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Journal articles on the topic 'Education Pedagogiek'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Baharuddin. "ARAH PENDIDIKAN MASA DEPAN: PERLUNYA REORIENTASI POSISI PENDIDIK DAN PESERTA DIDIK." Visipena Journal 9, no. 2 (2018): 274–86. http://dx.doi.org/10.46244/visipena.v9i2.459.

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Education is essentially an empowerment process that is freeing individuals from the confines of a centralized power structure, which is able to build a power structure that only benefits a small group of people who afflict the masses. Therefore, the desire to continue to maintain pedagogics in the narrow paradigm must be reviewed, and as soon as possible a change in orientation towards critical pedagogical or pedagogic empowerment. Critical pedagogic is an engineering thinking that seeks to perfect the pedagogics that we have known as pedagogic in a narrow paradigm, namely pedagogics which te

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2

Jagodzińska, Małgorzata, and Anna Strumińska-Doktór. "Outdoor education wzmocnieniem realizacji zrównoważonego rozwoju." Studia Ecologiae et Bioethicae 17, no. 4 (2019): 55–67. http://dx.doi.org/10.21697/seb.2019.17.4.06.

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Wadą edukacji w dzisiejszej szkole jest przekaz słowny oraz badania i eksperymenty w murach szkolnych. Uczniowie mają mało okazji do badania i doświadczania rzeczywistości w naturalnych warunkach. Czynny udział uczniów uaktywnia, zaciekawia i daje poczucie sprawstwa. Wspólne planowanie ekspedycji, wycieczek i gier terenowych jest czynnikiem kształtującym więzi i zaufanie w grupie. Zajęcia w plenerze pozwalają na odkrycie zainteresowań i talentów. Pedagogika Outdoor education (OE) staje się coraz bardziej popularna, w Polsce przyjmuje różne nazwy: edukacja na świeżym powietrzu, edukacja poza kl

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3

Kossak-Główczewski, Kazimierz. "New questions in pedagogy – multiculturalism, regional education, pedagogy of place, reinhabitation and deterritorialisation." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Rocznik Polsko-Ukraiński 17 (2015): 131–43. http://dx.doi.org/10.16926/rpu.2015.17.09.

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4

Duhn, Iris. "Places for Pedagogies, Pedagogies for Places." Contemporary Issues in Early Childhood 13, no. 2 (2012): 99–107. http://dx.doi.org/10.2304/ciec.2012.13.2.99.

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Stępkowski, Dariusz. "Dlaczego konieczna jest filozoficzna pedagogika ogólna. Rozważania w kontekście eseju J.F. Herbarta O ciemnej stronie pedagogiki." Kwartalnik Pedagogiczny, no. 1 (March 20, 2017): 79–90. http://dx.doi.org/10.5604/01.3001.0009.8115.

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The author of the paper tries to show that general pedagogy has its philosophical distinction, e.g., comparing to philosophy of education. Johann Friedrich Herbart’s essay On the Dark Side of Pedagogy is an important point of reference in the analysis. Starting from the essay, the author justifies the necessity of an approach to general pedagogy with its most important goal, i.e., defining the basic pedagogical thought. The thought is “basic” as it combines theoretical and practical knowledge on education and has to be defined over and over again, and not because without it education cannot be

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6

SILVA, Vívian Parreira da, and Aida Victoria Garcia MONTRONE. "Educação como Fundamento da Vida: Algumas Reflexões sobre Educação das Relações Étnico-raciais desde o nosso Contexto Afrodiaspórico." INTERRITÓRIOS 6, no. 12 (2020): 1. http://dx.doi.org/10.33052/inter.v6i12.248987.

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RESUMOO objetivo deste artigo é dialogar experiências para ampliarmos nossas compreensões em educação, tendo como enfoque ações e reflexões fundamentadas no antirracismo e na decolonialidade. Ao buscarmos novas pedagogias, epistemologias e caminhos de construir conhecimentos, nos deparamos com os limites e amarras que a colonialidade nos coloca. Ainda temos a naturalização do pensamento eurocêntrico, o que provoca uma blindagem na capacidade de compreendermos e reconhecermos a nossa diversidade cultural enquanto potências educativas. A partir de algumas reflexões tecidas em diálogo com autoras

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7

Djumaniyazovna, Maryambibi Abdullayeva. "ISSUES OF SPIRITUAL EDUCATION IN PRESCHOOL EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (2021): 116–21. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-22.

