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Journal articles on the topic 'Cultural education of free time'
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1
Wolter, Edyta. "Education for a healthy lifestyle in free time." Forum Pedagogiczne 10, no. 2 (July 18, 2020): 243–52. http://dx.doi.org/10.21697/fp.2020.2.17.
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The purpose of this paper is to present the issue of education for a healthy lifestyle based on examples of the Polish society cultural behaviours as the ideation foundation of actions applied in the post-modern culture at the turn of the 20th and 21st centuries. The problem of research is set in the interpretative paradigm of humanistic, social sciences. A qualitative method was applied in the process of scientific research (the qualitative analysis of a text/qualitative analysis of documents), in which a hermeneutic understanding and source text interpretation is relevant. The analyses are based on historical printed sources (original materials) and scientific works concerning the issue indicated in the title.
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de-Bofarull-de-Torrents, Ignasi. "Everlasting teenagers and mediatic free time." Comunicar 11, no. 21 (October 1, 2003): 109–13. http://dx.doi.org/10.3916/c21-2003-16.
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In the last years, teenagers have experienced an evolution towards novelty, diversity, complexity and satisfaction of their wishes, fashions and free time activities. The change is bound to the new industry of leisure and the digital revolution, and it is reinforced by the great number of empty hours due to the progressive absence of parents and school. The latest teenagers have been introduced into a parallel world (known as «virtual reality») which is increasingly detached of reality. The author thinks that this parallel world creates big problems to the teenager: lack of formal thought, affective instability, emotional coldness, fears, anxiety and, finally, a kind of dispair. En la última década los adolescentes han experimentado una evolución en la novedad, diversidad, complejidad y sofisticación de sus gustos, moda y tiempo libre. El cambio está ligado a la nueva industria del ocio, la revolución digital y el descrédito de la enseñanza media: del estudio, prestigio de los profesores, presión del grupo de iguales. Los últimos adolescentes se han introducido en un mundo paralelo cada vez más ajeno a la realidad real. El autor se adentra en ese mundo de claves y lenguaje difíciles de ser captados por los educadores y por los padres.
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Gajdošíková Zeleiová, Jaroslava. "INCLUSIVE MUSIC EDUCATION IN THE SLOVAK REPUBLIC." Problems of Education in the 21st Century 48, no. 1 (November 20, 2012): 23–33. http://dx.doi.org/10.33225/pec/12.48.23.
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The Slovak educational system went through several changes the last 20 years, and these changes affected also the structure of music education. The aim of this paper is to point out the changes in educational system, stated in different national school documents, in the context of innovations and changes in musical education. The author analyses predominantly music education in the specialized primary school system, namely in primary art schools. They are positively evaluating as favourable influence of music education on meaningful exploitation of free-time, in connection with prevention of socially unwanted phenomena, its influence on full-value exploitation of children´s free-time, observation and extension of components of regional culture in teaching and active share on cultural life of cities or villages, presentation in cultural undertakings, activity of various chamber ensembles in which pupils exploit and improve acquired abilities when practically playing in collective. Key words: educational system in Slovakia, music education, music therapy, primary art schools.
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Kosiewicz, Jerzy. "Free Time versus Occupied and Unoccupied Time in a Philosophical Context." Physical Culture and Sport. Studies and Research 55, no. 1 (October 31, 2012): 77–94. http://dx.doi.org/10.2478/v10141-012-0015-2.
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AbstractIn the paper, previous conceptions of free time and the various definitions that are connected with it are challenged. The author assumed that the subject might not have free time at his/her disposal, because that time does not concern the subject at all. The subject did not have free time in the past; the subject can neither shape it in the present nor in the future. Free time does not concern him/her at all, because free time as such does not exist at all. We have only to do with occupied and unoccupied time. The first form of time concerns the past and the present. Future time is not occupied both in that sense that it does not exist yet and that it never exists. Moreover, the author considers the existence, understanding, and possibility of the cognition of time as such. Thus, he rejects various common theories of time. He refers to the Kantian, subjective, “self-related” conception of time and he attempts to strengthen it with the Heideggerian transcendental theory of time. According to the author, it is derived from, among other things, the considerations on being done by some of the ancient philosophers: Anaximander, Pythagoras and his followers, Parmenides, Plato, and Aristotle.
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Nikitorowicz, Jerzy. "Cross-cultural Education in the Formation of Supranational Communal Competence." Polish Journal of Educational Studies 72, no. 1 (December 1, 2019): 162–72. http://dx.doi.org/10.2478/poljes-2019-0011.
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AbstractThe text presents the assumptions of cross-cultural education, emphasizing that in the multicultural world it is necessary to look for solutions used in the past as regards the formation and functioning of supranational communities. The author believes that currently, in light of increasing nationalisms, cross-cultural competence that enables the formation of supranational communities is indispensable.He points out that we should refer to the tradition of the Commonwealth of many nations in this respect. He considers the functioning of the Polish-Lithuanian Commonwealth, experiences of the multicultural policy of that time, where other nations were treated with appreciation and respect, as something that should be accomplished by contemporary cross-cultural education. He highlights the need to draw on that multicultural experiment, to reflect on it and analyze it in order to realize the essence of tradition of civil liberties and relationships between free people and communities based on freedom.
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Romadanova, Natalya Vladimirovna, and Svetlana Veniaminovna Kushnarenko. "Biotechnology for obtaining virus-free apple planting stocks." Bulletin of the Karaganda University. “Biology, medicine, geography Series” 103, no. 3 (September 29, 2021): 102–18. http://dx.doi.org/10.31489/2021bmg3/102-118.
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The review describes the successive stages of work on the production of virus-free apple planting stocks using biotechnology methods. Compositions of nutrient media, duration and temperature regime of plant material treatment, and other details for all stages of cryopreservation (cryotherapy), chemotherapy, detection of viruses are presented, methods of in vitro initiation, micropropagation, in vitro rooting and adaptation of plant material to the soil substrate are discussed. Virus-free collection of Malus domestica Borkh. and M. sieversii Ledeb. M. Roem. is preserved by in vitro culture and cold storage (+4 °C). Cryopreservation of shoot tips of apple historic cultivars and wild forms in liquid nitrogen at -196° will preserve this valuable material for a long time and, if necessary, can be used in breeding. Virus-free apple rootstocks and cultivars will be available to provide planting material of a super-elite class for local nurseries and in general will promote the development of the domestic nursery.
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Hodan, Bohuslav, and Donald Roberson. "Controversial Reflections on the Theme "Leisure": from Free Time to Lifestyle." Physical Culture and Sport. Studies and Research 50, no. 1 (December 1, 2010): 72–78. http://dx.doi.org/10.2478/v10141-010-0025-x.
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Controversial Reflections on the Theme "Leisure": from Free Time to LifestyleToday there is more of a dialectical approach to the meanings of leisure. In earlier times there was more of a consensus or similar understanding of one's free time. The purpose of this paper is to explain today's various meanings of leisure. We discuss the meaning of time and space and its relation to leisure. In addition we have focused on a discussion of free time, work and not work, as well as one's lifestyle. In particular we will introduce the ideas of Dumazedier. In summary we concur with other authors, especially Dumazedier, that leisure is more than free time: it is best understand as a way of life, as a lifestyle.
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Рябова, Татьяна, Tatyana Ryabova, Елена Эртман, and Elena Ertman. "Free independent tourism as a tool of personal inculturation." Servis Plus 11, no. 3 (September 19, 2017): 31–38. http://dx.doi.org/10.22412/1993-7768-11-3-4.
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This article is dedicated to the free independent tourism as an effective tool of personal inculturation that considers being facultative learning of domestic culture and other cultures’ values. An accumulation and translation of personal ideas about the society, historical events, and cultural heritage takes place during an inculturation. In the same time, the culture in all variety of forms of its expression is one of basic elements of traveler’s interest and the dominating idea of tourists’ activity. Free independent tourism as a kind of social and cultural activity reflecting the individual human interests, including the interests of learning the domestic and world cultural values, and ensures the process of personal inculturation. The main social and cultural functions of independent tourism, that permit to realize the key aspects of inculturation, are defined in this article. The specific features of realization of these functions in different kinds of independent tourism are also showed. During empiric research, which results are presented in this article, the demographic characteristics of independent tourism are revealed. The structure of tourists’ motivation in organized independent trips is defined; the complex of social and cultural demands of independent tourists and the grade of their participation during inculturation are investigated. The empiric data permit to conclude that the inculturation which is ensured with different kind of human participation in the different forms and kinds of social and cultural activity is rather well realized through independent tourism. Free independent tourism which is being actually dynamically developed, ensures the following aspects of inculturation, such as the continuous education in its facultative forms; learning of variety of cultural heritage interpretations; the realization of all spectrum of leisure’s demands (including cognitive, creative, communicative and others) by the independent tourists, the stimulation of travelers activity during learning, translation and saving of cultural values.
