Academic literature on the topic 'Life orientation educator'
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Journal articles on the topic "Life orientation educator"
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Dimo, A. T., and T. P. Phaswana. "The role of clinical educators in physiotherapy clinical education: The student’s perspective." South African Journal of Physiotherapy 56, no. 4 (November 30, 2000): 37. http://dx.doi.org/10.4102/sajp.v56i4.1348.
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Background and aim: Clinical educator’s play an important role in the training of physiotherapy students as they spend most of their time in a clinical setting. Clinical educators facilitate the integration of theoretical and practical components of physiotherapy education with actual patients in a real life situation. The aim of the study was to establish the clinical educator’s role as perceived by students. Methods: Descriptive survey methods utilising a close ended questionnaire were used to collect data from students. A study sample of 80 students was used. Data collected were analysed using the SAS statistical program.Results: Orientation was cited as the most important role of the clinical educator (94%), by the respondents. Teaching activities were the second most important category of the clinical educator’s role (75%). Assessment was the next category considered to form part of clinical educator’s role. Communication were not considered to be part of clinical educator’s role.Conclusion: The students perceive orientation, teaching and assessment of performance activities to constitute the role of the clinical educator. Communication activities were rated not to form part of the clinical educator’s role.
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Meadows, Bryan. "Culturalist to Interculturalist Orientations in Language Education: One Professional and Personal Journey from Student, to Teacher, to Teacher Educator." Education and Society 38, no. 2 (December 1, 2020): 63–79. http://dx.doi.org/10.7459/es/38.2.05.
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The purpose of this paper is to chronicle the shift in how language educators are thinking about culture teaching between culturalist and interculturalist orientations. This transformation is intertwined with my own personal and professional journey from language student to language teacher and to teacher educator. I detail specific classroom practices consistent with the interculturalist orientation. In reading this journey, junior educators can reflect on how one’s ideology of teaching is closely linked with one’s personal and professional trajectory. That is, life experiences outside of language teaching intersect with our teacher formation to make us the teachers we are at present.
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Astuti, ASTUTI. "MANAJEMEN PENGEMBANGAN SUMBER DAYA MANUSIA DI SEKOLAH." Adaara: Jurnal Manajemen Pendidikan Islam 6, no. 1 (November 1, 2018): 604–24. http://dx.doi.org/10.35673/ajmpi.v7i1.308.
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Abstract. Human Resource Management (HRM) is all activities related to the recognition of the importance of educators and education personnel in schools as vital human resources, which contribute to school goals, and utilize functions and activities that ensure that human resources are used effectively and fair for the benefit of individuals, schools and communities. Human resource management aims to formulate the needs of educators and education personnel, develop and empower educators and education personnel to obtain the optimal value of benefits for individual educators and education personnel concerned. The scope of management of human resources in schools is HR Planning, analysis of educators and education personnel, procurement of educators and education personnel, selection of educators and education personnel, orientation, placement and assignment, compensation, performance assessment, career development, training and personnel development educators and the creation of work life quality, educator and education power negotiations, research of educators and education personnel, pensions and dismissal of teaching and education personnel. Keywords: Human Resource Development Management
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Sinay, Francisca R. "PENDIDIKAN ANAK BERWAWASAN KEWIRAUSAHAAN." Manajemen & Bisnis Jurnal 5, no. 2 (September 10, 2019): 45–57. http://dx.doi.org/10.37303/embeji.v5i2.89.
