Esthetic Sense Level among Governmental and Private Kindergarten in Al - Karak Governorate, Jordon: a Comparative Study

This study aims at comparing esthetic sense among governmental kindergartens and private kindergartens in Karak governorate, located in southern areas of Jordan. To achieve study aims, the descriptive analytical approach is used. The sample consists of 200 male and female pupils, divided equally. One hundred children study at governmental kindergartens, and the same number is taken from private kindergartens. Besides, the esthetic sense scale is used as a study tool. The results show that there are not any statistical differences between students in governmental and private kindergartens in terms of house dimension on the aesthetic sense of the photographer scale. In contrast, there are statistically significant differences in kindergarten, external environment dimensions, and the scale as a whole in favour of the private kindergartens. The study recommends that esthetic education should be included in kindergartens'' programs. Sessions and dialogues between lady teachers and students' parents regarding the esthetic sense and its importance to the child are held.

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Sensing the Poetic Habitat – A Study of Middle School Chinese Teaching from the Perspectives of Life Aesthetics

Journal of Contemporary Educational Research ◽

10.26689/jcer.v5i12.2872 ◽

2021 ◽

Vol 5 (12) ◽

pp. 205-209

Author(s):

Liyao Ma

Keyword(s):

Middle School ◽

Aesthetic Experience ◽

Classroom Instruction ◽

Chinese Education ◽

Individual Life ◽

Aesthetic Sense ◽

Teachers And Students ◽

The Aesthetic ◽

Chinese Teaching ◽

Natural Characteristics

The concept of life aesthetics reflects an individual’s cry for life and pursuit of beauty, inspiring individuals to discover their spiritual home, sense their poetic habitat, and enjoy the beauty of life flowing from their fingertips. Chinese education, viewed through the lens of life aesthetics, is founded on the natural characteristics of life, stimulating the aesthetic sense of individual life through the allure of language, and teaching students to view life through the aesthetic lens as well as from an understanding of life’s essence. Teachers and students are required to take an aesthetic view of life as theoretical guidance, based on core Chinese literacy, with textbook contents serving as carriers and classroom instruction as the position, closely connected to students’ actual lives, in order to help stimulate aesthetic experience among students, improve their aesthetic ability through aesthetic activities, and thus establish a correct view of life.

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Integrating Local Knowledge into Language Learning: A Study on the Your Language My Culture (YLMC) Project

10.31235/osf.io/3hn4c ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Radha M.K. Nambiar ◽

Nurul Amalina bt Anawar

Keyword(s):

Language Learning ◽

Local Knowledge ◽

English Language ◽

Language And Culture ◽

Cultural Information ◽

Video Recordings ◽

Aesthetic Sense ◽

Holistic Understanding ◽

Teachers And Students ◽

The Aesthetic

Language and culture share a nebulous relationship with multiple considerations like which culture and how it should be represented, taking into account the diverse contexts in which English is taught. This paper investigates the integration of local knowledge into English language learning by examining the cultural content of the Your Language My Culture supplementary reading module and teachers and students’ acceptance of the module. Using a conceptual framework that incorporated types of culture, cultural senses and representation of cultural information, data were collected using a questionnaire, reflective blogs and evaluation checklists from 57 teachers from various schools in the state of Terengganu in Malaysia. Content and thematic analysis were carried out and the findings show that while local, target and international culture were represented, the emphasis was towards local culture. Most of the cultural information was represented in the form of visual illustrations and less in dialogue and video recordings with the aesthetic sense dominating in terms of cultural sense. It is recommended that types of representations like dialogues, recordings, written tasks, visuals, texts and realia be included to help students attain pragmatic skills to use the language. A richer inclusion of the cultural senses in a balanced way can help students reach a holistic understanding of culture and recognize different perspectives embedded in the language.

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THE CONCEPT OF TRANSL THE CONCEPT OF TRANSLATION AND PRA TION AND PRAGMATICS

Scientific Reports of Bukhara State University ◽

10.52297/2181-1466/2021/5/1/8 ◽

2021 ◽

Vol 5 (1) ◽

pp. 101-111

Author(s):

Nodira Nosirovna Tolibova ◽

◽

Shakhzoda Khaydarovna Pulatova

Keyword(s):

Comparative Study ◽

World Literature ◽

Native Language ◽

Literary Text ◽

Spiritual Life ◽

Aesthetic Sense ◽

The Aesthetic

Background. Translation is a powerful tool that serves the interests of friendship, brotherhood and cooperation between peoples, the expansion of economic, political, scientific, cultural and literary ties between them [10, 29]. Translation accelerates the process of interaction and interaction between the literatures of different peoples. Thanks to the translated works, readers will enjoy the masterpieces of world literature, their aesthetic sense will increase, their tastes will grow, and they will have an idea about beautiful things. Translation, as a necessary tool for the development of languages, accelerates their development, increases and improves the richness of vocabulary. Translation enriches a person's spiritual life, expands the possibilities of the native language, enriches it. Methods. A comparative study of the means of different languages to create a translational consistency requires the identification of the aesthetic specificity of the literary text, the methodological and pragmatic features of its material-logical, emotionally expressive and figurative elements, and the stylistic basis.

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