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Journal articles on the topic 'Democratic educational values'
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OPPEWAL, DONALD. "DEMOCRACY AND DEMOCRATIC VALUES: THEIR STATUS IN EDUCATIONAL THEORY." Educational Theory 9, no. 3 (April 2, 2007): 156–64. http://dx.doi.org/10.1111/j.1741-5446.1959.tb01261.x.
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Hansen, Ole Henrik, Anders Skriver Jensen, and Stig Broström. "Democratic, caring and disciplinary values in Danish preschools: Bringing values together." Contemporary Issues in Early Childhood 21, no. 4 (December 2020): 340–55. http://dx.doi.org/10.1177/1463949120970236.
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Teachers and caregivers organize children’s everyday life in early childhood settings to support children’s well-being, learning and development. Teachers’ organizational decisions (e.g. daily schedule, arrangement of furnishings, activities, behavioural expectations) are influenced by a set of ideas, norms and values which they may or may not be conscious of at the time. The purpose of this study is to gain a deeper understanding of how democratic, caring and disciplinary values are communicated and negotiated between adults and children (from birth to five) in crèche and preschool settings, with particular attention to whether these values are animated in isolation (e.g. separately from one another) or in a more unified fashion. The conceptual framework for this study is based on previous theories and research on democracy education, communicative action, educational content and children’s democratic formation, caring values and disciplinary values. The researchers analysed video recordings of interactions between children and teachers during lunch, circle time and free activities. The findings reveal the nature and extent to which teachers expect children to follow and participate in the social order that adults have established for them, as well as ways in which empathic practitioners create space for children to influence changes in the social order.
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Stepanova, Tetiana, Kateryna Shapochka, Raiisa Vdovychenko, Yuliia Babaian, and Nataliia Ivanets. "Formation of inclusive values as development of democratic values." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 107–15. http://dx.doi.org/10.34069/ai/2020.29.05.13.
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The article highlights the issues of professional training of future educators using innovative pedagogical approaches, as well as the formation of inclusive competency as part of professional competency. The authors present the views of scholars on such terms as “inclusive education”, “inclusive culture”, “inclusive values”, and “value-based orientations” and demonstrate the importance for teaching staff of basic knowledge and methods of working with children with special educational needs. The article highlights the effectiveness of inclusive education in the training and retraining of teachers, where the formation of inclusive values is one of the objectives. The creation of an inclusive culture in higher education institutions ensures the existence of a safe democratic society that shares the ideas of cooperation and the value of each person in common achievements. This kind of university culture creates shared inclusive values and principles that are common for all faculty and students.
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Fernández, María Tomé, and Emilio Berrocal De Luna. "The Influence of Gender in Usage of Democratic Values for Intercultural Educational Inclusion." European Journal of Investigation in Health, Psychology and Education 3, no. 1 (March 22, 2013): 51–64. http://dx.doi.org/10.1989/ejihpe.v3i1.23.
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Nowadays, society is shaped by individuals of different religions, ethnics or cultures. In this situation, the usage of common values may be the guarantee of a successful coexistence. We call these values “democratic values” due to the guarantee efficacy of pluralist coexistence and intercultural education has a prior role in their transmission. We wonder if gender has an influence on intercultural education and the usage of those values. In this research, we aim analyze the relation between gender and usage of democratic values. We used a sample of 493 adolescents (48.70% female, 100% white, Mage=13.91%, SD=0.29) in Tromsø (Norway). Three sorts of democratic values were assessed (primary, secondary and tertiary values). Results conclude that female adolescents use these values in the intercultural practice more than male ones. Furthermore, male and female samples concur with considering the same value as the less used in the intercultural practice, their preferences differ in choosing the most used value.
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Fernández, María Tomé, and Emilio Berrocal De Luna. "The Influence of Gender in Usage of Democratic Values for Intercultural Educational Inclusion." European Journal of Investigation in Health, Psychology and Education 3, no. 1 (March 22, 2013): 51–64. http://dx.doi.org/10.3390/ejihpe3010005.
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Nowadays, society is shaped by individuals of different religions, ethnics or cultures. In this situation, the usage of common values may be the guarantee of a successful coexistence. We call these values “democratic values” due to the guarantee efficacy of pluralist coexistence and intercultural education has a prior role in their transmission. We wonder if gender has an influence on intercultural education and the usage of those values. In this research, we aim analyze the relation between gender and usage of democratic values. We used a sample of 493 adolescents (48.70% female, 100% white, Mage=13.91%, SD=0.29) in Tromsø (Norway). Three sorts of democratic values were assessed (primary, secondary and tertiary values). Results conclude that female adolescents use these values in the intercultural practice more than male ones. Furthermore, male and female samples concur with considering the same value as the less used in the intercultural practice, their preferences differ in choosing the most used value.
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Gürşimşek, IşIk, and Melek GöreGenli. "HUMANISTIC ATTITUDES, VALUES, SYSTEM JUSTIFICATION, AND CONTROL BELIEFS IN A TURKISH SAMPLE." Social Behavior and Personality: an international journal 34, no. 7 (January 1, 2006): 747–58. http://dx.doi.org/10.2224/sbp.2006.34.7.747.
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The values, humanistic attitudes, perceived democratic level and justification of the educational system and personal control beliefs about the educational system in Turkey were investigated. The sample consisted of 211 teacher candidates and 155 teachers from different public schools in İzmir. Data were gathered using the Polarity Scale (Tomkins, Stone, & Schaffner, 1988), Schwartz Value Scale (Sagiv & Schwartz, 1995), and the following three scales which were developed for this study: Perceived Democracy in Education System Scale, Control Beliefs Scale, and System Justification Scale. Results demonstrate significant differences between the teachers and teacher candidates for control beliefs, system justification, and some dimensions of Schwartz's Value Scale. Also age and sex are seen to be related to humanistic values and perceived democratic level of the educational system. Multiple correlations are determined between the beliefs, values, and attitudes of participants in relation to different dimensions of the education system. The results are discussed in relation to democratic education.
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Hindaryatiningsih, Nanik. "THE IMPLEMENTATION OF BUTON CULTURAL VALUES IN VALUE EDUCATION PLANNING IN BAUBAU REGION OF SOUTHEAST SULAWESI." IJER - INDONESIAN JOURNAL OF EDUCATIONAL REVIEW 1, no. 1 (August 7, 2017): 45. http://dx.doi.org/10.21009/ijer:01.01.05.
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The study aimed at finding out the implementation of Buton cultural value into value education planning. This study employed qualitative approach by ethnographic method conducted at SMAN 2 Baubau, south east Sulawesi in 2012. For data collection, in-depth interview techniques, documentation review, and participant observation consisting descriptive, focused and selected observation were used. The observation focused on cultural events and interactive behavioral informants. The informants comprised of principal, teachers, staff, school committee, pupils, parents, community leaders and traditional leaders. For data analysis, spradley technique consisting of domain analysis, taxonomy, componential and theme analysis was used. The findings showed that 1) core values in “gau and pombala” culture in Buton community consisted of cooperative, democratic and ethic value; 2) Buton’s cultural values of“gau and pombala’ were practiced in educational value planning at school.
