scholarly journals ”La naturaleza viva debe ocupar el primer plano”. Un estudio sobre el Diccionario de Pedagogía (1936) de editorial Labor y la enseñanza de las ciencias físico-químicas y naturales

2021 ◽  
pp. 451
Author(s):  
Mavi Corell Domenech
Keyword(s):  
Science Teaching ◽  
Natural Environment ◽  
John Dewey ◽  
Ecological Perspective ◽  
Teaching Methodology ◽  
Nature Study ◽  
Living Things ◽  
Kitchen Gardens ◽  
New Perspective ◽  
New Education

We present the study of one of the great projects of the Barcelona publisher Editorial Labor, namely the Diccionario de Pedagogía (1936), from a new perspective: the analysis of entries on the teaching of scientific subjects. The axis of the methodologies proposed by the work is the study of living things in their natural environment from an ecological perspective, both outside the classroom via excursions and inside through aquaria, terraria, herbaria and school kitchen gardens. These methodologies can be seen to have been be influenced by New Education principles, the English Nature Study movement and the Spanish Institución Libre de Enseñanza. Coordinated by Luis Sánchez Sarto, the Diccionario de Pedagogía recorded the state of pedagogy and education worldwide, counting on a hundred or so anonymous authors most of whom were German, Austrian, American or Spanish. John Dewey, Vilhelm Rasmussen and Georg Kerschensteiner are the dictionary’s pedagogical references in science teaching. In our article, we present arguments suggesting that Margarita Comas Camps and Rafael Candel Vila were the authors of the dictionary’s two entries on teaching methodology.

scholarly journals The Efficiency of Administrative CPD Courses towards School Managers

2018 ◽  
Vol 7 (2) ◽  
pp. 234 ◽  
Author(s):  
Ahmet Bozak ◽  
Mumtaz Karadag ◽  
Yavuz Bolat
Keyword(s):  
Mixed Model ◽  
Learning Opportunities ◽  
Teaching Methodology ◽  
School Directors ◽  
Training Course ◽  
Related Data ◽  
Academic Information ◽  
New Perspective ◽  
Self Learning ◽  
Qualitative Dimension

The aim of this study is to define the points of view of the schools directors on administratorship CPD training course organized by local educational directorates. A mixed model was used in this study and related data was evaluated both at quantitative and qualitative dimensions. The sample group was formed by 174 participants among 567 school directors who participated to the administratorship CPD training course organized by Şanlıurfa Local Educational Directorate in Bozova, Haliliye, Siverek and Viranşehir districts in educational year of 2015 and 2016, and study group was formed by 149 school directors who participated the CPD training course in the same educational districts. Data was collected via a survey in quantitative dimension and by phenomenological interviewing technic in qualitative dimension. In the study, it was concluded that CPD course led the participants acquire new knowledge and skills, and have new perspective and understanding related to school management, the content of training course and qualification of the instructors were efficient enough according to the participant school managers, the CPD course was sufficient in terms of educational tools and equipment, school managers pay more attention to self-learning and find the CPD course sufficient enough in terms of self-learning opportunities, participants are concerned about the teaching methodology of the training course and they demand to have teaching methods which will depend on practical and operative activities rather than theoretical and academic information, the participants were not satisfied with the facilities supplied by the CPD organization, the timing of the CPD course was not welcomed and many participants stated their negative concern about the timing of the CPD course as it was held within educational year and as they had to manage their school simultaneously.  

Seeds of Light, Flowers of Power, Fruits of Change

2016 ◽  
Vol 20 (1) ◽  
pp. 48-63 ◽  
Author(s):  
Layli Maparyan
Keyword(s):  
Sweet Potato ◽  
Natural Environment ◽  
Green Belt ◽  
Living Things ◽  
Peace Activism ◽  
Green Belt Movement ◽  
Potato Farm ◽  
Wangari Maathai

Ecowomanism focuses on the relationships between humans and nature through a spiritualized lens. Three core principles of ecowomanism are Livingkind (all living things are of a type), Aliveness (life pervades all creation, visible and invisible), and Luminosity (all living things are filled with light and spirit). Ecowomanism makes a unique, spiritually infused, ecological activist praxis possible. Three notable exemplars of this praxis are Sister Chan Khong (who established Sweet Potato Farm in France as part of her mindfulness-based peace activism), Kiran Bedi (who elevated the dignity of prisoners through her beautification of Tihar Jail/Ashram in India), and Wangari Maathai (who conscientized members of the Kenyan military by helping them to see the value of protecting the natural environment and planting trees as part of the Green Belt Movement).

