On Earth and as It Is in Heaven—There Is No Sex Trafficking in Heaven: A Qualitative Study Bringing Christian Church Leaders’ Anti-Trafficking Viewpoints to Trafficking Discourse

There is a lack of contributions in sex trafficking the academic literature from Christian evangelical leaders despite their prominence in global counter-trafficking activism. Given that the academic literature influences professional and pedagogical discourse, the lack of evangelical Christian representation could diminish the complexity of trafficking discourses, limit balanced views of the flaws and strengths of evangelical counter-trafficking, and limit the opportunities for academia to understand and address problematic areas in evangelical counter-trafficking through an emic understanding of evangelical paradigms. Using a phenomenological lens to engage evangelical Christian pastors (n = 17) in the midwestern United States, this study examined the meaning faith leaders attach to counter-trafficking initiatives. Four themes emerged: (1) God cares about survivors of sex trafficking, giving Christians a moral obligation to intervene; (2) God, the Christian, and the survivor all have essential roles in tackling sex trafficking as part of helping humanity; (3) congregations’ faith-inspired but imperfect efforts to help an imperfect and complex world create many complexities; and (4) managing complexity involves applying the truths that underpin the Christian worldview, namely that God is good and people are valuable. These findings underscore the need to create an inclusive knowledge-producing forum that allows for a pragmatic exchange of ideas to expand the discourse between multiple counter trafficking actors.

Pedagogical situations: interpretation difference

Taking into account the need to clarify the terminological framework of modern pedagogy, the concept pedagogical situation in general and its place in the pedagogical discourse in a cross-cultural aspect is discussed. Today, the concept of situation gains a general methodological significance though lacks a clear definition. Based on the analysis of interdisciplinary research, we concluded that the integral concept of situation includes: presence of subjects, dynamism, external conditions, causal relations, chronotope. The analysis of scientific sources proved that in pedagogical discourse of Russian- and English-speaking authors the term pedagogical situation is used incorrectly, the concept of pedagogical situation is mistaken for other pedagogical categories at the theoretical level, there is no unified approach to its definition. Thus the pedagogical situation analysis in Russian language pedagogical discourse is centred on the formulation of a pedagogical task, and in the English-speaking pedagogical tradition it is based on the triangle diagram that includes a teacher, a student and content. In the conducted cross-cultural and partly interdisciplinary study, a pedagogical situation is conventionally understood as a process of interaction of subjects of pedagogical activity (educational process) with a certain task in a certain place and time.

Lingual means of the denotation in the Ukrainian language for age development periods of a child in the first year of the life

The names of age periods of the first year of a child’s life were considered in the paper. Traditionally the first year of a child’s life was not clearly divided into shorter stages, and in turn, there were no established names which would correlate with these age periods. In every-day life defining features for a child of the first year of life is the fact of birth itself, which fixes a noun-composite a newly-born, as well as expressive signs associated with feeding a baby and its (his/her) inability to speak, namely, such nouns as a nursling and a baby. A clearly differentiated division of a child’s age period, before reaching the age of one year, is recorded in medicine. Scientific observations of the physiological changes in the development of a child, depending on a lived calendar period, determined the classification of the life into certain stages beginning from the prenatal development; it was expressed in a special terminology, for example, a perinatal period, a zero day. In a medical sphere the division units of a life period before the age of one year are hours, days, months; thus, this temporal vocabulary belongs to the structure of terminological phrases used to denote a certain age stage, the gradation of periods can be done with help of adjectives-qualifiers early, late. In a pedagogical discourse, contrary to a medical sphere, the names of the age periods in a child’s life do not clearly correlate with physiological changes and a calendar duration, and in an every-day life discourse the correlation is seen the least. However a conversational speech is characterized with a larger number of the patterns which form the names of age periods, descriptive nominations, due to a child’s socialization. Thus, a set of nominative units is different for each discourse, but we can come across some scientific terms in mass media, and from there they can be found in a conversational speech. In a pedagogical, medical, every-day life discourse we have the cases when the same nouns are used, for instance, a newly-born, however they differ semantically.

