Humanization in Educational Environments; Aspects Necessary for Living in School Today

While it is true, quality has always been measured through statistics and percentages, often forgetting the training of the whole person.Now, when we talk about issues such as humanism and education supported by technology, we can fall into extremes: it is common to label technology as the provider of all the evils of today’s civilization; or the opposite assumption; to argue that incorporating technologies into education would be the panacea for all the problems it faces and finally, to assume that the subject of the humanities is more typical of actions and attitudes of the past than as a current need, giving vitality to any educational process. However, and fortunately for the educational community, today there are global efforts to make the educational task a human action that minimizes inequities and the abysmal differences that exist in countries like ours. Fernando Reimers says: “Equal educational opportunities must be the priority objective of educational policies, the aim of education must be to contribute to creating just societies. This requires improving the learning environments of the poor, but not only along the paths that have been started over the last decade. This aspect pointed out by Reimers is precisely the central aspect that all educational action must contemplate, the educational policies that are implemented in our country must guarantee, above all, the construction of a just and egalitarian society, strengthening the cultural wealth that we have, with respect to to the diversity of people, their past, their present and especially their future”.

Diagnostics of the school digital educational environment orientation

The digital educational environment has become an important part of the educational process, which has a strong influence on the forms and methods of teaching. The development of the pupil's personality is the main educational task. The orientation of the digital educational environment as a key component of the school educational process has a strong influence on the pupil’s attitude to the learning, the satisfaction with the acquired knowledge, the learning motivation, and on the future professional success. The purpose of the work is to diagnose the school digital educational environment orientation and to propose measures to strengthen its orientation towards the pupils’ personal qualities. The study involved 156 pupils and 56 teachers from two schools at the City of Ryazan. The author's questionnaire was used for diagnosing the school digital educational environment orientation. The questionnaire logic is presented in this article. The results obtained indicate that: 74 % of teachers and 72 % of pupils define the frontal form of work as the most frequently used in school; 83.3 % of teachers are confident that the proposed materials and assignments used in interaction in a digital educational environment correspond to the cognitive interests of pupils. 48.4 % of pupils believe that interaction with a teacher in an organised digital educational environment develops their cognitive interests. The results obtained make it possible to determine the necessary measures to modify the digital educational environment into a personality-oriented digital educational environment: creating conditions for self-presentation, establishing high-quality feedback in the process of performing productive type tasks, increasing the proportion of creative tasks.

The Problem of Memory Preservation and Identity Formation (on the Example of the Great Patriotic War Memory)

Significant events of the past have always been the most important aspects in the structuring of national memory. Obviously, they also become key elements in the formation of identity. Therefore, the use of various falsifications, distortions of history, and manipulations in this area seems to be quite logical in the framework of the ongoing information war. The devaluation and depersonalization of the Great Patriotic War memory, of the irreplaceable losses and sacrifices of the Soviet people, of exploits in the name of the Motherland and in the name of victory over fascism have crushing power, destroy the integration potential of the Soviet past, have a destructive effect on the formation of an identity that should be associated with the correct interpretation of the heroic role of the Soviet people. Pride in the past of one's country contributes to the formation of civic consciousness and a positive awareness of one's belonging. The roots of this perception are in the stories of eyewitnesses of those events, which are becoming less and less every year, in the process of socialization, in school history textbooks. In conditions of freedom of choice, with an ever-increasing virtual component of life, in which there are opportunities for the individual to immerse themselves in the format of a completely different socio-cultural space, with a different system of values and meanings, the global elite imposes new standards and determines the field of choice for modern youth. At the same time, our educational task is the preservation and reproduction of memory for future generations.

Importancia de la aplicación de técnicas de relajación en el aula de educación física (Importance of the relaxation techniques application in the physical education classroom)

