A Petty Pedagogy?

2016 ◽  
Author(s):  
Samir Haddad
Keyword(s):  
Academic Discipline ◽  
Traditional Conception ◽  
Teacher Student ◽  
The Status ◽  
Work Done

Haddad examines the work done by pedagogy in the Foucault-Derrida debate, and argue that it reflects and reinforces the differences between the two thinkers' understandings of philosophy and its teaching. Haddad begins with Derrida's Cogito essay, analyzing two key moments in which pedagogy appears. In the first, the famous introduction where Derrida reflects on having been a student of Foucault, a traditional conception of the teacher-student relation is advanced. This conception remains at work in the essay's second pedagogic moment, when Derrida reads Descartes' first Meditation as addressed to a naïve non-philosopher being inducted into the discipline. However, this relation is simultaneously called into question by the rest of Derrida's reading, since, even as he elevates the status of philosophy, he ends up implying that it resists being taught. This reflects, Haddad argues, Derrida's own ambiguous relation to philosophy as an academic discipline.

Physical Education and Sport Pedagogy: The Application of the Academic Discipline of Kinesiology

2021 ◽  
pp. 1-8
Author(s):  
Melinda A. Solmon
Keyword(s):  
Physical Education ◽  
Academic Discipline ◽  
Physical Education Teacher ◽  
Technical Application ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
History Of Research ◽  
Research On Teaching ◽  
The Status ◽  
History Of

Scholarship related to physical education and sport pedagogy is rigorous and should be central to the academic discipline of kinesiology. The goal of this article is to situate physical education and sport pedagogy as an applied field in kinesiology, grounded in the assumption that physical education, as the professional or technical application of the broader academic discipline, is of critical importance to the success of kinesiology. A brief overview of the history of research on teaching physical education is followed by an overview of the streams of research that have evolved. Major tenets of research on effective teaching and curricular reform are discussed. The status of physical education teacher education and school physical education programs is considered, and a rationale for a broader view of pedagogy that has the potential not only to promote physical education and sport pedagogy but also to enrich the academic discipline is offered.

scholarly journals Improving Education for Innovation and Entrepreneurship in Chinese Technical Universities: A Quest for Building a Sustainable Framework

2022 ◽  
Vol 14 (2) ◽  
pp. 595
Author(s):  
Min Lv ◽  
Hong Zhang ◽  
Paul Georgescu ◽  
Tan Li ◽  
Bing Zhang
Keyword(s):  
Professional Education ◽  
Industrial Development ◽  
Social Progress ◽  
Educational Systems ◽  
Innovation Ecosystem ◽  
Teacher Student ◽  
The Status ◽  
Institute Of Technology ◽  
Industry And Education ◽  
Innovation And Entrepreneurship

The global economic trends and the winds of technological change have elevated the status of integration between industry and education for innovation and entrepreneurship to that of being a national strategic priority of China. However, for a long time prior to that, the many differences between the industrial and educational systems have caused a rift between education for innovation and entrepreneurship and professional education, a profound disconnection between professional education and the local industries, and the subsequent disinterest of entrepreneurial mentors. In this paper, we analyze the status of education for innovation and entrepreneurship in Chinese technical universities. It is pointed out that technical universities should deepen the integration between the industry and education for innovation and entrepreneurship in order to mitigate the imbalance between the supply side of the higher education talent training and the demand side of industrial development. It is also argued that technical universities should change their talent training paradigm, which includes a makeover of the organizational structure and of the curricular system, as well as make amends in the innovation ecosystem with respect to the organization of incubation platforms and of teacher–student teams, in order to promote national and regional economic development, as well as social progress. A method to evaluate the performance of the education for innovation and entrepreneurship in Chinese technical universities, based on specific performance indicators including patents filled, publications, awards in competitions, and acquired funding and on certain non-specific ones including organizational arrangements and satisfaction rates, is presented and then applied to the specific case of the Changzhou Institute of Technology.

scholarly journals Is science communication its own field?