Keywords: democratic, cooperative, ethic, value implementation, educational planning
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Shechtman, Zipora. "Promoting a Therapeutic Classroom Climate through Democratic Values." School Psychology International 11, no. 1 (February 1990): 39–44. http://dx.doi.org/10.1177/0143034390111006.
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Wong, Koon Lin, and Chi Kin John Lee. "Learning to live together in polarized and pluralistic societies: Hong Kong teachers' views of democratic values versus patriotic values." Citizenship Teaching & Learning 14, no. 3 (October 1, 2019): 307–30. http://dx.doi.org/10.1386/ctl_00012_1.
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Abstract Under 'One Country, Two Systems', 'good citizens' ‐ as supported by pro-democratic positions ‐ and 'good citizens' ‐ as promoted by the Chinese government ‐ are seemingly in contradiction with each another based on their values and ideologies in Hong Kong. The competing values of citizenship are demonstrated by deep divisions within Hong Kong society, with pro-democratic groups advocating democratic values and initiating societal transformation, and their pro-establishment counterparts highlighting patriotic values and sustaining the status quo. From an educational perspective, teachers take on an essential role in the implementation of education policies designed to cultivate students who are 'good citizens'. This research employed a mixed-methods approach to examine Hong Kong teachers' perceptions of 'good citizens' based on their affinity with democratic and patriotic values. The findings indicated that rather than conflicting, patriotic values tended to be complementary to democratic values. Moreover, critical patriotic citizens with multiple identities who participate rationally and constructively in social and political activities might be more likely to facilitate democratic development in Hong Kong. These findings have implications for policy-makers responsible for the citizenship education and preparation of future citizens living within polarized and pluralistic societies, and they highlight the value of learning to live together in a complex world.
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Rusch, Edith A. "Leadership in Evolving Democratic School Communities." Journal of School Leadership 8, no. 3 (May 1998): 214–50. http://dx.doi.org/10.1177/105268469800800301.
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Theorists have suggested that the practice of democracy is very hard work and current research on schools attempting more democratic practices such as site-based governance verify the complexity of the task. This article describes the values and associated behaviors of seven school administrators who foster and sustain democratic practices in schools engaged in restructuring. These school administrators reject the centrality of the principal's role and prominently display values that support equity, inclusion, mutual influence, and candor. Their values and associated behaviors lead to some provocative questions for professors of educational administration.
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Meliala, Roy Raja Sukmanta, Sahid Teguh Widodo, and Slamet Subiyantoro. "EDUCATIONAL VALUES IN CHILDREN LITETARY WORKS BY MURTI BUNANTA." IJOLTL (Indonesian Journal of Language Teaching and Linguistics) 2, no. 3 (October 4, 2017): 203–12. http://dx.doi.org/10.30957/ijoltl.v2i3.389.
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This study aims to see the value of any character education found in children's literature entitled “The Youngest Frog”, “Si Molek”, “Masarasenani and Sun”, and “Tiny Boy” by Murti Bunanta. Children's literature is a literary work written by adults and intended for children. This study used descriptive qualitative intends to understand the phenomenon of what is experienced by the subject of research. This study revealed that the use of dominant character education values can be seen in the value of love peace, hard work, communicative, creative, and curiosity with the amount of data 4 or 13 percentage. Values of character education are manifested in the democratic and religious values.
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Selvi, Kiymet. "DEVELOPING A TEACHER TRAINEES' DEMOCRATIC VALUES SCALE: VALIDITY AND RELIABILITY ANALYSES." Social Behavior and Personality: an international journal 34, no. 9 (January 1, 2006): 1171–78. http://dx.doi.org/10.2224/sbp.2006.34.9.1171.
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The purpose of this study was to develop a Teacher Trainees' Democratic Values Scale (TTDVS) related to educational life. The TTDVS was determined by using factor analysis, which was conducted with 979 participants. The scale is composed of 24 items grouped into three subscales, which can be combined into a main scale. The results of the study showed that the TTDVS has an identifiable factor structure and it is a reliable and valid scale.
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Maksum, Khanif. "DEMOCRATIC EDUCATION IN “MERDEKA BELAJAR” ERA." PROGRES PENDIDIKAN 2, no. 2 (May 10, 2021): 107–14. http://dx.doi.org/10.29303/prospek.v2i2.144.
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Educational Democracy is a view of life that prioritizes equal rights and obligations as well as an equal treatment between educators and students in the learning process. Democracy in education contains elements of independence, freedom, and responsibility. An independent attitude to develop self-confidence and to be aware of one's limitations is very important to foster awareness that life in the community requires collaboration with other individuals. Freedom is defined as a life purpose that rests on the awareness of social pluralism, not solely on the interests of individuals or groups. Therefore freedom itself must be accompanied by a sense of full responsibility. The word "Educational Democracy" is two terms which are interrelated, democratic values can be understood and owned by the community through educational activities, and vice versa so that education can produce output that has an independent attitude, has a critical thinking power, dynamic, democratic character and always upholds human dignity, then the implementation of education must be based on democracy so that the concept of independence in learning will grow well.
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Bektisiwi, Pangesthi. "Implementation of Democratic Values at the Jagad Student Boarding School ‘Alimussirry Surabaya." Journal Intellectual Sufism Research (JISR) 1, no. 2 (June 1, 2019): 23–26. http://dx.doi.org/10.52032/jisr.v1i2.31.
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Islamic boarding schools are a community in which kiai, ustadz / ustadzah, santri and Islamic boarding schools administrators live in one environment by basing Islamic religious values accompanied by general education instilled in pesantren. Islamic boarding schools have been known as traditional educational institutions which focus on religious education and focus all decisions on kiai who are central figures making the process of democratic education not going well because of authoritarianism. But at the Islamic Boarding School Student Boarding School im Alimussirry Surabaya does not use an authoritarian system, namely using a democratic system in its daily life. Because this boarding school is classified as a modern boarding school. Democracy will be formed when democratic values have developed widely, evenly, internalized and carried out as the attitude and behavior of all components of the Islamic Boarding School Student Boarding School ‘Alimussirry Surabaya. Based on observations showing that life in Islamic Boarding School Students ‘Alimussirry Surabaya has implemented democratic values, it has been shown that there is a structured boarding house management, deliberative decision making and general elections to elect the president of the BES.
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Strike, Kenneth A. "Against "Values": Reflections on Moral Language and Moral Education." education policy analysis archives 1 (November 16, 1993): 13. http://dx.doi.org/10.14507/epaa.v1n13.1993.
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It is increasingly popular to ask educational institutions to do something about values. It is also becoming possible to take substantive moral positions in schools. We have become increasingly concerned about the morals of our children. Much of the discussion of values is incoherent. Many educators contribute to the public babble about ethics because of how they talk about moral questions; they have acquired a dysfunctional and obfuscating vocabulary ("values speak") for describing ethical phenomena and ethical issues. Assertions about values are distinct from assertions about character. The question of how to form democratic character is a crucial question that society has almost stopped asking. We do occasionally put the question as one about democratic values. While "values speak" seems initially liberating, nevertheless, it easily contributes to an authoritarian outlook. Four pieces of advice to educators are offered: 1) do not let "values speak" make you deaf to the nuances of the complex moral vocabularies; 2) learn to think of a liberal arts education as part of professional training; 3) an essential moral practice is dialogue; 4) support those trends in educational reform that increase opportunities for conscientious moral dialogue among members of school communities.
