scholarly journals Political pedagogy and its role within humanistic knowledge: analysis of Western approaches

2020 ◽  
pp. 43-53
Author(s):  
Sergei Yur'evich Poyarkov
Keyword(s):  
Educational Practice ◽  
Political Education ◽  
Political Equality ◽  
Civic Consciousness ◽  
Political Discourses ◽  
Politics And Education ◽  
Concepts Of Democracy ◽  
Definition Of ◽  
Point Of Intersection ◽  
Humanistic Knowledge

The subject of this research is the conceptualization of political education in educational science. Political education functions as a privileged point of intersection of various political discourses. It is claimed that different versions of political education comply with different ontological and epistemological assumptions, normative approaches towards democracy, and concepts of correlation between education, humanistic knowledge, and politics. It is noted that in majority of historical and philosophical concepts of democracy, there is a tacit link between politics and education. Recommendations for educational practice contain the definition of pedagogy within the framework of the theory of political education, as well as specific pedagogical methodologies with consideration of humanistic knowledge. The author describes the versions of political education that emerged as a result of analysis of the material. The corresponding political discourse and its philosophical principles, educational consequences for politics and practice, as well as debates and criticism, are viewed for each version. Thus, the elitarian version of political education and political pedagogy is associated with the elitarian democratic discourse. The supporters of liberal political education need education for political, epistemological, and moral reasons. Political equality can be guaranteed only in the society of informed and rational citizens; therefore, democracy requires the universalization of education. Neoliberals, in turn, recommend substituting public education with practice of competitive market, while debating pedagogues understand the education of democratic civic consciousness as cultivation of skills and values for the public discussion.

scholarly journals Trends in Folklore Studies Development in the Research and Education Space at Ukrainian and Foreign Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 14-19
Author(s):  
Myroslava Vovk
Keyword(s):  
Folk Music ◽  
Educational Practice ◽  
Traditional Culture ◽  
Academic Science ◽  
Folk Dance ◽  
Multicultural Personality ◽  
Folklore Studies ◽  
Research And Education ◽  
Definition Of ◽  
Foreign Universities

AbstractTrends in development of folklore studies in the research and education space at Ukrainian and foreign universities have been analyzed. They are fundamentalization, synthesis of academic science and educational practice, professionalization, institutionalization, humanitarization, anthropoligization, interdisciplinarity. It has been defined that in Ukrainian and foreign folkloristic discourse of the 20th – the beginning of the 21th centuries, folklore is studied through the prism of functional, communicative, anthropological, context-based approaches that is partially realized in the official definition of folklore according to the 1989 UNESCO Recommendation on the Safeguarding of Traditional Culture and Folklore. It has been found out that while structuring the content of folkloristic disciplines as well as directing future specialists’ researches the multivectoring of folklore studies allows instructors to use the achievements of folkloristic directions that were formed in historical retrospective and actively developed at the modern stage: linguofolkloristics, ethnomusicology, folk therapy (folk music therapy, fairytale therapy, folk dance therapy), etc. It has been justified that folklore studies in Ukrainian and foreign research and education space is being developed as an interdisciplinary science based on the historical and pedagogical experience and taking into account modern integration processes that define the problematics of the content of folkloristic, culturological training of future pedagogue-researcher who is to be educated as a man of culture, nationally aware and, at the same time, multicultural personality.

scholarly journals VOLUNTEERING AS A FACTOR OF DEVELOPMENT OF STUDENTS ' CIVIC CONSCIOUSNESS

2020 ◽  
Vol 66 (2) ◽  
pp. 154-160
Author(s):  
N.A. Aidnalieva ◽  
◽  
E.D. Li ◽  
Sh.E Zhandauova ◽  
◽  
...  
Keyword(s):  
Empirical Study ◽  
Research Work ◽  
Future Teachers ◽  
Civic Consciousness ◽  
Priority Areas ◽  
State Pedagogical ◽  
Student Volunteer ◽  
Definition Of ◽  
Development Of Students

The article presents the results of a theoretical and empirical study of the readiness of future teachers of the faculty of psychology and education to volunteer. The authors proposed a definition of the desired concept, its structure, and levels of formation. The work of the volunteer center of the Kostanay state pedagogical University named after U. Sultangazin is considered, the goals and tasks, priority areas of the youth center are described. It is emphasized that students ' volunteering takes the form of socially significant projects. The civil position of the student-volunteer is revealed. The conclusions and prospects of further research work on the development of a program of readiness for volunteer activities for future teachers are formulated.

