civic mindedness
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Author(s):  
Mark Anthony Abenir

Studies have shown that for Service-Learning (SL) to be truly valuable and transformative, it must employ participatory project management practices and is ideally conducted in a face-to-face setting. This case study aims to highlight the strategies used to make SL projects long-term and participatory.  It also measures the effectiveness of such approach in achieving a valuable and transformative SL experience for students and partner communities. Qualitative results show that students were able to develop desired personal, professional, and civic competencies. On the part of the partner communities, qualitative results reveal that they appreciate the year-long participatory SL engagement with the students that brought about high quality SL projects. Quantitative data, on the other hand, indicate that the paired samples t-test resulted in a moderate practical significant difference in the pre-and post-test scores of students when it came to their personal, professional, and civic mindedness skills. Finally, quantitative results indicate that partner communities reported that SL projects brought them a very favorable impact in terms of skills and competencies, motivation and commitments, personal growth and self-concept, and acquisition of knowledge. 


2021 ◽  
Vol 18 (1) ◽  
pp. 66-79
Author(s):  
Igor V. Gibelev

The article offers a phenomenological view on civic competency, openness of education, and values as type of competencies. The need for such a comparison is dictated by the discrepancy between the humanistic meanings of education and the social reality in which they are supposed to be implemented. It is assumed that a phenomenological perspective can present civic competency as a borderline connecting both the areas. This study is methodically supported by explication of the philosophical (transcendental-phenomenological) logic of the concept of openness.The appeal to openness, which is the essence of human subjectivity (autonomy), clarifies the substantive character of civic competency structure.Firstly, the study underlines the connection between openness and universalism as cultural principle (that is, in culture and through culture) of self-determination of the mind, constituting civic mindedness as a universal moral and legal modus of subjectivity. Bringing the civic idea to the competency range is the own task of education, which can be accomplished only in continuous actualization of the concept of openness.Secondly, the article proposes to consider the concept of value in the meaning of “type of competencies” according to the Council of Europe’s “Reference Framework of Competence for Democratic Culture” as a tool for crystallizing the self-determining mind into civic competency. Attention to this document is drawn by the coherence of openness and universalism with educational policies and practices, which is formalized in the pedagogical design of values as a type of competence. The study’s argumentation confirms this connection and ascertains that an open edu­cational system is defined in its essence not by a set of accessible educational environment technologies, but by the depth of its rooting in the logic of openness.Thirdly, the actualization of values as a type of competence in the logic of openness provides an opportunity for phenomenological designing of pedagogical technologies. The essential idea of this approach is that civic competency can be constituted as a semantic determination of different types of subject knowledge and, through their correction, can transform broad social contexts. As an example of that sort of transformative participation, the article presents the values’ influence on the strengthening of human capital in aggregation of new technologies and inequality.


2021 ◽  
Author(s):  
Nathan Holmes

The capacity to deceive figures into cinema's history in a number of interesting ways. For Melies, motion pictures allowed the technical production of deception and illusion for his "trick" films, and in popular mythology, frightened spectators fled an exhibition of Auguste and Louis Lumiere's L'Arrivee d'un train en gare de la Ciotat (1895) fearing the imminent arrival of the train at the theatre itself. While this latter story has been roundly discredited, it holds an important place in cinematic lore. In the various efforts of documentary filmmakers to negate the idea of objective truth, whether through direct cinema/cinema verite, the use of reflexive gestures, or subjective positioning, there is a sense of an imminent threat of deception in film's mediation of truth. As Tom Gunning (2004) and Rachel O. Moore (2000) have recently argued, even critical explorations of cinema, quite as much as filmmaking practices themselves, have held the medium in deep suspicion. In the screen theories derived from Lacan and Althusser that dominated 1970s film studies we see film scholars move towards a conception of film that sees deception and trickery - otherwise called "ideological mystification" - as an innate feature of the cinematic apparatus. Despite, or perhaps because of, these ongoing concerns, there seems to be a civic-mindedness among critics, theoreticians, filmmakers, and film-watchers alike which holds that film should be able to present at least some verifiable truths and that filmmaking should still be able to provide a reliable document. However, since film is always a mediation of something else, the direct path to these truths - as the debates about documentary filmmaking and realism have shown - will always be complex, and, indeed, contingent upon the culture in which they find purchase. What is at stake then, is not so much what is real and what is not, but the conditions under which verisimilitude - the experience of reality - can be taken to occur and be produced. This paper is about some of the pleasures to be found in watching a cinematic depiction of theft. Theft is something we do not ordinarily see. In cinematic depictions of theft we are shown something that occurs underneath the surface of our everyday reality. Just as much as cinema is deceptive, therefore, so too can it penetrate and explore deceptive phenomena.


