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HAMILTON, MARY. "Unruly Practices: What a sociology of translations can offer to educational policy analysis." Educational Philosophy and Theory 43, sup1 (January 2011): 55–75. http://dx.doi.org/10.1111/j.1469-5812.2009.00622.x.
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Kaščák, Ondrej, and Zuzana Danišková. "For God and for nation! The ideologisation of schools and education under the changing relationship between church and state in Slovakia." Human Affairs 32, no. 2 (April 1, 2022): 162–79. http://dx.doi.org/10.1515/humaff-2022-0013.
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Abstract The present study analyses education policy in Slovakia and determines the role of the church in education governance and the church–state relationship in education policy. The church–state relationship is also evident in the specific constellations of the national curriculum. The study highlights the de-secularisation trend in education policy and curricula and identifies the links between religious and nationalist education content, which are largely a relic of the historical (and controversial) era of Slovak statehood building. It also analyses Ethical Education, which is a specific (and internationally unique) school subject in Slovakia that has been shaped by a particular church–state ‘ideological governing form’.
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Neave, Guy. "Policy, ideology and equality. Perspectives on the field of education from an historical analogue." History of European Ideas 8, no. 2 (January 1987): 179–204. http://dx.doi.org/10.1016/0191-6599(87)90109-4.
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Grebnev, L. S., N. S. Kirabaev, V. S. Sheinbaum, G. E. Zborovsky, and M. A. Lukashenko. "The Journal “Higher Education in Russia”: 30 Years of Research and Reflection." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 12 (December 21, 2022): 150–66. http://dx.doi.org/10.31992/0869-3617-2022-31-12-150-166.
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The round-table discussion dedicated to the 30th anniversary of the journal Vysshee obrazovanie v Rossii (Higher Education in Russia) took place on October 26, 2022 within the framework of XIII International conference of higher education (ICHE). Since its founding, the journal acts as a platform to discuss the urgent issues of higher education. In different periods, the researchers discussed competence-based approach, Bologna process, online education, quality of higher education, educational policy, educational management, assessment of learning outcomes, training of highly skilled researchers and teaching personnel, digitalization of education and many others. Today higher education in Russia is at a turning point of its history. We should impartially evaluate the path traveled, what has been achieved and what are the consequences. A look at the past became the subject of the round-table discussion.
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McGrail, Ewa, and J. Patrick McGrail. "Exploring Web-Based University Policy Statements on Plagiarism by Research-Intensive Higher Education Institutions." Journal of Academic Ethics 13, no. 2 (March 29, 2015): 167–96. http://dx.doi.org/10.1007/s10805-015-9229-3.
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Rudwick, Stephanie. "Englishes and cosmopolitanisms in South Africa." Human Affairs 28, no. 4 (October 25, 2018): 417–28. http://dx.doi.org/10.1515/humaff-2018-0034.
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AbstractAgainst the background of South Africa’s ‘official’ policy of multilingualism, this study explores some of the socio-cultural dynamics ofEnglish as a lingua franca(ELF) in relation to how cosmopolitanism is understood in South Africa. More specifically, it looks at the link between ELF and cosmopolitanism in higher education. In 2016, students at Stellenbosch University (SU) triggered a language policy change that enacted English (as opposed to Afrikaans) as the primary medium of teaching and learning. English has won recognition astheacademic lingua franca for at least two socio-political reasons: First, English is considered more ‘neutral’ than Afrikaans (which continues to be strongly associated with Afrikanerdom), and second, English is arguably associated with cosmopolitanism and an international institutional status. Despite English being the academic lingua franca, it continues to be caught in an ambivalent climate with tensions among policy planners, language practitioners, higher education managers, academic staff and students. Ultimately, this paper argues that ambiguity is one of the most defining features of English in South Africa and that a complex range of Cosmopolitan, Afropolitan and glocal African identity trajectories reflect the power dynamics of English in the country.
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Vogt, Michaela, and Annemarie Augschöll Blasbichler. "Historical research in education: Understanding contemporary situations and conditions through analysis of the relevant history. An Interview with the Lucien Criblez." Espacio, Tiempo y Educación 8, no. 2 (December 23, 2021): 251–57. http://dx.doi.org/10.14516/ete.433.
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Lucien Criblez works and researches at the University of Zurich, where he has held the professorship for Historical Educational Research and Educational Policy since 2008. His publication record encompasses more than 28 authored, edited or co-edited books, and countless journal articles as well as book chapters on the history of education, educational policy analysis, school theory and teacher education. Prior to his position in Zurich, Criblez held a professorial position for pedagogy at the University of Applied Sciences and Arts Northwestern Switzerland, where he also served as director of the Institute for Research and Development. Lucien Criblez is one of only few academics who unites theory and practice as he pursued his studies in Bern (1987–1997) and Zurich (1999–2003), while gaining experience in youth work, teacher education and educational administration. He has held multiple public positions related to his areas of expertise.
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Oprea, Alexandra. "Inadequate for democracy: How (not) to distribute education." Politics, Philosophy & Economics 19, no. 4 (June 3, 2020): 343–65. http://dx.doi.org/10.1177/1470594x20924667.
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There is widespread agreement among philosophers and legal scholars that the distribution of educational resources in the US is unjust, but little agreement about why. An increasingly prominent view posits a sufficientarian standard based on the requirements of democratic citizenship. This view, which I refer to as democratic sufficientarianism, argues that inequalities in educational resources or opportunities above the threshold required for democratic citizenship are morally unobjectionable if and only if all children are provided with an education sufficient to meet those demands. In the article, I argue that democratic sufficientarianism faces a democratic education dilemma. Either the philosopher specifies a precise and demanding threshold with antidemocratic implications, or she insists upon democratic equality irrespective of educational achievements, thereby undercutting the search for anything but a minimal educational threshold. As an alternative, I defend a new sufficientarian standard that is reflexive, education-specific, and democracy-compatible. This reflexive sufficientarian standard can act as a guide to democratic deliberation about education policy. The article also sketches possibilities for litigation on behalf of children who have received insufficient primary education.
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Bednyi, B. I., N. V. Rybakov, and S. V. Zhuchkova. "The Effects of Institutional Transformations on the Russian Doctoral Education Performance." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 11 (November 29, 2022): 9–29. http://dx.doi.org/10.31992/0869-3617-2022-31-11-9-29.
