Nilai Didaktik Moralistik Dalam Serat Wasita Rini Karya Ki Hadjar Dewantara

This study focuses on the study of the value of moral education / didactic moralistic values contained in Ki Hadjar Dewantara's Serat Wasita Rini through content analysis. The data analysis methods and techniques used are the content analysis method of the semiotic model. Moral education can be equated with the terms ethical education, character education, value education or affective education. The results of the didactic moralistic value research contained in Serat Wasita Rini are as follows: 1) A woman should always maintain the norms of decency and morality; 2) Safeguarding themselves and their honor; 3) Women, do not like to order arbitrarily; 4) self-control; 5) A woman must be conscientious and clever at sorting out good and bad things; 6) Women are required to have creative intelligence, taste, and intention (morals)

Conclusion

The Conclusion develops some broader claims about unremembered pleasure by considering Wordsworth’s retrospection across his authorship. Beginning from Paul de Man’s concerns over romantic nostalgia, it traces some varieties of nostalgia from the eighteenth century to the present. In opposition to nostalgic longing, it suggests that Wordsworth’s retrospection might be understood as a form of underdetermined attachment, freed from the expectation of possession or recovery. Returning to the comparative questions raised in the Introduction, it reflects on the ways that romanticism and psychoanalysis might continue to inform one another while remaining distinct traditions of writing. Finally, it returns to the question of affective education, tracing the prospect of ‘learning to love’ through Wordsworth’s writing.

Feeling Revolution

Stalin-era cinema was a technology of emotional and affective education. The filmmakers of the period were called on to help forge the emotions and affects that befitted the New Soviet Person—ranging from happiness and victorious laughter to hatred for enemies. Feeling Revolution: Cinema, Genre, and the Politics of Affect under Stalin shows how the Soviet film industry’s efforts to find an emotionally resonant language that could speak to a mass audience came to centre on the development of a distinctively ‘Soviet’ genre system. Its case studies of specific film genres, including the production film, comedy, thriller, and melodrama, explore how the ‘genre rules’ established by Western and pre-revolutionary Russian cinema were rewritten in the context of new emotional settings. ‘Sovietizing’ audience emotions did not prove to be an easy task. The tensions, frustrations, and missteps of this process are outlined in this book with reference to a wide variety of primary sources, including the artistic council discussions of the Mosfil′m and Lenfil′m studios and the Ministry of Cinematography. Bringing the limitations of the Stalinist ideological project to light, Feeling Revolution reveals cinema’s capacity to contest the very emotional norms that it was entrusted with crafting.

Problems and Crisis of Islamic Education Today and in The Future

Islamic strategies and tactics must be more effective and efficient, meaning pedagogical, sociological, and cultural. Therefore, the Islamic breath in the person of a Muslim is essential to be able to move the behavior reinforced with extensive knowledge so that he can provide appropriate and useful answers to the challenges of the development of science and technology, and in Islamic education will not be separated from Islamic principles sourced from the basic principles of the Koran. Planning for future education must include three main characteristics of a society, namely: the future of socio, the future of techno, and the future of bio. Besides, Islamic education strategies in facing future challenges include: (1) Building an actual Islamic Education paradigm; (2) Carry out Affective Education; and (3) Improving the quality of teaching staff.

THE SENSE OF CONCEPT IN MODERN LINGUISTICS

The analysis of existing approaches to the concept description in modern linguistics is carried out. The research is based on the scientific works of modern linguists dealing with cognitive linguistics, semantics and pragmatics: A. A. Zalevskaya (2001), V. I. Karasik (2002, 2007, 2019), Z. D. Arutyunov (1999), V. A. Maslov (2007), Y. S. Stepanov (2007). The versatility of the concept noted by the linguists requires a more detailed consideration of approaches to its description. The article discusses two positions in the study of the concept - cognitive and lingua-cultural. Terminological differences of term ‘concept’ are given from the point of view of several representatives of the observed linguistic schools. The research methodology is based on the dialectical method of cognition. The concept as a mental category embodies the linguistic and cultural connection of a person's ideas about the world around them - "a clot of culture in the mind". Representatives of cognitive linguistics consider the concept as the result of conscious activity of the speaker, behind which the meanings of native speakers of a particular language are hidden. Psycholinguists interpret the concept as a basic perceptual-cognitive-affective education, which serves as an indicator of a person's mental life. Representatives of the lingua-cultural direction distinguish several features in the concept. First, the value characteristics are expressed in the meaning - "cultural saturation of the concept". Secondly, conceptual properties are represented in the meaning of "mental education". Thirdly, the figurative components of the concept serve its operation in various activities. The multilayered nature of the concept is a subject to abstract modeling, which is used in applied research in linguistics, synchronous comparative studies, confrontational and comparative- typological linguistics. The concept as a unit of meaning is represented as an abstract category that is implemented in language tools and images. Cultural linguistics examines the structure of the concept from the standpoint of three components - conceptual, figurative and axiological (evaluative). The content of the concept can be furtherly investigated in accordance with the field principle - the core (information content), the near periphery (metaphorical interpretation and value features) and the far periphery (infrequent functioning of features).

Hablemos de Consentimiento

The following article deals with the issue of consent among young people, specifically focused onthe consent that is granted when relating sexually with other people. We can see that all the peoplesurveyed have felt passed to take their consent, either in contexts of intimacy, as in public socialcontexts. In certain cases, the limits at the moment of consent become confusing due to theingestion of narcotics, but respect and responsibility are essential, that is why it is important toenact affective responsibility through a sex-affective education that makes us responsible subjectswith our bodies and the foreign bodies.

Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education

This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings showed that students were very enthusiastic about following the activities of the teacher with pleasure, happiness and did not feel burdened from the initial activities to the final activities of the students who followed them well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's efforts to train children's independence are maximized. The students have begun to instill Pancasila values in their daily lives, namely Godhead, Humanity, the Value of Unity, People's Value, and Social Justice. Keywords: Affective Education, Early Childhood Mindset Stimulation, Understanding Pancasila. References Abramson, L., Daniel, E., & Knafo-noam, A. (2018). 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