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Efforts to improve the quality of education in Indonesia have long been carried out. Improving the quality of education is one of the development priorities in the field of education. Seeing these conditions, the world of education must be able to play an active role in preparing educated human resources who are able to face the challenges of life both locally, regionally, nationally and internationally. It is not enough to master theories, but also be willing and able to apply them in social life. Not only able to apply knowledge in primary, secondary and tertiary education, but also able to solve various problems encountered in everyday life. Entrepreneurial education is education that applies principles and methodologies towards the formation of life skills for students through an integrated curriculum developed in schools. This paper tries to offer an entrepreneurial insight education model for pre-school level and primary school. With this model, if it is implemented, it is expected that the world of education will contribute significantly to improving the quality of human resources in Indonesia. The framework of entrepreneurship development among educators is felt to be very important. Because educators are 'agents of change' who are expected to be able to instill the characteristics, nature and character as well as the spirit of entrepreneurship or the soul of 'entrepreneur' for their students. Besides that the spirit of 'entrepreneur' is also very necessary for an educator, because through this soul, educators will have a work orientation that is more efficient, creative, innovative, productive and independent.
Keywords: Children's Education, Entrepreneurship.
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Hacker, Barbara. "Montessori and the Bahá’í Faith." Journal of Baha’i Studies 1, no. 2 (1988): 19–33. http://dx.doi.org/10.31581/jbs-1.2.2(1988).
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The life and work of Dr. Maria Montessori (1870-1952), scientist and educator, are introduced as relevant for the study of those investigating education in the light of the Bahá’í teachings. It is illustrated that Montessori was attuned to the spirit of the Bahá’í Era and that both her thoughts and actions showed understanding of such Bahá’í principles as the oneness of humanity, the equality of the sexes, the oneness of science and religion and a spiritual orientation to life. Her discoveries with children and view that they are key to the development of human society and ultimately world peace are presented in relation to Bahá’í writings on these subjects.
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Dalu, Mwazvita T. B., Ross N. Cuthbert, Hulisani Muhali, Lenin D. Chari, Amanda Manyani, Current Masunungure, and Tatenda Dalu. "Is Awareness on Plastic Pollution Being Raised in Schools? Understanding Perceptions of Primary and Secondary School Educators." Sustainability 12, no. 17 (August 21, 2020): 6775. http://dx.doi.org/10.3390/su12176775.
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Plastic pollution is a major global issue and its impacts on ecosystems and socioeconomic sectors lack comprehensive understanding. The integration of plastics issues into the educational system of both primary and secondary schools has often been overlooked, especially in Africa, presenting a major challenge to environmental awareness. Owing to the importance of early age awareness, this study aims to investigate whether plastic pollution issues are being integrated into South African primary and secondary education school curriculums. Using face-to-face interviews with senior educators, we address this research problem by investigating (i) the extent to which teachers cover components of plastic pollution, and (ii) educator understandings of plastic pollution within terrestrial and aquatic environments. The results indicate that plastic pollution has been integrated into the school curriculum in technology, natural science, geography, life science, life skills and life orientation subjects. However, there was a lack of integration of management practices for plastics littering, especially in secondary schools, and understanding of dangers among different habitat types. This highlights the need for better educational awareness on the plastic pollution problem at both primary and secondary school level, with increased environmental programs needed to educate schools on management practices and impacts.
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Lavrinenko, Oleksandr. "THE IDEA OF AN «IDEAL TEACHER» IN THE LIFE AND CREATIVITY OF THE ACADEMICIAN I. A. ZIAZIUN (1938-2014)." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 80–90. http://dx.doi.org/10.33989/2226-4051.2018.17.176283.