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Currently, enhancement of doctoral education performance is becoming one of the central tasks for state policy in the field of science and education. In 2013–2015 Russian doctoral education experienced radical transformations aimed to increase the performance of doctoral programs and enhance the quality of dissertations. First, doctoral education moved towards the structured (educational) model. Second, norms and rules of the work of dissertation boards changed significantly. The purpose of this study is to explore how these reforms affected the performance of doctoral education. The empirical base for the study comprises the data on dissertations defense of graduates of 2018 at 12 Russian universities (N=1022), which were collected by the authors using the web scraping technique. The main findings obtained from the analysis of these data are threefold. First, time-to-degree has increased with most of the dissertations now being defended only after the completion of the programs. Second, in social sciences, this delay of defense has intensified abnormally (80% of dissertation in this field are defended after the program completion). Third, the actual performance, i.e., one that takes into account dissertations defended after the program completion, has decreased significantly in social sciences and humanities. These results show that the traditional practice to evaluate performance based on the proportion of graduates who defend their dissertations during the normative period of time does not reflect the reality. To made adequate managerial decisions regarding doctoral education, it is necessary to arrange the monitoring of dynamics of dissertations that are defended after the program completion both on institution and state levels.
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Draper, Peter. "The Philosophy of Nurse Education - By John S. Drummond & Paul Standish." Health & Social Care in the Community 16, no. 6 (October 19, 2008): 660. http://dx.doi.org/10.1111/j.1365-2524.2008.823_3.x.
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Burmaoglu, Serhat, Olivier Sartenaer, and Alan Porter. "Conceptual definition of technology emergence: A long journey from philosophy of science to science policy." Technology in Society 59 (November 2019): 101126. http://dx.doi.org/10.1016/j.techsoc.2019.04.002.
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Mahmud, Saadia, Tracey Bretag, and Tomas Foltýnek. "Students’ Perceptions of Plagiarism Policy in Higher Education: a Comparison of the United Kingdom, Czechia, Poland and Romania." Journal of Academic Ethics 17, no. 3 (November 24, 2018): 271–89. http://dx.doi.org/10.1007/s10805-018-9319-0.
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Conn, Katharine M., Virginia S. Lovison, and Cecilia Hyunjung Mo. "How Teaching in Underserved Schools Affects Beliefs about Education Inequality and Reform." Public Opinion Quarterly 86, no. 1 (February 15, 2022): 1–28. http://dx.doi.org/10.1093/poq/nfab072.
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Abstract What effect does experience as a teacher—the street-level bureaucrat of the education system—have on one’s education policy opinions and beliefs? We consider the case of Teach For America (TFA), a prominent alternative teacher preparation provider with an admissions process that generates quasi-random variation in applicants’ likelihood of being a teacher. We leverage this variation using a regression discontinuity design and collect outcome data by surveying TFA applicants regarding education inequality and reform. We find that teaching in underserved schools leads individuals to favor more structural as opposed to individualistic explanations for poor student outcomes. When asked to evaluate education reform strategies to address education inequality, we find that these teachers are more likely to support policy prescriptions that improve both student outcomes and teachers’ working conditions, namely investments that expand access to school-based services (e.g., meals, counselors) for low-income children. Similarly, teaching experience causes no change in support, and in some cases, less support for policy levers that do not unambiguously improve student outcomes or teachers’ working conditions, such as market-based school reforms. Moreover, experience in the classroom cultivates greater optimism in the potential of educators and schools.
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Jatuporn, Omsin. "Repositioning the Field of Socio-Cultural Foundations under the Efficiency-Driven Reform in Teacher Education." International Journal on Social and Education Sciences 4, no. 2 (May 26, 2022): 164–77. http://dx.doi.org/10.46328/ijonses.279.
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This article examines how qualification frameworks for Bachelor of Education and the Thai Teachers Council regulations on teaching professional standard affect the status of knowledge of socio-cultural foundations in teacher education institutions. The researcher used document analysis, in-depth interview and field observations with 7 teacher educators from 7 teacher education institutions. Findings indicate that socio-cultural foundations courses are still present in the teacher education program, and there is integration of the subject matters of philosophy and sociology of education. In addition, the everyday life discursive practices of teacher educators are the implementation of the teacher education curriculum reflecting negotiation, resistance, or articulation process between policy and practices. As a critical active agent in their own cultural politics, teacher educators are the most important actors influencing the status of knowledge of the field of socio-cultural foundations in teacher education institutions.
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Komorowska, Hanna. "Origins of modern language teacher education: The influence of related disciplines on the educational breakthrough of the 1990s. Bridging past and future." Neofilolog, no. 58/1 (April 27, 2022): 9–25. http://dx.doi.org/10.14746/n.2022.58.1.2.
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The article aims at identifying the roots of the dramatic changes which took place in the philosophy, curricula and methods of pre- and in-service teacher education in the early 1990s. Integration of teacher training programmes with university education, balanced introduction of theory and field experience, skills- and competence-based professional development of language teachers based on the concept of the reflective practitioner, trainee-centred teaching methodology, i.e. innovative solutions marking the breakthrough in language teacher education of the last decade of the 20th century were the result of advancements in the educational sciences, sociology, anthropology, psychology and philosophy. The main directions of influence exerted by each of these disciplines on teacher training programmes in the United States, Great Britain and countries of Central and Eastern Europe are discussed with special emphasis on developments which shape the language policy of the main European institutions at present and which are likely to continue exerting an impact in the near future.
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Lebed, Olga L., and Nadezhda V. Prisyazhnaya. "Poetry of sociology: 85 ears are executed to honored professor of Moscow state University, doctor of philosophical sciences, professor Antonov Anatoly Ivanovich." Sociology of Medicine 20, no. 2 (July 4, 2022): 75–82. http://dx.doi.org/10.17816/socm100980.
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The article is dedicated to the anniversary of the leading specialist in the field of family sociology and demography, Doctor of Philosophy, Honored Professor, Head of the Department of Family Sociology and Demography of the Federal State Budgetary Educational Institution of Higher Education Moscow State University named after M.V. Lomonosov Anatoly Ivanovich Antonov. The long-term, active scientific and educational work of A.I. Antonov led to the emergence of a whole scientific direction in the field of family sociology familism (pro-family sociology). The authors note that the teaching, organizing and research work of Anatoly Ivanovich served to strengthen the position of the sociology of the family in science and the socio-demographic policy of the country, and is also an inspiring example for the professional formation of domestic and foreign sociologists.
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Rosales, J. "Higher education and non-violent civil disobedience." Ethics in Science and Environmental Politics 11, no. 1 (April 29, 2011): 17–18. http://dx.doi.org/10.3354/esep00113.
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Sergeyev, Alexander. "Axiological Aspects of the State Policy of Students' Physical Culture Formation." ISTORIYA 12, no. 12-2 (110) (2021): 0. http://dx.doi.org/10.18254/s207987840019271-7.
