Political Principles of the Cuban Socialism Doctrine: Towards the History of Emergence and Development

Socialism as a political trend and a system of certain ideological positions has been experiencing a kind of renaissance in recent years. Cuban socialism is a special phenomenon of recent history, which has continuously existed and developed for six decades in the most difficult conditions of the North American foreign economic blockade and in the presence of other threats of a socio-political nature. Solving numerous issues of practical and transformative activity, the Cuban socialist doctrine generalized and formulated many new theoretical propositions, a number of which will be able to significantly influence the formation of an updated socialist doctrine claiming the ideological and semantic possibility of a world alternative.The paper analyzes the basic principles characterizing the doctrine of Cuban socialism in matters of ethics, relations with the church, the foundations of education, assessing the prospects of the institution of statehood in the 21st century, and evaluating other political projects that had points of joint intersection with Cuban socialist theory and practice.Cuban socialism is a specific phenomenon that arose as a result of a number of objective and subjective factors. By the end of the 1950s the century-and-a-half struggle of Cubans against colonial and then neocolonial exploitation were intensified by the Soviet vector and its influence in the international arena as the second great power with the aggravation of the Cold War. These factors together with the “island life” on a par with the Catholic, peasant community of the majority of the population, the sacrifice and service of several generations of the young Cuban elite, the combination of the cult of courage and guerrilla traditions with the special cruelty and repressiveness of the Spanish colonial apparatus of the 21st century, and then relying on American support of the Cuban dictatorships of the first half of the 20th century is a set of factors that gave rise to the “spring effect” in the social consciousness of the island society. In addition to objectively determined reasons, a huge role in the long-term maturation of the conditions for the emergence of the Cuban socialist project was played by the traditional personality for the Ibero-American culture. All of the above would have been impossible outside of the long-term activities of a whole galaxy of brilliant Cuban political leaders.

Ostap Makarushka’s (1867–1931) Contribution to the Development of the Theory of Education

The article describes the conceptual principles of education in the creative heritage of the Ukrainian educator, scholar, public and cultural figure Ostap Makarushka (1867–1931). His pedagogical legacy is a valuable source of knowledge for teachers and parents, where one can find answers to a wide range of questions on the problems of education of Ukrainian youth. The scholar wrote the first Ukrainian-language textbook on pedagogy ‘Science of Education’ (1922), which substantiated the theoretical foundations of education. The focus was on the purpose and tasks of pedagogy, its theoretical and practical sources, the content of the concept of ‘education’ as a natural necessity of preparing young people for future life. Valuable for the theory and practice of education is the age-based periodization of the child’s upbringing, which covers three periods of physical and spiritual development from birth to reaching civic maturity; the idea of nationality (the education in each country acquires a national character; education at school should be national, based on the traditions and culture of the people); taking into account gender differences in the upbringing of girls and boys; the basic principles of education (natural inclinations of the child, temperament, physical abilities that determine the direction and means of education; place of birth (the country / town), nature, environment, life circumstances, etc.) and educational institutions (family, school and church) ), which should harmoniously influence the upbringing of young people, complement each other, form respect and esteem in young people. The ideas of truth, goodness and beauty are pervasive in the education of Ukrainian youth. War has a negative effect on the upbringing of young people, it is an inhumane way of solving problems. The means of patriotic education are games, subjects, folk festivals, walks, and others.

Tri Pusat Pendidikan Sebagai Pembinaan Akhlak Di Sekolah Dasar Negeri

The study describes the concept of harmonization of three educational centers in moral development at UPT SD Negeri 230 Tondok Tangnga, Tanalili District, North Luwu Regency. This research is a qualitative research that uses a pedagogical approach. Sources of data, namely primary data sourced from school principals, PAI teachers, parents of students, the community. Meanwhile, secondary data were taken from documents related to the research. The instrument used in collecting data is the researcher himself who functions to determine and select informants as data sources, analyze data, interpret data, and the instruments in collecting data are observation, interviews, and documentation. The results showed that the role of the family as the basis of education, the school as the developer of education and the community as the user. An important role in the development and growth of students, both physically and spiritually, mentally spiritually and physically. The implementation of the harmonization of the Three Education Centers is carried out with close cooperation, it can be seen when parents lay the foundations of education, especially the family in the formation of personality. Then it is developed in a school environment with educational materials in the form of knowledge and skills. The community participates in controlling, distributing and fostering and improving it.