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The article deals with the scientific approaches of the outstanding Ukrainian educator, philosopher, organizer of pedagogical education I. A. Ziaziun (1938-2014) on the essence and content of the «ideal teacher» training; the academic work of the scientist in the domain of author’s ideas about the formation of the future teachers personality in the system of professional training, the development of leading universal values, humanistic principles of education and upbringing have been analyzed. Creative approaches to the formation of a high level of pedagogical activity-action – a dominant component of pedagogical skills have been elaborated.The scientific-theoretical approaches of I. A. Ziaziun to consideration the preparation specifics of an «ideal teacher» at pedagogical institutions of education, the formation of leading values, which should become a pledge of professional and pedagogical activities have been revealed.I. A. Ziaziun’s beliefs that an «ideal teacher» should be picked up from the school desk have been distinguished. «Ideal teacher» is first and foremost a person who provides a high level of communicative interaction, because all problems of learning and education are associated with ineffective communication, which is based on the lack of trust in the creative ability of the student’s personality and disrespect for his personality spontaneity motivated search for interest and meanings. It has been determined that the specificity of the «Ideal Teacher» personality as a subject of pedagogical action, according to I. A. Ziaziun consists of his personal qualities, experience, appearance, manners, behavior.It is proved that humanistic orientation of the teacher’s personality influence on the student’s behavior for the purpose of his subsequent change. Teacher’s actions are subordinated to the real interests of the individual. In this sense, the humanist orientation fully corresponds to the main tasks of personality-oriented pedagogy – to help a person in determining the relation to himself, other people, the world around him and his professional activities.As an unsurpassed aesthete and theorist of pedagogical skill, I. A. Ziaziun defended the most up-to-date value of teacher profession – the beauty of pedagogical action. The scientist convinced that the basis of human life is a feeling. Teachers, regardless of specialty, should be saturated with positive feelings of the environment of their students.
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Nguyen, Kim A., Anniza de Villiers, Jean M. Fourie, Lesley T. Bourne, and Michael K. Hendricks. "The feasibility of implementing food-based dietary guidelines in the South African primary-school curriculum." Public Health Nutrition 18, no. 1 (November 27, 2013): 167–75. http://dx.doi.org/10.1017/s1368980013003194.
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AbstractObjectiveTo explore the perceptions of educators from the Western Cape Province about the feasibility of implementing South African food-based dietary guidelines (FBDG) in the national curriculum of primary schools.DesignCombined quantitative and qualitative methods. We report on the quantitative component.SettingTwelve public primary schools of different socio-economic status in three education districts of the Western Cape: Metro Central, Metro East and Cape Winelands.SubjectsEducators (n256) participated in the self-completed questionnaire survey.ResultsEducators assessed that FBDG were appropriate to South African schoolchildren (94%), could be used as an education tool (97%) and fill gaps in the current curriculum about healthy dietary habits (91%). Besides Life Orientation, FBDG could be taught in other learning areas from grades 3 to 7 (9–13 years old). Important barriers to implementing FBDG in the curriculum were educators’ workload (61%), insufficient time (46%), learners’ disadvantaged background (43%) and educators’ lack of knowledge (33%). Other approaches to teach children about FBDG included linking these to the National School Nutrition Programme (82%), school tuck shops (79%), parent meetings (75%), school nutrition policy (73%) and school assembly (57%). Educators in high-income schools perceived that learners’ lifestyle was significantly worse (P< 0·001) and that tuck shops and the school assembly were the best means to teach pupils about FBDG (P< 0·001 andP< 0·05).ConclusionsImplementing FBDG in the national school curriculum is seen as important together with optimizing the school physical environment. Key factors required for successful implementation in the curriculum are sufficient educational materials, adequate time allocation and appropriate educator training.
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KHAVZHOKOVA, L. B. "LITERARY HERITAGE OF AHMEDKHAN NALOYEV: MAJOR MILESTONES IN BIOGRAPHY AND PROBLEMS OF CREATIVITY (to the 100th anniversary of the birth of the writer)." Kavkazologiya, no. 2 (2021): 154–65. http://dx.doi.org/10.31143/2542-212x-2021-2-154-165.
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The article is devoted to the study of the life and literary heritage of one of the significant creative figures in the Kabardian literature of the 60s – 80s. Of the twentieth century, which determined the features of the formation and development trends of national prose of the specified period. The relevance of the stated topic is due to the fact that until now in the Adygeyan literary criticism there are no generalizing works on the study of milestones in the biography and a comprehensive analysis of the literary work of A. Naloev. The scientific novelty of the research lies in the fact that for the first time a comprehensive substantive and structural-compositional analysis of the writer's works is carried out, starting from the first sketches in the form of miniatures and satirical and humorous stories, ending with larger genres – a story and a novel. The aim of the study is to recreate a complete biographical and creative picture of the life of a talented writer, philologist, educator, educator who raised a whole generation of artists and workers of culture and education. To achieve the goal, a number of tasks are solved, among the main ones – the study of the milestones of the biography of A. Naloev, the analysis of works, the consideration of the ideological and thematic orientation and the genre-style paradigm of the writer's work, determination of the role and place of his creative heritage in national literature and in general in cultural development Adyghe ethnos. The study used general scientific methods with an emphasis on the method of analysis, description and generalization. The results obtained have theoretical significance for further study of national literatures. They can become a significant practical help in writing various kinds of research papers, as well as in the preparation of special courses in universities and colleges.
