scholarly journals Initial P4C Implementation in the Bosnian and Herzegovinian Educational Context

2021 ◽  
pp. 7-19
Author(s):  
Remzija Hurić-Bećirović ◽  
Mubina Muftić

Bosnia and Herzegovina (B&H) has a fragmented education system which is resistant to progressive changes. Therefore, implementing a program such as the Philosophy for Children (P4C) may make a significant impact on the lives of students and their teachers. In this paper, we discuss some potential benefits of the program and anecdotal evidence of its efficacy in two B&H schools. The TPO Foundation, an NGO from Sarajevo -Transcultural Psychosocial Educational Foundation (TPO Fondacija, Equal opportunities and freedom of choice without discrimination on any ground), which has organized the first training in P4C for teachers from several cantons in B&H, is working on creating a framework for initiating the implementation of philosophy for children in cantonal education systems in the Federation of Bosnia and Herzegovina. This paper includes two cases of the implementation of P4C in two schools, through school courses, namely Religious Studies and English Language. The results of the study showed the program is very interesting to students and has a potential to improve school effectiveness in multiple ways. The findings of this study may help instructors to plan and organize their classes to acquire educational objectives in good and productive classroom atmosphere.

Author(s):  
Dedi Irwansyah

The emerging interest in using literature to teach English has not yet highlighted the significance of Islamic literature within Indonesian educational context. This article presents the portrayal of Islamic literature in English language teaching (ELT) study area and offers a possible conceptual model of integrating Islamic literature into ELT. Following a library research method, with the corpus consisting of fourteen stories and one poem derived from fifteen books, the findings of this study show that: most works of Islamic literature are designed for fluent readers; the presentation of Islamic literature is dominated by Middle East and Western writers; and the Western writers are not always sensitive to the symbols glorified by Muslim English learners in Indonesia. As to deal with the above findings, this study proposes a conceptual model consisting of input, process, and output elements. Not only does the proposed model strengthen the position of Islamic literature, but it also integrates the Islamic literature into English language teaching so that it could reach both fluent readers and beginning readers. The output of the proposed model, abridged and unabridged texts of the Islamic literature, can be utilized to teach vocabulary, grammar, the four basic skills of language, and Islamic values. 


Author(s):  
Anugamini Priya Srivastava ◽  
Uta M. Stelson

This study attempts to provide the bibliography and future agenda of a school attribute: academic optimism. Academic optimism refers to a tool used in the hands of school teachers to attain student achievement which can help side-line their socio-economic status. In other words, it explains teachers' belief in self, colleagues, and students in order to manage change in student outcomes. The study evaluates the different taxonomies used within the concept of academic optimism through a comprehensive review of existing literature located in different databases. However, only English language full-text articles available in online databases between the periods of 2000-2019 were considered in this study. The result provided significant lines for future studies that can be conducted in this area by examining publications in 39 journals and 19 countries. Since the topic was considered as key school attribute to achieve student achievement and school effectiveness, this study provides the contextual gaps where future studies can be conducted. The result indicated that most of the research underlying the selected papers on the topic was conducted in developed nations rather than developing nations. The current analysis will contribute understanding in two ways: first it adds value to highlight the conceptual gap available in the literature; second, the gaps identified will pave the way for future research. Practically, this study provides ways for policy makers and other constituents involved in education to design their academic curriculum and motivate their faculty to remain academically optimistic.