TESTING AS A METHOD OF CONTROL AND ASSESSMENT OF THE FORMATION OF COMPETENCIES

2021 ◽  
Vol 23 (1) ◽  
pp. 18-23
Author(s):  
Belalov R.М.
Keyword(s):  
Educational Practice ◽  
Testing System ◽  
Test Results ◽  
Present Stage ◽  
Research Issues ◽  
Test Items ◽  
Wide Range ◽  
Level Of Knowledge ◽  
Definition Of

At the present stage, pedagogical tests are one of the most accessible and developed methods for assessing students' knowledge. Evaluation of the results of global research on testing problems showed that the developers of test items pay special attention to the form and their standardization, the processing of test results and the interpretation of the data obtained, methods of automatic test formation. The goal is to study the possibility of using testing to assess the formation of students' competencies. Materials and methods. Theoretical: a review of psychological and pedagogical literature on research issues, analysis, synthesis, generalization, systematization. Results. Testing characterizes a number of properties, the main of which is the objectivity of the assessment of results, the definition of "gaps" in knowledge. The result of testing is obtaining objective information about the quality of knowledge and skills, determining the sections that are the worst learned by the students. All of the above makes it possible to adjust the course of training. Test control can be external, when the subjects are offered a dichotometric range, which contains both completed and unfulfilled tasks on a wide range of issues. During the testing process, students have the opportunity to independently identify gaps in their own knowledge. The study confirms the possibility of using testing in assessing the formation of students' competencies and ultimately provides an increase in the level of knowledge. Conclusion. At the present stage, the introduction of tests into educational practice is an inevitable process, therefore, efforts should be directed to the development of a theoretical platform for the testing system, which will entail an increase in the efficiency of using tests as a form of control.

Translanguaging and Digital Technologies in the Realm of Language Learning

2021 ◽  
pp. 137-148
Author(s):  
Anastasia Olga Tzirides
Keyword(s):  
Language Learning ◽  
Digital Technologies ◽  
Educational Practice ◽  
Digital Tools ◽  
Primary Language ◽  
Pedagogical Approach ◽  
Definition Of ◽  
Globalized World ◽  
The Way

In the globalized world that we live in, people communicate by using not only their primary language, but all the languages they know complemented by the use of multimodal elements, like images, videos, emoticons, memes, and more. This idea of using the whole linguistic and semiotic repertoire for communication is called translanguaging. This chapter focuses on the notion of translanguaging and explores its implementation in relation to digital tools. It offers an evolution of the definition of translanguaging, and it continues by analyzing it as a theoretical and pedagogical approach. It also explores, based on the literature, the way that translanguaging can be practically implemented in educational practice and in combination with digital technologies. This chapter provides cases and examples of digital translanguaging, and it concludes by determining the gaps in the literature and the potential future steps in this area.

scholarly journals When Borders Migrate: Reconstructing the Category of ‘International Migrant’

Sociology ◽  
2019 ◽  
Vol 54 (1) ◽  
pp. 142-158 ◽  
Author(s):  
Anastasia Gorodzeisky ◽  
Inna Leykin
Keyword(s):  
Social Contexts ◽  
Foreign Born ◽  
Political Discourses ◽  
International Borders ◽  
The World Bank ◽  
Historical Processes ◽  
And Migration ◽  
Definition Of ◽  
The Baltic ◽  
Cross National

Using the Baltic states as an empirical example of a wider social problem of categorization and naming, this article explores the statistical categories of ‘international migrant/foreign-born’ population used in three major cross-national data sources (Organisation for Economic Co-operation and Development (OECD), Eurostat and The World Bank Indicators (WBI)). We argue that these seemingly politically neutral categories ignore historical processes of state formation and migration, and privilege the current ethnonational definition of the state. We demonstrate how, in regions with recent geopolitical changes, the international migrant category’s spatial and temporal constraints produce distorted population parameters, by marking those who have never crossed sovereign states’ borders as international migrants. In certain social contexts, applying the international migrant category to those who have never crossed international borders shapes and legitimizes restrictive citizenship policies and new forms of social exclusion. We further argue that, when uncritically adopting this category, transnational institutions assert territorial imaginaries embedded in ethnonational political discourses and legitimize exclusionary citizenship policies.

scholarly journals Psychological and pedagogical competence of parents raising children included in joint education: theory and practice of research

2019 ◽  
Vol 70 ◽  
pp. 10010 ◽  
Author(s):  
Elena Slusareva ◽  
Anna Kabushko ◽  
Aleksej Dontsov
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Educational Practice ◽  
Theory And Practice ◽  
Raising Children ◽  
Theoretical Approaches ◽  
Education Theory ◽  
Pedagogical Competence ◽  
Definition Of ◽  
Primary School Age

The article presents theoretical approaches and an empirical study of the problem of psychological and pedagogical competence of parents of children included in joint education as conditions for the effective implementation of inclusive educational practice. Theoretical approaches to the definition of «psychological and pedagogical competence of parents», its structural components and their content, due to the specifics of joint education of children with different psychophysiological status, are considered. The results of an empirical study of the psychological and pedagogical competence of parents of two groups are presented: parents of children of primary school age with normal psychophysical development and parents of children with disabilities included in joint (inclusive) education. The reliability of the research results is due to the use of a complex of methods of theoretical and empirical research, the representativeness of the sample: 354 parents raising children included in joint education.