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Chmykhalo, Alexander Yu, and Larisa A. Korobeynikova. "BARRIERS IN DEVELOPMENT OF SMART EDUCATION: SOCIO-CULTURAL PECULIARITIES OF RUSSIA." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 42 (2021): 158–73. http://dx.doi.org/10.17223/22220836/42/13.
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Smart Education is the most advanced stage of the evolution in education associated with new information and communication technologies. The world is forming a new technical and technological reality. Digital media technologies (smartphones, wi-fi connections) penetrate into open spaces of cities and towns (parks, gardens, etc.). Modernity dictates the need for a person to acquire such knowledge and skills that should allow him not only working effectively, but also spending his free time productively. This situation is not entirely new, but it makes researchers find solutions for further implementation of smart technologies in the education system in order to search for the most appropriate answers to this challenge. Russia needs to accelerate the transition to education of the future, which involves the modernization of all educational processes. The presented research touches upon the issue of the development of Smart Education in Russia. The paper reveals the current state and identifies the key barriers in the development of smart education in the world. The empirical basis of the work is a sociological survey conducted in March-June 2018. The survey used the technique of semi-formalized interviews with representatives of five groups of stakeholders: government officials, heads of organizations, teachers, students and researchers. The educational system of Tomsk (Russia) affects the interests of all above mentioned stakeholders. The survey was aimed at the determination of the role of Smart technologies in education, their importance, barriers and prospects of implementation. The article presents the results of a sociological study that revealed the position of stakeholders in relation to various aspects of the socio-cultural environment that has an impact on the formation of smart education in Russia. The evaluation of the results of the implementation of smart city and smart education projects in Europe, America and Asia shows the presence of private success, which has not led to the formation of unambiguously positive examples of their implementation. Synergy, which unites the efforts of many participants of these projects, has not yet led to the realization of the ultimate goal – significant indicators in improving the quality of life of citizens. The comparative analysis of barriers to further development of smart education identified in the studies of foreign authors with the assessment of Russian stakeholders shows the existence of significant differences between them. The introduction of smart technologies in the life of Russian society is catching up. This leads to a rather superficial nature of acquaintance of Russian society of smart education and a lack of reflection on the barriers to its implementation.
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Salamakha, O., and G. Chekhovskaya. "The role of cultural and leisure activities in the formation of a healthy lifestyle of student youth." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 11(143) (November 30, 2021): 135–38. http://dx.doi.org/10.31392/npu-nc.series15.2021.11(143).28.
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The main condition as well as the constituent element of a person interest of a modern human is the health because a part absence of health is a hindrance for realization of dreams of a person. A question of a person’s health namely young person has the important meaning. The medical and biological or hygiene factors are important as well as we change our relation to our health. It is proved that a person’s health is the whole systematic phenomenon; nature of this phenomenon is conditioned both natural external factors and internal factors which determine psycological relation of person to himself or to herself as well as to environment where this person realizes own life.
The advantage of forming adequate relation to a student’s health is determined that fact that it is the one of the most important factors ar creating healthy generation. The National Directive of education development of Ukraine determines “…learning person of responsible relation to own health and health of other persons as the highest social and individual value”. It is possible to change a relation of student to own health when understanding this student the values as well as priorities of saving physical and psychological health with the help of education.
The use of free time is especially problematic for many students. Free time attracts students by irregularities, independent choice of different occupations, the opportunity to combine different activities: entertainment, creative. However, the powerful pedagogical potential of free time for a significant number of students remains unconscious, unrealized. Free time is perceived as a time of entertainment.
Young people perceive, and therefore choose, different activities for recreation, depending on the type of needs of recreational facilities, which determine the form of leisure. All these classes indicate the achieved level of culture of individual leisure. Culture of leisure is, first of all, the inner culture of a person, which presupposes the presence of certain personal qualities that allow to spend free time meaningfully and usefully. Mental abilities, character, organization, need, interest, skills, tastes, life purpose, desire - all this is a personal, individual-subjective aspect of leisure culture. There is a direct relationship between a person's spiritual wealth and the content of his leisure time.
At the same time, the culture of spending free time is the result of the efforts of the individual himself, his desire to turn leisure into a means, to acquire not only new impressions, but also knowledge, skills, abilities. The knowledge and skills that students acquire in their free time are implemented in the educational, scientific and social activities of the institution where they study. A higher pedagogical educational institution is a special educational institution because it trains teachers who will nurture the nation, the population of the country. Remember that a student has the right to his her personal free time.
Therefore, the requirement to train a teacher who is aware of his responsibility to the child's personality and is ready to help him in self-determination, self-development and self-realization increases. Thus, the formation of the personality of the student, the future specialist, is a continuous process. It contains both the learning process and leisure time.
It should be borne in mind that in the first place, together with a set of professional knowledge - a set of professional abilities of the individual, as well as the level of development of the general culture of the future specialist. Therefore, in higher pedagogical educational institutions to obtain positive results of the educational process it is necessary to create certain conditions for the organization of leisure activities of students.
That’s why the social bringing up is the important element on various levels of social life. The social bringing up can effectively form for young generation mental values and ideals as well as individual vision of a world together with behavioral stereotypes and certain actions.
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Cosumov, Marina. "Extracurricular Education And Education In The Republic Of Moldova. Context: Social, Political, Economic, Educational." Review of Artistic Education 22, no. 1 (June 1, 2021): 296–300. http://dx.doi.org/10.2478/rae-2021-0037.
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Abstract Education in contemporary society is a strategic resource for sustainable human development, in a space and time determined from a historical, political, cultural, socioeconomic point of view, etc. Lifelong learning has become a fundamental requirement of society under these conditions. Learning to learn and wanting to continually improve are requirements of lifelong learning; responding to them, man learns to be receptive to change, able to anticipate and adapt to them, offering himself as a participant in the process of social evolution due to his intellectual and moral autonomy. The design, organization, functioning and development of the education system in the Republic of Moldova aims at the complementary quality of extracurricular education that takes place in educational institutions and aims to develop the cognitive, affective and action potential of children and young people, to respond to their interests and options for free and its ability to provide additional opportunities for information, documentation, communication, development, social inclusion and self-realization.
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Abubikerova, Elmira F. "LEISURE CULTURE OF EMPLOYEES OF HIGHER EDUCATION IN SARATOV IN THE 1920S." History and Archives, no. 3 (2021): 54–64. http://dx.doi.org/10.28995/2658-6541-2021-3-54-64.
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The article is analyzing the organization of the off-hours time for employees in higher education institutions of Saratov in the 1920s. Based on original sources, the author reveals the main types of leisure of the teaching staff. In the period under review, a lot of the old, traditional still existed in the nonprofessional activities of lecturers, which, due to objective reasons of that time, underwent some changes. Since leisure remained an integral part of private life, it was impossible to completely abandon it, although in comparison with the pre-revolutionary period there was less and less space for it. The issues of the spiritual world, views on the surrounding reality, reflections on the life path of life and credo – all that faded into the background, the lecturers had to solve the acute issues of a half-starved existence, and sometimes to wage an actual struggle for survival. When comparing the leisure of scientists and the working class people, there is a difference in their quality content and in specific types of pastime. The main attention is focused on considering the factors that influenced changes in the forms of spending free time by scientists during the 1920s.
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Abubikerova, Elmira F. "LEISURE CULTURE OF EMPLOYEES OF HIGHER EDUCATION IN SARATOV IN THE 1920S." History and Archives, no. 3 (2021): 54–64. http://dx.doi.org/10.28995/2658-6541-2021-3-54-64.
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The article is analyzing the organization of the off-hours time for employees in higher education institutions of Saratov in the 1920s. Based on original sources, the author reveals the main types of leisure of the teaching staff. In the period under review, a lot of the old, traditional still existed in the nonprofessional activities of lecturers, which, due to objective reasons of that time, underwent some changes. Since leisure remained an integral part of private life, it was impossible to completely abandon it, although in comparison with the pre-revolutionary period there was less and less space for it. The issues of the spiritual world, views on the surrounding reality, reflections on the life path of life and credo – all that faded into the background, the lecturers had to solve the acute issues of a half-starved existence, and sometimes to wage an actual struggle for survival. When comparing the leisure of scientists and the working class people, there is a difference in their quality content and in specific types of pastime. The main attention is focused on considering the factors that influenced changes in the forms of spending free time by scientists during the 1920s.
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Opalchuk, Bogdan. "Pedagogical foundations of leisure learning as an institute of personal socialization." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 198–203. http://dx.doi.org/10.36550/2415-7988-2020-1-189-198-203.