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The article is devoted to the study of various value aspects related to the state policy of the formation of students' physical culture. The author demonstrates the widespread prevalence of the institute of physical education of students in different countries of the world, as well as the long period of its existence. With examples from different countries and different historical periods, the similarities and differences of individual characteristics of this institute are shown. Determination of the institute of physical education of students by the interests of state policy is emphasized. It is concluded that there is a value potential in it, which can be implemented by the state, depending on the urgent national tasks.The question is raised about the value of physical education of students at the present time, which is considered binocularly: from the standpoint of the role of physical education of students in economic development and its role in saving the person himself, which is an absolute national priority. The study of these issues is built within the framework of the “knowledge economy” paradigm, as well as the existential-humanistic approach to human health.Models of formation of physical culture of youth in the USSR and modern Russia are considered. Their example demonstrates the fundamental and decisive importance of the values of society for the formation of physical culture of the individual, which is relevant to the national priorities of the state. The reasons for which the model of the USSR could not be transferred to modern Russia, as well as the value features of the attitude of students of modern Russia to physical education are revealed. The necessary value orientations of students have been determined, which are the key to the effective implementation of the state policy of the formation of students' physical culture.
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Christou, Theodore Michael, and Alan Sears. "From Neglect to Nexus: Examining the Place of Educational History in Teacher Education." Encounters in Theory and History of Education 12 (November 16, 2011): 37–57. http://dx.doi.org/10.24908/eoe-ese-rse.v12i0.3522.
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In faculties of education across North America, the so-called foundations of education are in crisis. Pressure to shorten teacher education programs and to focus on developing the instrumental skills of new teachers has resulted in courses in philosophy, history, sociology, anthropology, and psychology being moved from the core of teacher education to the periphery. This paper describes the decline of history in teacher education using the Faculty of Education at Queen’s University as a case study. We contend this decline occurred more by systematic neglect of history’s value in professional education than by overt attack on its position as one of “the foundations” of the field. We go on to argue that history, properly taught, has the potential to provide a powerful nexus to teacher education programs helping new teachers locate themselves and individualize their personal beliefs in relation to the vast body of professional knowledge that is circulated and recycled about policy and practice.
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Zhardemova, Madina, Tatyana Khristidis, Natalya Karmazina, Svetlana Fedorova, and Ekaterina Yakovleva. "Digital competences in the aspect of sociocultural education." SHS Web of Conferences 98 (2021): 05027. http://dx.doi.org/10.1051/shsconf/20219805027.
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The purpose of this paper is to examine different social and academic activities related to the development of a digital culture of bachelors and masters of culture and arts. It analyses the achieved results of the research project aimed at the study of educational and pedagogical opportunities and resources for the more effective development of digital competencies of students and graduates in the life-long system of sociocultural education and realized in the Moscow State University of Culture (Khimki, Moscow region), the Petrozavodsk State University (Petrozavods, Republic of Karelia) and in the Ulyanovsk State Agrarian University named after P.A. Stolypin (Ulyanovsk) in 2010-2019. The authors consider digital competences as a core of a digital culture of graduated in arts and culture is a multi-level, complex, interdisciplinary phenomenon, and therefore it needs a comprehensive analysis from the standpoint of several sciences (philosophy, sociology, psychology and pedagogy, etc.). The results of the implementation of educational technologies orientated to values and competences of a digital culture are discussed. The paper focuses on the importance of the educational process orientated on creation of values of digital culture which are significant for the organization of social and cultural activities in the frame of the state policy on digitalization of education and culture.
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Endow, Tanuka, and Balwant Singh Mehta. "Rethinking Education and Livelihoods in India." Journal of Human Values 28, no. 1 (January 2022): 29–43. http://dx.doi.org/10.1177/09716858211058777.
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The COVID-19 crisis has revealed a need for rethinking approaches to education and livelihoods. Education in its present dispensation does not provide equitable access to children from marginalized segments of the population. It also suffers from deficits in the areas of social and emotional skills, over-emphasis on the three Rs, language used as a medium of instruction, and excessive competition for scoring marks, among others. There is very low uptake of vocational education. The National Education Policy 2020 tries to address some of these issues and plans on closer integration of vocational education with the school framework. High unemployment rates of educated youth, along with underemployment due to skill mismatch, show poor school-to-work transition and underscore the importance of TVET for youth in the future. Skill already exists in the economy in informal knowledge systems which are largely undocumented and thus not acknowledged in the formal system. These need to be combined with Western-centric knowledge systems so that the imbalance between formally educated/trained workers and informally trained workers is redressed. There is also a need to bring back the joy of learning, as Tagore’s experimentation with education has demonstrated.
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Kasatkin, P. I., J. A. Kovalchuk, and I. M. Stepnov. "The Financial Component of the Scientific Publication’s Value Original article." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 12 (December 21, 2022): 85–102. http://dx.doi.org/10.31992/0869-3617-2022-31-12-85-102.
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Publication activity in modern society is presented as a driving force of scientific and technological development and as an indicator of university management reporting. The article is devoted to the study of approaches to determining the monetary value of a scientific publication, taking into account different behavior’s motives of researchers and teachers in higher education as authors. The methodological basis of the study was formed by concepts of creating a public good and financial good, concepts of scientific productivity and academic remuneration, neoclassical and neoinstitutional economic theories, approaches to the implementation of state policy in the field of science and education in terms of stimulating scientific publications. Research methods: critical and comparative analysis, with the inclusion of three groups of methods: a) the study of direct and indirect authors’ motives and traps in the publication of scientific papers; b) asset evaluation methods; c) a combination of socio-economic campaigns for monetary evaluation of the results of scientific research. Asset valuation approaches have been adapted to assess the scientific publication’s value from the position of the author as a beneficiary. The theoretical and practical significance of the research lies in the contribution to the value dimension of scientific publications for their authors in the conditions of academic capitalism with potential opportunities to receive monetary income from the results of their research.
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Mettini, Emiliano, and Andrei Tkachenko. "Fighting for Survivor: Ideological and Ethical Conflicts of A.S. Makarenko with Dzerzhinsky Commune." Espacio, Tiempo y Educación 9, no. 1 (June 22, 2022): 168–87. http://dx.doi.org/10.14516/ete.498.
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In the paper the Authors tried to analyze how A.S. Makarenko’s educational system might grow while in the early 1930s the control over social and political life in Soviet Union was strengthened. Using unpublished and previously classified materials, the Authors events which took place in the Children Labor Dzerzhinsky Commune, established in Ukrainian capital Kharkov, whose activity represented the highest point in development of A.S. Makarenko’s pedagogical theory and practice. Facts that led to establishment of the Commune, age and social status of pupils, employment policy, difficult relationships between Makarenko and NKVD leaders, many “not pedagogical” – criminal and amoral factors, conflicting with Anton Semenovich’s works have been carefully analyzed. Authors outlined conflict between the educator and Commune administration based upon different approaches to social and moral education of youth. Makarenko’s perspective was more humane and less ideological than the one of his opponents.
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Castillo, Patricia, Alejandra Gonzalez, and Roberto Cortes. "Representaciones de infancia en el Chile dictatorial (1973-1980): Articulaciones con la política neoliberal y la mercantilización de las instituciones de cuidado." Espacio, Tiempo y Educación 8, no. 1 (June 10, 2021): 147–69. http://dx.doi.org/10.14516/ete.366.
