scholarly journals Culture as the key factor in the establishment of noospherogenesis

2021 ◽  
pp. 1-10
Author(s):  
Irina Aleksandrovna Zhernosenko
Keyword(s):  
Public Schools ◽  
Social Development ◽  
Modern Concept ◽  
Educational Model ◽  
Modern Problem ◽  
The Public ◽  
The Future ◽  
Key Factor ◽  
Noospheric Strategy ◽  
Aesthetic Values

The subject of this article is the substantiation of the fundamental link between culture and modern problem of searching for the vector of positive social development. The object of this research is the concept of noospheric development as one of the productive futurological strategies that gives adequate responses to the challenges of modernity. Leaning on the unified nature of the sphere of noumena, regardless of the methods of cognition of existence (science, religion, art), and integrating the conceptual grounds of the theories of noosphere and pneumatosphere, the author proves that cultural phenomena are capable of fulfilling the functions of the attractor of social development as the bearers of scientific ideas, axiological and aesthetic values, and aspirations for spiritual ideals. The artifacts that are yet to be implemented, but of exists as ideas, do influence the future. The noospheric strategy of social development requires elaboration of new educational approaches. Special attention is given to the substantiation of culture-making educational model as an effective methodology in preparation of “man on the future”. Analysis of the works of the founders of the theory of noosphere and the theory of pneumatosphere, as well as their contemporary adherents allows concluding on the natural integration of the concepts of V. I. Vernadsky and P. A. Florensky in modern concept of noospherogenesis, as scientific, artistic, and social ideas have the single information nature. The acquired conclusions explicate the culturological component of the concept of noospherogenesis and substantiate the effectiveness of culture-making educational model that contributes to the formation of noospheric type of mentality among younger generation. The author’s special contribution consists in presentation of the model of culture-making school, tested on the public schools of Altai Krai, which also has high heuristic potential for humanities and art universities.

Citizenship Education and Habits of Democracy

2017 ◽  
Author(s):  
Sarah M. Stitzlein
Keyword(s):  
Public Schools ◽  
Citizenship Education ◽  
The Public ◽  
The Future

Issues with legitimacy, publicness, and responsibility collectively lead to a vision of citizen preparation that I lay out in chapter eight. This introduces a cycle to support and maintain democracy through creating citizens who learn about and try it out as kids, practice it well years later, and are committed to supporting the public schools that foster it as adults. The alternative is to allow our current course to continue, a course that jeopardizes the strength of our democracy and erodes our capacity to participate in it. We have the opportunity to reorient that course to not only improve democracy and public schools now, but also to chart an improved course toward the growth and flourishing of democracy and public schools in the future.

The Public Schools and the Future

1967 ◽  
Vol 15 (2) ◽  
pp. 233
Author(s):  
A. C. F. Beales ◽  
J. C. Dancy
Keyword(s):  
Public Schools ◽  
The Public ◽  
The Future

The Public Schools and the Future

1963 ◽  
Vol 12 (1) ◽  
pp. 81
Author(s):  
T. E. B. Howarth ◽  
J. C. Dancy
Keyword(s):  
Public Schools ◽  
The Public ◽  
The Future

Book Review: The Public Schools and the Future.

1943 ◽  
Vol 40 (1) ◽  
pp. 92-93
Author(s):  
G. S. Dobbins
Keyword(s):  
Public Schools ◽  
The Public ◽  
The Future

scholarly journals Perkembangan Minat Masyarakat pada Madrasah Aliyah di Kota Gorontalo

Nadwa ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 17 ◽  
Author(s):  
Buhari Luneto
Keyword(s):  
Public Schools ◽  
Human Resources ◽  
Education System ◽  
Educational Institution ◽  
National Education ◽  
The Public ◽  
Community Interest ◽  
National Education System ◽  
The Future

<p>The Act No. 20, 2003 of National Education System explains that Madrasah Aliyah as an Islamic educational institution has been equated with other public schools. This equivalence does not change automatically the public of Gorontalo perception toward Madrasah Aliyah as a second choice. Such perception affects the community interest to send their children to Madrasah Aliyah. However, Madrasah Aliyah in Gorontalo still has great prospect in<br />the future. So some very urgent improvement and imaging is performed by Madrasah Aliyah. This improvement is very important because most people see Madrasah Aliyah as second-class school and its graduates do not have brilliant future. In fact, Madrasah Aliyah can create human resources who<br />have intact insight, are divinity insight, social insight and scientific insight. <br /><br /><strong>Abstrak</strong></p><p><strong></strong><br />Madrasah Aliyah sebagai sebuah lembaga pendidikan Islam telah disetarakan kedudukannya dengan sekolah umum lainnya berdasarkan UU No. 20 tentang Sistem Pendidikan Nasional RI Tahun 2003.Meski posisinya setara, tidak serta merta merubah persepsi masyarakat Gorontalo terhadap Madrasah Aliyah sebagai pilihan kedua. Persepsi seperti ini mempengaruhi minat<br />masyarakat untuk menyekolahkan anak-anaknya ke Madrasah Aliyah. Meski demikian, Madrasah Aliyah di Gorontalo masih memiliki prospek yang besar di masa depan. Maka beberapa terobosan yang sangat urgen dilaksanakan adalah pembenahan dan pencitraan terhadap Madrasah Aliyah. Ini penting karena<br />sebagian besar masyarakat memandang Madrasah Aliyah sebagai sekolah kelas dua serta lulusan Madrasah Aliyah yang tidak memiliki jaminan masa depan yang cemerlang. Padahal, Madrasah Aliyah dapat menciptakan sumber daya manusia yang memiliki wawasan yang utuh yaitu wawasan ketuhanan, wawasan kemasyarakatan dan wawasan keilmuan.<br /><br /></p>