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The article analyzes the approaches of scientists to the process of socialization of personality and leisure, and clarifies the role and importance of leisure in the process of socialization. Peculiarities of personality socialization in the conditions of pedagogical cultural and leisure activity are determined. Leisure science is described as an institution of socialization of personality. The professional socialization of future social workers in higher education institutions with the help of effective free time distribution and cultural and leisure activities is considered. The types of activity of free time manifestation in the process of professional socialization of future social workers in the conditions of higher education institution are outlined. Attempts are being made to increase the effectiveness of social and educational work in the field of leisure to ensure the continuous impact of leisure on the socialization of the individual. The task of the social worker to help the person to feel successful in fulfilling the chosen social role, to help to acquire the meaningful side of the activity, to acquire skills and skills, is defined. The pedagogical foundations of leisure science are oriented on the social development of the individual, the methods of expedient use of free time are optimized, which optimize the social determination of socialization and formation of the individual. The regularities of complex and multifaceted leisure, leisure process as an institute of socialization of personality are revealed, in which the individual is given an active role, which is defined by scientists as one of the institutes of education and development of personality in his free time. Explained conditions that allow the choice of different social roles, which allow you to move freely from one activity to another, ensuring true activity, independence of the individual, changing his attitude to the outside world, coordinating his position with the positions of others. The essence of personality socialization in the leisure sphere is revealed as the process of entering the personality into the system of social relations, the result of the development of the personality as a universal subject of activity through its multilevel interaction with society on the basis of the formation of social-typical qualities, which are internal regulators of activity and behavior. An attempt was made to achieve the effectiveness of the process of personality socialization in terms of pedagogical leisure by creating pedagogical conditions that would include interrelated components: socio-cultural environment; organization of cultural and leisure process; the readiness of the social worker as a subject of social and pedagogical activity.
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Vekovtceva, Tatiana A., Vera D. Mishina, and Anna B. Cherednyakova. "Issues related to personal and social self-development of academic staff members of higher education institutions in today's Russia." Revista Tempos e Espaços em Educação 13, no. 32 (April 8, 2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.13361.
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The issues addressed in the article are of particular relevance due to the growing role of teachers of higher education institutions in the modern society. The article is dedicated to the current issues of self-development of teachers and is aimed to identify the main reasons for their poor social and personal self-development. The most important research method used by the authors was the pedagogic experiment, including such particular empirical methods as monitoring, tests, surveys, questionnaires, interviews, self-assessment and psychological diagnostics. As a result of the study, it was found out that teachers' leisure time is not properly organised, therefore they have no opportunities for rehabilitation and recreation in their free time, which considerably reduces effectiveness of their personal self-development. The article describes a set of measures aimed to enhance the effectiveness of teachers' self-development through the organization of cultural and creative associations in higher education institutions, including four stages and six spheres of activity that can be implemented in such cultural and creative associations. Materials of this article may be useful for the management of higher education institutions and department heads, advanced training centres for higher education professionals and for all academic staff members.
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Chubukina, Olena. "CULTURAL AND LEISURE ACTIVITY OF CLUBS` YOUTH CENTERS OF PEDAGOGICAL UNIVERSITY." 1 1, no. 1 (September 2020): 58–63. http://dx.doi.org/10.34142/27091805.2020.1.01.09.
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Object. The article considers the issue of cultural and leisure activities of club youth centers of pedagogical higher educational institutions. The structure and types of leisure, forms of youth clubs` work are analyzed. Methods. The following methods were used when writing the article and searching for the material: analysis, synthesis, comparison. Results. One of the urgent problems of cultural and leisure activities of club youth centers of pedagogical higher educational institutions is the organization of youth leisure. Unfortunately, due to the socio-economic difficulties of society, the lack of adequate number of cultural institutions and insufficient attention to the organization of youth leisure, the development of non-institutional forms of youth leisure is most widespread. A new type of youth club is a qualitatively different social formation free from political layers, formalism, and strict regulation of internal life. This institution should help meet the growing interest of young people in their history, cultural and artistic origins, household traditions. The use of free time by young people is a kind of indicator of their culture, the range of spiritual needs and interests of a particular individual of young person or social group. As part of free time, leisure attracts young people by its lack of regulation and voluntary choice of its various forms, democracy, emotional color, the ability to combine physical and intellectual activities, creative and contemplative, production and play. Yu. Striltsov, A. Zharkov, V. Chizhikov, V. Kovshar, T. Kiselyova, Yu. Krasilnikov made a significant contribution to the scientific analysis of the theory and practice of cultural and leisure activities. Stylistic and structural features of free time are reflected in research F. Vidanova, V. Dimova, I. Evteeva, L. Kogan, V. Pichi, A. Shchavel. Such scientists as I. Andreeva, N. Golubkova, N. Litovska, L. Shvydka are working on the problems of youth subculture functioning and cultural socialization. Sociological studies of the spiritual young people needs in the field of leisure in the Ukrainian scientists woks I. Bekh, I. Zyazyun, G. Sagach, I. Stepanenko, P. Shcherban, J. Yuzvak are carefully analyzed. The youth club provides an opportunity to provide leisure as a means of entertainment and relaxation of individual and group stress; recreation as a means of replenishing psychophysical forces, restoring creative potential; compensation as a means of involvement in personally significant cultural values; socialization as a means of involvement in informal social processes and structures; self-actualization as a means of embodying individual creative interests, as well as self-development and self-realization of personal growth in culturally significant areas of society. Conclusions. So, today, given the rising spiritual young people`s needs, increasing the level of their education, culture, the most characteristic feature of youth leisure is the growing share of spiritual forms and ways of spending free time, combining entertainment, information, opportunity to create and learn new things. Such «synthetic» forms of leisure organization have become youth interest clubs, amateur associations, family clubs, art and technical clubs, discos, and youth cafe clubs.
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M.V., Antonova, and Sukhareva N.F. "Role-Playing Games as a Factor in the Socialization of Preschool Children in the Cultural Space of a Provincial City." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 268–75. http://dx.doi.org/10.9756/int-jecse/v14i1.221033.
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Analysis of psychological literature suggests that among modern children, role-playing games are undergoing major changes in the temporal and spatial dimensions, yet remain relevant for their development, including socialization. The study aims to examine the characteristics of role-playing games as a factor in the socialization of modern preschool children in the cultural space of a provincial city. The utilized empirical methods include a verbal survey of the teachers of senior and preparatory kindergarten groups and observation of children in play activities. Analysis of the study results shows that: 1) many modern parents consider early, accelerated learning of children to be a much more important childhood activity than play without taking seriously the consequences of such underplaying, such as the difficulties in socialization; 2) children often do not want to organize role-playing games themselves, giving their preference to gadget-based recreational activities, which often satisfies adults who get extra free time for their urgent matters; 3) the themes and plots of games predominantly reflect the everyday and virtual (the content of television shows and computer games) sides of life while professional and social scenarios are less represented; 4) kindergartens predominantly have fixed play corners “for boys” and “for girls” and offer closed realistic toys with a fixed mode of action, which encourage children to stereotypical and monotonous actions; 5) substitute items, which develop imagination, fantasy, and creative thinking, are typically not used by modern preschool children in play; 6) there are pronounced gender differences in children’s play interests, which are most striking in rural areas, in small provincial towns; 7) teachers may project their perception of the game onto its plot, thus suppressing some independence of children.
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Fallace, Thomas D. "The (Anti-)Ideological Origins of Bernard Bailyn's Education in the Forming of American Society." History of Education Quarterly 58, no. 3 (July 13, 2018): 315–37. http://dx.doi.org/10.1017/heq.2018.13.
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Bernard Bailyn'sEducation in the Forming of American Societyrepresents, perhaps, the most significant text in the history of the field. In this essay, I argue that Bailyn's classic text can, and should, be contextualized in the post-World War II intellectual milieu of consensus liberalism that overtly rejected ideological commitment. Bailyn and other postwar consensus liberals considered academic research, conducted free from political ideology, to be the best antidote to the totalitarian thought of Nazi Germany and the Soviet Union. Bailyn's famous text reflected the values of postwar consensus liberalism by rejecting the ideological commitments of the interwar period and embracing the objective, scientific values of the 1950s as reflected in the new intellectual and cultural history. Bailyn's emphasis on cultural-intellectual history as the best corrective for totalitarian thinking reflected the aspirations, hopes, and fears of his own moment in time, in the same way the progressives’ focus on conflict and reform reflected theirs.
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Pylypiv, Olha. "Integrated Approach to Learning (On the Example of a Private Institution “School of the Free and Responsive”)." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (April 21, 2020): 214–22. http://dx.doi.org/10.15330/jpnu.7.1.214-222.
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The current stage of reforming the Ukrainian national school is characterized by a complication of the сontent of education, an increase in the amount of information and a reduction in the time allotted for its learning. Today, the development of education as a system must be realized through systemic knowledge, which is necessary for forming holistic and systemic thinking. This knowledge can be obtained through the integration of the humanities and fundamental disciplines and should be guided by the global level of science development. This approach contributes to the formation of holistic ideas about the world and a human as a whole. These ideas are outlined by the author in the article. The search for ways to improve the education system at school has helped revive the notion of integration of learning, which is gradually being implemented in primary school practice. The purpose of the article is to analyze the main aspects of an integrated approach to teaching at elementary school and to reveal the pedagogical value of thematic days. At the moment, the main task of education in the 21st century is to improve, develop and shape attention, imagination, thinking and memory. However, in general, today's level of the development of education in Ukraine does not give an opportunity to fully fulfill the function of the key resource of the socio-economic development of the country and increase the welfare of citizens. The prestige of education and science in society remains low nowadays. Today, in Ukraine different legislative and regulatory acts provide the implementation of cardinal changes aimed at “a comprehensive development of a person as a personality and the highest value of society, shaping his or her talents, mental and physical abilities, upbringing high moral qualities, forming the citizens capable of a conscious public choice, enrichment on this basis of intellectual, creative, cultural potential of the nation, raising the educational level of the people, providing the national economy with qualified specialists. Ukraine recognizes education as a priority area of socio-economic, spiritual and cultural development of society” [7, p. 65].