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This article analyses representations of childhood in the Chilean press between the years 1973–1980. Both the newspapers «La Tercera» and «El Mercurio» displayed political, economic and symbolical precedents that fostered the application of a subsidiary policy in which the state itself created a market for child protection institutions. The proposition is that the representations of childhood in the public sphere at that time provided ideological support for the political process of remodelling this institutionalism of childhood, since it facilitated the construction of a new rhetoric of privatization of the responsibilities for children and justified its merchandization. Finally, we examine the way in which the distinction between childhood and youth concepts allowed Pinochet´s dictatorship to build an institutionalized structure in which there was ideological control of children and families through scholarly institutions, and of disadvantaged minors through the creation of publicly financed private residential and child protection institutions.
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Sysoieva, Svetlana. "Interdisciplinary research in the context of the development of educology." Osvitolohiya, no. 6 (2017): 26–30. http://dx.doi.org/10.28925/2226-3012.2017.6.2630.
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The article shows that the widening of the subject field of modern pedagogy requires research that goes beyond the boundaries of discipline and acquires the features of inter- and multidisciplinarity; a new qualitative level of research in education can be provided on the principles of educology as a scientific direction of an integrated study of the field of education that focuses on objects and phenomena with a «rigid» and broad type of interdisciplinarity that goes beyond the established subject of pedagogy; the criterion for distinguishing pedagogical researches and studies in the field of educology (education sciences) is defined – «the type of interdisciplinary study». Pedagogical research in its essence always differs by the soft type of interdisciplinary, since the research of purely pedagogical phenomena and processes requires «narrow» interdisciplinarity: in such studies, the integration of close to the methodology and paradigms of scientific disciplines. Studies on education (education studies) can always be attributed to the «rigid» type of interdisciplinarity, since such studies have a «broad» interdisciplinarity: methods, concepts and / or theories of sciences that have little compatibility (philosophy of education, history of education, Cultural education education, education management, educational policy and educational law, economics of education, sociology of education, etc.). The stimulation of interdisciplinary research in education should take place through educational programs, the creation of various centers and the establishment of inter-institutional contacts, as well as the development of a financial policy to support such research, the creation of mechanisms for coordinating and supporting interdisciplinary projects in the field of education at the national and supranational levels. The leader in interdisciplinary research, according to most forecasts, will be social and humanitarian sciences as well as life sciences.
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Grover, Sonja. "What’s Human Rights Got to Do with It? On the Proposed Changes to SSHRC Ethics Research Policy." Journal of Academic Ethics 2, no. 3 (September 2004): 249–62. http://dx.doi.org/10.1007/s10805-004-5003-7.
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Vandysheva-Rebro, Nadiya, and Maryna Mishchenko. "ATTITUDE TOWARDS WORK IN UKRAINIAN CULTURE: FROM “CONGENIAL WORK” IN PHILOSOPHY OF G.S. SKOVORODA TO MODERN INTERPRETATIONS." Almanac of Ukrainian Studies, no. 27 (2020): 32–36. http://dx.doi.org/10.17721/2520-2626/2020.27.5.
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The paper deals with the research of the role of labour in the life of contemporary man in terms of the philosophical conception of the "congenial work" of Hrygorij Skovoroda. The reason for turning to Skovoroda's views is the importance of studying the phenomenon of labor, which appears in the XXI century in the sphere of common interests of economics, culturology, philosophy, sociology, psychology. Modern realities – migration processes that move a large number of people from continent to continent, from state to state; new technologies that have been replacing human labor since the industrial revolution, and so on. State social policy is aimed at providing the population with work and supporting those who are temporarily unemployed or completely incapacitated. The challenge for Ukrainian society is the same as for the world community, especially because the events in Ukraine since 2014. Ukrainian society must be ready for innovations in understanding and perceiving the phenomenon of labor in modern conditions. Issues of the balance between work and happiness, the welfare of the individual and the social, and the ways of self-knowledge are being updated. We explore the hard work as the main quality of a socially successful person in the history of Ukrainian culture, negative recovery from laziness and mismanagement. We accent the importance of historical achievements of Ukrainian ethnopedagogy with the transmission of knowledge and experience through imitation, as well as the gender aspect of folk labor education, in particular Ukrainian rituals and traditions of knowledge transfer and education from generation to generation. The modern philosophical view on the correlation of human involvement in work and the formation of a number of human virtues in contrast to laziness and the associated spiritual degradation and poverty is analyzed. Prospects for further research at the junction of economics, sociology, philosophy, psychology, related to the economic set of mind.
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Robinson, D. "The mismeasure of higher education? The corrosive effect of university rankings." Ethics in Science and Environmental Politics 13, no. 2 (May 15, 2014): 65–71. http://dx.doi.org/10.3354/esep00135.
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Osiyanova, O. M., E. N. Levina, and A. V. Osiyanova. "Educational Migration Bridge: From Metaphor to Project." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 8-9 (September 17, 2022): 154–67. http://dx.doi.org/10.31992/0869-3617-2022-31-8-9-154-167.
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The purpose of the article is to analyze the topical problem of educational migration and ways to solve it. The article identifies factors preventing from successful adaptation and socialization of foreign students in recipient country as legal, pedagogical, psychological, lingvo-communicative are identified. Minimization of negative factors actualized the integrated strategy of educational migration «bridge construction» development aimed at solving tasks of migrants’ integration in Russian labour market, providing them with all-round support in getting education, improving professional qualification, adaptation and socialization. The term «bridge» is metaphorically used as an artificial, virtual «construction» functioning as a means for educational migration support of citizens.The experience of the Orenburg State University in development and realization of the longterm integrated strategy of educational migration «bridge construction» presented within the Strategic Academic Leadership Program «Priority 2030» is studied. Regarding the potential of the University and Orenburg region the ways of educational migration «bridge construction» are determined: introduction of educational migration interactions into mission and policy of the university; development of open university migration interactions network structures; implementation of educational migration interaction based on norms, values and ideals of person’s lingvo-communicative culture. The practical steps for the strategy realization within the project «Educational migration bridge» are described: formation of the united scientific, educational and cultural environment based on mutual activity in international scientific and educational community; arrangement of universities regional consortium for informing applicants from Asian countries, for training and living in universities campuses; establishment of the Faculty of foreign students’ education and digital educational platform ensuring logistics and student educational improvement management; development and realization of module network programs for foreign students; realization of additional educational programs in OSU Linguistic center. The authors analyze the main indicators of the project effectiveness: quantitative and qualitative results of the Faculty of foreign students’ education activity in training Russian and culture; establishment of the Orenburg branch of Foreign Students Association, students’ involvement in various interaction forms and special career guidance events; scientific and methodological support for teachers. Realization of the strategy implies creation in OSU in the nearest future a specific environment including social infrastructure for foreigners.