2010 ◽  
Vol 09 (03) ◽  
pp. C04 ◽  
Author(s):  
Toss Gascoigne ◽  
Donghong Cheng ◽  
Michel Claessens ◽  
Jennifer Metcalfe ◽  
Bernard Schiele ◽  
...  
Keyword(s):  
Science Communication ◽  
Academic Discipline ◽  
Sociology Of Science ◽  
Analytical Framework ◽  
Research Field ◽  
Academic Disciplines ◽  
Common View ◽  
The Status ◽  
Disciplinary Field ◽  
History Of

The present comment examines to what extent science communication has attained the status of an academic discipline and a distinct research field, as opposed to the common view that science communication is merely a sub-discipline of media studies, sociology of science or history of science. Against this background, the authors of this comment chart the progress science communication has made as an emerging subject over the last 50 years in terms of a number of measures. Although discussions are still ongoing about the elements that must be present to constitute a legitimate disciplinary field, we show here that science communication meets four key elements that constitute an analytical framework to classify academic disciplines: the presence of a community; a history of inquiry; a mode of inquiry that defines how data is collected; and the existence of a communications network.

Indigenous Peoples in Africa

2017 ◽  
Author(s):  
Renee Sylvain
Keyword(s):  
United Nations ◽  
Indigenous Peoples ◽  
Indigenous Populations ◽  
State Governments ◽  
Legal Cases ◽  
The Status ◽  
International Activism ◽  
The United Nations ◽  
Definition Of ◽  
Work Done

Moringe ole Parkipuny addressed the United Nations Working Group on Indigenous Populations (UNWGIP) in 1989 and, for the first time, opened up discussion of the idea that certain groups of hunter-gathers and pastoralists in Africa merited the status of indigenous peoples. Local activists and international organizations took up the cause in the following decades. Several international conferences resulted in new forms of activism, the reformulation of local identities, and a growing body of scholarship addressing African indigeneity. As NGOs built solidarity among relatively scattered groups of pastoralists and hunter-gatherers, often skeptical state governments initially resisted what they saw as demands for recognition of status and claims to “special rights.” Disagreements between state interests and newly organized indigenous groups were expressed at the United Nations during the process of adopting the Declaration on the Rights of Indigenous Peoples (UNDRIP); but as the idea of indigeneity evolved through such discussions, African governments gradually came on board. International activism and work done by the African Commission on Human and Peoples’ Rights play significant roles in convincing African states to accept the concept of “indigenous peoples.” The issue of developing a definition of “indigenous peoples” appropriate for Africa remains unsettled and continues to present challenges. Mobilization among marginalized groups on the African continent itself, however, has presented NGOs, activists, states, and courts with the opportunity, through well-publicized struggles and several landmark legal cases, to refine the category to better fit with African contexts.

Plastic Collapse Load for Vessel With External Flaw Simultaneously Subjected to Internal Pressure and External Bending Moment: Experimental and FEA Results

2009 ◽  
Vol 131 (2) ◽  
Author(s):  
Shinji Konosu ◽  
Masato Kano ◽  
Norihiko Mukaimachi ◽  
Hiroyuki Komura ◽  
Hiroyuki Takada
Keyword(s):  
Internal Pressure ◽  
Yield Stress ◽  
Pressure Ratio ◽  
Safety Margin ◽  
Bending Moment ◽  
Plastic Instability ◽  
Plastic Collapse ◽  
Collapse Load ◽  
The Status ◽  
Work Done

This paper is based on work done to establish the validity of a simple engineering approach to assess plastic collapse for a vessel with a local thin area (LTA). The approach is based on a recently developed p-M (internal pressure ratio and external bending moment ratio) diagram, which is an easy way to visualize the status of a vessel with a LTA simultaneously subjected to internal pressure, p and external bending moment, M due to earthquake, etc. If the assessment point (Mr,pr) lies inside the p-M line, the vessel with the LTA is judged to be safe. Numerous experiments and finite element analyses for a cylinder with an external flaw were conducted under (1) pure internal pressure, (2) pure external bending moment, and (3) subjected simultaneously to both internal pressure and external bending moment, in order to determine the plastic initiation load and plastic collapse load by applying the twice-elastic slope (TES) as recommended by ASME. It has been clarified that the collapse (TES) loads are similar to those calculated under the proposed p-M line based on the measured yield stress. The p-M line adopted in the Ibaraki fitness for service (FFS) rule based on the specified minimum yield stress with a safety factor of 1.5 indicates that the safety margin for the plastic initiation loads at LTA is about 1.0–3.0, about 1.5–4.0 for the TES loads at LTA, and 2.5–6.5 for the plastic instability (break) loads.

scholarly journals To the 150 anniversary of the Military medical academy department of dermatology and venerology

