Psicomotricidad, corporalidad, género y filosofía positivista en Chile: análisis crítico de documentos ministeriales (Psychomotricity, corporeality, gender and positivist philosophy in Chile: a critical analysis of ministerial documents)

La educación formal puede ser entendida como una actividad cultural que es influenciada por múltiples perspectivas epistemológicas que están presentes en la sociedad. Además, cada nación tiene sus propias particularidades en función de su propia historia y ciudadanía que son únicas. Unas de las corrientes teóricas que ha tenido un auge pedagógico en los últimos años en América Latina es la perspectiva feminista, promoviendo la igualdad de género. Considerando dicho contexto, se desarrolló el presente ensayo cuyo objetivo es analizar desde una perspectiva crítica y de género cuatro documentos ministeriales chilenos sobre psicomotricidad y corporalidad en edad infantil. Los análisis reflejaron que existe una marcada tendencia conductista, positivista, neoliberal y acrítica en torno al género, la psicomotricidad y la corporalidad en los textos ministeriales considerados. De este modo, se estaría promoviendo una educación infantil que asume una actitud pasiva ante las injusticias sociales y los estereotipos de género de corte patriarcal. En este sentido, se estaría reproduciendo, en el profesorado y en el alumnado infantil, una racionalidad curricular técnica y tradicional. Abstract: Formal education can be understood as a cultural activity that is influenced by multiple epistemological perspectives that are present in society. In addition, each nation has its own particularities based on its own unique history and citizenship. One of the theoretical currents that has had a pedagogical boom in recent years in Latin America is the feminist perspective, promoting gender equality. Considering this context, this essay was developed with the objective of analyzing from a critical and gender perspective four Chilean ministerial documents on psychomotricity and corporeality in early childhood. The analyses showed that there is a marked behaviourist, positivist, neoliberal and uncritical tendency towards gender, psychomotor skills and corporeality in the ministerial texts considered. In this way, it would be promoting an early childhood education that assumes a passive attitude towards social injustices and patriarchal gender stereotypes. In this sense, a technical and traditional curricular rationality is being reproduced among teachers and children.

PENINGKATAN PRESTASI BELAJAR IPA FISIKA DENGAN MENERAPKAN PEMBELAJARAN TUNTAS (MASTERY LEARNING) KELAS XI-TKJ SMK NEGERI 1 NARMADA KABUPATEN LOMBOK BARAT TAHUN PELAJARAN 2019-2020

ABSTRAKPrestasi belajar adalah hasil atau akibat dari kegiatan belajar.Untuk mengetahui tentang prestasi belajar perlu dijelaskan tentang hakekat belajar.Belajar merupakan suatu proses yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan,sebagai hasil pengalaman ( Slameto,1991).Dimana perubahan itu bersifat kontinyu dan fungsional,terjadi secara sadar,bersifat positif dan aktif,bukan bersifat sementara,bertujuan atau terarah,dan mencakup seluruh aspek tingkah laku yang selanjutnya dinamakan prestasi belajar. Prestasi belajar dapatdikatakan membekas atau konstan, jika perubahan yang terjadi akibatproses belajar tahan lama dan tidak terhapus begitu saja.Proses pembelajaran khususnya IPA Fisika akan lebih efektifdan bermakna apabila siswa berpartisi aktif, dengan cara tidakmenunjukkan sikap pasif di dalam kelas maupun di luar kelas. Tetapisampai saat ini masih banyak terdengar keluhan bahwa mata pelajaranIPA Fisika membosankan, tidak menarik, memusingkan yang cenderungmembuat siswa menjadi kurang merespon saat pelajaran berlangsung,bahkan ada siswa yang tidak masuk sekolah dikarenakan ada matapelajaran IPA Fisika . Kenyataan ini adalah suatu persepsi negatif terhadap IPA Fisika.Salah satu cara untuk meningkatkan prestasi belajar siswa dalam pembelajaran IPA Fisika adalah melalui pendekatan belajar tuntas (masterylearning).Oleh karena itu penulis perlu melakukan penelitian tindakan kelas dengan judul Peningkatan Prestasi Belajar IPA Fisika dengan Menerapkan Pembelajaran Tuntas(Mastery Learning ) Kelas XI-TKJ SMK Negeri 1 Narmada Kab. Lombok Barat Tahun Pelajaran 2019-2020. Kata Kunci: pembelajaran tuntas; mastery learning; prestasi belajar. ABSTRACTLearning achievement is the result or result of learning activities. To know about learning achievement, it is necessary to explain about the nature of learning. Learning is a process carried out by a person to obtain a new behavior change as a whole, as a result of experience (Slameto, 1991). Where the changes are continuous and functional, occur consciously, are positive and active, not temporary, purposeful or directed, and cover all aspects of behavior, hereinafter referred to as learning achievement. Learning achievement can be said to be imprinted or constant, if the changes that occur as a result of the learning process are durable and not simply erased. The learning process, especially Physics Science, will be more effective and meaningful if students participate actively, by not showing a passive attitude in the classroom or outside the classroom. But until now, there are still many complaints that Physics Science subjects are boring, uninteresting, confusing which tends to make students less responsive during lessons, there are even students who don't go to school because there are Physics Science subjects. This fact is a negative perception of Science Physics. One way to improve student achievement in learning science physics is through a mastery learning approach. Therefore, the authors need to conduct classroom action research with the title Improving Physics Science Learning Achievement by Applying Mastery Learning for Class XI-TKJ SMK Negeri 1 Narmada Academic2019-2020 Year. Keywords: complete learning; mastery learning; learning achievement.

