value relations
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2021 ◽  
Vol 52 (4) ◽  
pp. 343-357
Author(s):  
Svetlana I. Popova ◽  

The problem of the formation of value relations of the student in the information society of the development of the education system is actualized by the fact that the processes of mastering and reflecting the social reality of schoolchildren go along with the processes of building and constructing the image of the world and themselves in this world. With an increase in the volume of information in a world of diversity and complexity, students find it difficult to comprehend the information received, to form personal meanings. The purpose of the study is to identify the features of students ' value orientations, to experimentally prove the effectiveness of involving students in various practices of social participation as a significant factor in the formation of value relations in the educational system. The methodological basis of the research is the cultural and historical theory of L. S. Vygotsky. The study involved 365 students aged 11 to 18 years, studying in general education organizations. The empirical basis is based on projective techniques: "Unfinished situation", "Fantastic choice", the method of free choice of presented answers (N. E. Shchurkova). For statistical processing of the results of the study, the Fisher criterion was applied. The formation of students ' value relations was built up in the process of involving them in various practices of social participation as the inclusion of students in socially useful activities for the benefit of specific people and the social environment as a whole. Significant changes were found in the cognitive (in fifth and seventh graders - p < 0.05; in tenth graders - p < 0.01), emotional (in fifth and seventh graders - p < 0.05), and practically effective (in all age groups-p < 0.05) components of value orientations. The tenth-graders showed positive dynamics in the emotional component of value orientations, but no significant changes were revealed. The effectiveness of students ' involvement in the practice of social participation is considered not as a fait accompli, but as a dynamic process, as a result of which the student develops the ability to be a subject of his own life in the conditions of social childhood. The study proves the need to involve students in social activities in child-adult communities based on the school. As a result, the understanding of life is carried out more effectively, on the basis of taking into account the interests of another person, the emotional sphere of the student develops, the student consistently masters the experience of social life with the support of a significant adult.


2021 ◽  
pp. 194277862110126
Author(s):  
Bosman Batubara

This article engages with Swyngedouw’s puzzle, that is, how is surplus-value production under capitalism conceptualised given the entanglement of humans and non-human entities. It identifies how Swyngedouw’s socionature – a concept/way to express the oneness of human and non-human under capitalism – posed a critique to the tendency of labour-centred analysis in Marxist thought such as Neil Smith’s concept of ‘production of nature’ but did not engage with how surplus-value is produced. This article makes visible the role of non-wage-labour in surplus-value production through reference to Moore’s concept of value-relations and oikeios.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suna Büyükkılıç Koşun ◽  
Mine Hamamcıoğlu Turan

PurposeThis study aims to propose a systematic way of evaluating the impact of historic and current interventions on cultural asset values of monuments that have preserved their authentic functions so that future interventions can be better guided.Design/methodology/approachThe study focuses on the Mosque typology. The case studies are chosen from a region that has a rich historic background, but has generally undergone rapid urbanization and faces extensive restorations today. Conventional site survey, archive and historical research and visual analysis are made, but the evaluation process has been designed. As a result, scale and intensity of interventions and disasters and the vulnerability of the monument should be identified for each period of the asset. Variations in the intensity of esthetic or historic qualities and the environmental settings should be credited, rather than the utilitarian necessities.FindingsMosques and their environs are most vulnerable in terms of their architectural authenticity and site aesthetics.Originality/valueThe objects studied in the previous studies present a variation, but the majority of the work is carried out with conventional evaluation methods with the emphasis on building scale. However, the mosques are affected by the interventions and disasters, not only as single architectural entities but also as the focal elements of their neighborhoods. So, the intervention-value relations should be understood both for building and site scales. An evaluation process is proposed for understanding the change of values with respect to interventions and disasters throughout history by combining qualitative and quantitative techniques.


2021 ◽  
Vol 13 ◽  
pp. 27-50
Author(s):  
Thomas S. Eberle ◽  

This keynote takes a fresh look at Schutz’s essay on “The Stranger” of 1944. After a brief reflection on the probably universal topos of the stranger, it discerns three different kinds of strangeness in that essay: 1. the otherness of the other and the inaccessibility of the other’s experiences; 2. the strangeness vs. familiarity of elements of knowledge; and 3. the social acceptance by the in-group. Then some methodological implications of Schutz’s approach are pondered, his somewhat hidden offer of an alternative sociology and the postulate of adequacy. Subsequently, two critical issues are discussed: Schutz’s handling of values and value-relations and his complete omission of affects and emotions in spite of all the hardship the (Jewish) immigrants at that time suffered from. An outlook on future Schutzian research concludes the paper.


Author(s):  
Vadym Kobylchenko

The problem of the formation of values and value relationships of a child in preschool age is an important psychological and pedagogical goal. Values are considered as guidelines necessary for a person as a separate “coordinate system” for a concrete assessment of events, one’s own actions, and various aspects of reality. They are the main components of the personality structure, as well as culturally-shaped regulators of behavior and activity. Preschool age is an important stage in the formation and development of personality. This is a period of active knowledge of oneself and the world, the development of basic values, norms of behavior and relationships. Value relationships are considered as a component of the content of education, as a component of the holistic worldview of an individual. Today, it is axiology that serves as the methodological basis for the development of the theory and practice of personality value relations, since it is a doctrine of the nature of values, their place in reality, and the structure of the value world.


