Teaching learning process in ancient ayurvedic text - Charak Samhita

The word Ayurveda consists of two words ‘Ayu’ means life and ‘Veda’ means knowledge. Therefore the word Ayurveda, means knowledge of life i.e. study of life. In Ayurveda the teaching and learning was based on “Gurukula” system of education. A “Gurukula” was a place where a teacher (Guru) and students lived together. There were three ways for obtaining the knowledge i.e. Adhyayanam (Study/learning), Adhyapanam (teaching) and Tadvid Sambhasha (discussions) with the learned persons. Ayurveda suggest that in order to get expertise in any subject one should have the basic knowledge of the concepts. Other teaching and learning methods should be adopted which help to acquire more and accurate knowledge in that subject while practical training should be provided for application of that knowledge. Study of a single science gives only limited understanding, therefore one should also get knowledge of other sciences. To explain different concepts in Ayurveda Acharya Charak has given various methods of teaching and learning. The Roots of most of the current teaching methodology resides in ancient teaching and learning skills. Hence here is an attempt to review various teaching, learning methods used in Charak Samhita. Teaching learning process is very well applied in Charak Samhita. It is the very first school of Ayurveda with various techniques and scholarly approach of subjects to students. Charak Samhita develops its own teaching learning process. It is the most important text in the field of Ayurveda Teaching Learning Process.

Systematic Development of Generic Skills to Enhance Innovation Capacity of Eastern and Southeastern European Universities

The level of innovativeness within the higher education systems of east and southeast Europe and their graduates is still assessed as modest or moderate. Besides the general socio–economic context and the inherited institutional management types, this deficiency stems from a lack of generic skills crucial for increasing the innovation capacity of the universities. TrainESEE v.2 project suggests that significant changes should be already put in place within the applied teaching methodology, but also highlights the importance of developing project development and management skills, innovation, entrepreneurial skills, and finally competences needed to strengthen science to business cooperation.

Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment

The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.

The Role of Unplugged Coding Activity in Developing Computational Thinking in Ages 6-11

Coding is a spreading teaching methodology that is involving more students and teachers all over the world. But how can the practice of coding affect the development of computational thinking strategies in early years? The author, a primary school teacher, will investigate the Italian experience, believing that it may constitute an excellent field of study on the matter thanks to the enormous enthusiasm with which coding was received by the teachers, capable of renewing their teaching practices, particularly in primary school. This is a movement born from below, from the spontaneous participation of teachers, and which, in many cases, has been substantiated in what can be defined as unplugged activities, without the use of electronic technological tools.

INFORMATION TECHNOLOGY IN LANGUAGE TEACHING METHODOLOGY COURSE AT PEDAGOGICAL UNIVERSITY

The introduction of information and communications technology (ICT) in pedagogical universities of Ukraine has considerably optimized the professor’s preparation for different forms of in-class teaching. The aim of this research is to characterize the range of media resources used during the preparation of the teaching foreign languages methodology course at high-specialized school and universities of Ukraine. The predominant method used to check the effectiveness of ICT was content analysis. The method of psychological experiment served to study the link between ICT and the students’ emotional sphere. An anonymous poll has discovered a considerable number of students showing a positive attitude to online instruments and using those resources very frequently or almost every day.

Implications of Key Philosophical Assumptions and Paradigms in Geography Teaching and Research

Geography has had limited interchange with the implications of major philosophical assumptions and paradigms in geographical education and research methodology. This paper claims a closer engagement with the philosophical arguments on ontology, epistemology, and axiology as well as the research and teaching strategies or paradigms. It is adopted and has much to offer to geography, not least in providing a showground within which very different types of geographical inquiry i.e., qualitative and quantitative, may find some common ground for helpful discussion and debate in geographic research. Nevertheless, this will only be fully accomplished if geography enters on: (1) studies that develop and arrange clear positivist ideas and concepts within the particular geographic research; (2) studies that attempt to relate geographic research to the broader realm of the constructionism/ interpretivism tradition; and (3) examination of the link of the geographic research with the pragmatism. The contemporary revival of geographic paradigm is described, together with its impacts on research and teaching methodology in geography. The prevailing literature on geographical rendezvous with positivism is then examined, and it is claimed that there is a single reality, which can be measured and known. Therefore, they are more likely to use quantitative methods to measure the fact. Likewise, constructivist believe that there is no single reality or truth. Thus, existence need to be interoperated, and consequently they are more likely to use qualitative methods to get those multiple realities. Pragmatism has much broader relevance within both physical and human geography, not linked to particular research styles. It believes that truth or reality is constantly negotiated, debated, interpreted and therefore, the best method to use is to solve the problem or explores the truth or fact.