2021 ◽  
Author(s):  
Nathan Holmes

The capacity to deceive figures into cinema's history in a number of interesting ways. For Melies, motion pictures allowed the technical production of deception and illusion for his "trick" films, and in popular mythology, frightened spectators fled an exhibition of Auguste and Louis Lumiere's L'Arrivee d'un train en gare de la Ciotat (1895) fearing the imminent arrival of the train at the theatre itself. While this latter story has been roundly discredited, it holds an important place in cinematic lore. In the various efforts of documentary filmmakers to negate the idea of objective truth, whether through direct cinema/cinema verite, the use of reflexive gestures, or subjective positioning, there is a sense of an imminent threat of deception in film's mediation of truth. As Tom Gunning (2004) and Rachel O. Moore (2000) have recently argued, even critical explorations of cinema, quite as much as filmmaking practices themselves, have held the medium in deep suspicion. In the screen theories derived from Lacan and Althusser that dominated 1970s film studies we see film scholars move towards a conception of film that sees deception and trickery - otherwise called "ideological mystification" - as an innate feature of the cinematic apparatus. Despite, or perhaps because of, these ongoing concerns, there seems to be a civic-mindedness among critics, theoreticians, filmmakers, and film-watchers alike which holds that film should be able to present at least some verifiable truths and that filmmaking should still be able to provide a reliable document. However, since film is always a mediation of something else, the direct path to these truths - as the debates about documentary filmmaking and realism have shown - will always be complex, and, indeed, contingent upon the culture in which they find purchase. What is at stake then, is not so much what is real and what is not, but the conditions under which verisimilitude - the experience of reality - can be taken to occur and be produced. This paper is about some of the pleasures to be found in watching a cinematic depiction of theft. Theft is something we do not ordinarily see. In cinematic depictions of theft we are shown something that occurs underneath the surface of our everyday reality. Just as much as cinema is deceptive, therefore, so too can it penetrate and explore deceptive phenomena.


2021 ◽  
Vol 12 (1) ◽  
pp. 74-90
Author(s):  
Yaroslava Yurkiv ◽  
Nataliia Krasnova

The article deals with the analysis of the problem of civil socialization of youth in Ukraine in conditions of postmodern information society. The authors analyze definitions and main characteristics of civil socialization, define the role of information and communication in the process of civil socialization of youth, outline mechanisms of civil socialization of youth in the information society, represent the results of the conducted survey dealing with the peculiarities of civil socialization of the youth of Ukraine in postmodern information society. The conclusion has been made that the process of civil socialization of youth in conditions of postmodern information society involves the youth’s adoption of social norms regulating the relations of power (laws, ideas, political values and civil society values), self-identification with certain political groups, integration and implementation of active patterns of political behavior. The result of civil socialization is the formation of civic-mindedness, which is a multilevel information and communication process that includes both the formation of the civil identity of an individual and the development of legal consciousness, political and civil culture. Therefore, civic-mindedness is tightly connected with the opportunities for the realization of rights and freedoms, the exercise of civil duties, and the formation of civil solidarity.


2021 ◽  
Vol 12 ◽  
Author(s):  
Immacolata Di Napoli ◽  
Elisa Guidi ◽  
Caterina Arcidiacono ◽  
Ciro Esposito ◽  
Elena Marta ◽  
...  