Justifying Technology Studies

2011 ◽  
pp. 186-222
Author(s):  
Stephan Petrina
Keyword(s):  
Public Schools ◽  
Human Resources ◽  
Interest Groups ◽  
Engineering Education ◽  
20Th Century ◽  
School Curriculum ◽  
The Public ◽  
Technology Studies ◽  
The Future ◽  
Math And Science

Why should we teach technology in the schools? What is the reason for accommodating technology in the school curriculum? Why should we have to justify existence? Are the public schools an appropriate institution for developing economic human resources? Should students be taught to think critically about technology? Is the technology laboratory or workshop the place in the school where the students can “put it all together”? Will technology studies lose its identity in an alignment with math and science? Should technology studies serve to remedy long-standing inequities in technology? Should technology studies be aligned with ecology and sustainability? Is the future engineering education? These are some of the primary questions that impinge on the direction of technology studies in the schools. Throughout the 20th century, technology studies expended an inordinate amount of energy justifying itself. At times, it seemed as though this subject was trying to be all things to all people. In this chapter, we make the case that there is one, and only one, persuasive justification for the inclusion of technology studies in the schools. That justification is the content of technology. No one will buy all the things to all interest groups’ justification anymore.

scholarly journals Prediction in the religious sphere as a factor for ensuring the stability of social development: philosophical and religious studies analysis

2013 ◽  
pp. 29-34
Author(s):  
Vita Volodymyrivna Tytarenko
Keyword(s):  
Roman Empire ◽  
Social Development ◽  
Religious Pluralism ◽  
Religious Studies ◽  
World Politics ◽  
Religious Tolerance ◽  
The Public ◽  
Politics And Religion ◽  
The Future ◽  
The Stability

The Milan edict 1700 years ago - in 313 proclaimed religious tolerance on the territory of the Roman Empire. How religious tolerance can exist in today's multiconfessional world, where there are processes of convergence of politics and religion, when the return of religion to the public arena and in world politics, in particular, raises the question of the peculiarities of its functioning. Securitization, and even more substantiated scenarios of the religious future? What, in fact, will mean deepening the process of globalization for the future of religion? Confrontation of two central trends in this process: the interpenetration of elements of different religions and their peculiar convergencealization? The resistance of unification and "borrowing", which will be accompanied by the growth of fundamentalist and conservative movements? As we see, there are a lot more questions than answers. At the same time, politicians and religious scholars respond somewhat differently to these and a number of other issues. The consensus of their forecasts is evidently the following - grounding on ever-increasing religious pluralism.

Human Capital Challenges Facing the Public Company Auditing Profession

2008 ◽  
Vol 2 (1) ◽  
pp. C1-C12 ◽  
Author(s):  
Joseph V. Carcello
Keyword(s):  
Human Capital ◽  
Advisory Committee ◽  
Additional Analysis ◽  
Educational Model ◽  
The Public ◽  
Public Company ◽  
The Future ◽  
Accounting Graduates ◽  
Cross Reference

SYNOPSIS: This paper addresses human capital (HC) challenges facing the public company auditing profession. In my opinion, the HC challenges facing the profession make it less likely that the profession can effectively serve the interests of the investing public in the future, and I believe that we must consider fundamental changes to our educational model if these challenges are to be adequately addressed. In the sections below, I consider the quantity and quality of accounting graduates, the quantity and quality of new accounting and auditing faculty, and a potential educational solution to the HC challenges facing the profession. To the extent possible, I cross-reference my identification of HC challenges to the Advisory Committee on the Auditing Profession’s discussion outline (see http://www.treas.gov/offices/domestic-finance/acap/agendas/outline-10-15-07.pdf). I hope that these comments will provide useful input to the Advisory Committee’s deliberations and will promote additional analysis and debate regarding the future of the auditing profession.

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