Obrazki z terenu albo oniryczne reminiscencje Laboratoriów etnograficznych

I present multi-sensory memories from my field research that keep imbuing encounters with people and other beings with specific meaning. Such memories combine dialogues with pictures, sounds, smells and tastes, and can be conceived of as inspiration underly- ing ethnographic and anthropological research. In this context, I reflect on the method of teaching skills of ethnographic field research within “Ethnographic Laboratories”, a module introduced as part of the teaching curriculum at the Institute of Ethnology and Cultural Anthropology, University of Warsaw.

Review of “Let’s Discuss. Second-Language Learners Share Ideas” by Deanna Kuhn (Wessex Press, 2021)

This review critically presents the “Let’s Discuss. Second-language Learners Share Ideas” monograph by Professor Deanna Kuhn as a classroom manual to be used in the Foreign Language (FL) classroom. Connections between critical thinking, global citizenship and critical cultural awareness, as part of a language teaching curriculum, are made. As a conclusion, “Let’s Discuss” is proposed as adequate to complement current FL curricula focusing on critical and global citizenship skills.

Research on Construction and Implementation of Kindergarten Vitality Curriculum

The research is based on the construction concept of “teaching with life, teaching for life” and was designed from “clearing curriculum goals” and “constructing curriculum content”. Also, it focuses on improving the implementation level of teachers’ courses in the theme review, enhancing the children’s vitality in project forwarding, and promoting children’s viability at play, which realized the practical vitality enhancement of children. As a result, children will be fond of learning, knowing how to play, becoming more self-independent, and more active participating. The teachers’ professional development has been highlighted, which manifested in the transformation of teaching curriculum perspective and the achievement; the initial scale of curriculum construction preliminary expressed the environment and system of life education.

Teaching Strategies, School Environment, and Culture: Drivers of Creative Pedagogy in Ghanaian Schools

Creative pedagogy in educational institutions has been the mainstay of sustainable development globally as it ensures high standard human capital with a high level of imagination and problem-solving potentials. However, there are several drivers of creative pedagogy. This exploratory study employed the embedded mixed methods design with qualitative and quantitative approaches aimed at exploring the perspectives of teachers in selected pre-tertiary institutions in Ghana on the teaching strategies, school environment, and culture as drivers of creative pedagogy, using Lin’s creative pedagogy theory. The findings have shown that teaching strategies, school environment, and culture that promotes flexible and independent thinking, problem-solving and collaborative skills ensure students’ creativity development. The study recommends the implementation of learner-centered teaching strategies, a flexible teaching curriculum that encourages creativity development, smaller class sizes, semi-circular seating arrangements, and an introduction of a permissive culture that allows students to think and explore outside the box in Ghanaian schools.

ANÁLISIS DE LAS FINALIDADES EDUCATIVAS DE UN TEXTO ESCOLAR DE LENGUAJE Y COMUNICACIÓN DE CHILE A PARTIR DE LA MIRADA DEL VALOR COGNITIVO DE LOS CONOCIMIENTOS QUE SE PROPONEN

This article proposes a learning content analysis model proposed in a curriculum. It questions the educational purposes of a Chilean language and communication textbook based on Young's (2008; 2009) proposal regarding the cognitive value of knowledge that empowers students. The emancipatory objective of a school curriculum would result from the structuring and organization of said knowledge. What is knowledge that empowers? What are the intellectual activities in which the teaching of this knowledge involves students? In this contribution, we conceptualize knowledge that empowers by referring to the relationships between two processes of generalization of experience, as outlined by Vygotsky (1934/1997) in his discussion of the relationships between everyday concepts and scientific concepts. Although with important limitations, our data analysis highlights that in order to analyze the emancipatory potential of a school curriculum, it is necessary to take into account the way it organizes and structures knowledge. Throughout the article, we show that empowering knowledge is developed through teaching-learning activities that involve the person in a process of theoretical generalization. Finally, we highlight the contradictions between the emancipatory purposes that are announced by its designers and the way in which knowledge is organized and structured in the mother tongue teaching curriculum.

How to impart scientific knowledge and writing skills? Digital education in the COVID-19 pandemic

IntroductionIn order to make a virtue out of necessity by establishing a digital teaching curriculum in ORL during the Covid-19 pandemic, we created the concept of a new digital scientific seminar. In this study, we present the students’ evaluation of the seminar focusing on digital and scientific skills acquisition. MethodsWe included 265 students in our prospective monocentric questionnaire study. The seminar started with an introduction on the criteria of a good publication, followed by the individual task of understanding the publication on a main ORL topic and writing its abstract. After the seminar students completed the evaluation questionnaire. ResultsOverall results showed that students rated the seminar well. Free-text comments added that although live teaching was preferred, students found their digital and scientific competence increased through the task of writing a publication abstract on their own. Conclusion Digital education was not only rated well, but satisfied the students’ wish for digital transformation and likewise fulfilled the national goals of competence-based education. Digital competence and skills convey data literacy in medical education and scientific education.