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Genç, Salih Zeki. "AN EVALUATION OF TEACHERS' VIEWS OF PRIMARY SCHOOL PRINCIPALS' PRACTICE OF DEMOCRATIC VALUES." Social Behavior and Personality: an international journal 36, no. 4 (January 1, 2008): 483–92. http://dx.doi.org/10.2224/sbp.2008.36.4.483.
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The purpose of the study was to evaluate teachers’ views about the level of practice of democratic values by primary school principals. Participants were 300 primary school teachers from four different regions of Turkey. The data were collected through a questionnaire, and analyzed by using t test and ANOVA tests. Results indicate that gender, educational level, and membership of a union make a difference in terms of practicing democratic values. Furthermore, some meaningful differences were noted in the subdimension of the questionnaire depending on the teachers' professional experience and on the present number of students as variables.
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Holovko, Olha. "TRAINING METHODS OF DEVELOPING FUTURE EDUCATION MANAGERS’ DEMOCRATIC CULTURE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 88–92. http://dx.doi.org/10.24144/2524-0609.2021.48.88-92.
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The article presents the issue of issue of implementing training methods in future education managers’ professional training for developing their democratic culture that is a requirement of current conditions of Ukraine’s integration into European educational environment. The purpose of the article is to theoretically substantiate the use of different types of educational instructions during the professional training of the specialists in the sphere of managing education institutions. For achieving the purpose of the research, the theoretical methods are involved: analysis and generalisation of scientific and pedagogical sources for clarifying the key research definitions «training», «training methods», and «educational training», revealing the specific features of different types of training in future education managers’ professional training, theoretically substantiating the ways of implementing training methods in future education managers’ professional training. The specific characteristics of future education managers’ professional training are revealed. The necessity of developing future education managers’ democratic culture as a component of their professional competence is proved. It is emphasised that the educational trainings are considered to be an effective method of developing democratic culture, as it involves future specialists in the interaction, based on the principles of mutual respect, trust, and tolerance. It is concluded that the implementation of educational trainings (social and psychological trainings, trainings of business communication, rhetorical trainings) contributes to the deeper awareness of democratic values of modern society and getting experience of professional interaction, based on the democratic foundations that positively influences the developing future education managers’ democratic culture.
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Levinson, Meira. "Democracy, accountability, and education." Theory and Research in Education 9, no. 2 (July 2011): 125–44. http://dx.doi.org/10.1177/1477878511409622.
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Educational standards, assessments, and accountability systems are of immense political moment around the world. But there is no developed theory exploring the role that these systems should play within a democratic polity in particular. On the one hand, well-designed standards are public goods, supported by assessment and accountability mechanisms. They have the potential to serve democratic goods in particular, such as transparency, equality, and public discourse. On the other hand, their very potential to advance systemic democratic goods signals a level of reach and power that threatens the achievement of these same democratic values along other dimensions. This is especially evident in the contemporary United States. Adults’ democratically legitimate control over education within a democracy may well undercut children’s legitimate claims to receiving an education that equips them for democracy. Because the latter should trump the former, democratic goods are best achieved through embedding very limited educational standards, assessments, and accountability measures within an educational system that selects, trains, and provides ongoing support to civically engaged and thoughtful educators. Under such circumstances, they may promote a virtuous circle that builds capacity, motivation, and public support for strong and effective civic education practices, while still offering the adult public a strong democratic voice in public schools.
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Leshchenko, Mariya, Larysa Tymchuk, Nataliia Pavlenko, and Larysa Ruban. "DEMOCRATIC VALUES AND DIGITAL SKILLS OF STUDENTS IN HIGHER EDUCATIONAL ESTABLISHMENTS OF POLAND AND UKRAINE." Advanced Education 7, no. 15 (July 19, 2020): 105–15. http://dx.doi.org/10.20535/2410-8286.208316.
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Prigent, Steven. "‘Education for All’ in Cambodia: Democratic Educational and Children’s Empowerment Global Values Facing State Patronage." Asia Pacific Journal of Anthropology 20, no. 1 (November 27, 2018): 1–21. http://dx.doi.org/10.1080/14442213.2018.1548643.
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Pyy, Iida, Anniina Leiviskä, and Jan-Erik Mansikka. "Contesting the politics of negative emotions in educational policymaking: a ban on asylum seekers’ school visits in Finland." Global Discourse 10, no. 2 (May 1, 2020): 371–90. http://dx.doi.org/10.1332/204378920x15802968112372.
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In this article, we analyse a recent case of educational policymaking in the city of Oulu in Finland. The case concerns a ban on asylum seekers’ visits to local schools and day-care centres. Our primary aim is to study the role that negative political emotions play in the decision making process of our case. We primarily utilise Martha Nussbaum’s work on political emotions as our analytical framework. We propose that our case exemplifies a type of backlash politics, where policymaking is motivated by negative emotions and based on ethnic or racial group stigmatisation, with the result of abandoning collectively established democratic values and guidelines. Our case also illustrates how, by creating a culture of fear, the type of policymaking exemplified by our case can significantly diminish the possibilities of democratic institutions, such as the comprehensive school, to reinforce social cohesion and reduce social inequalities in society. Accordingly, we suggest that negative political emotions might have problematic consequences for democratic values and decision making processes. Finally, we propose an alternative course of action for addressing asylum seekers’ visits to Finnish schools: we particularly emphasise the importance of following established democratic procedures in political decision making and also argue for the reinforcement of positive political emotions as a long-term educational objective.
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Kvamme, Ole Andreas. "School Strikes, Environmental Ethical Values, and Democracy." Studier i Pædagogisk Filosofi 8, no. 1 (February 18, 2020): 6–27. http://dx.doi.org/10.7146/spf.v8i1.117967.
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The aim of this paper is to contribute to an understanding of the school strikes for climate, initiated in August 2018 by the Swedish student Greta Thunberg, soon to become a global social movement involving hundreds of thousands of students. I examine 10 speeches of Thunberg as recontextualizations of environmental ethical values that have been formulated within the context of United Nations. With this approach, guided by an ethical and educational interest grounded in moral education, and informed by conceptions of Seyla Benhabib, this paper demonstrates how students become democratic citizens appropriating the concern for future generations as a cosmopolitan claim in a resistance to exclusions from current politics.
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Warti'ah, Warti'ah. "The Implementation of Madrasa Culture in Building Students' Character." Nazhruna: Jurnal Pendidikan Islam 3, no. 2 (July 27, 2020): 247–59. http://dx.doi.org/10.31538/nzh.v3i2.583.