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Hull, John E. "Education for Discipleship: A Curriculum Orientation for Christian Educators." Journal of Education and Christian Belief 13, no. 2 (September 2009): 155–68. http://dx.doi.org/10.1177/205699710901300207.
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THIS ARTICLE INVESTIGATES the long-held assumption that Christian educators need their own curriculum orientation. Seminal documents published by Philip Jackson and Harro Van Brummelen in the nineties are analyzed against the background of a brief history of the field of curriculum theory. The author accepts Jackson's conclusion that curriculum theorists and classroom teachers are generally confused about the true nature of curriculum orientations and about the way curriculum reform takes place. Jackson's own understanding of curriculum orientations raises the bar of curriculum reform from the mere substitution of one conceptual model for another to the preference of one way of life over all others. The investigation reveals that Van Brummelen's presentation of an alternative Christian curriculum orientation both rises above Jackson's critique and is vulnerable to it. Education for Discipleship is a highly evolved alternative curriculum orientation; nevertheless, its implementation is limited to a learning community actualizing a biblical world and life point of view from a conceptual model to actual practice. This investigation suggests that substantive curriculum reform requires two-way traffic along the conduit of influence that connects faith, theoretic frameworks, curricular practice, and community life experience.
Dissertations / Theses on the topic "Life orientation educator"
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Cohen, Avraham. "Attending to the inner life of an educator : the human dimension in education." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/63.
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My dissertation is a selection of essays that reflect upon human potential, particularly but not exclusively, within educational environments. I offer theory and practices that suggest that under the right conditions educators and students will move towards the far reaches of their own creative capacities. I offer my own experience and practice as an exemplar of possibilities.
I make proposals about educators and education of educators that represent a paradigm shift from centralizing curriculum and content to focusing on care, nurturance, subjective and inter-subjective understanding, and development of educators. The reader is invited to see educators as central, and is encouraged towards the possibility that educators must be supported, encouraged, and cared for in order to support emergence of their vitality, first for themselves and subsequently for students.
I outline an approach that puts human beings in educational environments first in practical and specific ways. Integration of personal experience and curriculum material is explicated. The importance of personal inner work for educators is highlighted. Inner Work is characterized as a personal and spiritual process. The claim that educators need to have group facilitation skills is made and evidence offered.
Philosophical and theoretical background from education, eastern and western philosophy, humanistic and transpersonal psychology, process-oriented methods, and counselling psychology are drawn upon. The approach is holistic and systemic. The human is viewed as important but not separate from other living beings or the environment. The values of presence, care, and deep democracy underlie the ideas. The importance of relationality and
I-Thou connection are explicated. The writing and research draws on a variety of qualitative approaches, including, living inquiry, autobiography, and self-study, as well as conceptual, narrative, poetic, auto-ethnographic, heuristic, and analytic methods. The material, personal, and ephemeral are investigated as integrated parts of the Dao-Field of education and life.
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Marumo, Lesang Philadelphia. "The impact of in-service educator professional development programmes on grade 10 life orientation educators / Lesang Philadelphia Marumo." Thesis, North-West University, 2010. http://hdl.handle.net/10394/8253.
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The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system.
The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study.
Two distinct conclusions are drawn from the findings of the study, namely;
• Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District.
• Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement.
Four categories of recommendations are suggested, namely:
• The responsibility of the Department of Education towards the professional in-service training programmes.
