empire. The Greek and Roman conquests brought with them a learned culture that competed with that of native elites. The conquering Arabs, in contrast, had no learned culture, which led to three hundred years of Muslim competition over the cultural orientation of Islam, a contest reflected in the culture myths of that time. What we know today as Islamic culture is the product of this contest, whose protagonists drew heavily on the lore of non-Arab and pagan antiquity. The book argues that authors in all three periods did not write about civilization's origins solely out of pure antiquarian interest—they also sought to address the social and political tensions of the day. The strategies they employed and the postcolonial dilemmas they confronted provide invaluable context for understanding how authors today use myth and history to locate themselves in the confusing aftermath of empire.

Sign in / Sign up

Export Citation Format

Share Document