Cultural Appropriation of Concepts of Democracy

2003 ◽  
Vol 2 (3) ◽  
pp. 410-429 ◽  
Author(s):  
G. Kontogiannopoulou-Polydorides ◽  
G. Fragoulis ◽  
A. Zanni ◽  
M. Ntelikou
Keyword(s):  
Educational Achievement ◽  
International Association ◽  
Meaning Construction ◽  
Political Education ◽  
Second Phase ◽  
Cultural Appropriation ◽  
The West ◽  
Crucial Question ◽  
Concepts Of Democracy ◽  
Constructing Meaning

This article investigates how 14 year-old students seem to conceptualise democracy in four countries, namely, Italy, Germany, Hungary and Greece. In particular, it will be examined whether adolescents living in different cultural milieus develop different conceptions and different practices regarding democracy. The article indirectly questions the way in which teaching of social and political education in school is related to students' concepts and attitudes. Students' responses in the second phase questionnaires of the International Association for the Evaluation of Educational Achievement (IEA) research are the focus of the analysis in this article. A crucial question is whether similarities or homogenisation of students' conceptions regarding democracy are viewed as the result of equal participation in the processes of constructing meaning through education, for example, or as the result of (oppressive?) homogenisation in school and society. However, it will be argued that there is always varying meaning construction and a definite (re)formulation of practices in any conception, and in any practice, a particular cultural appropriation of concepts and practices. From this perspective, the important issue explored in this article is the ways in which independent-contextual construction of meaning for democracy as well as in relation to the dominant in the West model emerges across the four countries reviewed.

‘TALKING POLITICS’: TYRANNY, PARLIAMENT, AND CHRISTOPHER BROOKE'S THE GHOST OF RICHARD THE THIRD (1614)

1998 ◽  
Vol 41 (1) ◽  
pp. 97-120 ◽  
Author(s):  
MICHELLE O'CALLAGHAN
Keyword(s):  
Political Culture ◽  
Print Culture ◽  
Parliamentary Debates ◽  
Political Discourses ◽  
The Third ◽  
Literary Forms ◽  
Inns Of Court ◽  
Literary Cultures ◽  
The Subject ◽  
Definition Of

The career of the MP and poet Christopher Brooke, in particular his The ghost of Richard the third (1614) and his activity in the 1614 ‘addled’ parliament, forms the basis of this study of Jacobean political culture. Brooke's career foregrounds the close interaction of political and literary cultures in the period; he was a leading member of the political circle, the ‘Sireniacs’, which had strong parliamentary ties, and was one of the Inns of Court-based ‘oppositional’ Spenserian poets. Together with his fellow ‘Sireniac’ MPs, Brooke vehemently opposed the definition of impositions as the domain of absolute rather than ordinary powers of the crown because of the threat this posed to the rights of parliament and the subject. The ghost of Richard the third provides an example of parliamentary debates entering a wider print culture, where impositions merged with broader civic issues. Political language in this period was not confined to the realms of high theory and Brooke's poem illustrates the complex mediation of political discourses through literary forms. A humanist discourse of tyranny provided Brooke with a coded language, enabling him to articulate his concern for the health of the commonwealth and to address areas of ideological conflict in early Stuart political culture.

scholarly journals ESSENCE AND CONTENTS OF PROFESSIONAL COMPETENCE OF LABOR PROTECTION SPECIALISTS

2019 ◽  
pp. 82-88
Author(s):  
Эльвиза Абильтарова
Keyword(s):  
Professional Competence ◽  
Educational Practice ◽  
Research Problem ◽  
Practical Experience ◽  
Expert Assessment ◽  
Labor Protection ◽  
Analytical Monitoring ◽  
Definition Of ◽  
Further Development ◽  
Experience Questionnaire

The paper is devoted to the problem of professional competence formation in educational practice. The author emphasizes the relevance and necessity of training labor protection specialists, who should have such qualities as: professionalism, responsibility, communication skills, moral stamina, self-organization and impartiality in the modern labor market. The purpose of the paper is to substantiate the essence of the concept “professional competence of the specialist in the field of labor protection”, the definition of the main types of professional competence of the specialist in the field of labor protection and their contents. The following types of scientific research are used in the work: analysis of scientific and pedagogical, psychological literature on the research problem, classification and systematization of scientific works, practical experience, questionnaire, statistical method of ranking, expert assessment. The paper presents the theoretical analysis of scientists’ views on the problem of competence-based approach in education. The results of studies on the definitions of “competence”, “competency”, “professional competence” are presented. The concept “professional competence of the specialist in the field of labor protection” has had further development. The types of professional competence of the specialist in the field of labor protection are determined empirically: legal, organizational and managerial, information-analytical, monitoring, expert, labor protection, communication, pedagogical. The substantial characteristic of the specified types of competences is presented.  

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