• The teacher training institutions' responsibility towards the Life Orientation teachers.
• The formation of support groups in the different regions in the Francis Baard District.
• Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011
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Dunn, Nadine. "The impact of adoption on the adolescent birthmother's school performance / by Nadine Dunn." Thesis, North-West University, 2004. http://hdl.handle.net/10394/2385.
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Majova-Sitshange, Christiane Nozamile “Zama”, J. D. Thwala, and S. D. Edwards. "Evaluation of the life orientation programme in Eastern Cape schools with a focus on sexuality education." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1781.
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A thesis submitted to the Faculty of Art in partial fulfilment of the requirements for the Degree, Doctor of Philosophy in Community Psychology in the Department of Psychology University of Zululand, 2017.This research was envisioned to understand the evaluation of the Life Orientation (LO) Programme in Eastern Cape schools. The main motivation for the study was to evaluate the Life Orientation Programme in Eastern Cape schools through an Appreciative Inquiry (AI) into the experiences and perceptions of learners, educators, and departmental officials regarding the effectiveness of the LO Programme. This was because subject advisors are responsible for giving the required support and as well evaluate the subject teachers in schools. According to Sanders and Sullins (2006); Visser (2007) and Serrat (2008), school programmes have to undergo a review from time to time to ensure that they are still relevant, justifying the evaluation of this study. The reader is informed that, Life Orientation, was introduced as a compulsory subject offered to all learners from grade R to grade 12 and as an inter-disciplinary subject that draws on and integrates knowledge, values, skills, and processes embedded in various disciplines such as sociology, psychology, political science, human movement science, with the objective of making informed decisions and choices (Department of Education, 2003). Thus, Life Orientation Programme was to provide the necessary guidance for skills development, (Department of Education, 2005) This research observed the understanding that LO Programme has a focus on social development, health promotion, personal development, orientation to the world of work and the general physical advancement. Embedded in this study, was the need to understand whether personal biological inputs either individually or collectively, had any influence on the perception of learners, teachers and subject advisors towards the Life Orientation Programme or not. Thus, this study contributed towards moderating and remoulding the perception of learners towards LO Programmes by providing a clear understanding of the concepts of Life Orientation content, role of educators and the skills offered. The Literature review considered the following areas; Health Promotion, Social Development and Personal Development, Physical Development and Movement, Orientation to the world of work, showing to educators the existing differences of the educational needs and expectations of different learners (Engelbrecht & Green, 2009). These expectations may not be met if teachers pay too much attention to their own lives and values (Beyers & Hay, 2011). Some teachers experience a large measure of ambiguity regarding HIV/AIDS, they realize cognitively that they must support and nurture the HIV positive learner, but emotionally they remain cold (Bhana, Morrell, Epstein & Moletsane, 2006; Wood & Webb, 2008). iii This research has endeavoured to discuss in detail the issue of HIV, and the status disclosure of participants. One issue of necessity is the stigma associated with HIV/AIDS, the use of the subject of the HIV/AIDS epidemic to professionally create some relevant awareness within the communities. The data used for evaluation of the research objectives were obtained from randomly selected participants by use of a closed-ended questionnaire instrument. The collected data were captured and analyzed by use of SPSS (Statistical Package for Service Solutions, Version 20). Among variables included were; the participant’s gender, age, educational category, residence and years of formal education and research questions. The analysis comprised of tables and charts whose parameters of analysis were percentages and frequencies. The interpretation for both quantitative and qualitative analyses were performed in line with the research objectives. The analysis produced outputs in the form of tables and charts, which comprised of frequencies, percentages, cumulative frequencies and cumulative percentages for descriptive analysis, whereas, test-statistics and p-values were used for significance level analysis for inferential scrutiny for existence of any association for selected pairs of variables while charts for association consisted of percentages and the variables under assessment. The analysis, for instance, found that more females (62.20%) participated in this study than did their male counterparts. Some of the reasons advanced were trifold; One, that the general population in the target areas constituted more women than