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The study aims to explore the paradigm of Islamic education, democratic education to face the globalization challenges in Indonesia. This research method was a qualitative approach with type of literature study. Paradigmatically, democratic education is the process to develop all human potentials that values of plurarity and heterogeneity as a consequence of cultural, ethnic, ethnic, and religious diversity. The emphasized main values in democratic education are equality and tolerance. Whereas in Islamic education, the values of transcendence taught in the curriculum must be practiced in daily life in order to achieve the pious charity conference. The challenges of globalization that have penetrated into the world of education have become a driving force for inclusive and sustainable educational innovation.This study is expected to provide contributions for academician, education practical, and teacher in Indonesia as an actualization of Islamic education and democratic education to confront globalization challenges in Indonesia. The main objective of the integration of Islamic education and multicultural education is to provide student to face globalization challenge as khoirul ummah.
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Brighouse, Harry, Helen Ladd, Susanna Loeb, and Adam Swift. "Good education policy making: Data-informed but values-driven." Phi Delta Kappan 100, no. 4 (November 26, 2018): 36–39. http://dx.doi.org/10.1177/0031721718815671.
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In this article, based on their book Educational Goods: Values, Evidence and Decision Making, Harry Brighouse, Helen Ladd, Susanna Loeb, and Adam Swift encourage education decision makers to give careful thought to the values that underlie the data they collect and use to inform policy. Rather than basing decisions entirely on what improves academic achievement, the authors call for attention to a wider array of values, which they call educational goods. These include the capacities to function in the labor market, to participate effectively in the democratic process, to make autonomous judgments about key life decisions such as occupation or religion, to develop healthy interpersonal relationships, to seek personal fulfilment, and to treat others with respect and dignity. Thinking in terms of these values can broaden the conversation about education priorities and bring clarity to decisions involving trade-offs and conflicting aims.
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Crookes, Graham V. "Critical language pedagogy: an introduction to principles and values." ELT Journal 75, no. 3 (July 1, 2021): 247–55. http://dx.doi.org/10.1093/elt/ccab020.
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Abstract Critical language pedagogy, teaching languages for social justice, is considered in terms of its history and principles. Several sets of principles, from different periods of the development of this literature, are juxtaposed. A connection is drawn from the possible values held by language teachers to the values espoused by critical language pedagogy. These are specified as democratic values, associated with equality, freedom, and solidarity. Values are identified as a means by which language teachers considering this perspective could approach it.
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Zhitnov, Evgeny. "Ideological and educational logistics in determining success of contemporary state educational policy, implemented in Republic of South Africa (RSA)." Tambov University Review. Series: Humanities, no. 181 (2019): 204–21. http://dx.doi.org/10.20310/1810-0201-2019-24-181-204-214.
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We pay attention to the study of educational system development of the Republic of South Africa (RSA) during the apartheid regime and after its fall. According to peculiarities inherent in RSA at the present stage of state formation, we identify education as a fundamental element in strengthening RSA positions in the international arena. We note the high activity of the current government in solving the educational issues faced by RSA citizens after the fall of the apartheid regime. We considered the legal basis for the formation of a modern educational vector system which implements in RSA. We also consider state educational policy of RSA in comparatively-international aspect with the use of our calculation tools based on ideological educational logistics. The novelty of the research work is that we conducted a study to determine the level of educational potential of RSA in the international aspect by using qualimetric model, which is based on ideological educational logistics. We examine the historical and legislative bases which reveal the essence of the current state policy in the education and science fields of the RSA. We consider the features of democratic elements, required for the formation of unified national educational trajectory regardless of gender and race. We reveal the democratic approaches in the education system. Democratic values embedded in the educational system allowed all citizens to receive affordable qualitative education. The results of research activities can be used in the works of pedagogical, foreign policy and comparative prognostic activities, as well as in works that require determining the success of the state educational policy in the international aspect.
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Oswald, Marietjie, and Petra Engelbrecht. "High school educators' democratic values as manifested in their educational practice and attitudes towards inclusive education." Education as Change 8, no. 2 (December 2004): 4–32. http://dx.doi.org/10.1080/16823200409487089.
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Flennegård, Ola, and Christer Mattsson. "Teaching at Holocaust memorial sites: Swedish teachers’ understanding of the educational values of visiting Holocaust memorial sites." Power and Education 13, no. 1 (February 2, 2021): 43–57. http://dx.doi.org/10.1177/1757743821989380.
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The present article focuses on teaching and learning about the Holocaust in Sweden, conducted as study trips to Holocaust memorial sites. Although about a quarter of Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, this study is the first to examine these Swedish study trips. Since there are no centralised systems for arranging these study trips, this study regards dedicated teachers as the main stakeholders. By deploying critical discourse analysis of transcripts of nine in-depth interviews with teachers, the study terms the discursive order of the teachers’ talk about the study trips ritual democratic catharsis. The teachers’ two main purposes are the use of the study trips as a vehicle for the social dynamics in the group to evolve in order to promote personal growth among the students, and the students’ learning about democracy and human rights. Their overarching didactic strategy of focusing on the suffering of the victims is meant to evoke empathy among the students, but lacks an explanatory aim. The study critically points out the teachers’ unreflected relationship to historiographic Holocaust content as a subject, making their teaching vulnerable to contemporary political influences, jeopardising the democratic purpose of these trips.
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Guiton, Gretchen, and Jeannie Oakes. "Opportunity to Learn and Conceptions of Educational Equality." Educational Evaluation and Policy Analysis 17, no. 3 (September 1995): 323–36. http://dx.doi.org/10.3102/01623737017003323.
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Focusing on the equity aspect of proposals for making opportunity-to-learn standards integral to an accountability system, this article discusses conceptual issues surrounding determination of equal educational opportunity and explores ways that these issues manifest themselves in empirical formulations of opportunity to learn (OTL). Using two databases, OTL measures are developed according to three alternative conceptions of equality—the Libertarian, Liberal, and Democratic Liberal conceptions—and the influence of these conceptions on the information provided is compared. This examination shows the intimate relation between values on equality and measures of equality and brings these issues to the fore for discussion by educators and policymakers.
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Zagrebina, Anna. "Ideas of Subjective Well-Being in Democratic and Nondemocratic Societies: A Comparative Study." Comparative Sociology 17, no. 1 (February 20, 2018): 70–99. http://dx.doi.org/10.1163/15691330-12341450.
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Abstract Being socially determined constructs, concepts of subjective well-being (swb) affect the motivation behind people’s behavior in every society. Usually, subjective well-being is measured using the survey questions about life satisfaction. Using multilevel modeling with individual and cross-national data from the World Values Survey on 65 countries for the 2005-2014 periods, this research confirms that life satisfaction determinants which constitute pivotal elements of subjective well-being differ significantly in democratic and nondemocratic social contexts. The effect of marital relations, participation in sports organizations and church attendance on life satisfaction is stronger in democratic social contexts than in nondemocratic ones. While the effect of income, educational level, participation in non-sports organizations and religiosity is stronger in a nondemocratic social context. These results contribute to a non-institutional measure of modern democracy, dispel some myths about modern democratic and nondemocratic values, and show the potency and applicability of a sociological approach in the field of swb studies.