This study investigated how young Italian people experienced the period of peak spread of COVID-19 in their country by probing their emotions, thoughts, events, and actions related to interpersonal and community bonds. This approach to the pandemic will highlight social dimensions that characterized contextual interactions from the specific perspective of Community Psychology. The aim was to investigate young people's experiences because they are the most fragile group due to their difficulty staying home and apart from their peers and because they are, at the same time, the most potentially dangerous people due to their urge to gather in groups. The research involved 568 university students, 475 females, and 93 males, with an average age of 21.82 years (SD = 4.836). The collected data were analyzed with the Grounded Theory Methodology, using the Atlas 8.0 software. From the textual data, representative codes were defined and grouped into 10 categories, which reflect the individuals' prosocial attitudes, behaviors, and values. These categories formed three macro-categories, called: “Collective Dimensions,” which includes Connectedness, Solidarity, Italian-ness, Social Problems, and Collective Mourning; “Prosocial Orientation,” which includes Trust and Hope; and “Collective Values,” which includes Values of Freedom, Respect of Social Rules, and Civic-Mindedness. All these macro-categories are indicative of the shared feelings experienced by Italians during the first time of the pandemic. Further practical implications of these results will be discussed, including a consideration of the risk of developing distress and improving well-being, as well as promoting preventive behaviors.


Author(s):  
М.Н. Певзнер ◽  
Е.В. Иванов ◽  
П.А. Петряков

Актуальность исследования объясняется потребностью современного общества в выпускниках вузов и школ, обладающих активной гражданской позицией, готовых к взаимодействию гражданского общества и правового государства. Воспитанию молодых людей, обладающих гражданскими качествами и социальной активностью, способствует система гражданского образования, основы которой закладывались в различные исторические периоды отечественной педагогической науки. Целью исследования является выделение и обоснование исторических этапов развития знания о становлении гражданского образования и воспитания в российской педагогической науке во второй половине XX — первые десятилетия XXI века. При проведении исследования использовались следующие методы: проблемно-сравнительный, историко-рефлексивный и системно-структурный анализ, метод систематизации и классификации на основе изучения научных источников, обобщение и синтез. Авторы статьи выдвигают гипотезу о том, что идея о гражданском образовании и воспитании в современных концепциях развивалась и трансформировалась во второй половине XX — первых десятилетий XXI века на различных исторических этапах под влиянием определенных общественно-политических факторов. Научная новизна исследования заключается в выделении и теоретическом обосновании исторических этапов развития знания о гражданском образовании и воспитании на основе разработанных авторами критериев; в определении системы и процесса гражданского образования и воспитания учащейся молодежи. Теоретическая значимость исследования состоит в расширении фонда знаний об особенностях развития идеи о гражданском образовании молодежи на различных исторических этапах с учетом общественно-политических факторов и научно-педагогических взглядов ученых на проблему гражданского образования. Практическая значимость заключается в том, что его результаты могут быть положены в основу проектирования современных концепций и моделей гражданского образования молодежи. В процессе изучения эволюции идеи о гражданском образовании авторами выделены этапы идейно-политического воспитания в русле коммунистической моноидеологии; демократизации и гуманизации образования; гражданско-патриотического воспитания на основе национальных традиций и ценностей. Систематизируя результаты исследования, авторы рассматривают гражданское образование как процесс и систему обучения и воспитания, направленную на формирование у обучающейся молодежи активной гражданской позиции и социальной активности на основе гражданско-правовых знаний и нравственных ценностей. В дальнейшем гражданское образование может быть исследовано как фактор формирования устойчивости молодежи к рискам и вызовам эпохи цифровизации. The relevance of the research is accounted for by the fact that modern society has urgent need for civic-minded school leavers and university graduates, who are ready to cooperate with civil society and constitutional state. The system of civic education, whose foundation has been laid by Russian educators of various historical periods, ensures the development of young people’s civic-mindedness and secures their social participation. The aim of the research is to identify and substantiate historical stages of gathering evidence about the formation of civic education and upbringing in Russian pedagogy in the second half of the 20th century — the first decades of the 21st century. The authors of the article use the following methods of investigation: comparative method, historical reflexivity method, systemic-structural method, method of systematization and classification, source analysis, generalization, synthesis. The authors of the article put forward a hypothesis that modern concepts of civic education and upbringing developed in the second half of the 20th century and the first decades of the 21st century under the influence of various social and political factors. The novelty of the research consists in an attempt to theoretically substantiate historical stages of gathering evidence and developing knowledge about civic education and upbringing on the basis of criteria developed by the authors. It also consists in an attempt to define the system and the process of civic education and upbringing of students. The research is theoretically significant, for it attempts to expand one’s knowledge about the development of the idea of young people’s civic education taking into consideration social and political factors and scholars’ views on the issue of civic education. The research is practically significant, for its results can be used to create modern concepts and models of young people’s civic education. Investigating the evolution of the ideas about civic education, the authors of the article single out some stages of ideological and political treatment within the framework of communist ideology, democratization, and humanization of education; civic and patriotic education on the basis of traditions and values. The article systematizes the results of the research, the authors treat civic education as a process and a system of education and upbringing which is aimed at the development of students’ civic mindedness and social participation on the basis of their knowledge of laws and their moral values. Civic education can be further investigated as a factor of ensuring young people’s ability to cope with risks and challenges of the digital era.