Communication as a retarding business-university cooperation factor

The goal of the article is to show the possibilities of development (improvements) of the business-university cooperation on from the point of view of enterprises. Authors are looking for a balance enabling agile cooperation between the entities (business needs vs university capabilities). In this article the conditions of the cooperation from the point of view of an enterprise were analyzed. Entrepreneurs point to the passive attitude of the universities regarding cooperation, the lack of openness to the business needs or inquiries and low communication. On the other hand, scientists point out the problem of not getting any offers from entrepreneurs [Trzmielak, Grzegorczyk 2014]. The pandemic caused by the virus SARS-CoV2 has shown the weaknesses of enterprises in many sectors. The most common difficulties are communication problems with stakeholders. Businesses are working very quickly on finding new solutions which will facilitate communication and improve the flow of documentation3 . Works using new technologies have significantly accelerated. The ongoing COVID-19 pandemic has definitely inspired the new generation of crisis communication [Sellnow, Seeger, 2021]. The crisis has forced the creation of new schemes which will be facilitate effective action. The chances of universities cooperating with businesses decreases with the available number of new solutions in the time of the communication crisis. Polish universities definitely miss the marketing orientation. According to businessmen the main barrier is the lack of offers and insufficient information flow. From the business point of view what is interesting is the experience of university employees in assessing the digitalisation of enterprises (Industry 4.0)4 . There is a chance for a development of such cooperation. Time and economic results become important business factors.

De-Creation in Japanese Painting: Materialization of Thoroughly Passive Attitude

This paper demonstrates the method and meaning behind the argument that contemporary philosophers have found the key to “de-creation” in potentiality by implementing it in artwork. While creation in the usual sense seems to imply an active attitude, de-creation implies a passive attitude of simply waiting for something from the outside by constructing a mechanism to set up the gap to which something outside comes. The methods of de-creation are typically found in representations of reality using “Kakiwari,” which is commonly observed in Japanese art. Kakiwari was originally a stage background and has no reverse side; that is, there is no other side to the space. Mountains in distant views are frequently painted like a flat board as if they were Kakiwari. It shows the outside that is imperceptible, deviating from the perspective of vision. The audience can wait for the outside without doing anything (“prefer not to do”) in front of Kakiwari. It is the potentiality of art and it realizes de-creation. This paper extends the concept of de-creation by presenting concrete images and methods used in the author’s own works that utilized Kakiwari. This orients to the philosophy of the creative act by the artist herself.