Esta investigación tiene como objetivo analizar los beneficios a nivel personal y escolar tras un programa de técnicas de relajación en el aula de Educación Física (EF). Un total de 177 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria participaron en el estudio, divididos en grupo control (n = 87) y experimental (n = 90). Estos últimos realizaron una intervención didáctica relajatoria de 10 sesiones dentro del centro (en EF) y 10 retos extraescolares donde se abordaron diversos métodos (i.e., masaje, relajación progresiva de Jacobson, yoga, entrenamiento autógeno de Schultz y mindfulness). De acuerdo con el objetivo de estudio, antes y después de la realización de la intervención, el alumnado completó el Cuestionario de Hábitos de Relajación-Mindfulness para conocer los hábitos del alumnado que influyen en su competencia relajatoria, la Escala de Relajación Escolar para conocer su nivel de competencia relajatoria y un Cuestionario de evaluación del programa. Además, se entrevistó a dos profesores para conocer su opinión sobre la aplicación del programa. Los resultados mostraron que la intervención produjo mejoras notables en los hábitos de los y las estudiantes, así como un bienestar psicofísico y conductual que influye directamente en el clima de aula y en el rendimiento académico. Se concluye que la aplicación de estrategias diversas de esta disciplina resulta importante durante la tarea educativa. Abstract: This research aims to analyze the personal and scholar-level benefits of a program of relaxation techniques in Physical Education (PE) lessons. A total of 177 students of the third and fourth grade of Secondary Education participated in the current study. Participants were divided into control group (n = 87) and experimental group (n = 90) with whom a relaxing educational intervention was carried out during 10 PE lessons and 10 outside school activities consisting of various methods (i.e., massage, Jacobson's progressive relaxation, yoga, Schultz's autogenic training and mindfulness). According to the study aim, before and after carrying out the intervention, the students completed the Mindfulness-Relaxation Habits Questionnaire to know the habits of the students that influence their relaxation competence, the School Relaxation Scale to know their level of relaxation competence and a program evaluation questionnaire. In addition, two teachers were interviewed to find out their opinion on the application of this program. The results showed the intervention program produced notable improvements in the students' habits, as well as a psychophysical and behavioral well-being that directly influences the classroom climate and academic performance. It is concluded that the application of diverse strategies of this discipline is important during the educational task.

Formation of research competencies among students in the course of physics. Manipulative and dialogic strategies

В статье рассматриваются вопросы проектирования учебного процесса, с учетом наиболее оптимальных для достижения образовательных задач подходов, необходимости формирования профессиональных компетенций и профессиональной культуры при подготовке специалистов в области машиностроения, физико-технических наук и технологий, авиационной и ракетно-космической техники. Определяется возможность организации учебного процесса как некоторых этапов, на каждом из которых должна решаться определенная образовательная задача. Обосновывается необходимость пересмотра и внедрения новых форм взаимодействия участников образовательного процесса. Рассмотрены возможности курса физики и обоснована целесообразность использования манипулятивной стратегии для формирования исследовательских компетенций у обучающихся вузов. Материал представленный в статье является обобщением опыта преподавания физики в Военно-космической академии имени А.Ф. Можайского. Статья предназначена для преподавателей физики вузов. The article deals with the issues of designing the educational process, taking into account the most optimal approaches for achieving educational objectives, the need for the formation of professional competencies and professional culture in the training of specialists in the field of mechanical engineering, physical and technical sciences and technologies, aviation and rocket and space technology. The possibility of organizing the educational process as some stages is determined, at each of which a certain educational task must be solved. The necessity of revision and introduction of new forms of interaction of participants in the educational process is substantiated. The possibilities of the physics course are considered and the expediency of using a manipulative strategy for the formation of research competencies among university students is substantiated. The material presented in the article is a generalization of the experience of teaching physics at the Military Space Academy named after A.F. Mozhaisky. The article is intended for university physics teachers.

Distance learning tools for the development of foreign language communicative competence

The primary feature of modernity is the dynamic development of information technology. Students must be taught the way to select and find useful information for a particular educational task from the start. The development of this skill is based on the various learning strategies. Thus, the strategies that contribute to the development of autonomy is a crucial aspect in the process of language learning supported by the tools of modern digital technology. Distance learning, video conferencing systems, telecollaboration are technological advancements that require a new paradigm for their usage. Both asynchronous and synchronous distance learning have already become part of nowadays reality. Thus, it is difficult to question the effectiveness of this form of learning and knowledge acquisition even though there is still a lack of the "infrastructure" to take advantage of new technologies to the fullest. The subject of the article is to reflect the use of distance learning in language education. A description of empirical research was made based on the method of distance learning in linguistic education, which main goal was to assess the effectiveness and analysis of features of the distance method for studying/learning foreign languages.

