scholarly journals Comparison of self-reflection in Humboldtian Bildung and the Kyoto School

2021 ◽  
Vol 5 (2) ◽  
pp. 8-21
Author(s):  
Miwa Chiba
Keyword(s):  
Skill Acquisition ◽  
Educational Approach ◽  
Specific Knowledge ◽  
Kyoto School ◽  
Underlying Assumption ◽  
Self Reflection ◽  
Significant Difference ◽  
Based Instruction ◽  
Nishida Kitaro ◽  
Instruction Approach

This article focuses on the importance of reflective experiences in education. It firstly reviews and compares the Humboldtian Bildung and the Kyoto School, represented by Nishida Kitaro. Both philosophies emphasize the importance of reflective experiences in education, criticising the specific knowledge-skill-based instruction approach. In this sense, the two views are similar. However, this article further explains the significant difference in how the self is considered in relation to the world within each thought, and therefore, how each educational approach is different, namely as seen in the idea of negative education from the Kyoto School. In the latter section, this article develops the discussion of reflection in the process of learning provided in the OECD Education 2030 framework, which was initiated in 2015 and that is still ongoing. Criticising didactic learning as the sole approach for knowledge and skill acquisition, the OECD Education framework advocates instead for the importance of student self-reflection in relation to society to support a broader development of necessary competencies. By comparing the two schools of thought, the article reveals the underlying assumption of self in Western mainstream educational philosophy, and it argues for the importance of open-mindedness toward the other worldview.

EFFECT OF WEB BASED INSTRUCTIONS ON ACHIEVEMENT IN SOCIAL STUDIES

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Rajwinder Kaur
Keyword(s):  
Social Studies ◽  
Conventional Method ◽  
Traditional Method ◽  
Statistical Techniques ◽  
Control Group ◽  
Web Based ◽  
Significant Difference ◽  
Post Test ◽  
Based Instruction ◽  
Experimental Group

The purpose of the study was to study the Effect of Web based instructions on achievement in Social Studies. The sample consisted of 100 students from Grade 8th of schools affiliated to C.B.S.E of Ferozepur and were randomly split into two groups-control (taught by traditional method) and experimental (taught by Web based instruction) groups. Firstly pre-test was administered on both the groups; then the students in the control group were taught by conventional method while experimental group was taught by Web based instructions. Then post-test was administrated on both the groups. The Statistical techniques were then employed to data collected and analysis and interpretation of the data was done. The result of the study implied that there exists significant difference in achievement in Social Studies based on Web based instructions and conventional method. The study also revealed that there exist significant gender differences in achievement in Social Studies with Web based instructions.

Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

1996 ◽  
Vol 25 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Yong-Chil Yang ◽  
Wee-Kyo Chin
Keyword(s):  
Control Strategies ◽  
Motivational Factors ◽  
Instructional Materials ◽  
Program Control ◽  
Computer Based Instruction ◽  
Instructional Control ◽  
Significant Difference ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

scholarly journals Creating Effective Collaborative Learning Groups in an Online Environment

2009 ◽  
Vol 10 (3) ◽  
Author(s):  
Jane Brindley ◽  
Lisa Marie Blaschke ◽  
Christine Walti
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Skill Acquisition ◽  
Online Teaching ◽  
Teaching Experience ◽  
Study Groups ◽  
Online Environment ◽  
Learning Groups ◽  
Learner Participation ◽  
Significant Difference

Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups. Data collected over a three year period (15 cohorts) from the Foundations course in the Master of Distance Education (MDE) program offered jointly by University of Maryland University College (UMUC) and the University of Oldenburg does not support the authors’ original hypothesis that assessment makes a significant difference to learner participation levels in small group learning projects and leads them to question how much emphasis should be placed on grading work completed in study groups to the exclusion of other strategies. Drawing on observations of two MDE courses, including the Foundations course, their extensive online teaching experience, and a review of the literature, the authors identify factors other than grading that contribute positively to the effectiveness of small collaborative learning groups in the online environment. In particular, the paper focuses on specific instructional strategies that facilitate learner participation in small group projects, which result in an enhanced sense of community, increased skill acquisition, and better learning outcomes.

scholarly journals The Effect of Resource-Based Instructions on Pre-service Biology Teachers’ Attitudes towards Learning Biology