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This article will focus on the necessary aspects of the coverage of preschool educational institutions for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary classes will not be effective enough. That is, educational adaptation-the adaptation of the child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical and

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8

LUIS PEREIRA, CARLOS, and EDSON RODRIGUES DOS SANTOS. "EDUCAÇÃO DO CAMPO: A IMPORTÂNCIA DO PROFISSIONAL PEDAGOGO NAS EDUCAÇÃO DO CAMPO." Revista SODEBRAS 14, no. 157 (2019): 22–27. http://dx.doi.org/10.29367/issn.1809-3957.14.2019.157.22.

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9

Qvarsell, Birgitta. "Pedagogik blir pedagogik och didaktik vid Stockholms universitet." Pedagogisk forskning i Sverige 23, no. 5 (2018): 84–98. http://dx.doi.org/10.15626/pfs23.5.05.

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This article is primarily based on my experiences as professor of Education during the last years of 1990 and first years of 2000, being appointed professor in 1992 and becoming emerita in 2005. With a background in psychology and a licentiate thesis in this discipline I had to tackle the question of the relationship between psychology and education in 1969 when I left psychology for education as academic subject. During the period which I overview a number of new positions as professor, appointed as well as promoted, were important as were adjunct professors, recruited to bridge the gap betwe

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10

Heidemann, Kai A. "Pedagogies of Solidarity." Comparative Sociology 19, no. 3 (2020): 335–62. http://dx.doi.org/10.1163/15691330-bja10014.

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Abstract Sociological scholarship on social movements has shed important light on the role of knowledge production for processes of collective action and mobilization. However, much of this research overlooks the question of how movement-based knowledge emerges from within institutionalized settings of formal education. Drawing on a qualitative case study, this article examines the repertoire of knowledge-building practices mobilized from within a state-based system of adult education in francophone Belgium. Building on social movement theory, it is shown how formalized sites of adult educatio

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11

Winks, Lewis. "Wild Pedagogies." Environmental Education Research 26, no. 2 (2019): 303–4. http://dx.doi.org/10.1080/13504622.2019.1688766.

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12

Miller, Grant R. "Coloring Pedagogies." Educational Researcher 39, no. 3 (2010): 242–44. http://dx.doi.org/10.3102/0013189x10366468a.

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13

Kodelja, Zdenko. "Some Thoughts on Philosophy of Education." Filosofiya osvity. Philosophy of Education 21, no. 2 (2017): 46–56. http://dx.doi.org/10.31874/2309-1606-2017-21-2-46-56.

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Philosophy of education is usually understood as a special branch of philosophy. However, a noteworthy fact is that in many countries philosophy of education is not recognized as such and, consequently, is not taught in departments of philosophy, but rather in departments or faculties of education. In these cases the term “philosophy of education” is or was also used as a synonym for two things: firstly, for one of the educational sciences, and secondly, for one of the interpretations of that traditional academic discipline whose name has the same meaning and etymological origin in several lan

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14

Culpan, Ian, and Sue McBain. "Constructivist pedagogies for Olympism education." Asia-Pacific Journal of Health, Sport and Physical Education 3, no. 2 (2012): 95–108. http://dx.doi.org/10.1080/18377122.2012.700690.

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15

Thomas, Glyn. "Signature pedagogies in outdoor education." Asia-Pacific Journal of Health, Sport and Physical Education 6, no. 2 (2015): 113–26. http://dx.doi.org/10.1080/18377122.2015.1051264.

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16

Matthews, Julie. "Hybrid Pedagogies for Sustainability Education." Review of Education, Pedagogy, and Cultural Studies 33, no. 3 (2011): 260–77. http://dx.doi.org/10.1080/10714413.2011.585288.

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17

Rich, Emma. "Body pedagogies, education and health." Sport, Education and Society 15, no. 2 (2010): 147–50. http://dx.doi.org/10.1080/13573321003683760.

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18

Bastos, Flávia M. C. "Disruptive Pedagogies in Art Education." Art Education 62, no. 3 (2009): 5. http://dx.doi.org/10.1080/00043125.2009.11519013.