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Kitchin, Heather A. "The Tri-Council Policy Statement and Research in Cyberspace: Research Ethics, the Internet, and Revising a ‘Living Document’." Journal of Academic Ethics 1, no. 4 (2003): 397–418. http://dx.doi.org/10.1023/b:jaet.0000025671.83557.fa.
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Acuña, Felipe. "An autonomous teacher subject as a force of pedagogical renewal: two historical moments of activation of the teacher’s movement in Chile." Espacio, Tiempo y Educación 8, no. 2 (December 23, 2021): 105–24. http://dx.doi.org/10.14516/ete.458.
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Based on Hugo Zemelman’s notion of the autonomous subject as the ability to react to circumstances, this article offers a theoretical reading of two historical moments of the Chilean teachers’ movement where processes of pedagogical renewal are unfolded through the activation of a teacher subject. The first moment takes place in the first half of the 20th century with the emergence of pedagogical experimentation and its ability to renew pedagogical «normalism» The second takes place at the end of the 20th century with the emergence of a Pedagogical Movement and its ability to renew a teaching policy configured by the economic parameters of neoliberal precariousness. Methodologically, I turn to secondary sources to analyse both historical moments. Rather than obeying a historiographic work, the analysis consists of a theoretical reading of both historical moments, and it illustrates that an autonomous teacher subject, capable of thinking critically about its circumstances, is key to unfolding processes of pedagogical renewal. By way of conclusion, I argue that both teachers’ movements share a process of activation and pedagogical renewal of the educational thinking of teachers. I also briefly refer to the political, theoretical, and practical challenge emerging from the analysis: how to keep autonomy flowing.
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Middleton, Sue. "Henri Lefebvre on education: Critique and pedagogy." Policy Futures in Education 15, no. 4 (December 13, 2016): 410–26. http://dx.doi.org/10.1177/1478210316676001.
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The ‘spatial turn’ in education policy studies fuelled interest in Lefebvre’s work: initially, in his work Production of Space and, more recently, Rhythmanalysis and Right to the City. Yet, although in these texts Lefebvre critiques universities and schools and introduces original pedagogical concepts, their educational strands have attracted little attention. Lefebvre’s other works available in English have been largely overlooked in education literature. As France’s first Professor of Sociology, Lefebvre was passionately engaged with education: in particular, teaching, competing for government grants and leading student activism. Critiques of education are threaded through Lefebvre’s three-volume Critique of Everyday Life, his writings on architecture and anthologies. Lefebvre’s work, The Explosion, is surprisingly neglected. A critique of French universities, it analyses student protests across Paris in 1968 – events in which Lefebvre was a leading activist. In geography and philosophy there are burgeoning secondary literatures on Lefebvre. Laying groundwork for such a literature in education, I survey Lefebvre’s references to education in all the works available in English. Arguing that Lefebvre was an educational thinker in his own right, this paper sketches a ‘roadmap’ for educational readings of Lefebvre’s prolific and largely sociological writing. This paper falls into three parts. The first uncovers core Marxist and phenomenological foundations of Lefebvre’s critiques of universities and schools. Building on these, it introduces Lefebvre’s pedagogical concepts. The second part contextualises these in relation to ‘New’ (or ‘Progressive’) education movements at ‘critical moments’ of 20th-century history. It includes a case study of one such moment – the 1968 Parisian student uprising – then outlines Lefebvre’s summation of education in the late 20th century. The third part draws together four ‘Lefebvrian’ pedagogical principles and considers their relevance today. Educational readings of Lefebvre, I suggest, can help educationists identify ‘cracks or interstices’ in ‘technocratic rationality’, suggesting strategies for resisting contemporary neo-liberal regimes.
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Kumar, Avinash. "Between Criticality and Conformism: Citizenship and Education in Post-independent India." Journal of Human Values 28, no. 1 (January 2022): 57–69. http://dx.doi.org/10.1177/09716858211058776.
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This article attempts to investigate the three strands of citizenship, nationalism and education and their interconnectedness in India after independence. It seeks to address questions like how has the post-colonial state in India visualized its models of citizenship through its education policies and programmes and what has become of their fate? In what ways the changing nature of public versus private education has shaped contested models of citizenship? What challenges are thrown at the models of citizenship that the Indian state has tried to posit through education? It is argued that the journey of citizenship in post-independent India is that of contradictory pulls around key strands of ethno-cultural nationalism and civic nationalism and around an economically productive nation versus an economic consumer nation. The article will look at some of the key policy shifts and operational models and attempt to locate the dynamic behind those shifts.
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Vázquez Astorga, Mónica. "Las Scuole Leopoldine de Florencia (1778-1976): Enseñanza y Funcionamiento." Espacio, Tiempo y Educación 9, no. 1 (June 22, 2022): 207–35. http://dx.doi.org/10.14516/ete.375.
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This work focuses on the study of the four schools for povere zitelle (girls from low-income families) that were founded by Peter Leopold of Habsburg-Lorraine (1747-1792) in Florence between 1778 and 1781, when he was the Grand Duke of Tuscany. They were named Scuole Leopoldine (Leopoldine Schools) after him and were evidence of his reforming policy, as he was one of the emblematic figures of the enlightened reform. The schools were located in each of the four historic quarters of the city: Santa Caterina school (via delle Ruote), the first in opening its doors on 1 June 1778; San Salvadore school (via di Camaldoli), which started functioning on 1780; San Giorgio school (Corso dei Tintori, numbers 36 and 36ª), which was created in the summer of 1780; and San Paolo school (piazza Santa Maria Novella), which opened up on 19 March 1781. This paper is based on consulting the documentary resources on the Scuole Leopoldine held in the Archivio Storico del Comune in Florence. Specifically, the analysis focuses on the training programme implemented by the Grand Duke in these centres, where girls could receive free primary education and train on hand needlework to build a future through a profession (which gave these schools a practical and functional purpose). The transformation of this institution, which remained until 1976, at an organisational and administrative level, is also examined.
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Malkin, Stanislav. "Civil Identity Formation within Contemporary Informational Space (Historical Policy and Educational Practices)." ISTORIYA 12, no. 11 (109) (2021): 0. http://dx.doi.org/10.18254/s207987840017582-9.