EDUCATION ACCORDING TO THE METHOD OF ‎PROPHECY IN FACING THE NEGATIVE ‎ASPECTS OF OPENNESS TO THE WORLD ‎

The curriculum is the most effective way to organize the ‎ways of‏ ‏education and its features, and the curricula have ‎varied and their characteristics as one of the educational ‎tools, according to the philosophy and beliefs of each ‎people. This does not detract from its importance, but rather ‎increases the merit and value of education in general and ‎the education of young people in particular, given what it ‎faces in light of the modernity and sweeping western ‎renaissance the world is experiencing, and a technological ‎boom that has forced us to adopt it with its negatives and ‎positives, and given that young people are the most ‎obedient group to this technology, we must settle their ‎behaviors, and preserving their minds through sound ‎education, hence the importance of the curriculum and its ‎good selection and preparation. But which curriculum is best ‎suited to attaining the highest levels of education, the ‎refinement of the creed, and the creation of a normal human ‎being, especially with the dependence on everything that ‎has happened to our societies, which is neither our thought ‎nor our culture, and we are ignorant of the greatest divine ‎curriculum, which is the curriculum of our Noble Prophet, so ‎are its features manifested in our educational‏ ‏curricula. ‎Arabic in general and Algerian in particular‏?‏ Our research paper aims to monitor the greatness, balance ‎and integration of the Prophet’s curriculum, and how he did ‎not leave any stray or incoming from the foundations of ‎education except that he presented living examples of it and ‎praised it, and we also seek to be active in defining it and ‎clarifying its advantages so that we may contribute to the ‎preservation of our children‎‎. Keywords: Education, Young People, Curricula, Prophetic Curriculum, ‎Openness.

Going Deeper into Curriculum and Pedagogical Activity

This chapter takes a deeper dive into curriculum and pedagogy as these are defined and applied within education. Here terminology like pedagogy, curriculum, leadership (including leadership teams) and education itself are defined in terms of a particular ‘educational’ interest. Such an approach also features a mediation among state and national standards and the needs and interests of children. This approach sees the task of educating children as necessarily occurring in the pedagogical relation between teacher and student in classrooms and between formal leader/principal and teacher in schools and between district leader/superintendent and principals. We recognize the value of understanding the foundations of education developed in earlier times of political and cultural uncertainty. We explicitly define key terms for education, curriculum, pedagogy and leadership in school development using foundational understandings amidst the contemporary situation. Application of the concepts is explored through case studies.

Rethinking the Traditional Textbook

As college costs have continued to rise, textbooks now average more than $1,200 per student per academic year as of 2020. Traditional textbooks are not only expensive, but also have fixed and frequently outdated content. In this study, we compared pre-service teacher-student outcomes and perceptions of a traditional textbook versus no-cost, online materials such as open educational resources (OER) in an undergraduate Foundations of Education course. Outcomes were measured by comparison of final course grades. Perceptions were determined through quantitative and qualitative survey questions added to existing end-of-course evaluations. Results revealed students found OER and no-cost online materials more useful to their success in the course and more engaging than a traditional textbook. Qualitative analysis further revealed that while students appreciated there was no cost for the online materials, they preferred them to a traditional textbook because of the customized content. Results suggest students find instructor-curated, no-cost online readings more useful and preferable to a traditional textbook without compromising student academic performance.

HOW UNDERGRADUATE OF PEDAGOGY LEARNS?