Mnemonic Aids in Linguodidactic Discourse

The article examines modern English memory aids as part of linguodidactic discourse in teaching English, and the patterns of mnemonic devices represented by sentence, acronym, abbreviation and verse. The empirical material of the research incorporates 54 units. The focus is made on an extensive number of mnemonics compiled as a meaningful text and the patterns of the devices in the form of a sentence, and the mnemonic acronyms homonymous to general vocabulary, i. e. homoacronyms. At that, the mnemonic aids which are not similar to other words, are not so often used as mnemonic devices. The mnemonic devices in the paper have been studied on the basis of the English and Russian sources published in the 21st century.Mnemonic devices have become part of research only in recent years. Previously mnemonics were studied within the framework of pedagogical discourse in teaching Geography, Biology, Astronomy, History, and Music. In the present research the mnemonics related to teaching English were distributed by structure. Afterwards, mnemonic sentences and the mnemonics homonymous to the existing lexemes were identified. The analysis of the structures showed the domination of the mnemonics structured as sentences and homoacronyms. 54 units of mnemonics under study were presented in the form of 22 sentences, 3 verses, 17 acronyms and 12 abbreviations. The most common structure proved to be a sentence, while the least common one was verse. The mnemonics considered contained only 13 units which were not sentences or homoacronyms: 12 abbreviations and 1 acronym of primary nomination. The examination of the structures showed the domination of the mnemonics organized as a sentence or a homoacronym. The research confirms the assumptions made earlier on the frequent use of sentence mnemonics, which, as it turned out, exceed the shares of the other mnemonic patterns. In their turn, homoacronyms made up a larger share compared to acronyms and abbreviations with no reference to general English words or verse. Thus, we can consider these structures (sentences and homoacronyms) within English teaching as part of pedagogical discourse. To sum it up, while compiling mnemonic aids, preference should be given to sentences or homoforms based on the vocabulary, while verses and abbreviations might be used economically. The article has also revealed additional features of mnemonics, in particular applying asyndeton in acronyms and abbreviations, the average number of 3 or 4 components in a mnemonic aid. Studying such structures will contribute to examining shortened forms and functioning of mnemonics in linguodidactic discourse.

The Framework of Action for Teachers in Integration Classes at Secondary Level on the Example of Reading/Writing Difficulties – A (Re-) Constructionist Educational Research

Background: Reading/writing difficulties are embedded in a broad discourse that is related to dyslexia. Therefore, this discourse serves as the basis for the presented study. Because of the results from the scientific community, one of the questions of this study is of possible interdependencies or differences to the pedagogical discourse of teachers. Teachers in Austria, where the study was conducted, are confronted with those scientific findings. The term reading/writing difficulties in the Austrian context refers to the criticism of the discrepancy criterion and is used there in the pedagogical context. Furthermore, this contribution assumes that teachers construct their framework of action. Linked to this is an epistemological perspective on social constructivism. Aim: The aim of this piece of research is to reconstruct the framework of action for teachers in integration classes at secondary level. In integration classes in Austria can teach up to three teachers. In this context, the question arises as to how these human resources are used by three teachers (teacher for German, the special education needs teacher and the support teacher) regarding reading/writing difficulties. Methodology: Methodologically, the work is based on reconstructive social research according to Bohnsack. Associated with this is theory formation from the data material. The narrative-based interviews (n=8) were evaluated using the documentary method. The reconstructed action framework enables a differentiated presentation of the orientations and options for action of teachers in integration classes at secondary level. Results: In conclusion, different options of action in connection with difficulties in reading/writing are discussed due to the orientation framework. Regarding the question of possible interdependencies or differences to the pedagogical discourse of teachers, the study shows that the statements made by the teachers are only partially compatible with current findings of the scientific discourse.