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The main focus of the article was on the impact of current historical policy affecting the foreign and domestic political interests of the Russian Federation (mainly in the fields of interethnic relations and international law) on the educational strategies of the authorities, designed to facilitate or impede the process of forming a Russian civil identity. Specific historical and contemporary examples show that the latter has long been considered as a humanitarian technology for solving state problems in this field, within the contemporary informational space with a cumulative effect in terms of the space of politically engaged versions of different pages of history, especially closely related to the formation of the contemporary world order. Accordingly, the focus of the study is the contradictions between the historical and educational policies of the Russian Federation, which are analyzed through the lens of the evolution of the aims of the authorities in matters of the historical education and historical memory, their norm-legal regulation and institutional support, as well as real educational practices after 1991. The experience of the several years (since 2014) on the introduction of the historical and cultural standard for teaching the school course of the history is considered as a collective attempt by the authorities and society to lead historical and educational policies to a common denominator in terms of the content and value. The special accent in the article concerns the problems of the teacher professional training for the implementation of the state historical and educational policy of the Russian Federation within given framework, considering the specifics of the contemporary informational space. Both methodological and organizational restrictions were identified in secondary and higher schools (primarily at specialized faculties of pedagogical universities), which have a significant impact on the formation of civil identity through historical education, both at the stage of training pedagogical personnel and in the process of studying the school course of the history.
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Dörner, H., J. Casey, N. Carvalho, D. Damalas, N. Graham, J. Guillen, SJ Holmes, et al. "Collection and dissemination of fisheries data in support of the EU Common Fisheries Policy." Ethics in Science and Environmental Politics 18 (May 31, 2018): 15–25. http://dx.doi.org/10.3354/esep00183.
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Kirikova, Olga. "Aristocratic Education in Russia during 1730s and Pedagogical Views of Leonhard Euler." ISTORIYA 13, no. 4 (114) (2022): 0. http://dx.doi.org/10.18254/s207987840021198-6.
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The problem of the aristocratic education in Russia during 1730s is closely connected with ambivalent government policy towards the nobility, which should have still done their duty and used to get more and more privileges. The Manifesto of 31 December 1736 about the service of noblemen equated their studies to other obligations of them; the legislative acts of February — April 1737 explained them also at what age, what and how they should study. In July 1737, the authorities declared that noble pupils’ progress would be annually checked; just for this case the Academy of Sciences was obliged to draw up a special “exam project”. It was prepared by prof. T. S. Bayer, Ch. Goldbach, G. W. Krafft and L. Euler, who then were engaged to improve the Academy’s Gymnasium. As a result, Euler presented his Gymnasium project, in which he tried to bring together the demands of times and his own pedagogical views.
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Pogonyailo, Alexander G. "Power of discourse and discourse of power in the early Middle Ages. Italy and Spain." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 38, no. 2 (2022): 187–203. http://dx.doi.org/10.21638/spbu17.2022.204.
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The article examines the evolution of Western patristics from Augustine to Gregory the Great and Isidore of Seville in a dual aspect: the power of discourse and the discourse of power. The former draws on truth, the “place” of which, according to Aristotle, is in judgment, while the latter represents the policy of truth, pursued by the government. The power of discourse in this case is implemented as the spread of Christian education. The discourse of power is realized in the form of decisions and legislative acts of the authorities, guided by the Roman tradition and adopted in the dominating atmosphere of transition from раx deorum to pax dei. The power of Christian discourse specifically manifests itself in relation to Jews and Judaism. The church, meanwhile, is increasingly playing the role of a stable and omnipresent institution of education and transfer of agonistic rhetoric. The clergy are becoming new “rhetors” (Paula Fredriksen), whose activities bring about a new product of their rhetoric, namely, “rhetorical” Jews. However, the discourse of power in the late Antiquity and the early Middle Ages determined the legal status of quite real “historical” Jews. The focal point of the article is the ongoing debate on the Christian literature “adversus Iudaeos” of the first millennium and the “topoi” thereof: the anti-Judaism of its authors takes on a special character depending on whether it is dictated by the power of discourse (the Christian Word) or actually is the discourse of power. When acting as preachers and mentors in Christian faith, Augustine, Gregory the Great and Isidore of Seville would theologize, extensively resorting to anti-Judaism rhetoric (anti-Judaism without Jews), whereas in their administrative practices they have to deal with real-life Jews, which compels them to conform their wording with the concrete situation and the priorities of the Church policy.
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Eynon, Rebecca, and Erin Young. "Methodology, Legend, and Rhetoric: The Constructions of AI by Academia, Industry, and Policy Groups for Lifelong Learning." Science, Technology, & Human Values 46, no. 1 (February 17, 2020): 166–91. http://dx.doi.org/10.1177/0162243920906475.
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Artificial intelligence (AI) is again attracting significant attention across all areas of social life. One important sphere of focus is education; many policy makers across the globe view lifelong learning as an essential means to prepare society for an “AI future” and look to AI as a way to “deliver” learning opportunities to meet these needs. AI is a complex social, cultural, and material artifact that is understood and constructed by different stakeholders in varied ways, and these differences have significant social and educational implications that need to be explored. Through analysis of thirty-four in-depth interviews with stakeholders from academia, commerce, and policy, alongside document analysis, we draw on the social construction of technology (SCOT) to illuminate the diverse understandings, perceptions of, and practices around AI. We find three different technological frames emerging from the three social groups and argue that commercial sector practices wield most power. We propose that greater awareness of the differing technical frames, more interactions among a wider set of relevant social groups, and a stronger focus on the kinds of educational outcomes society seeks are needed in order to design AI for learning in ways that facilitate a democratic education for all.
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Tarcov, Nathan. "Introduction to Two Unpublished Lectures by Leo Strauss." Review of Politics 69, no. 4 (2007): 513–14. http://dx.doi.org/10.1017/s0034670507000940.
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These two lectures by Leo Strauss, “What Can We Learn from Political Theory?” delivered in July 1942, and “The Re-education of Axis Countries Concerning the Jews,” delivered November 7, 1943, include not only Strauss's most elaborate statement about the relation of political philosophy and political practice (in the first), but what may well be his fullest written public statements about matters of contemporary foreign policy. Both lectures obviously were carefully considered, composed, and corrected, but Strauss did not attempt to publish either. He may have had second thoughts about some of the arguments he advanced in these lectures, or he may simply have chosen to concentrate his literary efforts elsewhere. Other lectures he prepared during this period but did not publish himself have since been published: “The Living Issues of German Postwar Philosophy,” delivered April 1940 at Syracuse University, and “Reason and Revelation,” delivered January 1948 at Hartford Theological Seminary, both in Heinrich Meier, Leo Strauss and the Theologico-Political Problem (Cambridge University Press, 2006); “German Nihilism,” delivered to the New School's General Seminar February 26, 1941, is in Interpretation 26:3 (Spring 1999).
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Protsenko, Olena, and Olga Melnychenko. "EDUCOLOGYCAL TRAINING IN ENSURING THE QUALITY OF EDUCATION AT THE UNIVERSITY." Continuing Professional Education: Theory and Practice, no. 1 (2021): 37–45. http://dx.doi.org/10.28925/1609-8595.2021.1.5.
