Publicwashing in Education: Definition, Motives, and Manifestations

This essay coins and conceptualizes the term “publicwashing.” In educational systems and organizations, publicwashing is a symbolic communication that emphasizes organizational publicness for the purpose of a superficial repair of reputation. The essay defines publicwashing and describes its motives and manifestations. Additionally, it illustrates publicwashing by discussing the concept in the context of the U.S. charter school reform. Adopting the lens of symbolic communication in the charter school case illustrates how the discrepancy between the “public” label and private characteristics of charter schools is managed through public relations. Future studies of publicwashing in education can further apply the symbolic communication approach to various cases, contexts, and deceptive strategies.

Symbolic Signal Use in Wild Chimpanzee Gestural Communication?: A Theoretical Framework

Symbolic communication is not obvious in the natural communicative repertoires of our closest living relatives, the great apes. However, great apes do show symbolic competencies in laboratory studies. This includes the understanding and the use of human-provided abstract symbols. Given this evidence for the underlying ability, the apparent failure to make use of it in the wild is puzzling. We provide a theoretical framework for identifying basic forms of symbolic signal use in chimpanzee natural communication. In line with the laboratory findings, we concentrate on the most promising domain to investigate, namely gesture, and we provide a case study in this area. We suggest that evidence for basic symbolic signal use would consist of the presence of two key characteristics of symbolic communication, namely arbitrariness and conventionalization. Arbitrariness means that the linkage between the form of the gesture and its meaning shows no obvious logical or otherwise motivated connection. Conventionalization means that the gesture is shared at the group-level and is thus socially learned, not innate. Further, we discuss the emergence and transmission of these gestures. Demonstrating this basic form of symbolic signal use would indicate that the symbolic capacities revealed by laboratory studies also find their expression in the natural gestural communication of our closest living relatives, even if only to a limited extent. This theoretical article thus aims to contribute to our understanding of the developmental origins of great ape gestures, and hence, arguably, of human symbolic communication. It also has a very practical aim in that by providing clear criteria and by pointing out potential candidates for symbolic communication, we give fieldworkers useful prerequisites for identifying and analyzing signals which may demonstrate the use of great apes’ symbolic capacities in the wild.

TRADITIONAL MUSIC RAPA'I GEURIMPHENG AS A FORM OF SYMBOLIC COMMUNICATION IN THE PIDIE COMMUNITY

Rapa'i is traditional music perform in Aceh, especially in Pidie Regency. Rapa'i geurimpheng way of playing musical instruments like round like tambourine. Geurimpheng in Acehnese means rapa'i, "grik and pheng". There is no literature yet on when rapa'i geurimpheng appears, but rapa'i geurimpheng music is behind several phases, ranging from a period of very long conflict to the peak of the tsunami disaster. Today rapa'i geurimpheng began to exist again and continued father. The purpose of this study (1) is to study traditional music rapa'i geurimpheng as a form of symbolic communication in pidie society. (2) Reviewing traditional rapa'i geurimpheng music as a form of symbolic communication for educational media for pidie people. The method used in this study is descriptive qualitative which is interpretive with a cultural approach. The results showed that communication took place between rapa'i players and the audience, communication settings occurred during the performance, as well as better audience understanding during the performance, stimulus from the performer, and response from the audience.

Symbolic Communication of Tourism Images in Soap Opera Televisions

Tourism in Bali is growing so rapidly that it continues to increase every year. The increasing number of foreign and domestic tourist arrivals leads to an increase in domestic services and promotions. Arief Yahya assessed that film had become a useful medium and contributed greatly to promoting Indonesian tourism. The aim of this research is to know how soap opera and film could be used as a means of promotion to know about Tourism in Bali and other state problems: (1) How Broadcasting as a mass communication activity functions as a medium of information, education, entertainment, health, control and social control; (2) How to carry out the function of soap opera and film as a means of promoting Tourism inBali;(3), How broadcasting also has economic and cultural functions. Theory and Method: Symbolic Theory and Method use perception and qualitative analysis which explore by watching the eat, pray, and love films and some soap operas whose shooting take place in Bali. They can serve as a reference for the industrial world to make films that can inspire audiences to come to the place or location of the film, and also a reference for tourists who would come to Bali.

Profil Komunikasi Matematis Siswa SMP Kelas VIII dalam Menyelesaikan Soal Bangun Ruang Ditinjau dari Tipe Kepribadian David Keirsey

This study aims to describe the student’s mathematical communication profile in solving geometry questions based on David Keirsey's personality type. The subjects of this study were 8 students of class VIII F SMPN 11 Jember which consisted of 2 students in each personality types, namely artisan, idealist, guardian, and rational. Students are given a personality type questionnaire, then test questions about the geometries, and followed by interviews. This type of research is called qualitative descriptive. The results of this study indicate that students with the artisan personality type tend to show symbolic communication, then logical communication, and finally verbal communication in solving problems. Students with idealistic personality types tend to show symbolic communication and verbal communication in solving problems. Students with the guardian personality type tend to show logical communication and symbolic communication in solving problems. Students with rational personality types tend to show logical communication, then symbolic communication, and finally verbal communication in solving problems.

