Concept of Pedagogy and Andragogy Education

Education can be a measure of the progress and quality of life of a nation, so it is said that the progress of a nation and state can be achieved by one of the reforms in terms of education. In education, there are two terms, namely pedagogy and andragogy. Pedagogy is known as the education of children, while andragogy can be interpreted as the science and art of teaching adults. Children's education will take place in the form of assimilation, identification, and imitation; while adult education focuses on improving their lives, providing skills and abilities to solve problems, so what is identical here is brain training for adults. The difference between pedagogy and andragogy lies in the different assumptions about the personality of students, such as the concept of students, student experience, readiness to learn, orientation towards learning from their learning motivation. And from these assumptions, it can be distinguished in terms of the process which includes elements of atmosphere, planning, needs diagnosis, formulation, objectives, lesson plans, learning activities, and assessments.

The colors of life: an interdisciplinary artist-in-residence project to research fungal pigments as a gateway to empathy and understanding of microbial life

Background Biological pigmentation is one of the most intriguing traits of many fungi. It holds significance to scientists, as a sign of biochemical metabolism and organism-environment interaction, and to artists, as the source of natural colors that capture the beauty of the microbial world. Furthermore, the functional roles and aesthetic appeal of biological pigmentation may be a path to inspiring human empathy for microorganisms, which is key to understanding and preserving microbial biodiversity. A project focused on cross-species empathy was initiated and conducted as part of an artist-in-residence program in 2021. The aim of this residency is to bridge the current divide between science and art through interdisciplinary practice focused on fungi. Results The residency resulted in multiple products that are designed for artistic and scientific audiences with the central theme of biological pigmentation in fungi and other microorganisms. The first product is a video artwork that focuses on Aspergillus niger as a model organism that produces melanin pigment in a biosynthetic process similar to that of humans. The growth and morphology of this commonplace organism are displayed through video, photo, animation, and time-lapse footage, inviting the viewer to examine the likenesses and overlaps between humans and fungi. The second product is The Living Color Database, an online compendium of biological colors for scientists, artists, and designers. It links organisms across the tree of life, focusing on fungi, bacteria, and archaea, and the colors they express through biological pigmentation. Each pigment is represented in terms of its chemistry, its related biosynthesis, and its color expressions according to different indices: HEX, RGB, and Pantone. It is available at color.bio. Conclusions As fungal biotechnology continues to mature into new application areas, it is as important as ever that there is human empathy for these organisms to promote the preservation and appreciation of fungal biodiversity. The products presented here provide paths for artists, scientists, and designers to understand microorganisms through the lens of color, promoting interspecies empathy through research, teaching, and practice.

Techno-Pedagogical Skills for 21st Century Digital Classrooms: An Extensive Literature Review

Techno-pedagogical ability is a way and reasonable value education available to everyone. Indeed, although in the past it has been found that there are many benefits to using innovation in the classroom environment, there are still obstacles or experiences related to the use of innovation. The literature review was utilized to gather and choose the papers for this research. This article investigates the techno-pedagogical skills requirements of the science and art teachers of the Sukkur State Government College. In this paper, literature is collected from different real sites, such as Google, Google Scholar, Science Direct (Elsevier), Sage, Springer, Emerald, Taylor & Francis, and Eric databases. Ten themes emerged from the literature to analyze the techno-pedagogical skills of science and art educators and provide suggestions and solutions for improving educational institutions. Quantitative, qualitative, and mixed research papers are all included in this study. This research also identified the knowledge gap and methodological and implication gap in this research article as per the need for 21st Century Digital Classrooms. The results show that there is no significant difference in techno-pedagogical skills between science teachers and art teachers who use technology in teaching. This is because of the epidemic. Talking about the current scourge, COVID-19 has transformed traditional courses into digitization through ICT integration. Information and Communication Technology (ICT) is seen as a tool that can help schools adapt to the transition from industry to information. It is also considered as a tool to provide, support, and strengthen educational reforms in accordance with the educational needs of the information society.

Dance and Science: an analysis of the creative process behind "Transitions", a show by Contemporary Dance Company of UFRJ

This study proposes an esthetic reflection on the influence of the biological sciences on dance as a variety of contemporary art. The relationship between science and art in this study is grounded on François Dagognet’s hyperphenomenology, particularly his representation of the major role played by the image-symbol as essential base of present-day scientific activity [1]. Contemporary dance creators and companies such as Wayne Mac Gregor, Phylobolus Dance Company and Liz Lerman Dance Exchange are analyzed, in order to highlight how some biosciences themes are explored as creative potentials in their dance performances [2,3,4]. We aim at relating biological shapes and patterns existing in the cellular and molecular universe with the fundamentals of dance described by Helenita Sá Earp. Earp’s conception posits dance as wide-scoped knowledge, including a “science of dance” where intuition works as basic foundation and its epistemology is made of an open type of knowledge named “dance parameters”, namely motion, space, shape, dynamics and time. These parameters allow establishing access points for multiple connections within the realm of dance. This approach tends to generate a kind of access to body actions stimulating interdisciplinarity between several areas of knowledge [4]. As study-case, we focus methodologically on the processes of esthetic creation involved in the production of a multimedia show entitled “Transitions” by appealing to biochemical notions, especially some features of cytology and cellular morphology, cell proliferation and processes of cellular transportation [5].

Examination of Science Self-Regulation Skills of Gifted and Non-Gifted Students

The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings.

THE ORIGINS OF THE ARABIC TRANSLATION TRADITION

The Arab Caliphate was famous for its highly developed book culture and the fact that it turned the Arabic language into the international language of communication, science and art throughout the Arab-Muslim East. During the reign of the Abbasid dynasty, the Arab-Muslim civilization is experiencing the peak of its heyday and power. Under the Abbasids, Baghdad became not only the political, but also the cultural capital of the Caliphate. The famous House of Wisdom opens in Baghdad, where a large-scale translation activity has been carried out for centuries. The Abbasids achieved amazing success because they were able to absorb the rich cultural traditions of the peoples they conquered. At the same time, they pursued their own political goals - the strengthening and development of the Arab Caliphate. The Abbasids were not pioneers in translation, they skillfully used and developed the pre-Islamic developments of the Iranians in this area. It is important to study the reasons why the Arab Caliphate at one time reached historical heights. This is necessary in order for the lessons of the past to serve the good of the present.

A Hermeneutic Introduction to Maps

The aim of this article is to show how a Ricœurian approach to space and place is likely to raise issues about geography and even cartography, rather than just ontological topology in a Heideggerian fashion. Two steps will lead towards that conclusion: the first concerns the role of Ricœur’s long détour in the transition from a transcendental—therefore empty—notion of place to the concrete plurality of places, which turns them into matters for interpretation; the second shows how the task of interpreting of places implies distanciation and even objectification, through which they are constituted as objects of scientific and critical investigation. Maps will be introduced at that point as specific interpretations of places, halfway between text and images, between the subject and the object, and between science and art.