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Masschelein, Jan, and Maarten Simons. "Schools as Architecture for Newcomers and Strangers: The Perfect School as Public School?" Teachers College Record: The Voice of Scholarship in Education 112, no. 2 (February 2010): 533–55. http://dx.doi.org/10.1177/016146811011200209.
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Background/Context The article reflects on the public role of education on the occasion of the 50th anniversary of the publication of Hannah Arendt's essay, “The Crisis in Education” and in facing the current transformation of public policy into “new public management.” Purpose/Objective/Research Question/Focus of Study Based on Arendt's essay, “The Crisis in Education,” the article explores that peculiar setting and architecture between family and world that is called school. The leading concern for this investigation is the school's public meaning. The point of departure is that today, the public role of education is an urgent concern, that is, the school's public role is questioned in view of the current processes of privatization, and what is critically described as the “capitalization of life.” In this contribution, based on a reading of Arendt's essay and relying on the analysis of a specific school design by the architect Wim Cuyvers, two different ways of thinking the public meaning of school education are explored. One way of thinking takes the school as an infrastructure of “intro-duction,” while the other way of thinking regards the school as an infrastructure of “e-duc(a)tion.” Research Design This article is an analytic essay. Conclusions/Recommendations The article shows that it is impossible to think “a new beginning in our world” without thinking the school as public space. Drawing on some thoughts of Agamben and the school architecture of Cuyvers, the article offers an outline for elaborating the Arendtian thinking of the “perfect school.” This school is conceived of as a space where people are exposed to things, and being exposed could be regarded as being drawn outside (or as e-ducation), that is, into public space. Public space is a “free space” or the space of “free time.” This free time is precisely the sense that the Greek “scholé” seemed to indicate—a space where (economic, social, cultural, political, private …) time is suspended and where people have time at their disposal for “a new beginning.” Whereas the museum is the setting that accumulates time, the school could be seen as the setting for suspending time. The school as “public architecture,” then, is not a space/time of “intro-duction” and “in-between,” but a space/time of “suspension” and “e-ducation.”
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Oganov, Arnold A., and Irina G. Khangeldieva. "Overcoming Cultural and Educational Conservatism is the Way to New Models of Education." Observatory of Culture 16, no. 2 (July 5, 2019): 128–41. http://dx.doi.org/10.25281/2072-3156-2019-16-2-128-141.
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The article is devoted to finding ways to overcome conservatism in cultural and educational practices, analyzing traditional and innovative cultural and educational experiences in modern education. The authors consider education as a phenomenon that has a dual nature, which is closely related to the development of cultural traditions and civilizational innovations. The article shows that in the conditions of social turbulence, unpredictability and uncertainty, constant acceleration in technological and social processes, the cultural and educational practices are lagging behind the demands of modern society. Rooted in the core of the cultural and educational matrix, they restrain the development of our society, in which new generations, born in the conditions of information and digital revolution, have come. These generations have a different worldview, values, attitudes towards career, free time, environmental and safety issues. Their vital elements are the virtual world and the world of modern gadgets with all the ensuing consequences. Generational rift exacerbates problems in the education system, which is changing very slowly. New generations need to be taught not traditionally but taking into account their needs and new technologies. The article provides a number of concrete examples related to the points of growth of cultural and educational innovations, suggests a number of actions that can lead to formation of new higher education models that meet the demands of modern society, new type of universities called digital or universities 4.0. In addition, the authors draw attention to the fact that culture and education have similarities and differences in their nature and functioning. Culture and education are interdependent, which does not negate significant differences between them. Culture, by its nature, is a self-constructive system, and education is built in accordance with a specific goal setting. The authors consider that the best option is the one in which in the processes of interaction and, especially, interinfluence of culture and education, priorities will be on the side of culture.
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Ulianova, Viktoriia, Nataliia Tkachova, Sergij Tkachov, Iryna Gavrysh, and Oleksandra Khltobina. "Changing the Paradigm of Education in Postmodern Times." Postmodern Openings 13, no. 1 (January 31, 2022): 408–19. http://dx.doi.org/10.18662/po/13.1/404.
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Education as a respectable social institution reflects the processes of changing the classical scientific paradigm in the modern world and forms a new, postmodern educational space, which leads to the construction of a postmodern paradigm of a decentralized pedagogical process, which provides for the coexistence of various autonomous "centers", paradigms, methods, approaches, etc. , competing, complement each other and among which there are no dominant ones. Under these conditions, the pedagogical process acts as an open, temporal, indeterministic, pluralistic, emergent entity, forms an "environment of a free position" in which something constantly disappears and then appears, and is sensitive to minor influences. The philosophical analysis of education should be consistent with postmodern socio-cultural processes of a public, state and global nature and their reflection in the sphere of postmodern society. At the present stage of education, new philosophical and ideological prerequisites are needed. The purpose of our article is a philosophical analysis of the concepts of education in the postmodern era and the importance of education on the transformation of the worldview.
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Cacioppo, R., E. Ragaglia, and E. Senna. "Sex Education in Italy between Science and Ideology." Klinička psihologija 9, no. 1 (June 13, 2016): 36. http://dx.doi.org/10.21465/2016-kp-op-0019.
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Objective: The purpose of this paper is to present a reflection on sex education in schools of different stages and years in Italy, with specific attention to inclusive processes and practices in sexuality. In particular, we want to examine case histories of schoolchildren dealing with the inclusion of any individuals or minority groups (eg. LGBTI people or people with disabilities). Furthermore, we will try to reflect on attitudes and critical issues of the professional community of psychologists on the above matters, taking into account specific training needs and cultural frameworks. Design and Method: Qualitative research through case histories. Results: The analysis of the current state of sex education for younger age groups in Italy identifies how the matter has been at the center of a heated debate between secular assumptions and religious and moral positions for a long time, with strong connotations in terms of political and cultural roles and expectations linked to gender and sexual orientation. Upon request of the EU, Italy as well has committed to implement inclusive education policies, at least formally. However, in recent years government proposals to deconstruct gender stereotypes, to integrate sexual minorities, and to fight homophobic bullying and gender violence were hampered. Conclusions: The Italian case suggests a complex situation, in which the free and fluid self-expression of students in a respectful and non-discriminatory environment as preventive factor of homo/transphobic bullying and gender-based violence is still a goal to be achieved.
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Turakaev, Marsel S. "The Level of Education and Cultural Capital as Migration Factors (Based on People Living in the Republic of Bashkortostan)." Sociologicheskaja nauka i social naja praktika 7, no. 4 (2019): 119–27. http://dx.doi.org/10.19181/snsp.2019.7.4.6805.
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This paper highlights the link between education status and cultural capital, on the one hand, and migration likelihood, on the other hand. The conclusions are based on two surveys of respondents living the Republic of Bashkortostan. The desire to continue one’s education and the dissatisfaction with one’s current education level are among the key factors that drive the local population to change their permanent place of residence. Cultural capital, in turn, is viewed through the prism of skills and knowledge, everyday leisure practices, and values. For instance, the greater a group’s computer and Internet literacy, the higher the share of people who are ready to permanently move to a different place. Those locals who express their readiness to migrate are generally younger; they tend to spend their free time online, acquire self-taught skills, pursue creative hobbies and sports etc. They value life-long learning, independence, initiative, and a desire for change, and plan their future a long way in advance. By contrast, respondents who do not plan to migrate tend to prefer traditional pastimes and practices: gardening, watching television, reading newspapers, going to church or mosque, performing home repairs etc.
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Boiak, T. N. "ДОСУГ МОЛОДЁЖИ И ВОЗМОЖНОСТИ ЕГО СОВЕРШЕНСТВОВАНИЯ В СОВРЕМЕННЫХ СОЦИАЛЬНО-КУЛЬТУРНЫХ УСЛОВИЯХ." Pedagogical IMAGE 15, no. 4 (2021): 446–53. http://dx.doi.org/10.32343/2409-5052-2021-15-4-446-453.
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Introduction. The paper is devoted to comprehending some issues related to the youth leisure content, organization, and possibilities of its enhancement in modern realities. Materials and methods. The study presented in the paper relies on the survey of rural youth in Buryatia, which was conducted in 2019-2020 and employed the method of questioning. The research results. The findings emphasize the significant role of leisure in the socialization and self-realization of youth. Some characteristic features of leisure activities of the young generation are highlighted. These are orientating towards individualized, non-institutional types of leisure; raising the awareness of the value of the healthy lifestyle in the group consciousness with the focus on physical education classes and fitness in the free time; prevalent mindset toward consumption of cultural values in the institutional leisure of the majority of young people; showing less initiative and fewer creative efforts. Conclusion. The paper proposes some measures to improve the quality of youth leisure.