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Pini, Mónica Eva. "Educational Policy in the United States: Context of Current Debates; Impact in Latin America." education policy analysis archives 8 (March 20, 2000): 18. http://dx.doi.org/10.14507/epaa.v8n18.2000.
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The objective of this article is to analyze some of the most relevant debates about current educational policies in the United States, and to explore the universalility of some of the ideas and strategies which have already been put in place in Latin America. The policies I will discuss are Goals 2000 and school choice proposals, especially those of charter schools and vouchers. These policies question the key definitions of educational goals, the role of the state, and democratic values. Through the analysis of different documents, reports, and research studies, the political context from which they emerged, and a critical perspective, discourses and policies are interpreted. The market model and the strong forces behind many of these proposals makes it necessary for us to think about how these ideas affect the social distribution of education and democratic ideals, both in the United States and in Latin America.
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Bałachowicz, Józefa. "School in need of repair. Values as everyday learning dimensions." Problemy Opiekuńczo-Wychowawcze 583, no. 8 (October 31, 2019): 3–16. http://dx.doi.org/10.5604/01.3001.0013.5753.
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The author of the article considers the causes of Polish school crisis paying particular attention to teaching practice. School diagnosis starts with interpretation of the theatre performance Mury I (Walls I) and Mury II (Walls II), presented by a secondary school students the day of grand opening of The Tenth All-Poland Pedagogical Forum. In pupils’ perception, school is transmissive, directed towards implementation of curriculum, standards and external measurement of learning effects, which causes strong pressures on pupils’ school performance. School builds up walls around young people’s development needs and using authority, doesn’t allow democratic values to enter its gates. Consequently, the author of the article poses the question about the purpose of educational reforms introduced after political-economic system transformation in Poland. The author also turns attention to commitment of academic pedagogy to form the foundation for humanistic, personalistic basis of education and to democratise education process. Nevertheless, the subsequent authority elites ignored axionormative basics of reforming education, sharpening the understanding of social change in economic terms. The change of school everyday life depends on many factors, but the author of the article reminds, that building teaching practice on values shapes both current and future human relations, which belongs to the principles of education.
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Vacheishvili, Natia. "COOPERATIVE LEARNING AS A DEMOCRATIC AWARENESS METHOD IN VALUE EDUCATION." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 2 (October 25, 2015): 71–82. http://dx.doi.org/10.48127/spvk-epmq/15.7.71.
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School promotes the moral-cognitive development of the individual and creates the democratic competence of society as a whole. Cooperative learning is a technique for teaching democratic processes through direct experiences. One of the main aims of the comprehensive educational reform in Georgia is to contribute to the democratic development of the country and its future for European integration. The National Plan of Public Schools stated new concepts to moderate educational standards. In various countries cooperative learning has become a widely used instructional procedure in all subject areas. There has never been a research of the effectiveness of cooperative learning at schools in Georgia. This research explores the role of cooperative learning for awareness of democratic values such as self-esteem, responsibility and interdependence. 551 eighth grade students from 16 different classrooms participated in the research. The classrooms were selected randomly as the experimental group and the control group. In the experimental group cooperative learning was employed, while in the control group traditional lecture-based teaching. The subjects were chosen randomly, Chemistry and Georgian language. The experiment was completed within a three term period. For conducting survey there were used some instruments for each variable: Rosenberg’s Self-Esteem Questionnaire and Janis-Field Feeling of Inadequacy scale; The Intellectual Achievement Responsibility (IAR) Questionnaire; Relational-Interdependent Self-Construal (RISC) Test; The Scientific Attitude (SAI) Inventory. As an experiment shows, results vary significantly between cooperative learning and traditional group. Results demonstrated that cooperative learning increased students’ performance in both subjects and students scored significantly higher on all variables such as self-esteem, responsibility and interdependence, hence cooperative learning has a positive effect on value teaching. Key words: social interdependence theory, cooperative learning, self-esteem, responsibility.
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Perfetti, Simona. "Towards a Democratic Laboratory School." European Journal of Social Science Education and Research 6, no. 1 (April 30, 2019): 44. http://dx.doi.org/10.26417/ejser.v6i1.p44-50.
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Nowadays, a new model of democratic school must contemplate educational dimensions capable of realizing those ethical relationships that can face the now unpredictable learning challenges of contemporary global society. Those involved in education have the task of organizing education by taking into account both the differences of each student to enhance the full development of the single individual’s potential, as well as the opportunity to enhance talent to ensure a merit system based not on competitiveness but on recognition of the different skills of each pupil in the class. Perrenoud affirms the importance for the teacher to question himself about his activities and the educational relationship with young people, also with a view to an observation process that the school itself can undertake in the context of an overall self-assessment process.Against this background, the reflection proposed here focuses, in particular, on flipped methodologies, those cognitive and formative processes that, developed within the school of competencies, can be declined in real answers related to the existential, professional and social needs of young people. The transition to this type of school has meant the enhancement of a teaching approach in which pupils take the lead of their own learning pathway, learning to manage those key competences, including digital skills, social and civic competences, which are necessary for personal growth. In the context of these educational issues, it becomes useful to reflect on technology in a broader perspective, not only as a means to learn something but as an "object" able to promote the exploitation of those dimensions of existence, such as cooperation, sense of judgement, and the principle of responsibility, necessary to overcome society’s challenges. Taking a chance on a democratic school means possessing digital wisdom, borrowing an expression from Mark Prensky, namely, that quality that can come out thanks to the enhancement of human capabilities through a balanced use of technologies. The digital wisdom, today's teacher, will reflexively identify the circumstances in which technology can be a valuable aid to stimulate students' understanding and creativity. Therefore, a proposal for those involved in education, may be to consider technology in a different perspective which, as Calvani suggests, embraces a different level of technology, the "contour ", the potential, that which can be moved in terms of communication and cooperation. In this sense, flipped technologies (or an inverted way of teaching/learning: a task is given to the class that can be a video to watch, a book to read, or an experience to becarried out , usually to be done at home) such as the Flipped Classroom and the method of the EAS ( method, transforming the school into a laboratory school, can represent an important learning opportunity for the adults of tomorrow. In fact, these technologies, due to their implementation methods, put into effect those values, such as collaboration, reflexivity, sharing, in a learning pathway suitable for living in today's complex society.
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E., Kalerante, and Eleftherakis Th. "The Greek Educational Policy Model towards the Reinforcement of Democracy: From the Marginalized Citizen to the Active Political Individual." World Journal of Educational Research 5, no. 4 (November 14, 2018): 381. http://dx.doi.org/10.22158/wjer.v5n4p381.