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19

Flint, Amy Seely, Tasha Tropp Laman, and Tambra O. Jackson. "Culturally sustaining pedagogies in education." Theory Into Practice 60, no. 3 (2021): 227–30. http://dx.doi.org/10.1080/00405841.2021.1911580.

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20

Haviz, M. "Designing and Developing a New Model of Education Surau and Madrasah Minangkabau Indonesia." Jurnal Pendidikan Islam 6, no. 1 (2017): 79. http://dx.doi.org/10.14421/jpi.2017.61.79-100.

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Abstract The purpose of this research was to design and develop a new model of education surau and madrasah minangkabau (SMM) Indonesia. The method used is educational design research with phase: preliminary research, prototyping phase and assessment phase. The participants of this research are 120 social religious activists as practitioner and 3 experts. The instrument used is validation and observation sheets. Means and standard deviation are calcualted for finding the level of validity and observation of implementation of prototype. The result show that the characteristics of prototyp

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21

Osorio Vargas, Jorge. "Educação popular de base comunitária e pedagogia do comum: memória, trajetória e desafios." Cadernos CIMEAC 10, no. 3 (2020): 118. http://dx.doi.org/10.18554/cimeac.v10i3.4915.

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O artigo é parte de um projeto do autor que, ao lado de educadores e educadoras da América Latina e do Caribe, pretende recuperar a memória da educação popular e seus critérios de análise acerca da trajetória como educadores e educadoras dos núcleos problemáticos do itinerário histórico-pedagógico dos organizadores de educação popular de base comunitária. A partir dessa perspectiva textual-biográfica são retomados, conforme os critérios do autor, os novos signos que ressignificam a educação popular em uma pedagogia do comum.Palavras-chave: Educação popular; Educação comunitária; Pedagogias; Bi

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22

Supriatna, Mamat. "PROBLEM ONTOLOGY PEDAGOGIK INDONESIA." PEDAGOGIA 14, no. 3 (2017): 485. http://dx.doi.org/10.17509/pedagogia.v14i3.5911.

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Pedagogical discourse in Indonesia is inseparable from the development of the nation's history. Throughout the nation's history, pedagogical discourse in Indonesia remains stagnant as the object of its study is continued to reside on the practical level of education. Academicians, policy makers, observers, and practitioners of education still do not care about foundational and structural objects of the study that contribute to the sturdiness of the scientific foundation and the education system. This paper aims to analytically describe the problem of the ontology of the science education, whic

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23

Klauke, Jonathan. "Getting medieval on education." Learning and Teaching 12, no. 2 (2019): 68–88. http://dx.doi.org/10.3167/latiss.2019.120205.

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This article explores the historical importance of argument and self-learning within the structure of liberal arts education and how these can be applied to the design of university and community college general education classes to help students develop skills in effective communication, critical thinking and self-learning. Research in classical and medieval theories of education, the liberal arts and pedagogy are used to clarify the purpose of higher education (teaching students how to learn without the aid of a teacher) and explore historical and modern pedagogies designed to achieve that p

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24

Kollarova, Dana. "FOREST PEDAGOGICS POTENTIAL IN PRIMARY EDUCATION." Slavonic Pedagogical Studies Journal 7, no. 1 (2018): 155–63. http://dx.doi.org/10.18355/pg.2018.7.1.15.

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25

Sözeri, Semiha, H. K. Altinyelken, and M. L. L. Volman. "Pedagogies of Turkish Mosque Education in the Netherlands." Journal of Muslims in Europe 10, no. 2 (2021): 210–33. http://dx.doi.org/10.1163/22117954-bja10024.

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Abstract This is a study of mosque pedagogies and their relevance for the formation of the moral and political identity of Turkish-Dutch youth. Based on fieldwork in two mosques affiliated with Milli Görüş and Diyanet in the Netherlands, the study identifies three different pedagogies practiced in the mosque classrooms: pedagogy of national identity building, unorthodox pedagogies of bonding, and pedagogies of moral formation. The findings show that teaching activities in both mosques contain messages pertaining to citizenship norms and values in areas such as interaction between different gen

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26

Afolabi, Akingbemisilu Abiola. "Mobile Devices: A Patent Need for Current Re-defining Education and Innovative Pedagogies." International Journal of Information and Education Technology 6, no. 8 (2016): 638–42. http://dx.doi.org/10.7763/ijiet.2016.v6.765.