2021 ◽  
Vol 20 (8) ◽  
pp. 262-277
Author(s):  
Josiane Mukagihana ◽  
Catherine M Aurah ◽  
Florien Nsanganwimana
Keyword(s):  
Negative Attitude ◽  
Control Group ◽  
Biology Teachers ◽  
Lecture Method ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Teachers Attitudes ◽  
Attitudes Towards Learning

A positive attitude correlates to successful learning; while a negative attitude leads to poor learning. The present study aimed to compare the pre-service biology teachers’ attitudes towards learning biology and assessing their attitudinal change before and after being taught by resource-based instructions (RBI) in Rwanda. A survey-research design was used, in combination with a quasi-experimental control group, and the equivalent time-series designs. Pre-service biology teachers were taught at a public university in three separate groups, with one control group and two experimental groups. Each group received a pre-attitude and a post-attitude assessment. In contrast, at a private university, they were taught as a single group, in a series of instructions, starting with the lecture method, followed by animation-based instruction and small- group laboratory activities, in which at each stage, the pre-service biology teachers received the same assessment. The biology Attitudinal Scale showed a Cronbach alpha reliability of 0.625 before its use. The data were analyzed quantitatively; and the results revealed no statistically significant difference between the public and the private pre-service teachers’ attitudes before learning microbiology. After the teaching interventions, the results revealed that both the traditional and the resource-based instructions improved the pre-service biology teachers’ attitudes towards learning biology, as a result of their improved maturity and their anticipated future teaching career.

scholarly journals A STUDY OF ENGLISH READING COMPREHENSION USING CONTENT-BASED INSTRUCTION APPROACH

2017 ◽  
Vol 5 (1) ◽  
pp. 368-375
Author(s):  
Panida Khruawan ◽  
Nutprapha K. Dennis
Keyword(s):  
Reading Comprehension ◽  
Critical Level ◽  
Simple Random Sampling ◽  
Arithmetic Mean ◽  
English Reading ◽  
Post Test ◽  
Research Findings ◽  
English Reading Comprehension ◽  
Based Instruction ◽  
Instruction Approach

The purposes of this study were to investigate students’ achievement in reading comprehension taught by Content-Based Instruction (CBI) Approach and to study the attitude of students through the approach. The samples of this study were fifty of grade ten students who enrolled English course at Khowangwittayakhom School, Yasothorn. The samples were selected by a simple random sampling. The instrument used in this study consisted of ten content-based instruction lesson plans, reading pre-test and post-test, and questionnaire. The data were analyzed statistically in the form of t-test, arithmetic mean and standard deviation. The research findings as the effectiveness of English reading after using Content-Based Instruction Approach in teaching was significantly higher than before teaching at critical level 0.05 and the students’ attitude toward using Content-Based Instruction Approach was at a good level.

Nishida, Kitarō [西田 幾多郎] (1870–1945)

2018 ◽  
Author(s):  
Ben Van Overmeire
Keyword(s):  
Pacific War ◽  
Kyoto School ◽  
Distinctive Features ◽  
The Pacific ◽  
Meiji Era ◽  
Pure Experience ◽  
The Subject ◽  
Nishida Kitaro ◽  
Foreign Ideas ◽  
East West

Arguably the most important Japanese philosopher of the 20th century, Nishida Kitarō was one of the first thinkers to engage deeply with the sudden massive influx of foreign ideas that characterized the Meiji era, while still maintaining a distinctive place for Asian ideas. Beginning with An Inquiry into the Good (1911), Nishida’s lifelong philosophical goal was to identify the foundation of consciousness and existence, something he later called the "place" [basho]. Successive works identified this foundation as "pure experience," "absolute will," and, finally, "absolute nothingness." All these "places" have in common the fact that they lack any distinctive features: being fields (another term Nishida employs) that contain oppositions (such as subject-object, me-you, knowledge-feeling), they cannot of themselves have distinguishable qualities. Although Nishida’s actions during the Pacific War have been the subject of significant debate, his influence is uncontested: the so-called Kyoto School of Japanese philosophy comprises those building on or reacting to his ideas. Because he valued both Christian and Buddhist traditions, Nishida has also been a pivotal figure in East-West religious dialog.