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<p><em>The present study is an attempt to define the legalizing process of a differentiated operational model for schools, emphasizing and reinforcing democratic values. In this respect, new organizational forms of students and teachers are being proposed, aimed at formulating a bio-political environment characterized by new communication networks—of both social and personal appeal. These will be conducive to transforming authoritative structures and domination relations into democratic forms of organization, taking into consideration the individuals’ social and cultural subjectivity within their social environment. More specifically, explicit and implicit forms of domination and authority are transcended with a focus on the forming correspondence of structures and relations, rendering democracy a new interpretation regarding its social and political content.</em></p><em>This proposal is expected to serve as an exemplary model for democratic education beyond the needs emanating from the Greek reality. The institutional organization and operation of the education bureaucratic mechanism is emphasized in order that schools operate as areas of consideration and political reflection on democracy.</em>
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Marhaim, Tsipi. "Characteristics of Democracy and Humanism in Janusz Korczak’s Legacy." Studia Edukacyjne, no. 46 (January 19, 2020): 425–38. http://dx.doi.org/10.14746/se.2017.46.27.
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In this article the author discusses the revolutionary and unique democratic-humanistic educational approach of Janusz Korczak (1878-1942), which emphasized the fundamental values of the human being concentrated on children and concerning their rights. The author presents democracy as a societal way of life, as practiced by Korczak, Wilczyńska and Falska. They administered their orphanages democratically, as expressed in Korczak’s writings. Social and moral education is presented through a social lifestyle based on fundamental principles of democratic education in the spirit of Korczak. The article also examines the characteristics of democracy itself in the historical perspective and in relation to Korczak’s democratic and humanistic approach. Humanism and democracy as regulators of social life can be greatly inspiring for teachers, educators and parents involved in the process of child education.
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Frølund Thomsen, Jens Peter, and Mark Olsen. "Re-examining Socialization Theory: How Does Democracy Influence the Impact of Education on Anti-Foreigner Sentiment?" British Journal of Political Science 47, no. 4 (May 10, 2016): 915–38. http://dx.doi.org/10.1017/s0007123415000496.
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Socialization theory claims that the ability of education to reduce anti-foreigner sentiment varies cross-nationally because state authorities are not equally committed to accepting ethnic minorities: higher educated persons harbor less anti-foreigner sentiment because they spend longer in educational institutions that impose official democratic values, which forbid negative reactions toward ethnic minorities. Consequently, higher educated persons ought to diverge from the lower educated as democratic institutions progress. Analyses support these claims: the impact of education on reducing anti-foreigner sentiment is strongest in the oldest democracies, moderate among the medium-aged (e.g., South European) democracies and weakest among the youngest (East European) democracies; and higher educated persons are disproportionately influenced by the maturation of democratic institutions. Analyses utilize data from the 28-country 2008 European Social Survey.
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Bekh, I. "The concept of the content of educational courses of spiritual and ethical orientation. Project." Ukrainian Religious Studies, no. 36 (October 25, 2005): 332–47. http://dx.doi.org/10.32420/2005.36.1694.
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The process of reviving an independent democratic Ukraine with its desire to become a full member in the world civilization implies a comprehensive incorporation into the social and individual life of the civilizational foundations of life based on humanistic principles, values and norms. The importance of the philosophy and methodology of education in shaping the consciousness of the young generation, not only on the basis of scientific understanding of reality and material realization of the relevant worldview, but also at a higher spiritual and moral level with priority of universal values is emphasized in the state program "Towards People". Its task is to overcome not only the socio-economic but also the spiritual and moral crisis, the transformation of Ukrainian society into a developed civilized nation.
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Raj, Ravi, Rajesh Kumar, and Vipin Kumar. "Impact of Mobile Phone in Life Style of Gaddi Tribes." International Journal of Research in Engineering, Science and Management 3, no. 12 (December 15, 2020): 48–51. http://dx.doi.org/10.47607/ijresm.2020.404.
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The strong correlation between education and democracy has been widely accepted and explored in many ways. This study is inspired by the quest for the democratization of school education through the lenses of social science learning at the secondary education level in the Indian context. The study tried to visualize to what extent schooling contributes to the making of democratic beings. Education for democratic citizenship is directed by various factors such as school education policies, curriculum frameworks, curricular and co-curricular activities or indirectly by attitudes and practices through which democratic knowledge, skills, values and attitudes is constructed to create a future democratic citizen. Thus, to give light to this area, a qualitative study has been designed to look at the selected components of education for democratic citizenship in school settings. The Research investigated social science teachers and student’s views on democracy and its practices to examine how close these schools were to become ‘democratic schools’. Results showed that teaching of teaching for democracy is not as it is presented in literature and educational document. This study is meant to grab a severe concern towards current conceptualization and school practices related to democracy, to create active and democratic citizens in thoughts and practices both, by taking simple steps at the school level to bring significant differences to create a democratic society.
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Rosyad, Ali Miftakhu, and Muhammad Anas Maarif. "PARADIGMA PENDIDIKAN DEMOKRASI DAN PENDIDIKAN ISLAM DALAM MENGHADAPI TANTANGAN GLOBALISASI DI INDONESIA." Nazhruna: Jurnal Pendidikan Islam 3, no. 1 (February 7, 2020): 75–99. http://dx.doi.org/10.31538/nzh.v3i1.491.
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The study aims to explore the paradigm of Islamic education, democratic education to face the globalization challenges in Indonesia. This research method was a qualitative approach with type of literature study. Paradigmatically, democratic education is the process to develop all human potentials that values of plurarity and heterogeneity as a consequence of cultural, ethnic, ethnic, and religious diversity. The emphasized main values in democratic education are equality and tolerance. Whereas in Islamic education, the values of transcendence taught in the curriculum must be practiced in daily life in order to achieve the pious charity conference. The challenges of globalization that have penetrated into the world of education have become a driving force for inclusive and sustainable educational innovation.This study is expected to provide contributions for academician, education practical, and teacher in Indonesia as an actualization of Islamic education and democratic education to confront globalization challenges in Indonesia.
Keywords: democratic education, Islamic education, and globalization challenges.
Abstrak
Penelitian ini bertujuan untuk mengeksplorasi paradigma pendidikan Islam, pendidikan demokratis untuk menghadapi tantangan globalisasi di Indonesia. Metode penelitian ini adalah pendekatan kualitatif dengan jenis studi literatur. Paradigmatically, pendidikan demokratis adalah proses untuk mengembangkan semua potensi manusia yang menghargai pluralitas dan heterogenitas sebagai konsekuensi dari keragaman budaya, etnis, etnis, dan agama. Nilai-nilai utama yang ditekankan dalam pendidikan demokratis adalah kesetaraan dan toleransi. Sedangkan dalam pendidikan Islam, nilai-nilai transendensi yang diajarkan dalam kurikulum harus dipraktikkan dalam kehidupan sehari-hari untuk mencapai konferensi amal saleh. Tantangan globalisasi yang telah merambah ke dunia pendidikan telah menjadi kekuatan pendorong bagi inovasi pendidikan yang inklusif dan berkelanjutan. Studi ini diharapkan dapat memberikan kontribusi bagi akademisi, praktik pendidikan, dan guru di Indonesia sebagai aktualisasi pendidikan Islam dan pendidikan demokrasi untuk menghadapi tantangan globalisasi di Indonesia.
Kata kunci: pendidikan demokrasi, pendidikan Islam, dan tantangan globalisasi.