Author(s):  
Stuart Sarbacker

The contemporary academic study of religion has its roots in conceptual and theoretical structures developed in the early to mid-20th century. A particularly important example of such a structure is the concept of the “numinous” developed by the theologian and comparativist Rudolf Otto (1869–1397) in his work, The Idea of the Holy: An Inquiry into the Non-Rational Factor in the Idea of the Divine and its Relation to the Rational (1923). Building on the work of Immanuel Kant (1724–1804), Friedrich Schleiermacher (1772–1834), and Jakob Fries (1773–1843), Otto developed the concept of the numinous—a “category of value” and a “state of mind”—as a way to express what he viewed as the “non-rational” aspects of the holy or sacred that are foundational to religious experience in particular and the lived religious life in general. For Otto, the numinous can be understood to be the experience of a mysterious terror and awe (Mysterium tremendum et fascinans) and majesty (Majestas) in the presence of that which is “entirely other” (das ganz Andere) and thus incapable of being expressed directly through human language and other media. Otto conceives of the concept of the numinous as a derivative of the Latin numen, meaning “spirit,” etymologically derived from the concept of divine will and represented by a “nodding” of the head. Otto argues that understanding the numinous in a satisfactory way requires a scholar to draw upon their own experience of religious sentiments, given its non-discursive and direct nature; this becomes a point of contention among later secular scholars of religion. In later works, such as Mysticism East and West: A Comparative Analysis of the Nature of Mysticism (1932), Otto gives numerous examples of the ways in which the concept of the numinous can be applied cross-culturally to traditions beyond Christianity, such as Hinduism and Buddhism. Otto’s theories regarding the numinous have been extremely influential in the development of the academic study of religion in the 20th and 21st centuries, as evidenced by the impact they had upon scholars such as Carl Jung, Mircea Eliade, and Ninian Smart, whose works were instrumental in the formation of religious studies as a discipline. Jung cites the concept of the numinous extensively with regard to his theories on the breakthrough of unconscious material into conscious awareness. Eliade’s work The Sacred and Profane: The Nature of Religion (1959) takes Otto’s concept of the numinous as a starting point in the development of its own theory; Eliade’s use of the category of the “sacred” might be considered derivative of Otto’s larger conception of the “holy” (das Heilige). Eliade’s work, like Otto’s, has been extensively criticized for postulating a sui generis nature of both the numinous and the sacred, which are viewed by Eliade as irreducible to other phenomena (historical, political, psychological, and so forth). Smart’s influential “dimensional analysis” theory and his scholarship on the topic of world religions is highly informed by his utilization of Otto’s theory of the numinous within the contexts of his cross-cultural reflections on religion and the development of his “two-pole” theory of religious experience. The concept of the numinous continues to be theorized about and applied in contemporary academic research in religious studies and utilized as part of a framework for understanding religion in university courses on world religions and other topics in the academic study of religion. In part through the work of Eliade, Smart, and other scholars—Otto included—who have found a popular readership, the term has been disseminated to such a degree as to find common usage in the English language and popular discourse.


2019 ◽  
Vol 13 (1) ◽  
pp. 3
Author(s):  
Bartlomiej A. Lenart ◽  
Carla J. Lewis

While the Philosophy for Children (P4C) method has been adopted within classrooms by individual teachers and into some school systems by schoolboards, public and school libraries, the ideal users of this sort of programming, have been slow to recognise the benefits of this didactic methodology. This is particularly surprising given that the P4C method integrates perfectly with traditional story-time orientated programming. Not only is the integration of P4C into story-time sessions virtually seamless (as it does not aim to replace, but rather strives to enhance story-telling), but it might also help reinvigorate a well-established feature of library programming with an aim to develop 21st-century information literacy competencies. This paper examines the case for the P4C method, explains the process of integration of the P4C method with traditional story-time, and highlights the potential benefits of incorporating Philosophy for Children in public and school library programming.


2019 ◽  
Vol 27 ◽  
pp. 36 ◽  
Author(s):  
Desiree Carver-Thomas ◽  
Linda Darling-Hammond

Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.


2020 ◽  
Vol 12 (6) ◽  
pp. 686-695
Author(s):  
Yoseph Dalia ◽  
Emily C. Milam ◽  
Evan A. Rieder

ABSTRACT Background The use of fine art in medical education has a long history. Numerous studies have investigated the potential benefits of incorporating art in medical education; however, there are gaps in knowledge regarding the efficacy, methodology, and clinical significance of these studies. Objective This scoping review of the literature aims to describe the available literature on the incorporation of art education in medical school and residency. Methods PubMed, Google Scholar, and MedEDPortal were queried from their inception dates through December 2019. English-language studies providing a detailed methodology and detailed analysis were included. A total of 37 studies were identified. Upon further screening of the studies' methodologies and results, 16 studies describing art education implemented with medical students and 12 studies describing art education implemented with residents were included for final review. Results Various methods of art education exist, including Visual Thinking Strategies (VTS), rigorous curricula, and unstructured roundtable discussions with art curators or artistically minded clinicians. Studies range in duration, art media, and type of analysis. Conclusions There has been an increasing effort to incorporate fine art education into medical training, primarily to enhance visual perception skills and empathy. Although there is limited research on its efficacy, and wide variations in study methodologies exist, results consistently indicate that participants find the incorporation of art into curricula beneficial. Further research analyzing which methodologies are most likely to yield statistically and clinically significant improvements in visual perception and empathy may lead to increased utilization of this teaching method.