scholarly journals Train as a Semantic Space in Russian Culture of the 19th-20th Centuries

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Diana V. Mosova ◽  
◽  
Natalia P. Dmitrenko ◽  
Olga N. Kolchina ◽  
Svetlana N. Averkina
Keyword(s):  
Mass Culture ◽  
Large Body ◽  
Semantic Space ◽  
Russian Culture ◽  
Discursive Analysis ◽  
Living Things ◽  
Analysis And Synthesis ◽  
Dual Character ◽  
New Perspective ◽  
Cultural World

The railway station is the most important chronotope of the 20th century. In times of industrialisation, economic development, military confrontation between major powers, the images of a steam locomotive, locomotive, and train met in a large body of literary and journalistic texts. The study of the railway discourse is based on complex historical and semiotic meanings, which allow concluding about the properties of the Russian cultural world, studying it from a new perspective. In the process of the research, the methods of the theoretical level were used: the study and generalisation of scientific works, analysis and synthesis, induction and deduction. The authors conducted a logical analysis of the collected material, developed new categories of the image of a train as a “fiery demon”, “a locomotive of progress”, “house on wheels”. Semantic models of perception of the train as a cultural space were interpreted. A discursive analysis of ideas that influenced the semantic part of the concept of “railroad” in Russian culture was conducted. It was concluded that the image of a train in literary creation has a dual character. Already at the stage of the construction of the railway, an infernal model of its interpretation as a “serpent train/dragon” was formed, capable of destroying all living things and taking them to the kingdom of death. At the same time, there are examples of a different type of interpretation of the image of a train. Some researchers insist on its connection with the archetype of “mother”, the idea of movement in a circle, return. In the post-Soviet space, the image of a train has not lost its significance. It is still assimilated by mass culture, it enters into everyday life, without losing its ambivalent character.

scholarly journals ASPECTS OF NATURALISTICAL TRAINING REFLECTED IN THE SYSTEM OF FORMAL EDUCATION

2009 ◽  
Vol 6 (1) ◽  
pp. 38-42
Author(s):  
Danutė Plytnykienė ◽  
Ramunė Vėželytė
Keyword(s):  
Cultural Values ◽  
Education System ◽  
Natural Environment ◽  
Formal Education ◽  
Training Model ◽  
Natural World ◽  
Self Confidence ◽  
Nature Study ◽  
Education Model ◽  
The Republic

Pre-school institution is the first stage of formal education system in the Republic of Lithuania. Each institution creates its own particular education system, coordinates methods, raises tasks corresponding to the requirements of children, family, closest natural environment and society. The report provides a naturalistical training model reflecting the nature study in various systems of education and in formation of cultural values. The report also underlines the fragment of training contents reflecting the particularity of institution’s programme and the integrity of naturalistical training. According to the analysed attitude of values the natural world is conceived as undivided and inte-gral. Cultural values are engrained in children’s senses on the basis of naturalistical training. This capacitates children to become mature personalities, thus being able to apply acquired knowledge and competences, to solve problems of every-day life, to cultivate self-confidence, to feel responsibility and to be able to adjust to the changeable environment. Key words: programme of pre-school education, model of naturalistical training, fragment of training con-tents.

Science Teaching and the New Education

1973 ◽  
Vol 73 (3) ◽  
pp. 205-210
Author(s):  
Cornelius J. Troost
Keyword(s):  
Science Teaching ◽  
New Education

Sustainable Development From a “Nature vs. Nurture” Perspective

2019 ◽  
pp. 118-135
Author(s):  
Lucia Ovidia Vreja ◽  
Sergiu Bălan
Keyword(s):  
Sustainable Development ◽  
Point Of View ◽  
Human Beings ◽  
Term Survival ◽  
History Of ◽  
Nature And Nurture ◽  
New Perspective ◽  
Nature Vs Nurture ◽  
New Education

This chapter presents the role of nature and nurture in shaping the behavior of human beings toward sustainability identifying instances of both dramatic extinctions of species and collapse of entire societies, as well as successful, peaceful, and healthy adaptation of human communities to their environment, in an attempt to presents the imperative conditions necessary for attaining sustainable development. A very long and intriguing history reveals that from the nature's point of view humans are rather destructive, interested in their own short-term survival. Nevertheless, the same long history of human species bears valuable lessons and examples of adaptive behaviors grounded by nurture, and based on these examples, the chapter aims at advancing a new perspective of thinking sustainable development that could lay the foundation of a new education curriculum.