Dominant Mental State and Mood in People with Different Professional Self-Awareness

The research featured the effect of dominant mental state on professional self-awareness. The survey was conducted as part of personnel audit and involved 113 employees of an agricultural holding with 1–5 years of experience. The empirical data were provided by two questionnaires: Professional Self-Awareness and Determining the Dominant State. The activity parameter reflected the level of claims and setting for professional self-development. As an indicator of professional selfawareness, it is connected with such parameters of mental state as "active (passive) attitude to the life" and "high (low) tonus". The positivity indicator defines one’s acceptance and perception of oneself as a professional. It is interconnected with "vigor" as a mental state indicator. In subjects with an active-positive professional self-awareness, synthonic and active types of mood prevailed. In situations where activity dominated over positivity, active mood also domineered. Synthonic mood dominated if positivity indicators were more pronounced than activity. Subjects with a balanced professional self-awareness demonstrated a happy and enthusiastic mood. Enthusiastic mood prevailed when activity dominated, a happy mood increased with increasing positivity. Passive-negative professional self-awareness was associated with a contemplative mood. The research can help to prevent tonic "risk conditions", e.g. overwork and asthenic conditions. In addition, the study can be used to develop an active-positive professional self-awareness in employees, as well as the sense of vocational and psychological well-being.

Gamification of University Subjects

The masterly lesson, tedious and lacking in motivation for today's university students, provokes a passive attitude from them in the classroom. If they also use their mobile phones to escape from the classroom, the situation seems to get worse. Low attendance rates and poor academic results are some of the consequences of a serious problem: the lack of commitment of students to their learning process. Incorporating elements of games, together with new technologies, may be a possible solution. Thus, in the academic year 2018/2019 the classes of the subject Operations Management II taught throughout the fourth year of Business Administration and Management Degree offered by the University of Cadiz were gamified with Kahoot! The students felt more motivated and their grades improved in comparison to the previous year. In addition, a comparison was made with the results shown in the exams of the academic year after the gamified activity.

Dyplomacja czechosłowacka wobec sytuacji w Polsce w 1989 roku

Czechoslovak Diplomacy in the Face of the Situation in Poland in 1989 In 1989, the diplomacy of communist Czechoslovakia watched the political changes in communist Poland moving towards democratization with care and concern. However, due to the passive attitude of the Gorbachev ruler in Moscow, Prague did not intend to take any practical steps towards creating a political bloc proposed by Romania that could stop systemic changes in Poland. Despite the announcement of support for Polish communists, Prague chose to isolate Czechs and Slovaks from Poland and Poles and limit her own reforms to the economic sphere. It also did not open the border with Poland closed in 1981 for individual movement.

The decentralization reform in Ukraine: problems of implementation in a social crisis

In the article, key challenges and problems that arose during the implementation of local self-government reform and financial decentralization in Ukraine were analyzed and systematized, in particular: poor communication between government and citizens; inconsistent power sharing between local self-government bodies and executive bodies as well as between councils of the united territorial communities and district state administrations and district councils; ensuring the capacity of formed communities; low quality of local government staff; inefficient use of financial resources. Factors that were behind the resistance of local communities to reform or a passive attitude to the creation of united territorial communities were identified and studied, namely: economic (expectations of reduced financial capacity of the community due to unification), socio-cultural (ethnic, linguistic, religious, cultural differences between residents of neighboring communities), psychological (distrust of central and local government, fear of reduction of social facilities, decline and disappearance of peripheral villages and towns, strengthening local elites), geographical (deterioration of access to service centers), and environmental (efforts of community residents to avoid the transfer of harmful industries to their own territory). The geographical unevenness of the pace of the process of unification of territorial communities in the course of decentralization has been associated with the position of political actors at different levels − central, regional, subregional and local. According to the type of attitude of the regional leadership to decentralization, three groups of regions were identified: those supporting the reform, and those who passively or actively resisted the change. The main reasons and forms of resistance of district councils and district state administrations to the decentralization reform have been clarified, the motives of actions of local political actors explained. Key words: decentralization, local self-government, local self-government bodies, united territorial community, social crisis.