We live in a dynamically changing time, when a person must learn throughout life, constantly improve and adapt to new conditions. The ability to learn is one of the four foundations of education. The article presents selected excerpts from empirical research aimed primarily at understanding students' knowledge of teaching methods (mainly in the field of knowledge), as well as the most commonly used methods of memorizing material. The diagnostic study was performed by questionnaire. The questionnaire contained 39 closed and open questions. 130 students of pedagogical specialties of the University of Łód (took part in the survey (48 full-time and 82 part-time students). The experiment showed that students named (on average) two factors (positive and negative) that affect the learning process, only 24 out of 130 mentioned three factors. Respondents do not know teaching methods, in particular effective memorization: 80% of all students use multiple repetition, and other methods (prior knowledge, creating graphs, charts, tables, figures, links, chains of associations, funny stories, rhymes, the use of various colors, mental maps, mnemonics, etc. are used less. Most students (117 out of 130) admit that they have never sought knowledge about the learning process. Students are influenced by external (the need to prepare for exams, tests, practical classes), rather than internal motivation (the desire for self-improvement, professional self-realization). In many respects, full-time students showed more knowledge than part-time students. In addition, full-time students are slightly more likely to study voluntarily (regardless of academic background), not just before an exam or test. In both full-time and part-time study, students focus on gaining qualifications rather than knowledge. Thus, students’ knowledge of the educational process is insignificant; they know only the main factors that affect the educational process, and a few well-known methods of learning. In the future, it may negatively affect the effectiveness of their professional and pedagogical activities. It is necessary to identify the reasons of the gained results: lack of interest in the subject, misunderstanding of the curriculum, indifference, and so on. The author is convinced that it is necessary to change the approach to learning and develop the need for self-improvement.

UPAYA ORANG TUA DALAM MENINGKATKAN PENDIDIKAN AGAMA ISLAM TERHADAP ANAK DI SDN 08 SENTOSA KECAMATAN DUA KOTO KABUPATEN PASAMAN

This study aims to describe the efforts of parents in improving Islamic religious education for children in SDN 08 Sentosa Kecamatan Dua Koto Kabupaten Pasaman. This research uses qualitative research using observation, interview and documentation methods. While data analysis is by reducing data, presenting data, and making conclusions. The results showed that first: Parental guidance towards children can improve children's Islamic religious education, because parents are the foundations of education for children in the family which will then become the basis for the child's personality in the future. Second: the discipline of children to study at home can be realized with parental supervision. Third, to support the achievement of children's Islamic religious education, the role of parents can encourage children at home including attention to the learning process, giving advice, giving gifts and educational punishments, and providing sustainable children's learning facilities.

Al-Ghazali's Thoughts on Education and Its Relevance to Islamic Education in the Millennial Era

This article aims to describe and critically analyze the thoughts of Islamic education according to al-Ghazali, especially regarding the objectives, sources, methods, and curriculum and their relevance to the world of Islamic education in the millennial era. This research uses library research method, with character thinking approach. This study found that; First, al-Ghazali's thoughts on Islamic education are (a) the Qur'an and Hadith are the main foundations of education; (b) getting closer to Allah is the main intention of educators, then acting as an example for their students, and being competent in teaching; (c) the students must stay away from immorality, respect teachers and study diligently by exploring the lessons given by the teacher; (d) the curriculum as an educational tool must be adapted to the development of students; (e) students must be kept away from bad associations, because a bad environment will affect the development of the students, especially in the family, school or community environment. Second, al-Ghazali's thought has relevance to Islamic education in this millennial era, when viewed from the compatibility between al-Ghazali's educational theory and things that have been applied in the world of education.

Educational Policy and Curriculum Studies

Since 1978, the Committee on Academic Standards and Accreditation (CASA, a standing committee of the American Educational Studies Association) has maintained the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies. The Standards are a policy document intended as a powerful curriculum policy tool for faculty and higher education administrators across North America to use to develop foundations and educator preparation programming with disciplinary integrity and to maintain said programs with fidelity. As pressures to provide accountability and improvement measures or attach outcomes to disciplines in education increase, especially teacher education, foundations faculty and programs are challenged in their efforts to both build strong foundations programming and resist the push to dilute or otherwise embed the intellectual and practical work of the discipline into other, mostly unrelated, courses. The Standards provide language and support for foundations scholars housed in teacher education departments to hone their craft, generate good programming, and develop good scholars and P–12 practitioners.