A Comparison of Daily Temperature-Averaging Methods: Spatial Variability and Recent Change for the CONUS

2018 ◽  
Vol 31 (3) ◽  
pp. 979-996 ◽  
Author(s):  
Jase Bernhardt ◽  
Andrew M. Carleton ◽  
Chris LaMagna
Keyword(s):  
Spatial Variability ◽  
Daily Temperature ◽  
Maximum Temperature ◽  
Underlying Assumption ◽  
First Order ◽  
Daily Average ◽  
Hourly Temperature ◽  
Significant Difference ◽  
Weather Stations

Abstract Traditionally, the daily average air temperature at a weather station is computed by taking the mean of two values, the maximum temperature (Tmax) and the minimum temperature (Tmin), over a 24-h period. These values form the basis for numerous studies of long-term climatologies (e.g., 30-yr normals) and recent temperature trends and changes. However, many first-order weather stations—such as those at airports—also record hourly temperature data. Using an average of the 24 hourly temperature readings to compute daily average temperature has been shown to provide a more precise and representative estimate of a given day’s temperature. This study assesses the spatial variability of the differences in these two methods of daily temperature averaging [i.e., (Tmax + Tmin)/2; average of 24 hourly temperature values] for 215 first-order weather stations across the conterminous United States (CONUS) over the 30-yr period 1981–2010. A statistically significant difference is shown between the two methods, as well as consistent overestimation of temperature by the traditional method [(Tmax + Tmin)/2], particularly in southern and coastal portions of the CONUS. The explanation for the long-term difference between the two methods is the underlying assumption for the twice-daily method that the diurnal curve of temperature is symmetrical. Moreover, this paper demonstrates a spatially coherent pattern in the difference compared to the most recent part of the temperature record (2001–15). The spatial and temporal differences shown have implications for assessments of the physical factors influencing the diurnal temperature curve, as well as the exact magnitude of contemporary climate change.

Relative Efficiency of Ancillary and Small Scale Units

1978 ◽  
Vol 3 (4) ◽  
pp. 279-284
Author(s):  
K.R. Shaligram
Keyword(s):  
Small Firms ◽  
Large Scale ◽  
Small Scale ◽  
Underlying Assumption ◽  
Significant Difference ◽  
End Products ◽  
Policy Measures ◽  
The Mean ◽  
Small Manufacturers ◽  
Better Than

Ancillary units are small firms manufacturing and supplying intermediate goods, typically to large firms. Several policy measures are under consideration to raise the output of the ancillary industry to the level of 15 per cent of the value of output of the large scale industry by 1985. The underlying assumption appears to be that the ancillary status enhances the prospect for the viability of the small firm. This paper examines whether ancillary units perform better than small scale units (small manufacturers of end products) under the conditions prevailing in India. The findings reveal no significant difference in the mean performance of the two classes of small firms. It also draws implications for policymakers and management from the findings.

scholarly journals Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder

2017 ◽  
Vol 42 (1) ◽  
pp. 58-83 ◽  
Author(s):  
Tiffany Kodak ◽  
Tom Cariveau ◽  
Brittany A. LeBlanc ◽  
Jacob J. Mahon ◽  
Regina A. Carroll
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Skill Acquisition ◽  
Teaching Strategies ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Receptive Identification ◽  
Prerequisite Skills ◽  
Based Instruction

The present investigation examined special education teachers’ selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers’ classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

Interactive Learning Environments for Promoting Inquiry Learning

1998 ◽  
Vol 27 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Chee-Kit Looi
Keyword(s):  
Learning Environments ◽  
Interactive Learning ◽  
Inquiry Learning ◽  
Interactive Learning Environments ◽  
Scientific Methods ◽  
Self Reflection ◽  
Hands On ◽  
Hands On Learning ◽  
Active Nature ◽  
Based Instruction

Inquiry-oriented learning has been characterized and promoted from a variety of perspectives by researchers, educators and practitioners over the years [1–5]. Some have stressed the active nature of learner's involvement, associating inquiry with hands-on learning and experiential or activity-based instruction. Others have associated inquiry with a discovery approach or with the development of process skills associated with scientific methods. Yet others have emphasized promoting metacognitive knowledge and skills such as self-reflection and attitudes for inquiry. What role can technology play in facilitating these kinds of inquiry-oriented learning? We see at least a few ways in which technology in the form of interactive learning environments can enrich inquiry learning: 1) as instructive tools; 2) as constructive tools; 3) as communicative tools; and 4) as situating tools. We provide a discussion of current approaches to designing learning environments that support these roles. In particular, we describe three interactive learning environments that we have built: an instructive tool, a constructive tool, and lastly an environment which is intended to serve all the roles of instruction, construction, communication, and providing situatedness.

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