Career or culture? : a study of the relation of vocation & culture in education

At the commencement of a lecture entitled 'Cultural Aspects of Vocational Education' Sir Fred Clarke said: 'The more I have thought about the implications of the topic under discussion, the more do i realize how momentous and far reaching-they are. I now feel that in this innocent-looking title the whole crisis of our times is involved.'<br>The judgement explains the raison d'etre of this thesis, viz., that the problem of relating vocation and culture in education has implications which are 'momentous and far-reaching' for the present day social crisis.<br>The statement indicates the aim of the dissertation: this is to trace the historical growth of the educational relation of vocation and culture in order to perceive more clearly the present situation and its widespread implications. To do so is to see more clearly, in one special field, something of the problems the educator is faced with in a world which everywhere cries out for reconstruction.

Career or culture? : a study of the relation of vocation & culture in education

At the commencement of a lecture entitled 'Cultural Aspects of Vocational Education' Sir Fred Clarke said: 'The more I have thought about the implications of the topic under discussion, the more do i realize how momentous and far reaching-they are. I now feel that in this innocent-looking title the whole crisis of our times is involved.'<br>The judgement explains the raison d'etre of this thesis, viz., that the problem of relating vocation and culture in education has implications which are 'momentous and far-reaching' for the present day social crisis.<br>The statement indicates the aim of the dissertation: this is to trace the historical growth of the educational relation of vocation and culture in order to perceive more clearly the present situation and its widespread implications. To do so is to see more clearly, in one special field, something of the problems the educator is faced with in a world which everywhere cries out for reconstruction.

PODCAST COMO INOVAÇÃO NAS PRÁTICAS PEDAGÓGICAS

In times when modernity imposes on the educator reflections of the practices adopted, leading them to rethink them, one no longer has the student as the center of the process but the educational relation. This study aimed at analyzing the importance and necessity of rethinking existing pedagogical practices, presenting as a solution the PodCasting technology, an innovation capable of enhancing the teaching-learning process, in or out of the classroom (EaD). In this work we present models and formats of audio content PodCast most used, exemplifying possibilities of use especially for the development of education. It was also emphasized the importance of the use of artificial intelligence associated to pedagogical practices as a potentiating element and to improve students' performance in education. In order to carry out this work, it has become essential to carry out bibliographical exploration, reading and appropriation of information from scientific articles and other publications, always giving the necessary emphasis to the themes related to technological innovation applied in education. The importance of PodCast as a viable tool for the development of education has been demonstrated, since it allows the adoption of new pedagogical practices by the teacher, facilitating the teaching-learning process, allowing the student to have the content available at any time and place, creating an ongoing relationship with education and habit proposals.

“The Contemporary” as a teleological category in the context of educational relation

<p>Celem artykułu jest rozstrzygnięcie problemu wyrażonego w pytaniu: w jaki sposób „współczesność” może być kategorią teleologiczną w kontekście procesu wychowawczego? W odpowiedzi na postawione zagadnienie podjęto na wstępnie próbę zarysowania mapy działalności pedagogicznej w kontekście podstawowych odniesień temporalnych, do których należą: orientacja retrospektywna, prezentystyczna i prospektywna. Następnie na podstawie przyjmowanych odrębnie perspektyw temporalnych starano się ukazać ich wpływ na formułowanie podstawowych celów wychowania. Stwierdzono, że rozłączne ujmowanie powyższych perspektyw nie jest korzystne dla procesu wychowania, a właściwym podejściem jest ich zintegrowanie. Nazwano to postulatem integralności temporalnej pedagogiki i zaproponowano dwa modele realizowania tego postulatu: chronoagogiczny i kairoagogiczny.</p>

Upbringing and parenting, style of upbringing and parenting style. Terminological analysis

The article presents considerations on the essence of education inspired by the perception of the ambiguity of categories used in psychology and concerning parenting, such as parenting style, style of upbringing and parental attitude. In the article, the differences between social influence and development and upbringing as well as key features of educational activities (intentionality, purposefulness, processuality, asymmetry of educational relation) were pointed out. The author treats upbringing as a long-lasting and intentional interpersonal interaction aimed at optimization the development of a pupil. The domain of educational activity is updating the developmental potential. Accepting such an assumption, she notes that not all parenting activities mean upbringing. Its influence can be destructive from the child's development point of view. However, the attempt to go beyond the caring and educational functions with which parenthood is most often identified has resulted in the author's approach to the parenting style. It is discussed on the basis of a complex network of factors differentiating the interpersonal and intrapsychic dimension of the parents' experiences.

Methods of Education in Islamic Education Recommended

The purpose of Islamic education is essentially a form of learners in order to grow as a generation "khoiru ummah" (the faithful, and devoted, mature in attitude, mentality, intellect and spirit of independent living, creative, dynamic and morals karimah) the main problem is how menggembangkan agencies -lembaga Islamic education so that they can become "fertile ground" persemian a new generation of powerful and loaded by the target formations and educational values ​​of the Qur'an.The system of Islamic education at the time of Rasulullah SAW, has the goal of forming a personal protégé of individual Muslim to become good in life so getting welfare and tranquility of life derived from the Qur'an and the Sunnah of Rasulullah SAW.In the learning system at the time of Rasulullah SAW there are some pereode the mecca and educational material madinah. Pembinaan Islam in Mecca emphasized on Aqidah guidance in order to inculcate the values ​​of monotheism to their souls monotheism rays radiated and reflected in the actions and behavior in the everyday life, while the issue of Islamic education in the medina is essentially continuing education of education monotheism in Mecca that is coaching in the field of religious, especially kaitanya in worship, education ahlak, health education, and educational relation with the community, including in the field of social education, and politics so imbued with the teachings of monotheism, so that the social and political behavior is a reflection and the reflection of monotheism.

New Technologies as Tools for Education to Cultural Heritage in the EU Agendas

The European Commission faced the subject of educational relation between new media technology and all expressions of culture, aiming at the adoption of pondered policies. The Open Method of Coordination Working Group had the task to study the synergies between education and culture, in particular on the part regarding the new ways of artistic and cultural education provided by new technologies. Given an account of the debate on Media Literacy across Europe, the specific recommendations expressed by the group are shown. The Digital Agenda for Europe is a further step in that direction. Highlighted is the educational application of new technology to cultural heritage, as a paratextual tool helping in its comprehension. This chapter focuses on the educational significance of using the contexts pertaining to archaeology. The necessary mental application to imagine and reconstruct past exteriorities involves a lot of them, primarily the virtual one with its technology, but much work remains to be done.