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27

Spring, Joel. "Pedagogies of Globalisation." Pedagogies: An International Journal 1, no. 2 (2006): 105–22. http://dx.doi.org/10.1207/s15544818ped0102_3.

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28

Giroux, Henry A. "Beyond Pedagogies of Repression." Monthly Review 67, no. 10 (2016): 57. http://dx.doi.org/10.14452/mr-067-10-2016-03_6.

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At a time when the public good is under attack and there seems to be a growing apathy toward the social contract or any other civic-minded investment in public values and the larger common good, education has to be seen as more than a credential or a pathway to a job, and pedagogy as more than teaching to the test. Against pedagogies of repression such as high-stakes testing, which largely serve as neoliberal forms of discipline to promote conformity and limit the imagination, critical pedagogy must be viewed as crucial to understanding and overcoming the current crises of agency, politics, an

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29

Lillejord, Sølvi. "Hva er pedagogisk kunnskap? Et eksempel fra praktisk-pedagogisk utdanning." Nordic Studies in Education 25, no. 02 (2005): 81–94. http://dx.doi.org/10.18261/issn1891-5949-2005-02-01.

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30

Linné, Agneta. "Pedagogik, institution och kunskapsobjekt." Pedagogisk forskning i Sverige 23, no. 5 (2018): 61–83. http://dx.doi.org/10.15626/pfs23.5.04.

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This essay, Educational science, institution, and epistemic objects, includes comments on two themes: “Educational science from university discipline to field of knowledge”, and “Searching for the epistemic objects of educational science”. The approach is partly autobiographic. Taking 1968 as starting point, the institutional conditions and transformations of educational science as a university discipline in Sweden are outlined, primarily using one of the larger departments of education as a case. The analysis highlights the substantial expansion and differentiation that characterize the devel

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31

Schwantes, Vilson, Márcio Pizzete Xavier, Eloísa Bernardete Finkler Schwantes, et al. "Reflection on Ethnomathematics as a pedagogical possibility." Revista Científica Multidisciplinar Núcleo do Conhecimento 11, no. 07 (2019): 148–65. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/ethnomatematica-pedagogic.

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32

Ribeiro, Carlos Dimas Martins. "Higher education pedagogies: a capabilities approuch." Revista Brasileira de Educação Médica 31, no. 1 (2007): 99–101. http://dx.doi.org/10.1590/s0100-55022007000100014.

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33

King, Colin D., and Gregory MacKinnon. "Signature Pedagogies in Athletic Therapy Education." Athletic Training Education Journal 14, no. 4 (2019): 293–304. http://dx.doi.org/10.4085/1404293.

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Context Developing an understanding of the signature pedagogies in athletic therapy education may help to promote greater pedagogical development opportunities and encourage meaningful reflection for educators. Objective To gain an understanding of the perceived level of pedagogical knowledge in Canadian athletic therapy educators and how they developed such knowledge. Design Sequential explanatory mixed-methods. Setting Seven undergraduate Canadian Athletic Therapists Association–accredited institutions Patients or Other Participants Twenty-one athletic therapy educators (16 women, 5 men) res

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34

Walker, Melanie. "Critical Capability Pedagogies and University Education." Educational Philosophy and Theory 42, no. 8 (2010): 898–917. http://dx.doi.org/10.1111/j.1469-5812.2007.00379.x.

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35

Riley, Donna. "EMPLOYING LIBERATIVE PEDAGOGIES IN ENGINEERING EDUCATION." Journal of Women and Minorities in Science and Engineering 9, no. 2 (2003): 137–58. http://dx.doi.org/10.1615/jwomenminorscieneng.v9.i2.20.

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36

Yelland, Nicola, and Eugenia Arvanitis. "Transformative pedagogies in early childhood education." Global Studies of Childhood 8, no. 2 (2018): 111–13. http://dx.doi.org/10.1177/1463949117734979.

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37

Oskineegish, Melissa, and Leisa Desmoulins. "A Vision Towards Indigenous Education Sovereignty in Northwestern Ontario." in education 26, no. 1 (2020): 85–102. http://dx.doi.org/10.37119/ojs2020.v26i1.451.