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Zowisło, Maria. "Leisure as a Category of Culture, Philosophy and Recreation." Physical Culture and Sport. Studies and Research 50, no. 1 (December 1, 2010): 66–71. http://dx.doi.org/10.2478/v10141-010-0024-y.
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Leisure as a Category of Culture, Philosophy and RecreationWhen we look at the very origins of human world, civilization in its history and prehistory, we can trace strong evidence of the archaic presence of leisure in human life. It seems striking and meaningful that in fact all that is human streams out from leisure. Leisure occurs to be an arch-human phenomenon. This paper addresses this multidimensional cultural presence and the sense and value of leisure conceived as a source of civilization, symbolic thought, social institutions, habits and practices. The cultural primordiality of leisure is evident when we take into consideration an aboriginal release from total preoccupation with only impulsive and instinctual survival activities that took place in the era of Homo habilis some 2 millions years ago. It is obvious that free time was a great achievement of these evolutionary forms of human beings when we reflect upon the earliest seeds of consciousness expressed in primitive pebble tools. These tools tell us about at least three important messages from our prehistory: that first man must have had some free time to think about given life-troubles and inventing implements; that primitive tools must have been a real help and means for hastening and unburdening a load of work and must have given in effect a small amount of discretionary time to avoid impulsive activity; and last, that primitive tools afterwards became the first material for imaginative aesthetic transformation and gave the first impulse for art. So art was the earliest non-compulsory and non-functional field of free activity and a borderline between the biological and cultural existence of infra-human and human species, the former centered completely and instinctively on just remaining alive and the latter disclosing outdistanced, free and reflective behavior. The next evolutionary steps in development of using free time were religion and philosophy. In religious acts with their ritual practices human beings made holy days of their holidays. Philosophical contemplation gave broad space for autonomous and autotelic thinking and self-fulfilling practices focused on human intellectual and moral self-realization (semi-divine activity and happiness). But the most modern acceleration of exercising leisure is recreation understood as a differential area of physical culture, tourism, play and rest. Leisure occurs to be not only free time after obligatory activities bound up with biological determinants of life and with work are completed, it is also an important social factor (for instance, for the stratification of the levels or classes of society), an existential state of being, a phenomenon of rejuvenation, enjoyment, pastime, pleasure, distraction, indolence, idleness. Leisure appears at last a great challenge for humans to show their own specific and private attitude towards their lives and understanding their own position in the whole world. The authentic leisure is not void time, it is overfilled with creative acts confirming human freedom and capacity for transgressionvirtue, here and now, sentiments
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Marín-Díaz, Verónica. "Videogames as didactic resources in the family." Comunicar 12, no. 23 (October 1, 2004): 115–19. http://dx.doi.org/10.3916/c23-2004-19.
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The development of humankind has opened the way to different types of communication being reflected in how we occupy our free time. Today the machines occupy an outstanding place in our life. This situation demands the families´attention as the first social reference to today´s children, adults of the future.El desarrollo de la humanidad ha venido marcando el paso por diferentes tipos de comunicación, reflejándose de forma directa en las formas en que ahora ocupamos nuestros tiempos de ocio. Hoy las máquinas ocupan un lugar privilegiado en nuestra vida. Esta situación demanda la intervención directa de la familia como primer referente socializador de los niños de hoy, hombres del mañana.
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Stockwell, Steve. "Home Grown: The Strange and Savage Times of the Australasian Weed." Media International Australia 108, no. 1 (August 2003): 22–35. http://dx.doi.org/10.1177/1329878x0310800106.
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The 1970s newspaper Australasian Weed remains a remarkable chronicle of a very different time when a flourishing counter-culture created the space for a regular pro-drug publication at the edge of legality. Content analysis of the Weed and associated publications reveals an expected preoccupation with legalisation campaigns, instructional material and zany antics but a more surprising interest in detailed investigations of the legal process, the history and literature of drugs and health and safety issues. While influenced by the US underground press and drug writers like Hunter S. Thompson, the Weed was nevertheless in the Australian tradition of larrikin, alternative press with a crusading agenda and a confrontational approach to authority. The Weed's stormy career and eventual demise point clearly to the limits of a free press in Australia and raise questions about the efficacy of government drug education programs.
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Dąbrowski, Andrzej, and Joanna Radiuk-Strzeżek. "Physical Recreation of Students of Selected Warsaw Non-Public Higher Education Institutions - Preferences and Motivations." Physical Culture and Sport. Studies and Research 48, no. 1 (June 1, 2010): 99–109. http://dx.doi.org/10.2478/v10141-010-0010-4.
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Physical Recreation of Students of Selected Warsaw Non-Public Higher Education Institutions - Preferences and MotivationsThe creation of conditions within the teaching and educational system of higher education institutions that shape up rational, pro-health free-time behaviours is one of the key goals of the studies discussed in this paper. The starting point for every planned educational process is to investigate the present state of affairs, i.e. to perform a diagnosis. This paper presents the diagnosis results which indicate, based on the empirical research findings, the forms of leisure activities most often pursued and the motivations behind them. The method we used in our research was a diagnosis survey which covered 1,119 students.The dominant leisure-time activities preferred by the students we surveyed were watching TV and meeting friends. The third most popular student leisure activity was in the case of men spending time in front of a computer and in the case of the women walking. Nearly half of the female students and a little more than half of the male students practise their recreational activities outside the official school physical education classes. The men practise a little more often than the women. Football, cycling and swimming are the most popular sports among the men. The women prefer bicycle riding, gymnastic exercises, aerobics and volleyball. Both the male and female students gave as their first two most important motives for recreational physical activities their health and fitness aspects. The third motive varies, depending on sex. The female students appreciate rest and relaxation which they achieve through recreational physical activities. The men highlight the value of being in touch with nature. Although the students from the surveyed group say they do not engage in physical activity in their free time in any planned way, nearly 50% of them do so on a regular basis.
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Flores Allende, Gabriel, María Esmeralda Correa Cortez, and Mario Gerardo Cervantes Medina. "Sport, culture and use of technologies in the leisure time of young university students | Deporte, cultura y uso de tecnologías en el tiempo libre de jóvenes universitarios." ESPIRAL. CUADERNOS DEL PROFESORADO 13, no. 27 (September 8, 2020): 144. http://dx.doi.org/10.25115/ecp.v13i27.3491.
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ResumenPara los jóvenes las tareas universitarias entran en conflicto con las actividades de tiempo libre y ocio, estas últimas suelen ser sacrificadas. Este estudio tiene como propósito conocer a qué actividades como Uso de las Tecnologías de la Información y la Comunicación (TIC), la actividad físico-deportiva y, el consumo de actividades culturales, dedican la mayor parte del tiempo libre los jóvenes universitarios, de lunes a viernes, fines de semana y periodo de vacaciones. La población objeto de estudio la constituyen 1,580 estudiantes de Educación Superior de la Universidad de Guadalajara, México, donde el 52.5% son mujeres y el 47.5% hombres. Se puede comprobar que los estudiantes dedican la mayor parte del tiempo libre al Uso de las Tecnologías de la Información y la Comunicación (TIC), que asocia con actividades de ocio pasivo, de lunes a viernes; Donde las actividades de consumo cultural, que relaciona con actividades de relación social y diversión, será para fines de semana y periodo de vacaciones. Al parecer las actividades físicas y deportivas no suelen ser prioridad para estos jóvenes durante el tiempo libre en los tres periodos temporales. A sabiendas de los problemas que afrontan los jóvenes, se requiere de políticas públicas más acordes para la ocupación del tiempo libre. En caso contrario, toda acción o política pública, conducirá al fracaso.AbstractFor students, university duties could conflict with free time activities, these latter are often sacrificed. The purpose of this research is to know in what type of activities, including the use of Information and Communication Technologies (ICT), physical-sports activity and the consumption of cultural activities, most of the university students spend their free time from Monday to Friday, weekends and holidays. The population under research, consists of 1580 higher education students from the University of Guadalajara, Mexico, where 52.5% are women and 47.5% are men. Statistical data indicates that students dedicate most of their free time to the use of ICT’s (passive leisure activities), mainly from Monday to Friday, while cultural consumption activities (social relationship and amusement activities) occur during weekends and holiday periods. It seems that physical and sports activities are not usually a priority for these students during their free time in the three time periods. Public policies need to be more responsive to the needs of young university students for free or leisure time. Otherwise, any public action or policy will lead to failure.
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Milan, Chiara. "Rebelling Against Time: Recreational Activism as Political Practice Among the Italian Precarious Youth." American Behavioral Scientist 63, no. 11 (February 26, 2019): 1519–38. http://dx.doi.org/10.1177/0002764219831744.