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The article is devoted to the analysis of the content of educologycal training in the educational programs «Preschool Education», «Primary Education», «Management of Educational Institutions» full-time and part-time at Borys Grinchenko Kyiv University, which involves studying the interdisciplinary course «Educology». The article emphasizes the contribution of educology as a scientific phenomenon in ensuring the quality of university education due to its integrated and interdisciplinary nature. A significant difference between the object of study of education and other humanities is that educology is a kind of educational synergy for the study of education, which generates a systematic set of educational sciences such as philosophy of education, history of education, educational policy, educational law, education management, economics of education, sociology of education, culturology of education. The authors analyzed the effectiveness of teaching the discipline «Educology» on the basis of a survey of undergraduates of the university, in which special attention was paid to the development of critical thinking; awareness of patterns, trends, sources of education and educational systems; application of a synergetic approach in education management; formation of the ability to find means of solving current problems in the field of education; understanding of education as a specific sector of the economy, mechanisms of competitiveness of educational institutions, understanding of education as a social institution, the role of legal aspects in the development of education, etc. It is proved that the study of the course «Educology» will contribute to the development of future professionals in the field of education skills to systematically solve the multifaceted problem of ensuring the quality of education at the university; consider prospects and forecast changes to improve it.
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Terzič, S. V. "Taching Traditions and the Logic of University Education Modernization in Serbia: a Historical and Cultural Essay." Concept: philosophy, religion, culture 4, no. 3 (September 28, 2020): 187–97. http://dx.doi.org/10.24833/2541-8831-2020-3-15-187-197.
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The article is dedicated to the issue of modernizing Serbian university education. Modernization as a transnational process has had a tangible influence on education. The debate on modern university education highlights the education models associated with pan-European traditions, with the German one serving as a key and needing to be localized. In historical and cultural context Serbia has always been open to accommodate efficient Western practices to local realities. The central challenge to such a modernization is to meet existing needs of scientific development, expert qualification and preserve the cultural continuity throughout the history. The University of Belgrade, the first one in the country and a leading one, followed the German academy model. However, its development was conditioned by cultural and political shifts, with changes in educational policy after each of the World Wars and the student movement of 1968 serving as examples. The Faculty of Philosophy has always had a special place among the oldest university schools, intertwining the classics (which later manifested themselves in philological research) and the positivist knowledge (history, psychology, sociology, etc.). Modern teaching demonstrates the continuity of traditions combined with innovations, which is essential to development of any educational system. This trend meets the national interests of Serbia as a European country, with its great history and openness to peaceful intercultural communication.
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Gerd, Lora. "Russian Church Policy in Syria in the 19th Century: Main Tendencies and Dynamics of Its Development." ISTORIYA 12, no. 8 (106) (2021): 0. http://dx.doi.org/10.18254/s207987840016649-2.
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The article is focused on the main tendencies of Russian policy in the Patriarchate of Antioch during the 19th century. Following the traditional support of Orthodoxy, in the situation of concurrence of the Great Powers in the Middle East Russia had to make a revision of the old methods of policy. The journey of Archimandrite Porfirii Uspenskii in 1843 and the foundation of the Russian Ecclesiastical Mission in Jerusalem in 1847 were aimed at strengthening of Russian positions in the region. The conflicts between the nations in the end of the 1850s and he struggle of the Arabs for church and national independence forced he Russian diplomacy to support them against the Greeks. The struggle ended in the election of an Arab Patriarch at the Antiochian see. The activities of the Imperial Orthodox Palestine Society for foundation of schools for the Orthodox Arabs as well as financing of the schools of the Patriarchate created a strong base for national education. The peak of Russian influence in Syria is in the beginning of the 20s century: at that time the sums for material support increase enormously. As a whole it was in Syria during the 19th century that Russian policy in the Christian East was most efficient.
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Derendyaeva, A. D., and Yu G. Chernyshov. "Regional Identity and Historical Memory Policy: Experience of the Altai Territory and the Altai Republic." Izvestiya of Altai State University, no. 6(122) (December 15, 2021): 24–31. http://dx.doi.org/10.14258/izvasu(2021)6-03.
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The article presents the results of an empirical study including an expert survey conducted in July-August, 2021 with the purpose of identifying opinions on the subject of formation of the regional identity and the historical memory policy in the Altai Territory and the Altai Republic. In total, 50 experts were interviewed representing scientific circles of various specialties (history, political science, sociology, philosophy, economics, and medicine). It is noted that the majority of respondents principally identify the following as the objective factors influencing the identity of residents: «natural potential», «national and cultural heritage», and «historical events». Experts mention the following main accents of the regional authorities in the policy of memory: «honoring» the «symbolic» figures», «establishment of local holidays and memorable dates», «formation and preservation of sites of commemoration». Using the method of content analysis, the key historical events, personalities and symbols of the regions have been determined, which are the most important according to experts. Thus, for the Altai Territory, such a role is assigned to the V.M. Shukshin, and the Big Kolyvan Vase has become the symbol of the region. According to the survey, the painter G.I. Gurkin is considered a «symbolic figure» of the Altai Republic, and the Belukha Mountain is mentioned as the key «site of commemoration». As the main recommendations of the respondents, the following is noted: «improvement of the quality of school education (regional history) », «designing an information space concerning the memorable events», and «making the strategies and practices aimed at solving the socio-economic problems of the regions». The results obtained are correlated with the existing research on this topic.
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Weissbrot-Koziarska, Anna, and Anna Kanios. "Social pedagogy and social work from the perspective of the research areas and practical activities – selected contexts." Praca Socjalna 36, no. 5 (October 31, 2021): 83–105. http://dx.doi.org/10.5604/01.3001.0015.5799.
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The theoretical and practical development of social pedagogy was influenced by many social, economic and cultural factors (e.g. industrial and cultural revolutions), which took place in Europe and America in the 19th century. In turn, in 1908 Helena Radlińska created the scientific bases of social pedagogy in Poland and initiated its disciplinary development. In her activities, the researcher emphasized the role of a human in the transformation of reality in which they live. Her concept had a lot in common with the theses of the then German and French philosophical and pedagogical thought, among others Paul Bergman, Jean-Marie Guyau, Paul Natorp, Gabriel Séailles (Theiss, 2018, p. 13). The key moment in the initial phase of the development of so-called Helena Radlińska’s school of social pedagogy was the creation of The Social-Educational Work Study of Free Polish University in 1925. It was the first university in Poland to educate, at the academic level, future social and educational workers and educators in the area of adult education, mother and child care , and organization of social life. Social pedagogy as a science of human education, upbringing, and social functioning is a discipline of humanistic and social science. It has an interdisciplinary character shaped on the basis of the knowledge of various sciences, that includes: philosophy of human life, psychology (experimental, social, clinical), general pedagogy, sociology of education, ethics, social policy, family and guardianship law, theory of environmental education (Kamiński, 1974).