scholarly journals From Mythological Ages to Anthropocene: Nature and Human Relationship

2018 ◽  
Vol 11 (5) ◽  
pp. 94 ◽  
Author(s):  
Halide Gamze Ince Yakar
Keyword(s):  
Educational Material ◽  
Point Of View ◽  
Ecological Perspective ◽  
Human Beings ◽  
Nature Education ◽  
Living Things ◽  
Ethical Point ◽  
The World ◽  
Ecological Problems ◽  
Turkish Community

Ecological problems are some of the most important items on the agenda of humanity in the 21st century. Adding spiritual depth, ethical point of view and basic human traditions to the contribution that human beings provide to ecological problems through intellect will provide realistic and lasting results. In the Palaeolithic Age, where man is under the domination of nature, he owes gratitude to the divine power of nature and worships its elements. With the beginning of industrialization, myths were only old-time stories for humanity. Due to the holism rule of ecology the salvation of nature may be possible by all the living things in the ecosystem behaving in the same way and with the same interaction. Today, there is a need for nature education in which we can teach all mankind that protecting a tree is no different from protecting a forest. Myths in the world we live today remind us of the spiritual, inner richness that nature provides to man; is an effective educational material in the sense that their ancestors can repeat their life integrated with nature. Mythology should be included in nature education. For a qualified nature education, we need the magical atmosphere that mythological stories will create. In addition to this, Duha Kocaoglu Deli Dumrul Epic will examine the historical ecological perspective of the Turkish community and the messages they give to solve their present ecological problems.

?A place where living things affect and depend on each other?: Qualitative and quantitative outcomes associated with inclusive science teaching

1998 ◽  
Vol 82 (2) ◽  
pp. 163-179 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Panayota Mantzicopoulos ◽  
Amy Sturgeon ◽  
Laura Goodwin ◽  
...  
Keyword(s):  
Science Teaching ◽  
Qualitative And Quantitative ◽  
Living Things

scholarly journals Dos conceitos de Ciência da Religião e de Ensino Religioso: diálogos necessários / From Concepts of Science of Religion and Religious Education: Required Dialogues

Numen ◽  
2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Rosa Gitana Krob Meneghetti ◽  
Edivaldo José Bortoleto
Keyword(s):  
Science Teaching ◽  
Religious Education ◽  
Historical Perspective ◽  
Philosophy Of Religion ◽  
Religious Studies ◽  
Classical Antiquity ◽  
Teaching Methodology ◽  
Specific Field ◽  
The Third ◽  
Science Of Religion

RESUMOO texto aponta três aproximações para discutir a questão do fenômeno religioso: a primeira, de caráter histórico, considerando que desde a antiguidade clássica até o horizonte medieval, coube à Teologia enfocar este objeto. Já na modernidade o fenômeno passou a ser discutido pela Teodiceia e pela Filosofia da Religião e no contemporâneo o fenômeno religioso passa a ser discutido no campo da Ciência da Religião. Na segunda aproximação, encontram-se os temas do contemporâneo que, aparentemente são adversos à própria religião, quais sejam: o Ceticismo, o Agnosticismo, o Ateísmo e a Anti-Idolatria. A terceira e última diz respeito ao campo específico da Educação e pergunta pelas possibilidades de diálogos no universo escolar, a partir das visões de mundo e diversidades culturais e curriculares vigentes na escola, afirmando o Ensino Religioso como área de conhecimento, sem perder suas raízes epistêmicas e sem correr o risco de tornar-se tão somente um conjunto de atividades.PALAVRAS-CHAVE: Ensino Religioso - Ciência da Religião – Metodologia do ensinoABSTRACTThe text outlines three approaches to discuss the issue of religious phenomena: The first, considering a historical perspective, understanding that from classical antiquity to the medieval horizon, theology was responsible for focusing this object. In modernity the phenomena began to be discussed by Theodicy and the Philosophy of Religion. And in contemporary the religious phenomenon begins to be discussed in the field of religious studies. In the second approach, there are the contemporary themes, that are, apparently, adverse to their own religion, namely: Skepticism, Agnosticism, Atheism and Anti-Idolatry. The third and last concerns to the specific field of Education and asks about the possibilities of dialogue in the school universe, from the worldviews and cultural and curriculardiversities prevailing at the school, claiming religious education as a field of knowledge, without losing its epistemic roots and without the risk of becoming a set of activities solely.KEYWORDS: Religious Education - Religious Science - Teaching Methodology.

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