Author(s):  
Е.Ю. Плотникова

В статье рассмотрена актуальная проблема формирования гражданской позиции у обучающихся гетерогенных групп в колледже. Представлены результаты опытно-экспериментальной работы по формированию гражданской позиции обучающихся гетерогенных групп в колледже. Сформулированы цель и гипотеза; описаны критерии и показатели сформированности гражданской позиции обучающихся в возрасте 15–19 лет (когнитивный, мотивационно-ценностный и деятельностный); организация и этапы экспериментальной работы. Методики диагностики гражданской позиции (бланковый тест М. Рокича «Ценностные ориентации», опросник А. Мехрабиена, Н. Эпштейна «Способность к эмпатии», анкета Е. Н. Титовой, Т. А. Мирошиной) позволили выявить доминирующие ценностные ориентации, уровень эмпатии обучающихся колледжа и степень осознания ими сущности гражданской позиции. Описана теоретическая модель формирования гражданской позиции у обучающихся гетерогенных групп колледжа, на основе которой создана авторская программа «Моя страна», стимулирующая развитие этой позиции. Дана краткая характеристика программы, предполагающей взаимодействие педагогов с разновозрастной группой первокурсников 15–19 лет с учетом индивидуально-личностных особенностей обучающихся и социальных условий их воспитания, в частности социального благополучия/неблагополучия семей. Описаны результаты проверки авторской программы, экспериментально подтверждающие ее эффективность. The article treats an urgent issue associated with the development of civic-mindedness in college students in heterogeneous classrooms. The article accounts for the aim and the hypothesis of the research, describes the criteria that can be used to assess the levels of civic-mindedness development in 15-19-year olds (cognitive, motivational, value-based, and activity-based), focuses on the organization and stages of experimental work. The methods of assessing civic-mindedness (the Rokeach Value Survey, the Mehrabian Questionnaire, the Epstein Questionnaire Measure of Emotional Empathy, the Titova and Miroshina Questionnaire) enable the author to single out dominant value orientations, the level of emotional empathy in college students, the level of their civic-mindedness. The author of the article describes a theoretical model of civic-mindedness development in college students in heterogeneous classrooms and presents her own course “My Country” aimed at the development of civic-mindedness in students. The article describes the My Country course, which presupposes teachers’ interaction with 15-19-year old first-year students. It is expected that teachers should take into account their students’ individual characteristics and personality traits, their social backgrounds, the level of their family wellbeing. The article describes the results of the course elaborated by the author, and provides experimental evidence that the course is efficient.


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