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Goshev, Georgi. "The Transition to Democracy in Bulgaria: Much-Needed Reforms, Showed by AI-Approach, AI-Methodology and AI-Cognitive G-Space Architecture." European Journal of Interdisciplinary Studies 2, no. 3 (August 30, 2016): 80. http://dx.doi.org/10.26417/ejis.v2i3-80-91.
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In this paper we review the leading barrier to democratic change - societies' limited command of democratic principles and practices and the lack of built-in device in the authority for mechanisms of civil control in democratic rule of law. Main contribution of this work is the illustrative example of the capabilities developed by Goshev - Goshev AI-tools: AI-approach, AI-methodology and AI-cognitive G-space architecture to improve the legal and statutory mechanisms of power. Below are elaborated comprehensive measures focused on the success of the transition to democracy. These measures include: a. A complete overhaul of the status-quo in education in democracy. Particularly, the existing cursory, unsystematic, and primarily targeted to children and youth educational patch-work would be replaced by a structured, comprehensive and all-inclusive progressively graduated educational system b. An exhaustive reform of the legislative base. This reform would be more comprehensive and rigorous than reforms mandated as part of EU integration/membership. Specifically, the reform would involve development of logically complete and consistent context-specific designs of democratic legal systems and institutions, their testing and writing into legislation c. Development of mechanisms for permanent monitoring and improvement of the legal system and state governance. Mechanisms of such type would provide for early detection and swift rectification of practices inconsistent with the values and norms of democracy. Keywords: Ttransition to democracy; AI-approach; AI-methodology; and AI-cognitive G-space architecture
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Goshev, Georgi. "The Transition to Democracy in Bulgaria: Much-Needed Reforms, Showed by AI-Approach, AI-Methodology and AI-Cognitive G-Space Architecture." European Journal of Interdisciplinary Studies 2, no. 3 (August 30, 2016): 80. http://dx.doi.org/10.26417/ejis.v2i3.80-91.
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In this paper we review the leading barrier to democratic change - societies' limited command of democratic principles and practices and the lack of built-in device in the authority for mechanisms of civil control in democratic rule of law. Main contribution of this work is the illustrative example of the capabilities developed by Goshev - Goshev AI-tools: AI-approach, AI-methodology and AI-cognitive G-space architecture to improve the legal and statutory mechanisms of power. Below are elaborated comprehensive measures focused on the success of the transition to democracy. These measures include: a. A complete overhaul of the status-quo in education in democracy. Particularly, the existing cursory, unsystematic, and primarily targeted to children and youth educational patch-work would be replaced by a structured, comprehensive and all-inclusive progressively graduated educational system b. An exhaustive reform of the legislative base. This reform would be more comprehensive and rigorous than reforms mandated as part of EU integration/membership. Specifically, the reform would involve development of logically complete and consistent context-specific designs of democratic legal systems and institutions, their testing and writing into legislation c. Development of mechanisms for permanent monitoring and improvement of the legal system and state governance. Mechanisms of such type would provide for early detection and swift rectification of practices inconsistent with the values and norms of democracy. Keywords: Ttransition to democracy; AI-approach; AI-methodology; and AI-cognitive G-space architecture
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Goshev, Georgi. "The Transition to Democracy in Bulgaria: Much-Needed Reforms, Showed by AI-Approach, AI-Methodology and AI-Cognitive G-Space Architecture." European Journal of Interdisciplinary Studies 2, no. 3 (August 30, 2016): 80. http://dx.doi.org/10.26417/ejis.v2i3.p80-91.
Full textAbstract:
In this paper we review the leading barrier to democratic change - societies' limited command of democratic principles and practices and the lack of built-in device in the authority for mechanisms of civil control in democratic rule of law. Main contribution of this work is the illustrative example of the capabilities developed by Goshev - Goshev AI-tools: AI-approach, AI-methodology and AI-cognitive G-space architecture to improve the legal and statutory mechanisms of power. Below are elaborated comprehensive measures focused on the success of the transition to democracy. These measures include: a. A complete overhaul of the status-quo in education in democracy. Particularly, the existing cursory, unsystematic, and primarily targeted to children and youth educational patch-work would be replaced by a structured, comprehensive and all-inclusive progressively graduated educational system b. An exhaustive reform of the legislative base. This reform would be more comprehensive and rigorous than reforms mandated as part of EU integration/membership. Specifically, the reform would involve development of logically complete and consistent context-specific designs of democratic legal systems and institutions, their testing and writing into legislation c. Development of mechanisms for permanent monitoring and improvement of the legal system and state governance. Mechanisms of such type would provide for early detection and swift rectification of practices inconsistent with the values and norms of democracy. Keywords: Ttransition to democracy; AI-approach; AI-methodology; and AI-cognitive G-space architecture
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Goshev, Georgi. "The Transition to Democracy in Bulgaria: Much-Needed Reforms, Showed by AI-Approach, AI-Methodology and AI-Cognitive G-Space Architecture." European Journal of Interdisciplinary Studies 5, no. 1 (August 30, 2016): 80. http://dx.doi.org/10.26417/ejis.v5i1.p80-91.
Full textAbstract:
In this paper we review the leading barrier to democratic change - societies' limited command of democratic principles and practices and the lack of built-in device in the authority for mechanisms of civil control in democratic rule of law. Main contribution of this work is the illustrative example of the capabilities developed by Goshev - Goshev AI-tools: AI-approach, AI-methodology and AI-cognitive G-space architecture to improve the legal and statutory mechanisms of power. Below are elaborated comprehensive measures focused on the success of the transition to democracy. These measures include: a. A complete overhaul of the status-quo in education in democracy. Particularly, the existing cursory, unsystematic, and primarily targeted to children and youth educational patch-work would be replaced by a structured, comprehensive and all-inclusive progressively graduated educational system b. An exhaustive reform of the legislative base. This reform would be more comprehensive and rigorous than reforms mandated as part of EU integration/membership. Specifically, the reform would involve development of logically complete and consistent context-specific designs of democratic legal systems and institutions, their testing and writing into legislation c. Development of mechanisms for permanent monitoring and improvement of the legal system and state governance. Mechanisms of such type would provide for early detection and swift rectification of practices inconsistent with the values and norms of democracy. Keywords: Ttransition to democracy; AI-approach; AI-methodology; and AI-cognitive G-space architecture
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Synytsia, Andrii. "EDUCATION AS A MEANS OF AFFIRMING DEMOCRACY VALUES IN JOHN DEWEY’S PRAGMATISM: FROM TODAY’S STANDPOINT." Journal of Education Culture and Society 11, no. 1 (June 26, 2020): 30–41. http://dx.doi.org/10.15503/jecs2020.1.30.41.
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Aim. The aim of the research is to analyse the capabilities of Dewey’s pragmatism in the philosophy of education as a medium for affirming today’s values of democracy.
Methods. The article is based on a conceptually extended literature review. Such philosophical methods as hermeneutics (to take into account the socio-cultural context in the process of investigating the content of primary sources), interpretation (to study the basic theoretical foundations of the educational process and to explain their practical value) and comparative analysis (to identify similarities or differences between different ideas and conceptions) are applied.