2019 ◽  
Vol 21 (2) ◽  
pp. 233-240
Author(s):  
A V Samtsov ◽  
R A Ravodin ◽  
A S Zhukov
Keyword(s):  
Skin Diseases ◽  
Molecular Genetic ◽  
Chronic Infections ◽  
Venereal Diseases ◽  
Military Medical Academy ◽  
Medical Academy ◽  
The Status ◽  
The Creation ◽  
The Military ◽  
Work Done

Abstact. Described the stages of the formation of one of the first in Russia departments of skin and venereal diseases of the Military medical academy. S.M. Kirov. The contribution of eminent dermatovenerologists of the department leaders is noted: A.G. Polotebnova, V.M. Tarnovsky, T.P. Pavlova, P.A. Velikanova, M.G. Mgebrova, S.T. Pavlova, О.K. Shaposhnikova, A.N. Rodionov. So, A.G. Polotebnov is considered to be the founder of Russian dermatology and venereology. V.M. Tarnovsky was the initiator of the creation of the first in Europe Russian Syphilidological and Dermatological Society. T.P. Pavlov is known for his works on the histopathology of dermatoses, and also raised a large school of dermatology. S.T. Pavlov described for the first time in the world acantholytic cells in pemphigus, and Academician OK Shaposhnikov was the country’s leading specialist in immunology and histopathology of skin vasculitis. Currently, the department’s priorities are: the study of the molecular genetic basis of psoriasis, lymphoproliferative, bullous skin diseases, the study of foci of chronic infections in various dermatoses, the creation of teledermatology and teledermatohistopathology systems in medical institutions of the Ministry of Defense of the Russian Federation, pathohistology, trichology, psychodermatology, development of new external agents for the prevention and treatment of infectious skin diseases using liposomal yy technologies. It is shown that as a result of the work done, the Department of Skin and Venereal Diseases of the Military medical academy. S.M. Kirov reliably secured the status of Russia’s leading scientific and methodological center for the study and treatment of skin diseases.

scholarly journals Journalism Education and Fake News

2021 ◽  
Vol 26 (2) ◽  
pp. 77-99
Author(s):  
Tijana Vukić
Keyword(s):  
Professional Education ◽  
Teaching Practice ◽  
Academic Discipline ◽  
The Body ◽  
Journalism Education ◽  
Fake News ◽  
Higher Education System ◽  
System Reconstruction ◽  
The Status ◽  
Journalism Students

This article offers a scholarly review of the literature and research on journalism education and fake news from an international and a local (Croatian) perspective. The purpose of this paper is to examine the connection between the education for journalists as a scholarly and academic discipline (as well as a teaching practice) and the issues caused by fake news in the digital age of mass media. Based on a comprehensive critical conceptual analysis of the body of knowledge available on the subject, it was determined that there is a diverse discussion about the status of journalism education regarding fake news. In that context, fake news has so far been internationally researched from several angles – curriculum content, journalism students, journalism and media studies, journalism practice, media audience, etc. When addressing the issue of education of journalists and fake news, three streams can be singled out. The first and most voluminous one refers to the systematic formal or additional education regarding media and information literacy. The next one refers to various changes related to the higher education system for the education of journalists, but without any concrete propositions for system reconstruction or upgrading. The last one advocates providing additional professional education to employed journalists. From the local perspective, even though only two articles suggest journalism education as a solution for the problems caused by fake news, based on thorough research it can be concluded that fake news and journalism education are not yet topics of interest among communication scholars in Croatia.

scholarly journals Recommendations from the ASCO Academic Global Oncology Task Force

2020 ◽  
pp. 1666-1673
Author(s):  
Julie R. Gralow ◽  
Fredrick Chite Asirwa ◽  
Ami Siddharth Bhatt ◽  
Maria T. Bourlon ◽  
Quyen Chu ◽  
...  
Keyword(s):  
Task Force ◽  
Academic Discipline ◽  
Career Pathways ◽  
Task Force Report ◽  
Academic Field ◽  
Incidence And Mortality ◽  
The Status ◽  
Key Issues ◽  
Training Research ◽  
International Profile