Influence of BIM-Based Teaching Methodology on the Spatial Abilities of Construction Engineering Students

Spatial visualization skills are considered essential for a variety of professional careers, especially those related with architecture, engineering, and construction (AEC). A number of studies have proven that these skills are progressively acquired by AEC students during their years in college, being necessary specific pedagogical approaches for this purpose. Other 3D native design software has been proved to exert a positive influence on the spatial abilities of students in several fields, such as fine arts or civil engineering. In the field of AEC, BIM software stands out as an appropriate tool for this purpose, as it supports 3D-native design. This study was conducted to clarify the influence that working with BIM models has on the spatial abilities of the students to visualize constructive components in 3D; it was hypothesized that the effect would be positive to some extent, as in similar disciplines. To that end, an experiment was conducted with 73 undergraduate students in construction engineering, who attended an intensive 4-week workshop where they had to work with BIM models. The improvement in their spatial abilities was measured by the Mental Rotation Test (MRT) and, besides, a satisfaction survey was conducted. The results indicate that MRT scores improved between 3.8% and 15.5% and that students felt highly satisfied with this pedagogical approach. These results aim to help in implementing BIM in the academic curricula to maximize the educational outcomes of the students while gathering their assessment of BIM-based teaching methodologies.

A Comparative Study on Online Teaching Practices in China and South Korea in the Time of COVID-19

The transition from traditional teaching practices to remote education was sped up by the outbreak of COVID-19 pandemic dramatically. The international students who have to stay in their home countries due the travel restrictions rely on the online study. In this manuscript, we examine how the teaching methodology affects the outcome of remote education (e.g., an undergraduate program provided by CUMT, and a graduate program provided by Gachon University). Both SPOC and online streaming classes were evaluated based on the performance of international undergrads majored in chemical engineering. And multiscale simulations were adopted to elucidate the complex transport phenomena in chemical engineering classes to develop a more efficient method for distant engineering education. The preliminary results of this comparative study on online teaching practices indicate that active studies play an important role in online study for international students.

Design of a Methodological Intervention for Developing Respect, Inclusion and Equality in Physical Education

The following educational intervention proposal arises from the importance of implementing an education based on fostering values through physical education (PE) lessons. PE has certain characteristics that contribute to enhancing learning at a social, affective and psychological level, in addition to promoting adequate physical development. The proposed design is based on Donald Hellison’s personal and social responsibility model (TPSR), whose main objective is to achieve a teaching methodology that can convey values and skills in the lives of youth at risk of exclusion. Different sports modalities are used in the initiation phase, which make up a ten-week teaching unit and in which the game takes the leading role. The application of this program focuses specifically on students in compulsory secondary education, a stage in which significant changes are experienced in many aspects and levels. However, it is completely adaptable to other developmental stages. In this way, the main objective of this work is to create an intervention proposal that aims to promote, following a set of intervention units of sessions, the development of the three main values in which this work is based: respect, equality and inclusion.

Leadership lessons for engineers

The purpose of this study is to describe a MSc course aimed at preparing the elite of engineering education, providing knowledge, developing skills and experience that will allow graduates of Master degree programs not only to find a job, but also to build a successful professional career and a happy life consciously. The presented masters course introduces the best practices of leadership development from the rector of KNRTU-KAI, Albert Gilmutdinov (20122021) (based on his book Leadership Lessons), advanced experience in the development of leadership skills from Russian and foreign universities, as well as a unique American teaching methodology aimed at the peculiarities of training engineering personnel. The study reveals the problems of training modern engineering specialists: engineering student negative attitudes (I cannot learn English, it is too difficult to apply for a grant, an interesting job can only be found by acquaintance); inability of young people to answer questions about how to find a job in their life, how to work hard and not get tired, how to become successful and at the same time maintain good relations with people. The team of authors of the course believes that the results of the implementation of the Leadership Lessons project can be of professional interest not only among masters students, but also among all students of engineering schools, increasing the personal activity of students, their demand in the labor market, as well as strengthening ties between employers and the university.