Effect of Articulation Reflective Approach on Learning Outcomes Retelling the Fable Contents to Singkawang Junior High School Student

The background of this research is that learning that takes place is monotonous and conventional, students are still not used to using Indonesian properly and correctly. Students prefer silence and tend to be passive when learning takes place. The achievement of learning Indonesian is still not optimal. Students who exceed the minimum completeness criteria (KKM) set by the school are still far from what is expected. In this study, researchers used experimental research. Data collection tools used in this study were tests and observation guidelines. From the results of the data collection tools used, the researchers concluded: 1) There is a difference in the ability to retell the contents of the fable between the class that applies the reflective articulation approach and the class that applies direct learning to class VII students of SMP Negeri 5 Singkawang, namely the experimental group obtained scores of 84 and 78 control group. 2) The effect of the articulation reflective approach on the learning outcomes of retelling the contents of the fable in class VII students of SMP Negeri 5 Singkawang. Based on the Pearson value between the score to retell the contents of the fable and the ability value of 0.50. 3) The implementation of the articulation reflective approach to the learning outcomes of retelling the contents of the fable to the seventh grade students of SMP Negeri 5 Singkawang. The results of the implementation of the average score obtained were 95.3 for the first meeting and 100 for the second meeting in the high or very good category.

Per una didattica della geografia sociale: sopralluoghi ed esplorazioni urbane

This article analyses a didactic experience in the Borgo Ulivia neighborhood (Palermo), which originates from a research on council housing’s requalifying as a planning laboratory. In particular, its aim is to answer three questions: which choice guides the research in the field? What kind of didactic approach can we use? What kind of didactic restitution should be used? Within the didactic framework, answering these questions has three roles. First of all, we identify places capable of talking about tensions present at the local level but also in other geographical areas. Secondly, we reflect on the possible methods of research. Finally, we show how teaching is practiced both in the reflective approach and in the process of sharing with the class.

Mozi’s Doctrines of “Opposing Military Aggression” and “Impartial Love” and Kant’s “Perpetual Peace”

Mozi and Immanuel Kant are two of the best-known philosophers in history to have meditated on the topics of war and peace. Their philosophical outlooks on the origins of conflict and on ways to prevent war and preserve peace for all humankind are similar. But conceptual differences reveal the distinct cultures from which they emerged. Governed by a clear-cut opposition to war, Mozi’s thought remains unique. The propositions of “impartial love” and “opposing military aggression” are grounded in this belief, and so are Mozi’s effective defense theories and his practice of pacifism, as well as his rational and reflective approach to overcoming warfare – that is, how to go from a state of passive peace to active peace. Kant’s program of “perpetual peace” is similar in many regards to Mozi’s thinking, but it is also more revealing of the modernity of its own logic, especially because it refers to notions such as democracy, government, and institutions, which are in turn rooted in the more systematic theories advanced in Kant’s Three Critiques. The ideas of both philosophers profoundly influenced human history, and their value and brilliance are still celebrated today. However, many regions of the world remain afflicted by unceasing conflict between religious or ethnic groups. This is precisely why it can still prove valuable for us to carefully consider the intellectual legacy of two of the greatest thinkers in history. The limitations of their philosophies, especially when it comes to the new challenges now faced by humanity, offer an opportunity for pondering historical issues and modern solutions.

Bringing narrative victimology to transitional justice: Blame, victimhood and life stories of wrongful conviction

This article applies a narrative victimological lens of inquiry to the memoirs of those wrongfully convicted of high profile politically violent offences arising from the conflict in the North of Ireland. Using these life stories of wrongful conviction, the article critically examines how nuanced and complex understandings of victimhood and blame emerge from within victims’ own testimony. While on the one hand, victims can ‘story’ victimhood and blame in simplistic ways that echo dominant paradigms found within the criminological literature, at the same time they can ‘story’ victimhood and blame in more sophisticated ways that reflect complex debates found within the transitional justice literature. The ability to take both a more generous approach to victimhood that recognises the harm experienced by others and a more critically self-reflective approach of one's own culpability, it is submitted, shows the potential value that proposed oral history mechanisms have in allowing different perspectives on victimhood and blame to emerge from the testimony of those who suffered harms like wrongful conviction.

Influence of tolerance to uncertainty on personal and professional development of pilots during aviation specialists’ training

The application of a new pragmatic educational model in the information environment of the higher technical education institution, which corresponds to the innovative and perspective model of society development, determined the transition from the process approach in the organisation of professional training of future aviation specialists to a reflective and effect–oriented one. It forms the basis of training objectives related to providing the country with specialists in aviation industry. The aim of the study is to theoretically substantiate, develop and experimentally test the effectiveness of the professional training model for future specialists under the conditions of uncertainty of the educational process of higher education institutions on the basis of a reflective approach. The result of the experimental stage of the study, as the foundation of the personal and professional development of the student, confirmed the effectiveness of the model based on the reflective approach. The systemically important core of the study considered the goals and results implemented in the educational and informational environment of the National Aviation University with the help of appropriately constructed psychological and pedagogical conditions, which were implemented at each stage of professional training with the innovative educational technologies.