In recognition of the rising incidence and mortality of cancer in low- and middle-resource settings, as well as the increasingly international profile of its membership, ASCO has prioritized efforts to enhance its engagement at a global level. Among the recommendations included in the 2016 Global Oncology Leadership Task Force report to the ASCO Board of Directors was that ASCO should promote the recognition of global oncology as an academic field. The report suggested that ASCO could serve a role in transitioning global oncology from an informal field of largely voluntary activities to a more formal discipline with strong research and well-defined training components. As a result of this recommendation, in 2017, ASCO formed the Academic Global Oncology Task Force (AGOTF) to guide ASCO’s contributions toward formalizing the field of global oncology. The AGOTF was asked to collect and analyze key issues and barriers toward the recognition of global oncology as an academic discipline, with an emphasis on training, research, and career pathways, and produce a set of recommendations for ASCO action. The outcome of the AGOTF was the development of recommendations designed to advance the status of global oncology as an academic discipline.

scholarly journals Gender Differences in Disagreement Strategies in Oral Academic Discourse

2021 ◽  
pp. 14-24
Author(s):  
Andrei Achkasov ◽  
Yana Barsova
Keyword(s):  
Gender Differences ◽  
Academic Discourse ◽  
Mitigation Strategies ◽  
Spoken English ◽  
Female Teachers ◽  
Teacher Student ◽  
Speech Genres ◽  
Language Patterns ◽  
The Status ◽  
Research Findings

The research aims to identify the gender differences in expressing disagreement in oral academic discourse. Examples containing explicit and implicit ways of expressing disagreement are collected through reading a corpus of texts chosen from the Michigan Corpus of Academic Spoken English (MICASE), including speech genres of seminar, discussion, defense of the dissertation and colloquium. Our study confirmed previous observations that utterances of explicit unmitigated disagreement or criticism are generally not typical of the American academic environment. The research findings reveal that both men and women tend to express disagreement explicitly using basic mitigation strategies. Unmitigated utterances with straightforward disagreement are infrequent and used mainly by teachers, which is most likely due to the other sociolinguistic variables apart from gender, and in particular by the status of speakers in teacher-student situations. Contrary to previous claims, men prefer the tactics of down-toning, represented by language patterns with the meaning of problematic certainty and subjectivity, as well as the use of lexical hedges. Female teachers recurrently use particular ways of implementing the tactics of mitigating implicit expression of disagreement, which may be specific of their individual styles. The research confirms that the distribution of particular language patterns across speakers should be taken into account when studying the gender aspects of communication.

scholarly journals Formation of research competence of border officers graduate students in the process of teaching the academic discipline «Theory and methodology of scientific argumentation»

2021 ◽  
Vol 1 (6) ◽  
pp. 122-132
Author(s):  
Tushko K. Yu. ◽  
Keyword(s):  
Graduate Students ◽  
Key Words ◽  
Academic Discipline ◽  
Military Education ◽  
Scientific Argumentation ◽  
Scientific Training ◽  
Research Competence ◽  
The Status ◽  
Definition Of ◽  
Level Reduction

The article presents the solution of the scientific problem of improving the educational and scientific training of graduate students of the Border Guard Service of Ukraine. The problem of formation of research competence of graduate students in the process of teaching the discipline “Theory and methods of scientific argumentation” is analysed. The purpose of the article is to generalize the formation of research competence of associate professors in the teaching of the discipline “Theory and methods of scientific argumentation”. For this purpose, a number of scientific works on the topic of research authored by domestic and foreign scientists are analysed. The specifics of educational and scientific training of these specialists are revealed. The content and features of the discipline “Theory and methods of scientific argumentation” are analysed. A description of the research competence of graduate students is given. The author described the essence and content of competence: the ability to identify and justify current scientific problems, as well as to compile these problems for selected research, to carry out scientific procedures of analysis, synthesis, comparison, abstraction and others, to implement the results and formulate necessary scientific conclusions and recommendations. Difficulties in teaching the discipline “Theory and Methods of Scientific Argumentation” to adjuncts are identified: the first group of problems should include those due to the specifics of the system of higher military education in Ukraine: lack of systematic presentation of logical knowledge at the cadet level; reduction or elimination of classroom hours for teaching logic; humiliation of the status of logic in the system of humanitarian education; the second group of problems is related to the definition of the content of the discipline “Theory and Methods of Scientific Argumentation” for graduate students: lack of cooperation with teachers of the discipline “Theory and Methods of Scientific Argumentation” and special disciplines of graduate students; lack of content of the discipline “Theory and methods of scientific argumentation” for associate professors. The conclusions of the research and prospects for further research are formulated. Key words: graduate students; research competence; educational and scientific training; theory and methods of scientific argumentation; teaching, formation.

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