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To support the calls for Indigenous education sovereignty by the National Indian Brotherhood (1972) and the Assembly of First Nations, (1988), in this paper we explore Indigenous education as envisioned by six educators and knowledge holders in northwestern Ontario. Educators from six different schools and programs who took part in a national project called the National Centre for Collaboration in Indigenous education shared their descriptions and visions of Indigenous education. Findings reveal Indigenous pedagogies that align with Lee and McCarty’s (2017) theoretical framework of culturally

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38

Koťa, Jaroslav. "Notes on Methodological Issues of History of Education." e-Pedagogium 15, no. 3 (2015): 26–39. http://dx.doi.org/10.5507/epd.2015.031.

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39

Rozkovcová, Andrea. "Normative Education in Educational Science (Pedagogy) and Andragogy." e-Pedagogium 14, no. 3 (2014): 92–103. http://dx.doi.org/10.5507/epd.2014.032.

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40

Jackson *, Robert. "Intercultural education and recent European pedagogies of religious education." Intercultural Education 15, no. 1 (2004): 3–14. http://dx.doi.org/10.1080/1467598042000189952.

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41

Papenfuss, Jason, and Eileen Merritt. "Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context." Sustainability 11, no. 14 (2019): 3880. http://dx.doi.org/10.3390/su11143880.

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Students, practitioners, and scholars of sustainability education are increasingly calling for divergent curricula and novel pedagogical approaches that cultivate transformation and emancipation at both the individual and institutional levels. For decades, ecovillages around the globe have provided alternatives for sustainable living and many have also developed alternative educational approaches. For this reason, ecovillages can be important learning laboratories for experimenting with sustainability education curricula and pedagogies, allowing scholars to learn across disciplinary, cultural,

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42

Luke, Allan. "Editorial Introduction: Why Pedagogies?" Pedagogies: An International Journal 1, no. 1 (2006): 1–6. http://dx.doi.org/10.1207/s15544818ped0101_1.

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43

Talburt, Susan. "‘After‐queer’: subjunctive pedagogies." International Journal of Qualitative Studies in Education 23, no. 1 (2010): 49–64. http://dx.doi.org/10.1080/09518390903447127.

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Sæverot, Herner. "Utdanningsvitenskapens delegitimering av pedagogikk." Nordic Studies in Education 34, no. 01 (2014): 21–33. http://dx.doi.org/10.18261/issn1891-5949-2014-01-03.

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45

Petriwskyj, Anne. "Pedagogies of Inclusive Transition to School." Australasian Journal of Early Childhood 38, no. 3 (2013): 45–55. http://dx.doi.org/10.1177/183693911303800307.

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Kilderry, Anna. "Intentional Pedagogies: Insights from the Past." Australasian Journal of Early Childhood 40, no. 3 (2015): 20–28. http://dx.doi.org/10.1177/183693911504000304.

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47

Śliwerski, Bogusław. "Postfutbolowa pedagogika i jej aplikacje w analizie edukacyjnych zjawisk." Studia Edukacyjne, no. 44 (June 15, 2017): 7–22. http://dx.doi.org/10.14746/se.2017.44.1.

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For the author of the text, football is not only a reference to the most recent publications in education sociology and cultural anthropology on this sport in the lives of postmodern societies, but also a metaphor for an analysis of selected issues of the educational policy and higher educations in Poland.

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Jurzysta, Kazimierz. "The pedagogy of culture in the system of contemporary education." Journal of Modern Science 35, no. 4 (2018): 11–32. http://dx.doi.org/10.13166/jms/84814.

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49

Kubaeva, Mavluda Bakhtiyor Qizi. "THE USE OF VISUAL TECHNOLOGIES OF EDUCATION IN ECOLOGICAL EDUCATION OF PRESCHOOL CHILDREN AS A PEDAGOGICAL PROBLEM." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (2021): 6–10. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-02.

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The use of visual aids in the process of environmental education of preschool children is a factor of high efficiency, as they help the learner to master the learning material and then retain it in their memory and consciousness for a long time, the basis of the visual process, education the physiological mechanisms of the information presented in the form of visual images that are perceived by the recipient through vision are highlighted.

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Godfrey Mukelabai, Mooka, Daniel Siakalima, Magdalene Simalalo, Gistered Muleya, Thomas Musankuleni Kaputa, and Francis Simui. "International Perspectives on Preparing Pre-Service Teachers for Inclusive Education Pedagogies: Implications for Developing Countries." American Journal of Educational Research 8, no. 12 (2020): 885–92. http://dx.doi.org/10.12691/education-8-12-1.

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