The emotional technology of foreign-language education and its use at the level of an axiological micro-discourse

The problem for the research. Today the most important educational task is raising a harmoniously developed personality, competitive and in demand in the modern multicultural society. The problem for our research is the search in the system of school foreign-language education for the conditions for the development of such a personality, known as the “intercultural language personality”. Methods of investigation. The experimental part of the study was conducted on the bases of Kirov Lyceum of Natural Sciences and a secondary school with in-depth study of some subjects in the town of Nolinsk, Kirov Region (32 third-grade students). Special diagnostic tools were applied to identify the results of using an emotional technology of foreign-language education at the level of an axiological micro-discourse: the success rate as the indicator of the level of students’ skills and habits in the field of the “intellectual” unit of foreign-language education content; a series of methods for determining students’ mastery in the sphere of the emotional component (“Proficiency in the system of national and universal values”; “Three wishes”; “Research of volitional self-regulation”; “Who am I?”; “Incomplete sentences”. The findings of the study. The results of the study showed that at the level of an axiological micro-discourse the indicators of proficiency in both “intellectual” and the emotional component of foreign-language education content increased in 97 % of the third-graders, participating in the experiment. The statistical characteristics of the results indicate that they are not random in nature, but are explained by the conduct of experimental work. By its end the standard deviation of the students proficiency in the “intellectual” module of the content of foreign-language education decreased by 0.05; in the emotional component – by 1. The Fisher test data were 1.89/1 and 1.3/1, respectively (p<0.05). Conclusions. As a result of achieving the goal of the article, the emotional technology of foreign-language education is presented, and the specificities of its use at the level of an axiological micro-discourse are shown. New terms were introduced: “an emotional technology of foreign-language education”, “an axiological micro-discourse”.

The International Pharmacy Game: A Comparison of Implementation in Seven Universities World-Wide

The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students’ performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international core and aspirational learning outcomes. While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4–10) and the duration of activity (12–36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice.

THE CULTURE OF THE LATIFUNDIA

Researching for socio-educational transformation implies elucidating the hegemonic cultural, political and economic problems of a social formation; in this case, of the Venezuelan social formation. In the field of education, the dominant approaches obfuscate the political stance of teachers by minimising their potential as organic intellectuals capable of transforming their environment. Both naïve empiricism and idealism permeate the sociological and pedagogical reflections that legitimise the colonial and neo-colonial phases established by the culture of the latifundia. This article takes a look at the culture of the latifundia as a structural and cultural remnant of Spanish colonialism as found in the novels of the late 19th and early 20th centuries. Social and educational changes must start with an analysis of the roots; that is, the epistemic-theoretical and cultural foundations that constitute the processes of institutionalisation of Venezuelan education, with the ultimate purpose of discovering the conceptual and methodological devices that hinder the qualitative leap needed in the socio-educational task, which is mainly political-ideological.

Book Review: Learner Teachers, Not Ordinary Teachers (Building Professional Teacher Competencies Inspiring and Moving Generations) (Guru Pembelajar, Bukan Guru Biasa (Membangun Kompetensi Guru Profesional Lintas Generasi yang Menginspirasi dan Menggerakkan))

Teachers are the intermediaries who deliver the relay sticks of Indonesian progress to the millennial generation of the 21st century. The progress of the nation can be obtained by qualified human resources (HR). Human resources (HR) can be obtained if education in the country is adequate and organized. The role of teachers, in general, is as an educational task, including educating, teaching, and training. In technological advances, many learning media can be obtained quickly, but the role of teachers remains irreplaceable. The book Visible Learning by researcher John Hattie (2013) mentions that one of the five determining factors of student success in achieving achievement is the role of teachers. The magnitude of the role of the teacher shows that the quality possessed by a teacher must be equal. The professionalism of teachers is assessed from various aspects, one of which is the attitude of a teacher when teaching. The attitude of a professional teacher reflects the values contained in Pancasila. Pancasila is still the most appropriate philosophy and paradigm both in reality and ideologically to control Indonesia. This book aims to show the sides of qualified and professional teachers to become outstanding teachers for millennials in the global age. Based on the title and the purpose, the author shows that teachers in Indonesia can become professionals in the millennial generation. The teacher in question starts from kindergarten to upper secondary level. So this book will be helpful for teachers and prospective teachers at any level who want to increase their potential. In this book, the author conveys several new things, including the character that teachers must-have in the era of disruption and the industrial era 4.0. Then, the author also showed the paradigm of Multidimensional and multicultural Indonesian Education. This new information and sciences are indeed beneficial for readers.