Visual Literacy as a Dimension of the Young Generation’s Cultural Capital – Comparative Research

The subject of the research presented in the article, related to visual literacy, is to determine the scope and quality of the phenomenon of communication in the area of symbolic communication. Individual dispositions of information users were taken into account, creating a set of behaviors and reactions, views and concepts, personal beliefs and inclinations that determine the way of life and thinking – the so-called Habitus by Pierre Bourdieu. The aim was to create the characteristics of the examined representatives of the young generation and to determine their predispositions to symbolize (search for references). The research was carried out on two comparative groups of research participants from Poland and Italy in order to examine the quality of contemporary visual communication and the predisposition of information users to visualization, and their adaptation to the visual form of expression. The research meets the educational demand for a modern form of education, taking into account the modern informational live environment and media immersion in the visual reality of the participants of the education process.

SYMBOLIC MEANING OF KESANDINGAN RITUAL IN PROBOLINGGO

Kesandingan, one of the rituals in Probolinggo, East Java, is a cultural phenomenon that mingles with religious elements of society. It is something sacred and mystical that parents do when a toddler (an infant under three years old) experiences heat illness for days, tends to be fussy, cries a lot, and cannot sleep at night. This research aims to explain the process of symbolic communication of kesandingan ritual and to understand the symbolic meaning behind the ritual. It is a descriptive-qualitative study through observation, in-depth interviews, and documentation. The data analysis uses a qualitative-naturalistic technique. The result demonstrates that the symbolic communication process of kesandingan ritual in Mentor, Sumberasih, Probolinggo, comprises seven series: burning incense, wiping incense smoke on the child's face, giving the child holy water to drink, wiping the child with floral water, preparing food, making a wish on the child's bed, and distributing food. Meanwhile, the symbolic meaning of kesandingan ritual refers to divine, social and personal dimensions. Ritual kesandingan merupakan salah satu ritual masyarakat Probolinggo Jawa Timur yang sudah menjadi fenomena budaya yang berbaur dengan unsur religi masyarakat. Ritual kesandingan merupakan sesuatu yang sakral dan mistis yang dilakukan orang tua saat anak batita (bawah tiga tahun) mengalami sakit panas berhari-hari, rewel, kerap menangis dan tidak bisa tidur terutama malam hari. Tujuan penelitian ini untuk menjelaskan proses komunikasi simbolik ritual kesandingan dan memahami makna simbolik dibalik ritual tersebuat. Penelitian ini merupakan penelitian deskriptif-kualitatif, pengumpulan datanya melalui observasi, wawancara mendalam, dan dokumentasi. Sedangkan analisis datanya menggunakan teknik analisa data kualitatif-naturalistik. Sebagai hasilnya, diketahui bahwa proses komunikasi simbolik ritual kesandingan di desa Mentor Kecamatan Sumberasih Kabupaten Probolinggo meliputi tujuh rangkaian yaitu: membakar kemenyan, mengusap asap kemenyan ke wajah anak, memberi minuman kepada anak dengan air doa, mengusap wajah anak dengan air bunga, menyiapkan makanan, memanjatkan doa ditempat tidur anak, dan membagikan makanan. Sedangkan makna simbolik ritual kesandingan mencakup tiga dimensi, yaitu: dimensi ketuhanan, sosial, dan personal.

Opportunities and Challenges of Applying Cognitive Process Dimensions to Map-Based Learning and Alternate Assessment

In education, taxonomies that define cognitive processes describe what a learner does with the content. Cognitive process dimensions (CPDs) are used for a number of purposes, such as in the development of standards, assessments, and subsequent alignment studies. Educators consider CPDs when developing instructional activities and materials. CPDs may provide one way to track students’ progress toward acquiring increasingly complex knowledge. There are a number of terms used to characterize CPDs, such as depth-of-knowledge, cognitive demand, cognitive complexity, complexity framework, and cognitive taxonomy or hierarchy. The Dynamic Learning Maps (DLM™) Alternate Assessment System is built on a map-based model, grounded in the literature, where academic domains are organized by cognitive complexity as appropriate for the diversity of students with significant cognitive disabilities (SCD). Of these students, approximately 9% either demonstrate no intentional communication system or have not yet attained symbolic communication abilities. This group of students without symbolic communication engages with and responds to stimuli in diverse ways based on context and familiarity. Most commonly used cognitive taxonomies begin with initial levels, such as recall, that assume students are using symbolic communication when they process academic content. Taxonomies that have tried to extend downward to address the abilities of students without symbolic communication often include only a single dimension (i.e., attend). The DLM alternate assessments are based on learning map models that depict cognitive processes exhibited at the foundational levels of pre-academic learning, non-symbolic communication, and growth toward higher levels of complexity. DLM examined existing cognitive taxonomies and expanded the range to include additional cognitive processes that demonstrate changes from the least complex cognitive processes through early symbolic processes. This paper describes the theoretical foundations and processes used to develop the DLM Cognitive Processing Dimension (CPD) Taxonomy to characterize cognitive processes appropriate for map-based alternate assessments. We further explain how the expanded DLM CPD Taxonomy is used in the development of the maps, extended standards (i.e., Essential Elements), alternate assessments, alignment studies, and professional development materials. Opportunities and challenges associated with the use of the DLM CPD Taxonomy in these applications are highlighted.