Pedagogical discourse of curriculum development based on the orientation of educational practice

Education reform that follows the needs of all students, parents and employees in educational institutions would imply goal-oriented action. The practice that promotes a concept focused on the teaching content and which does not even announce the learning outcomes in the pedagogical records confirms that the student is not a subject of the educational process and that there is a possible gap between theory and practice. However, what if we see this realization as a possibility? If we started the analysis of the quality of practice orientations and “from the end,” we would determine the factual role of all those involved in the educational process without, possibly unnecessary, polar orientations “for and against”. The aim of this paper is to examine the orientation of the curriculum present in the practice of educational institutions in order to conclude about the pedagogical discourse as the basis for change. The paper first operationalizes the concepts with regard to the types of curriculum present in educational practice, and then empirically verifies the testing of the set hypotheses. The obtained research results show that all curriculum orientations are equally represented in educational practice; classroom and subject teachers do not differ in the implementation of the educational process according to the type of curriculum and the orientation to learning outcomes and teaching goals contribute to the explanation of the open and closed curriculum. The last part of the paper explains and critically discusses pedagogical discourse as an agent for changes in the field of educational practice quality based on initial reflections on the current focus on competencies as a pedagogical standard. The contribution to the research was given by 113 educators employed in primary schools by providing answers to the created e-Instrument for the purpose of the research.

THE PECULIARITIES OF SPEECH ACTS REPERTOIRE OF TEACHER’S COMMUNICATIVE STRATEGIES AT ENGLISH LESSON

The article describes the peculiarities of speech acts repertoire of teacher’s communicative strategies at English lesson by the analysis of lingua-pragmatic means of their objectification. It is defined the key strategies of the English pedagogical discourse in the space of communicative genre “lesson”. The research was based on the continuous examination of the videos of the English lessons allows us to distinguish a number of speech acts that are often used for organizing pupils ’various activities.

Philosophy of Education and History of Philosophy: Transformation of the Dialogue between Educators and Philosophers in the 21st Century

The paper examines the problem of transformation of the dialogue between educators and philosophers (within the framework of the scientific dialogue between the philosophy of education and the history of philosophy) in the 21st century. The work implements a perspectivist approach, exploring the interdisciplinary field of philosophy of education and history of philosophy from the position of an actor of science in measuring the dialogue between educators and philosophers. Monographs and scientific papers of 1990–2021 serve as a source material for the study. In the course of the study, the author’s approach to the study of the current state and discussions of the philosophy of education in the perspective of the dialogue between teachers and historians of philosophy has been substantiated. The article generalizes the features of the transformation of the field of philosophy of education in 1990–2021, identifies the periods of change in the dialogue between the philosophy of education and the history of philosophy, highlights the general directions of modern discussions. It is demonstrated that in modern research the dialogue between educators and historians of philosophy occurs at all levels of philosophy of education: the level of methodology; practical developments of thinkers of the past; cultural, social, value context. At the same time, the role of the historian of philosophy is to deepen criticism and interpretation of the pedagogical discourse of the past in response to a specific request from specialist educators, in clarifying certain aspects of philosophy and contextualizing them within the framework of the situation of education. The article shows the importance of studying the historical and philosophical layer of modern problems, indicates the continuing relevance of the study of the philosophy of the past and the work of the historian of philosophy for specialists in various branches of the humanities.

CATEGORY OF «EDUCATION» IN PEDAGOGICAL DISCOURSE

The purpose of the article is to reveal the traditional and modern approaches to the interpretation of the concept of “education” as a pedagogical category. Applying theoretical methods of research such as analysis, synthesis, induction, deduction, abstraction, comparison, generalization, systematization, classification, various scientists' approaches to the grounding of initial theoretical positions, systematization of views and approaches to the clarification of the leading pedagogical category have been considered. It is proved that there are different approaches to determining the essence of the category of “education” in pedagogy, which determines its ambiguity, versatility and heterogeneity of this phenomenon. For some scholars, it is understood as both influence and purposeful management, and as cultivation, and as an attachment to culture, and as a development of the semantic sphere, and as primary socialization. The most traditional is the idea of education as a process in which the leading role belongs to an adult who performs the functions of a caregiver and children are the objects of this upbringing. The modern view of education is based mainly on the progressive ideas of humanization, child-centrism, and the subject-subjective paradigm of upbringing, which treats it as subject-subjective interaction. Generalization of scientific sources indicates that the diversity of interpretations of the phenomenon of “education” is due to the presence of different methodological approaches, concepts of education, scientists and researchers ideas about the formation of personality, the role and place of the teacher and the pupil in education. Therefore, they as a social phenomenon, activity, system, action, value, process, interaction, interpret this concept. The prospects for further research on this problem of the educational theory are seen in the disclosure of concepts such as “the process of education” and “educational process”.