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Hit by the economic and political crisis, young people in Italy face increased labor precarity and the disillusionment derived from the disappearance of the radical Left from the parliamentary arena. In the Italian context, economic hardship, the decrease of resources available for collective action, and the weakened mobilizing capacity that traditional mass organizations (such as trade unions and political parties) retained in the first decade of the 2000s brought about a general decline in intensity and visibility of street protests, leading to an apparent retreat of activism to the local level of action. Although the crisis had a negative impact on collective action, evidence reveals that more creative and less visible forms of societal and political commitment were adopted by young generations in these years. This article explores how the Italian youth in times of crisis engaged actively in alternative and unconventional forms of political commitment aimed at re-appropriating space, free time, and access to leisure, mainly by means of mutualistic practices. Based on data from qualitative semistructured interviews with key informants and activists, this article sheds light on recreational activism, adopted as a political practice by the Italian youth active in counter-cultural spaces, nowadays at the forefront of the struggle to oppose the commodification of free time and leisure.
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Šiaučiulienė, Rūta. "Vaikų vasaros laisvalaikio socialinės, edukacinės, kultūrinės prasmės (teorinis aspektas)." Laisvalaikio tyrimai 1, no. 1 (2013): 1–7. http://dx.doi.org/10.33607/elt.v1i1.184.
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Research background. Children’s summer leisure as non-formal cultural education (learning) environment in Europe and the United States is equally important as learning in a formal, institutionalized (school) environment. In these countries there is interest in children’s weekend, festive, school (including summer) vacation, leisure time. Lithuania is the opposite – a formal interest in school, leisure, entertainment and children’s informal cultural environment (after all, one of these environments is summer leisure environment) has not been almost studied. Children’s summer vacation became important because of its long duration – two / three months. Most parents and children’s summer vacation periods do not coincide, so adults worry about their children activity during the summer holidays. Then children’s summer leisure is overlooked, perceived as an adult controlled and proposed activity. The aim of the study is to justify social, educational, cultural meanings of children’s summer leisure. The object of the study is children’s summer leisure significance. Methods: theoretical analysis, meta-analysis. Results. The processes of democracy and liberalization occurring in modern society and the declared philosophy of humanism permit to investigate children’s leisure culture in summer as a social and educational phenomenon within the contexts of ‘free’ (self-) education and the phenomenon of freedom. Children’s leisure culture in summer is contextualized as the time disposed by children themselves and implicates social and educational meanings. In terms of such conceptions the child becomes an active creator of his/her leisure culture. The social and educational significance of children’s leisure culture in summer is perceived through the meanings attached by children themselves. Such interpretation paradigm of children’s leisure culture in summer turns out to be significant in creating new knowledge for educators (parents, teachers, specialists of non-formal education, etc.). Children’s narrative on summer leisure enables this discourse to be accepted in the science of education/pedagogy as overt/main rather than hidden/secondary one, existing alongside with the discourse created by adults ‘children are immature socio- cultural individuals, therefore, unable to carry out an activity, which is significant for their (self-)education and (self)socialization’.
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Yunus Lutfiansyah, Dadang, Achmad Hufad, and Purnomo . "The Conceptual Model of Community Learning Center (PKBM) in Indonesia and Community Cultural Learning Center (Kominkan) in Japan." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 246. http://dx.doi.org/10.14419/ijet.v7i3.30.18250.
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This study explored the model of public education services conducted in two countries, namely Japan and Indonesia, particularly in understanding the objective condition of society between the two countries (background/history), then the conceptual model and implementation of public education model in industrial society in Indonesia and Japan. The concepts used in this research were lifelong learning, community-based education, and community learning centers. This research used descriptive study method with a qualitative approach. The data collection techniques used included interview techniques, observation, literature study, and documentation study. The results showed that; 1) the objective condition/Indonesian society during the establishment of PKBM in 1997 was in the economic crisis/monetary crisis. The infrastructure and education system were relatively existing and running. Institutionally, PKBM was separated from the existence of formal education (in this case, school); moreover, the orientation of the program services tended to be on the basic fulfillment. As for Japan, in post-World War II, the condition of infrastructure and social system was destroyed. At the beginning, school and kominkan were side by side by and the service orientation was holistically integrative and for the leisure time 2) the conceptual model of community education in the industrial society was based on the principle of community-based learning, Education for All as well as Education for Sustainable Development (ESD), and the cultural values and local wisdom. 3) The implementation of community education model in the industrial society developed by PKBM was through a) The Input Program (raw input, instrumental input, environmental input, process, output, other input, and impact), b) Learning Process and c) Output of learning. As in Kominkan in Japan, it adhered to the three main characteristics which were the information centers, the centers of participation and self-actualization which were open to all ages and circles as well as a place that guaranteed freedom and equal rights, free services, had an autonomy as a learning and cultural institution, had staff, was affordable (accessibility) with adequate facilities and high community participation.
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Ralón, Laureano, Marcelo Vieta, and María Lucía Vásquez-de-Prada. "On line (de)formation: e-learning disadvantages." Comunicar 11, no. 22 (March 1, 2004): 171–76. http://dx.doi.org/10.3916/c22-2004-26.
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Present-day world organizes itself in according to rules of fitness and uselfulness imposed by world market invisible hands. Therefore, virtuality will be ever present in free time activities, work, learning and other contexts. This advance towards virtua En la medida en que la «aldea global» continúe organizándose de acuerdo a los principios de eficiencia y practicalidad dictados por la mano invisible del mercado, el cambio hacia lo virtual será progresivo y cada vez más presente en el ocio, el trabajo, la educación y en otros muchos entornos. Esta tendencia, iniciada con la llegada de Internet, fue recibida con aplausos en el nombre del progreso, pero poco se ha dicho de sus desventajas. Este trabajo examina las desventajas del formato on-line en el campo de la educación en general, y al ámbito universitario en particular.
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Arreman, Inger Erixon. "Student Perceptions of New Differentiation Policies in Swedish Post-16 Education." European Educational Research Journal 13, no. 6 (January 1, 2014): 616–31. http://dx.doi.org/10.2304/eerj.2014.13.6.616.
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In Sweden, and in most other Organisation for Economic Co-operation and Development (OECD) countries, post-16 education is a general requirement to succeed in adult life. By the late 2000s, after about two decades of policies for student choice and publicly funded free schools, students' results in the Programme for International Student Assessment (PISA) had plummeted. A recent reform for stricter demands on schools and students includes strengthened qualifications for entry into post-16 education. This article explores how students manoeuvre in their choice of upper secondary school study pathway, including their ideas on future education and career. Methods used were questionnaires and focus group interviews with students, document analysis and statistics, and snapshots of media comments. The study shows that perceived ‘rational’ student choice is closely related to social interaction, geographic place and time. Influential also are habitus and cultural capital affecting gendered recruitment patterns. The study further indicates lack of knowledge and understanding of the reform among students. A major conclusion is that current Swedish polices may exclude many school students in upper secondary education, and also reduce their opportunities for future life chances, with notable negative implications for collective and economic development.
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Ciora, Radu Adrian, and Eduard Stoica. "A Modern 2.0 E-Learning Platform Implemented At Lucian Blaga University Of Sibiu." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 621–24. http://dx.doi.org/10.2478/cplbu-2014-0111.
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AbstractOur proposal explores access issues, availability and potential of e-Learning education in creating a modern learning environment as well as enhancing cultural understanding for both Romanian and foreign students at Lucian Blaga University of Sibiu. We argue that the use of e-Learning can be further extended to corporate training and other learning environments whose primary aim is facilitating knowledge, increasing access and enhancing cultural understanding and building mutual trust. Moreover it squeezes out the old-fashioned learning which is limited and constraint. Unlike that, a learner should be given a free hand with regard to selecting the course schedule. One should be allowed to learn just-in-time, on-demand. Moreover, he/she should have influence on the contents of the classes. Learning should be customized, initiated by user profile and demands. This is actually what e-Learning is aiming at.
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Wang, Jin. "Culture Differences and English Teaching." English Language Teaching 4, no. 2 (June 1, 2011): 223. http://dx.doi.org/10.5539/elt.v4n2p223.
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Language is a part of culture, and plays a very important role in the development of the culture. Some sociologists consider it as the keystone of culture. They believe, without language, culture would not be available. At the same time, language is influenced and shaped by culture, it reflects culture. Therefore, culture plays a very important part in language teaching, which is widely acknowledged by English teaching circle. This thesis depicts the relationship between culture and language. As a result, the gap of cultural differences is one of the most important barriers in English teaching and study. Among the students, lacking of cultural background knowledge can, to a great extent, hold up the improvement of English teaching and become a noticeable problem. At present, the objective of English teaching has broken free from the traditional listening, speaking, reading and writing, and the demand for cultural background knowledge in language learning has been gradually concerned. Presentation of history of the country which has the target language, cultural background knowledge and customs is the proposed solution to the problem. This paper mainly discusses how to present cultural background knowledge and expose learners to it in the need of English teaching at Chinese schools so as to solve the problems caused by cultural differences, help learners grasp the crux of the language and develop their comprehensive English ability.