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Khanykina, Nataliia, Dana Sopova, and Oksana Bulvinska. "IMPLEMENTATION OF THE ACADEMIC INTEGRITY PRINCIPLES AT THE UNIVERSITY: EXPERIENCE OF CONDUCTING EDUCOLOGICAL DEBATES." Continuing Professional Education: Theory and Practice, no. 1 (2021): 46–55. http://dx.doi.org/10.28925/1609-8595.2021.1.6.
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The article analyzes the experience of introducing academic integrity on the example of an intellectual educational game – a debate at the Borys Grinchenko Kyiv University. Such work has become traditional for the University residents on the basis of the educational circle «Educological Discourse» of the Research Laboratory of Educology and the Pedagogical Institute of the University. The purpose of the scientific article is to present the experience of conducting Educological debates on the introduction of academic integrity and their impact on improving the quality of higher education. The theoretical basis of the «Educological Debate» is the scientific direction of integrated research in the field of education – Educology, which is a synergy of such educational sciences as philosophy of education, history of education, educational policy, educational law, education management, economics of education, sociology of education, cultural education. These educational sciences make up the content of educational training, provide an opportunity to analyze and reveal various aspects of academic integrity. The «Educological debates» have polemical nature. The teams are able to demonstrate the main areas of work during the «Educological Debates». The principles, mechanisms of academic integrity introduction which can improve quality of education are resulted. The role of meetings in the format of an intellectual educational game is emphasized. The game serves as an impetus for awareness and desire to continue working on the creation and search for tools and mechanisms for the academic integrity introduction in the academic space. The conclusions of this work on the importance of informing students about the normative and legal, moral and ethical principles of combating plagiarism, teaching students the rules of ethical behavior in the academic environment are made. It is mentioned about the interactive teaching method of debates, which is effective for the development of both professional and general competencies of students. It helps to increase the level of critical thinking and communication skills.
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Rahmanzade, Shamil. "Gender Studies in Azerbaijan in the Context of Epistemological Westernization." Scientific knowledge - autonomy, dependence, resistance 29, no. 2 (May 30, 2020): 108–17. http://dx.doi.org/10.37708/bf.swu.v29i2.8.
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The article presents an attempt to outline the development of women's and gender studies in Azerbaijan in the context of the formation of interdisciplinarity in the social sciences and humanities and to identify their methodological significance for historical knowledge. It is especially noted that gender studies as a scientific direction were embedded in the general context of epistemological "Westernization". Gender studies in Azerbaijan practically begun in the second half of the 1990s. It should be admitted that, as in many other post-Soviet republics, the aforementioned studies, as well as the study of gender policy, gender education, did not arise spontaneously, being dictated by the internal needs of society and science, but were exported as an integral part of the “big political project”. It is noted that since 1990, the Department of Problems of Modern Philosophy of the Institute of Philosophy, Sociology and Law of the Academy of Sciences of Azerbaijan has been engaged in theoretical analysis and practical application of gender studies. The research interests of Azerbaijani scientists include the study of such issues as gender aspects of socio-economic development, gender quotas and stereotypes, gender factor in politics, features of state policy on women, empowerment of women, etc. Such unfavorable factors as the absence of the feminist movement as a social base for such investigations, the dominance of patriarchal attitudes and the embryonic state of feminist reaction, as well as the tendency of “modernization of patriarchal consciousness” and others are mentioned as adverse social reasons. At the end of the article, separate tasks are formulated that face the nascent gender history of Azerbaijan.
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Hertsiuk, Dmytro, and Liubov Nos. "Organization of the educational process in higher education institutions in terms of pandemic." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 40–52. http://dx.doi.org/10.30970/vpe.2021.35.11306.
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The organization of the educational process in higher education institutions in a pandemic is analyzed. It is focused on the relevance of using distance learning. It operates on the basis of modern psychological, pedagogical and information and communication technologies. Based on the researches of scientific and pedagogical sources, global and national trends in the development of distance education in Ukraine are named according to certain features. Global trends include globalization, integration, internationalization, informatization. National trends identify the renewal of regulatory and legislative support for distance education, regulatory policy for the provision of distance learning and educational services and practices for ensuring their quality. Attention is drawn to the problem of teachers’ digital competencies development, finding ways to form and develop the readiness of teaching staff in the field of adult education to carry out professional activities in terms of distance learning. The analysis of normative documents regulating distance learning is carried out. The results of the Polish-Ukrainian study on “Students in the terms of the COVID-19ˮ, organized by the Institute of Philosophy and Sociology of the Pedagogical University to determine the features of distance learning in the terms of COVID-19 pandemic is described. The study covered 412 various specialties students of the Faculty of Pedagogical Education. The survey reflected the issue of distance learning assessment and the tools used by teachers. It was found that the most teaching staff used Zoom, Viber and the MOODLE platform, which meets all the basic criteria for e-learning systems. During the quarantine period, the University administration created all the conditions for the use of this platform. It is concluded that it is necessary to update the legal framework for distance learning, to adapt practical and seminar classes to the conditions of online learning, to increase the level of digital literacy and readiness teaching staff to use distance technology, to provide scientific and methodological support for the educational process in terms of distance learning. Keywords: distance learning, pandemic, digital literacy, technological competence, Internet technologies.
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Uswatiyah, Wiwi, Siti Aminah, Sofyan Sauri, and Faiz Karim Fatkhulah. "Analisis Logika, Riset, Kebenaran Dalam Pendidikan di Indonesia." Jurnal Dirosah Islamiyah 3, no. 1 (February 23, 2021): 41–62. http://dx.doi.org/10.47467/jdi.v3i1.300.
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The digital era provides its own meaning and consequences for the morale of the leadership group. This study aims to analyze the morals of Islamic leadership groups in the digital era based on a review of philosophy, psychology and sociology. A leader in the digital era is required to be compatible with the demands and needs of the times. Philosophically, the morale of the leadership group provides reinforcement in decision making or policy formulation. Psychologically, group morals give its own color to aspects of personality. Leaders must be able to influence their members so that they can jointly run the organization. Sociologically, the moral of the leadership group has similarities with the religious foundation. Everyone is required to be able to have and practice good group morals in various conditions. This kind of leadership is expected by many people. The challenge of social education leaders today is very hard to be able to provide awareness to students and educationists to be able to socialize and get used to completely online work.
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Savage, Mike, Mike Gane, Karl Maton, Emma Rowley, and Daniel Monk. "Reviews: Time Matters: On Theory and Method, Auguste Comte and the Religion of Humanity, Education Policy and Realist Social Theory: Primary Teachers, Child-Centred Philosophy and the New Managerialism, The New Genetics and the Public's Health, Kingdom of Children: Culture and Controversy in the Homeschooling Movement." Sociological Review 51, no. 2 (May 2003): 286–98. http://dx.doi.org/10.1111/1467-954x.00420.
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