2019 ◽  
Vol 12 (3) ◽  
pp. 7-26
Author(s):  
Azamat Akbarov ◽  

After the collapse of Yugoslavia in 1991, the new independent state of Bosnia and Herzegovina was inundated by a horrible ethnic conflict, which led to inhumane violence and mass killings that ended with genocide. The Bosnian war resulted in the death of about 100,000 people, over half of whom were Bosnians. Two decades later, the violence has stopped, but the conflict in Bosnia has not yet come to an end; hasty social segregation, undertaken as a result of the 1995 Dayton Accords, which intended an immediate stopping of the violence, is still in force. The current distribution of population and languages is evidence of this segregation. Two different ethnic minorities live in two Bosnian political units, the Srpska Republic and the Federation of Bosnia and Herzegovina: Serbs in the first and Bosnians in the second. In these circumstances, which are very sensitive, the government was recently worried that the ordinary publication of statistical data on ethnic groups might lead to violence. The languages representing these two groups are important indicators of social presence and power. Signboards in the main streets of the capital cities of both countries (Sarajevo in the Federation and Banja Luka in Serbian Republic) were scrupulously photographed for the purpose of assessing the presence of Serbians and Bosnians. The presence of the English language in Bosnia was also documented. An assumption was made that the linguistic majority would correspond to the ethnic majority in both main streets, and that English would be used in advertising. The number of photos in which each language was used was calculated to determine the frequency and the situations in which the languages are commonly used. An analysis of these results showed that English is the second most used language in both streets after Bosnian, while comparatively little presence of the Serbian language in both streets showed that the language environment in Bosnia does not facilitate peace and making peace.


2011 ◽  
Vol 25 (11) ◽  
pp. 627-633 ◽  
Author(s):  
Agnieszka Swidnicka-Siergiejko ◽  
Eugeniusz Wróblewski ◽  
Andrzej Dabrowski

BACKGROUND: The increasing incidence of obesity and overweight among children and adolescents will be reflected by the imminent increase in the number of obese patients who require more definitive methods of treatment. There is great interest in new, safe, simple, nonsurgical procedures for weight loss.OBJECTIVE: To provide an overview of new endoscopic methods for the treatment of obesity.METHODS: An English-language literature search on endoscopic interventions, endoscopically placed devices and patient safety was performed in the MEDLINE and Cochrane Library databases.RESULTS: The literature search yielded the following weight loss methods: space-occupying devices (widely used), gastric capacity reduction, modifying gastric motor function and malabsorptive procedures. A commercially available intragastric balloon was the most commonly used device for weight loss. In specific subgroups of patients, it improved quality of life, decreased comorbidities and served as a bridge to surgery. More evidence regarding the potential benefits and safety of other commercially available intragastric balloons is needed to clarify whether they are superior to the most commonly used one. Moreover, early experiences with transoral gastroplasty, the duodenaljejunal bypass sleeve and an adjustable, totally implantable intragastric prosthesis, indicate that they may be viable options for obesity treatment. Other agents, such as botulinum toxin and a device known as the ‘butterfly’, are currently at the experimental stage.CONCLUSION: New endoscopic methods for weight loss may be valuable in the treatment of obesity; however, more clinical experience and technical improvements are necessary before implementing their widespread use.


Author(s):  
Larisa Kasumagić-Kafedžić

Twenty years after the war (1992-1995) in Bosnia and Herzegovina the country is still very fragile, dysfunctional and continues to face numerous political and socio-economic challenges. Ethnically fragmented and exclusivist approaches to education in Bosnia and Herzegovina are anathema to the development of critical thinking and analytical skills necessary to open young minds, reduce intolerance and question the ethnic status quo narrative (Perry, 2015). This paper will try to present a good example of academic and social successes achieved with students who are attending an English language teacher education program at the University of Sarajevo in the context of challenging teaching and learning environments. The paper will explore the possibilities and challenges for using a critical pedagogy framework and intercultural approach to foreign language education in pre-service teacher education courses that emphasizes reflection, critical thinking, empathy, multiperspectivity along with other aspects of intercultural communicative competences which are integrated in this course.


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