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Nas, Emine. "The problematic of tradition and future in art and design education." Contemporary Educational Researches Journal 8, no. 3 (August 24, 2018): 96–100. http://dx.doi.org/10.18844/cerj.v8i3.635.
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In recent years, the traditional motifs and conceptual approach to the apparent authenticity of the design quality is observed that used in many areas. In this way, the tradition established in the future synthesis has led to the formation of a free and original design. This synthesis, design resources training in the artistic development of the individual and provide the best research and questioning the reasons that created them.Thus; new ideas to new situations, new problems have emerged in the need to turn to different events and phenomena. This method and the proliferation of studies aimed at the promotion of Turkish cultural heritage is undoubtedly will be at the forefront of higher quality products.The suggestions of ‘interpreting the traditional designs’ and the comprehension of what is ‘traditional’, which are proposed by some academics and designers are evaluated with a critical approach. The subject is examined within the frame of traditionalist suggestions offered from the time of the Ottomans till today, with the conceptions of the Western science, culture, art and design developed through the period of the Industrial Revolution.
Keywords: Design; Education; Tradition; Problem
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Kozlova, T., and G. Boyko. "Relationship between motional activity and healthy lifestyle of higher education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 4(134) (April 16, 2021): 73–76. http://dx.doi.org/10.31392/npu-nc.series15.2021.4(134).17.
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The article reveals the relationship between physical activity and a healthy lifestyle of higher education. The concept of a healthy lifestyle and physical activity is defined. An approach to determining the norms of motor activity is proposed, which is based on taking into account the impact of muscular activity on health, functional reserves of the body, physical fitness. It was found that physical activity is determined by biological, socio-economic and cultural factors and depends on the type of occupation, individual psychological, physical and functional characteristics of man, the amount of free time and the nature of its use, accessibility of sports facilities and recreation areas, and climatic and geographical conditions. Many authors have proven that the main component of a healthy lifestyle is physical activity. Experts point out that physical activity is an important factor in maintaining high human performance. It acts as a means of motor function and has a general biological significance. Muscle activity has been shown to be the best way to stimulate various body systems.
Healthy lifestyle in the domestic literature means such forms and ways of daily life that meet the principles of hygiene, strengthen the adaptive capacity of the body, contribute to the successful recovery, maintenance and development of reserve capabilities, full performance of social functions.
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Calvo-Salvador, Adelina, and Susana Rojas-Pernia. "Social exclusion and technology." Comunicar 15, no. 29 (October 1, 2007): 143–48. http://dx.doi.org/10.3916/c29-2007-20.
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This paper describes the experience of an innovative educational project in new technologies, developed in Cantabria (Spain) from 2004 to 2006. The author stress the plurality of the groups with which they have worked (considered in risk of socio-digital exclusion), as well as the carrying out of the project in their leisure and free time. The analysis of this initiative tries to be an incentive to open a general reflection on education «in» and «with» information technologies which gives them back their character as a cultural appliance and their role in the complex dynamics of power and knowledge. Se describe la experiencia de un proyecto de innovación educativa en nuevas tecnologías, desarrollado en Cantabria (España) durante el bienio 2004/06, en el que destaca la pluralidad de colectivos con los que se han trabajado –considerados en riesgo de exclusión sociodigital–, así como el desarrollo de la propuesta en el marco del ocio y del tiempo libre. El análisis de esta iniciativa trata de ser un acicate para abrir una reflexión más general sobre la educación «en» y «con» las tecnologías de la información que devuelva a las mismas su carácter de artefacto cultural y su papel en complejas dinámicas de poder y de conocimiento.
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Chung, Angie Y., Kenneth Chen, Gowoon Jung, and Muyang Li. "Thinking Outside the Box: The National Context for Educational Preparation and Adaptation among Chinese and Korean International Students." Research in Comparative and International Education 13, no. 3 (August 2, 2018): 418–38. http://dx.doi.org/10.1177/1745499918791364.
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Despite growing scholarly interest in international education, few studies have examined how the broader historic, structural, and cultural contexts of sending nations inform the global perspectives and pedagogical strategies of international students before and after migration. Based on surveys and focus groups with Korean and Chinese international students at one public university, the study provides an in-depth look at national differences in learning contexts as they may affect the educational and social adjustment of international students through the lens of gender, family, and nation. We argue that international students view and experience their overseas education through different historical and national understandings of family, economy, and culture within mainland China and South Korea—the former emphasizing geopolitical concepts of family and nation centered on China’s position within the global hierarchy and the latter invoking “compressed” neoliberal frameworks representing a time-space compression of traditional hierarchies and neoliberal free-market ideals in Korea. The study reconciles and synthesizes micro- and macro-levels of analyses by comparing the ways Korean and mainland Chinese international students navigate their educational experiences in the United States based on their respective nationalistic frameworks and shifting gender/family relations in the homeland.
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Gołębieska, Karolina, Anna Ostrowska-Tryzno, and Anna Pawlikowska-Piechotka. "Establishment and Development of the Józef Piłsudski University of Physical Education in Warsaw Jubilee of the 90th Anniversary." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 3, no. 3 (2020): 11–22. http://dx.doi.org/10.16926/sit.2020.03.17.
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The history of the Joseph Pilsudski University of Physical Education in Warsaw has had its beginnings only ten years after the end of the First World War. Historically, it was a time of the establishing the Second Polish Republic, as a result of the Versailles Treaty (1918). It was not a periodconducive to such ambitious investments, but after regaining independence, there was de-termination to resurrect in a free country –at all costs –the cultural life, education and sport, in aim to bring up the young generation in accordance with the latest European principles.The year 2019 was a special year, due to the 90th anniversary of the establishment of the Józef Piłsudski University of Physical Education in Warsaw. In the years 1929–2019, the walls of the university left more than 50,000 graduates, numerous doctors and habilitated doctors were pro-moted, and serious research and development potential was built. Currently, at the five faculties, study about 4,557 students. All graduates are highly qualified to meet the needs of the 21st century society: they are employed as teachers, trainers, instructors, physiotherapists, nurses, cosmetolo-gists and occupational therapy specialists -they are highly appreciated in Poland and other countries in Europe. On the occasion of the Jubilee, numerous scientific conferences, symposia, publications, exhibitions, sporting and cultural events were organized, for highlighting the tradition and summa-rizing the achievements of the Joseph Pilsudski University of Physical Education.
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Stroganova, E. N. "“Of peaceful leisure quiet occupations...” The concept of LEISURE in the Russian literature of the 19th century." Sibirskiy filologicheskiy zhurnal, no. 3 (2020): 80–91. http://dx.doi.org/10.17223/18137083/72/6.
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In recent years, the question of peculiarities of the concept of LEISURE has become actual in Russian philological studies. However, little has been said about its use in nineteenthcentury literature. The semantic base of the concept of LEISURE, as well as that of rest, idleness, or entertainment, is free time. However, they are marked by considerable dissimilarities. In Russian literature of the nineteenth century, the true aim of leisure was thought to be the benefit that could be derived from free time. This idea is best testified by prosaic texts. The poetry of the early nineteenth century manifested in various forms the idea of leisure as indispensable for private life, compared to state service. The sphere of leisure included private occupations: reading, self-education, spiritual work (meditation, reverie, self-knowing), communication with friends, private correspondence. Leisure was also a prerequisite for literary work. However, those occupations were peculiar to the privileged class. In the middle of the nineteenth century, one of the discussion aspects of the social inequality problem was putting forward the peasant (a working man) as a potential beneficiary of leisure. Popular leisure was thought to consist mainly of intellectual occupations, i.e., education and mental development. Towards the end of the nineteenth century, due to growing political struggle, providing workers with leisure time was perceived as one of its incentives.
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Ramírez-Pereira, Mirliana, Michelle Espinoza-Lobos, and Pamela Zapata-Sepúlveda. "Interpretive Autoethnography as a Way of Social Transformation in Academic Teaching and Learning Spaces in Chile." Cultural Studies ↔ Critical Methodologies 18, no. 2 (June 28, 2016): 99–106. http://dx.doi.org/10.1177/1532708616657099.
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This article arose from our interest in investigating our own teaching practices at three universities in Northern Chile. The aim was to generate a deeper understanding of our roles as models for our students, and by using the methodology of the heart, we have joined our three voices of Latin American women researchers to describe the interpretative autoethnography and performative text as ways of researching in education, health, and psychology and its power as a tool for breaking the traditional academic discourse to connect with international audiences from our own biographies. We seek to show how social transformation can occur from the classroom and at the same time challenge the public higher education system that follows free market policies in this neoliberal world. Why use autoethnography? Because reflecting on our own practices through autoethnography allows us to get to know ourselves and at the same time appreciate our voices. Trends in educational research in Latin America have been strongly marked by colonization and dramatically influenced by the knowledge developed in the global north. We propose to put the south in our research by exploring our realities told through social stories of the heart.