Author(s):  
Анатолій Іванчук ◽  
Анатолій Матвійчук

The article substantiates the expediency of using narratives about technical phenomena in mechanical transmissions in the profile education of high school students as a means of forming technical literacy. Based on the methodology of the activity approach and the narrative way of interpreting technical knowledge, it was found that the operation of semantic information of technical content is the main condition for its perception and understanding by students. It was found that the stimulation of meaning making contributes to the activation of the humanitarian potential of technical knowledge. To master the knowledge of technical phenomena by high school students, it is necessary to choose the subject of interpretation, to include it in specific story lines. Having understood the explanation of the plot lines, students will realize the value-semantic aspects and study a fragment of the modern technosphere. It is established that the narrative explanation of technical phenomena in mechanical transmissions as the main elements of drives of working machines is organically intertwined in the context of the cultural concept of technological education of schoolchildren. The main learning outcomes of students will include experience of cognitive activity, experience of reproductive activity, experience of creative activity, experience of emotional and value relations. Emotional-value relations are acquired using reflection. The attitude of students to the object of knowledge is one of the main conditions for the transformation of technical knowledge into beliefs, which serve as a guide in the perception of the phenomena of the technosphere and contribute to the solution of technical problems. Technical ideas, beliefs and values will form the basis of technical literacy of high school students.


2020 ◽  
Author(s):  
CO McRae ◽  
Jean-Gregoire Bernard ◽  
Jocelyn Cranefield

© 2016 University of Wollongong, Faculty of Business. All rights reserved. Research into organised online protest typically focuses on how digital activism empowers social movements. But what if an online community is rebelling against its platform owners? This study seeks to identify the trajectory of internally focused revolutionary activity in self-regulated online communities. Based on an analysis of three cases (Reddit, 2015; Mozilla, 2014, and Skyrim, 2015) it identifies six stages of revolution: incident, reaction, mobilization, action, negotiation, and a return to ‘normality’ with a new power equilibrium. For each stage, key events, relations between the community and platform managers, and the ways in which power is enacted through online means, are identified. This preliminary model for online community revolution offers potential for further work that has diagnostic, predictive and ameliorative value. Relations with online communities are of significant value in an era in which many platform-related business models are reliant on voluntary contributions of self-regulating online communities.


2020 ◽  
Author(s):  
CO McRae ◽  
Jean-Gregoire Bernard ◽  
Jocelyn Cranefield

© 2016 University of Wollongong, Faculty of Business. All rights reserved. Research into organised online protest typically focuses on how digital activism empowers social movements. But what if an online community is rebelling against its platform owners? This study seeks to identify the trajectory of internally focused revolutionary activity in self-regulated online communities. Based on an analysis of three cases (Reddit, 2015; Mozilla, 2014, and Skyrim, 2015) it identifies six stages of revolution: incident, reaction, mobilization, action, negotiation, and a return to ‘normality’ with a new power equilibrium. For each stage, key events, relations between the community and platform managers, and the ways in which power is enacted through online means, are identified. This preliminary model for online community revolution offers potential for further work that has diagnostic, predictive and ameliorative value. Relations with online communities are of significant value in an era in which many platform-related business models are reliant on voluntary contributions of self-regulating online communities.


2020 ◽  
Author(s):  
◽  
Jon Marc Asper

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] In practical deliberation, your aim should not always only be to promote objective goodness. Rather, I argue, you should use your own practical evaluations, as long as they are reasonable. Reasonable evaluations are sensitive to agent-centered reasons (e.g., you should not have a favorite child), instrumental reasons (e.g., to have more common interests with others), and rational reasons. This dissertation primarily develops an account of rational reasons for evaluations. Particularly, I investigate which evaluations rationally fit objective values. For many items (e.g., career paths or hobbies), it is plausible that no particular sharp evaluation is rationally required, even though some evaluations are clearly too high or low. For other items (e.g., someone else's pain), their weight in practical deliberation do not depend on the evaluator's perspective. To explain this difference, I defend an interval account of rationally fitting evaluaations, noting that the intervals can collapse to points. Each chapter rebuts an objection to the interval account. Chapter 1 rebuts the objection that value relations cannot be modeled using relations between intervals. I offer different definitions. Chapter 2 rebuts the objection that arbitrarily sharpened evaluations (within the intervals) cannot be practically authoritative. I respond that they must be practically authoritative or else perfect rationality would be possible in principle. Chapter 3 responds to the objection that evaluations cannot be practically authoritative because it is practically impossible to change them. I grant that it is often permissible to change our evaluations, but I rhetorically challenge the objector to deny that such things can (though need not) contribute meaning to a life.


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