Results. The research identified the philosophical dimension of education, making it possible to understand the nature of learning in pragmatism. An investigation is pursued into what role the activity of the subject plays in the learning process, how the importance of freedom is substantiated in communication, and what place in the face of contemporary civilisational challenges has experience as a medium of true knowledge for becoming the ideals of a democratic society.
Conclusion. The methodology of pragmatism makes it possible to resolve contradictions in education. The theoretical and practical principles of pragmatism that were substantiated by John Dewey contribute to the formation of an active life position of students, the free and constructive communication between all participants in learning, and the promotion of the ideals of a democratic society. They create an environment for the formation of genuine experience and the development of critical thinking skills as reliable means of protecting against misinformation or the spread of false values and the precondition for the advancement of humanistic values.
Key words: philosophy of education, democratic values, Dewey’s pragmatism
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Wibowo, Eko Nur. "RELEVANSI PENDIDIKAN KARAKTER DALAM FILM KUNGFU PANDA TERHADAP PENDIDIKAN AGAMA ISLAM." Jurnal Ilmiah Mahasiswa Raushan Fikr 7, no. 2 (March 20, 2019): 131–56. http://dx.doi.org/10.24090/jimrf.v7i2.2514.
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This study aims to describe the values of character education in the film Kung Fu Panda and its relevance with Islamic education. This research is qualitative research using descriptive method. The data is taken from the character's dialogue in particular intercultural dialogue involving the main characters. That data is then described and analysed. This research focuses on the educational value of the character in the film.. This research found several values character education that is religious, honest, discipline, hard work, creative, democratic, curiosity, love of the motherland, social care, and responsibility. Values that are relevant to the purpose of the concept of Islamic religious education in shaping attitudes, terpuju (mahmudah morals).
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HELGØY, INGRID, and ANNE HOMME. "Policy Tools and Institutional Change: Comparing education policies in Norway, Sweden and England." Journal of Public Policy 26, no. 2 (July 20, 2006): 141–65. http://dx.doi.org/10.1017/s0143814x0600050x.
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The main question raised in this article is how educational reforms reflect convergence or divergence between the English, the Norwegian and the Swedish educational systems. We claim that the answer depends on how convergence is conceptualised. At the level of decisions on tools, the countries seem more similar than two decades ago. However, to explain policy changes our analytical perspective must be broadened. We demonstrate how values based on different welfare state models, political economies and different types of institutional evolution can explain processes of change in education over the last decades. In paying attention to broader processes of change, a certain degree of variation occurs. The countries seem to develop according to nationally specific trajectories: England has strengthened the liberal and elitist values of education while social democratic values of comprehensiveness and equality have impact on the aims and effects of policy tools in Norway and Sweden.
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Reisinger, William M., Arthur H. Miller, Vicki L. Hesli, and Kristen Hill Maher. "Political Values in Russia, Ukraine and Lithuania: Sources and Implications for Democracy." British Journal of Political Science 24, no. 2 (April 1994): 183–223. http://dx.doi.org/10.1017/s0007123400009789.
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Employing data from three surveys of mass opinion conducted in Lithuania, Ukraine and European Russia during 1990, 1991 and 1992, we examine three prominent but competing hypotheses about the source of political values in the post-Soviet societies: historically derived political culture, regime indoctrination and the effects of societal modernization. The literature on Soviet political culture argues that Russian mass values are distinguished by authoritarianism and love of order, values which will be largely shared by Ukrainians, especially East Ukrainians, whereas Lithuanian society would not evince this pattern. Our data do not support this hypothesis. We then examine acceptance of Soviet era norms, both political and economic. We do not find support for the argument that regime indoctrination during the Soviet period produced a set of ideologically derived values throughout the former Soviet Union and across a series of generations. The third hypothesis – that industrialization, urbanization, war and changing educational opportunities shaped the formative experiences of succeeding generations in the Soviet societies and, therefore, their citizens' values – receives the most support: in each of the three societies, differences in political values across age groups, places of residence and levels of education are noteworthy. The variations in political values we find across demographic groupings help us to understand the level of pro-democratic values in each society. We find that in Russia and Ukraine more support for democracy can be found among urban, better educated respondents than among other groups. In Lithuania, the urban and better educated respondents evince pro-democratic values at about the same level as their counterparts in Russia and Ukraine, but Lithuanian farmers and blue-collar workers support democracy at a level closer to urban, white-collar Lithuanians than to their Russian and Ukrainian counterparts. In all three societies, those citizens most likely to hold values supportive of democracy are those who are less favourable to Soviet-era values and less convinced of the primacy of the need for social and political ‘order’. Those who desire strong leadership, however, tend to have more democratic values, not more authoritarian ones.
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Jacobsen, Jannes, and Lukas Marian Fuchs. "Can We Compare Conceptions of Democracy in Cross-Linguistic and Cross-National Research? Evidence from a Random Sample of Refugees in Germany." Social Indicators Research 151, no. 2 (June 5, 2020): 669–90. http://dx.doi.org/10.1007/s11205-020-02397-6.
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AbstractThis study addresses the heated academic and public debate on the compatibility and comparability of refugees’ and host societies’ democratic values. Comparative values research has long capitalized on global similarities and differences in support for Western democratic values. We argue that such cross-cultural comparisons of culturally diverse groups are challenged by (1) different conceptions of democracy determined by different experiences with democratic systems and (2) bias introduced by linguistic differences and translation processes. In order to analyze whether the conception of democracy is comparable between different nationalities and languages, we test data from the German IAB-BAMF-SOEP Survey of Refugees and the world values survey (WVS) for measurement invariance using multi-group confirmatory factor analysis (MGCFA). Applying strict and conservative criteria for measurement invariance and fit indices, our results suggest that the applied democracy scales are problematic for comparing conceptions of democracy between refugees and Germans and across languages. However if more lenient criteria regarding partial invariance and fit indices are considered acceptable, mean comparisons could be carried out between language groups and between groups of refugees.
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McCARTHY, HELEN. "PARTIES, VOLUNTARY ASSOCIATIONS, AND DEMOCRATIC POLITICS IN INTERWAR BRITAIN." Historical Journal 50, no. 4 (November 8, 2007): 891–912. http://dx.doi.org/10.1017/s0018246x07006425.
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ABSTRACTThe achievement of universal suffrage after 1918 stimulated new forms of democratic participation in Britain. These decades witnessed not only renewed efforts by political parties to mobilize the mass electorate, but also the establishment of new kinds of civic association, often secular in character, strongly invested in a discourse of active citizenship, and committed to creating and defending a space within associational life which was free of partisan or sectarian conflict. This article presents a fresh perspective on the political culture of interwar Britain by comparing and contrasting the experiences of four voluntary associations active during this period: the National Federation of Women's Institutes, Rotary International, the British Legion, and the League of Nations Union. It analyses their relationship with conventional party politics, rejecting the argument that these associations served as vehicles for middle-class anti-socialism, and concludes, instead, that their pluralist values and political centrism formed part of a wider response by political, religious, and educational elites to the challenge of class conflict, economic instability, and political extremism in the post-war decades.