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Maidansky, Andrey D. "The primitive and superman in L.S. Vygotsky's cultural psychology." Sibirskiy Psikhologicheskiy Zhurnal, no. 82 (2021): 6–19. http://dx.doi.org/10.17223/17267080/82/1.
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The Western Vygotskian studies of recent years have criticized the Vygotsky's theory of the historical development of a human mind from the “primitive” through the “cultural man” to the “superman.” Some researchers discover colonialistic arrogance and even racism in the “primitive” concept, and they also attribute the “superman” concept to the influence of Nietzsche and Marxist revolutionary utopias (such as Kautsky, Trotsky). At the same time, they don't take into account Vygotsky's criticism of the modern “cultural man”. The article reveals the actual content of these concepts in the theory of Vygotsky, through a polemic with Megan Bang (Professor of Educational Psychology at Washington University, Senior Vice President of the Spencer Foundation). The historical framework for the existence of a primitive man is defined as following: from the start of labouring life to the invention of “signification.” At that moment, when people started to regulate communicative processes by means of signs, primitive mind became cultured. Signification forms the primary basis of higher psychological functions, all without exception. For Vygotsky, the “primitive” is not an ideological brand, but the starting point of human cultural development. Each of us entered the life as a primitive. Due to the division of labour into physical and mental and the progressive specialization of labour activities, “the individual has been turned into a fraction” (Vygotsky). The growth of cultural power of humanity comes at the expense of an individual's degradation. The modern cultural type is subject to a profound remelting, including its psychological structures. But it would be remelting not into a new, modernized kind of the primitive, but into a higher kind of cultured man - into a “superhuman.” The era of supermen will come as a result of the “polytechnical changes of labour”, i.e. transformation of labour into an applied science. According to Vygotsky, the psychology of the future will become a “theory and practice of superman.” His book Pedagogical Psychology elaborates the foundations of polytechnic education “for tomorrow,” which aims to form a free, universally developed personality that creates the conditions of its own life and regulates its psychological functions. The superhuman is the free human, homo liber. According to Vygotsky, human freedom consists in the self-active, cultural transformation of our own mode of life. By transforming the external world, labour thereby transforms its subject - the structure of human body, our way of life and social relationships.
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Marín-Díaz, Verónica. "A quality television and the family." Comunicar 13, no. 25 (October 1, 2005): 225–30. http://dx.doi.org/10.3916/c25-2005-031.
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The appearance of the television supposed a revolution in the form of spending the free time, however nowadays to is far from its original interest and aims. At this time its seduction power determines many of the actions that all we develop in our daily life. Far from to be worried about the quality of the products that they are offering us, we find ourselves pending of what is offered and not of how is offered. These circumstances are reflected, mainly, in the relationships that we establish between the members of our groups of equal. The family is one of them and perhaps it is the most affected by lack of quality in the television. From here we want to make an attention call about the relationship between the television, his quality and the familiar relationships. La aparición de la televisión supuso una revolución en la forma de pasar el tiempo libre y de ocio de los individuos, sin embargo lejos quedan ya los intereses con los que este medio nació. En estos momentos su poder de seducción determina muchas de las acciones que todos desarrollamos en nuestra vida diaria. Lejos de preocuparnos por la calidad de los productos que se nos ofertan, nos encontramos pendientes de qué se nos ofrece y no de cómo se nos ofrece. Estas circunstancias se reflejan, principalmente, en las relaciones que establecemos entre los miembros de nuestros grupos de iguales. La familia es uno de ellos y quizás sea el más afectado por la falta de calidad en la televisión. Desde aquí queremos hacer una llamada de atención sobre la relación entre la televisión, su calidad y las relaciones familiares.
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Wrona, Izabela. "Szkolnictwo zawodowe w Częstochowie w latach 1945–1989. Zarys problematyki." Biuletyn Historii Wychowania, no. 27 (January 1, 2019): 87–100. http://dx.doi.org/10.14746/bhw.2011.27.7.
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The process of making the educational system public and its democratization after the Second World War was reflected, to a large extent, in the vocational education. The development of this kind of education became possible after the state had taken over the basic branches of economy, which had an influence upon easier access to different types and levels of employment. This complex process rendered the social advancement of the working class possible. The beginnings of this professional advancement date back not only to the years of the Second World War but also to the period between the First World War and the Second World War when Janusz Jędrzejewicz passed a bill which changed the attitude towards the vocational education. The social and cultural development of the broad masses removed the obstacles standing in the way to the higher levels of education by making many procedures accessible, among others: free education, development of the system of scholarships and boarding schools, removing blind alleys in the educational system and, first of all, creating a complex system of schools for the working people. The school system which was implemented at that time was treated as an example during the first years after the Second World War.
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Kyriakopoulos, Grigorios L. "Globalized Inclination to Acquire Knowledge and Skills Toward Economic Development." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 18 (November 4, 2021): 1349–69. http://dx.doi.org/10.37394/23207.2021.18.125.
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In an era of economic recession and the divulged threats of COVID-19 pandemic in the world a highly impacting socio-economic activity is the education sector. The operational difficulties of companies and organizations, as well as the closure of universities, schools, training courses, are all affecting the entrepreneurial and the learning progress on using workers time and learners facilities to develop their knowledge and to build up their skills. In particular, free time of institutions’ closure can become a golden opportunity for learning and progresses in virtual education while adopting e-learning modes of information technology (IT) and supporting the distribution of knowledge and information for training and education. Since the COVID-19 pandemic outbreak only few studies have been devoted on studying the impact of cultural characteristics, economic situations, skills and knowledge on the development and the wider human wellbeing. At this study the literature production of economic development was investigated in the light of the ignored, but critically important, issue of globalized inclination to acquire knowledge and skills. All essential aspects of economic systems and economic development within the COVID-19 era were approached, quantified, and graphically valuated, in the light of the following fields of literature search: “dynamic economic systems”, “economic development”, “knowledge skills”, and “globalization”. The measurable indicators of comparing these results were that of: chronological, geographical, languages of reports’ written, subject areas, and keywords, accordingly. Besides, the three domains of technology, environment – ecology, and socio-economics were conveyed, while the key-determinants of knowledge and skills acquisition were also analyzed. From a managerial point of view the simultaneous affection of cultural characteristics, economic simulations, skills and knowledge aspects were considered as positive and significant, thus, supporting managers to better understand the necessities of IT development and managing a highly qualified workforce to shift the thread of the COVID-19 era while performing feasible learning management to solidify workers’ education through formal and in-house education.
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Porter, Bernard. "“Monstrous Vandalism”: Capitalism and Philistinism in the Works of Samuel Laing (1780–1868)." Albion 23, no. 2 (1991): 253–68. http://dx.doi.org/10.2307/4050605.
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Is free market capitalism intrinsically inimical to culture and learning? The question probably would not have occurred to many people twenty years ago. That it can be seriously put today is a sign of the times. Two things have happened to Britain over the past decade. One is the political revival of the idea of the “market,” under the aegis of probably the most zealous capitalist ideologues ever to take power in what had generally been a fairly pragmatic political culture before then. The second is a scries of damaging cuts, or what are claimed to be damaging cuts, in the public funding of higher education and the arts. Some of the victims of the latter have perceived behind them a positive antipathy on the part of the zealots to what they are doing and what they hold dear. If this is so, then where does it derive from? The personal idiosyncrasies of the zealots? Simple economic necessity? A genuine belief in alternative and perhaps better ways of supporting learning and culture? Or is free market capitalism fundamentally philistine?The question has come up before. In the nineteenth century people also remarked on the cultural barrenness of their time. There can be no doubt that it was pretty barren in certain areas. Compared with the European continent, and with her own past, Britain was something of a cultural desert during most of the century, and particularly between the 1840s and the 1880s, which are usually regarded as the high plateau of her free market capitalism.
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Mageira, Kleopatra, Dimitra Pittou, Andreas Papasalouros, Konstantinos Kotis, Paraskevi Zangogianni, and Athanasios Daradoumis. "Educational AI Chatbots for Content and Language Integrated Learning." Applied Sciences 12, no. 7 (March 22, 2022): 3239. http://dx.doi.org/10.3390/app12073239.
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Using advanced artificial intelligence (AI) technology in learning environments is one of the latest challenges for educators and education policymakers. Conversational AI brings new possibilities for alternative and innovative Information and Communication Technologies (ICT) tools, such as ΑΙ chatbots. This paper reports on field experiments with an AI chatbot and provides insights into its contribution to Content and Language Integrated Learning (CLIL). More specifically, this paper presents an experimental use case of an educational AI chatbot called AsasaraBot, designed to teach high school students cultural content in a foreign language, i.e., English or French. The content is related to the Minoan Civilization, emphasizing the characteristic figurine of the Minoan Snake Goddess. The related chatbot-based educational program has been evaluated at public and private language schools in Greece. The findings from these experiments show that the use of AI chatbot technology for interactive ICT-based learning is suitable for learning foreign languages and cultural content at the same time. The AsasaraBot AI chatbot has been designed and implemented in the context of a postgraduate project using open-source and free software.