men, and two, that men participation, were prone to unnecessary time-consuming arguments leading to a meagre male-participation. The researcher, an education professional, who deals with the learning curriculum on daily basis, and a practical university student counsellor knows that Physical Education is a compulsory component of the LO Curriculum. Each term, a learner has to complete physical activity assessments that count towards their overall LO mark. Though no record shows currently that grades eight and nine do not have formal physical education lessons, it was an exercise to be implemented in 2014. The results, however, were in line with Ombaba et al. (2014), who found that support from teachers in schools on the career guidance programme needed enhancement in order to make sure that the guidance services rendered are practical to students. The importance of Life Orientation Programme has been underscored, which requires the following recommendations for a sustainable improvement; adding to the course content, teachers to avoid name-calling in class, accommodation of everyone in career exhibitions without discrimination, improvement on presentation tasks, and others not stated here. iv It has come to be revealed, through this research, that the South African public educational system does not have adequate provision for vocational guidance or assessment of individual learners. This weakness results in high unnecessary costs for the country, the South African Businesses as well as social discontent and hardship. On the other hand, statement 4.3.1.16 showed that the average majority (51.8%) of the respondents claimed that Life Orientation motivates and guides them about basic life styles and careers. The researcher lauded this as a welcome discovery. According to the analysis of the data on statement 4.3.1.6, the majority of the respondents (65.3%) strongly agreed with the statement. This indicated that Life Orientation promotes healthy behaviour as expressed by the majority of the respondents. On the inferential analysis base, the researcher determined the existence of any relationship between independent variables and research statements in the questionnaire. As to whether Life Orientation promotes healthy behaviour based on one’s gender, this research revealed that the two variables were quite independent based on the obtained p-value of 0.765 as compared to any level of significance chosen from (0.05, 0.025, or 0.010). The null hypothesis could not be rejected. The conclusion was that gender had no influence on the promotion of healthy behaviour and so, practising healthy behaviour does not depend on gender but rather is an individual decision. Complementarily, results of another similar assessment between gender of respondent and respect for human rights as a prerequisite for moral development in a society indicated that there was no significant association between gender and the given dependent statement. This research further showed that age group of respondent and respecting human rights being a prerequisite for moral development in society were not significantly associated, since the observed p-value was greater than the level of significance. The researcher did not have sufficient evidence to reject the null hypothesis under this setup. On the other side of the analysis, age group of respondent and drugs giving one a true sense of security revealed a different observation. The observed p-value of 0.001 was far smaller than any selected level of significance. This resulted in a highly significant association demonstrating the fact that age group promoted the belief that drugs could give one a true sense of security. v A similar result showing a p-value of 0.022 for testing the association between educational category and Life Orientation promoting healthy behavior was highly significant. Key words: Apartheid government era, formative subjects, Life Orientation, Life Orientation Programme, level of significance, degree of association, general education and training (GET) band, further education and training (FET) band.
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Moodley, Dale Dhersen. "Nascent Desires: Gendered Sexualities in Life Orientation Sexuality Education Programmes and Popular Music." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021260.
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Formal school-based sexuality education is one medium, amongst others, that recognises young people’s sexuality, but usually as at-risk and/or risk taking subjects, or as innocent subjects. I analyse the gendered sexualities of young people as represented in: Grade 10 Life Orientation sexuality education programmes and popular music, as two mediums of sexual socialisation in Grade 10 learners’ lives, and as engaged with by Grade 10 learners and educators. I collected data from two schools in the Eastern Cape that included: (i) sections on sexuality from two Life Orientation manuals used by educators in classrooms: ‘Oxford Successful Life Orientation’ (2011), and ‘Shuters Top Class Life Orientation’ (2011); (ii) videos and lyrics of three songs voted most popular by learners which were ‘Climax’ by Usher, ‘Beez in the Trap’ by Nicki Minaj, and ‘Where Have You Been’ by Rihanna; (iii) observations of seven sexuality education classes; and, (iv) in-depth semistructured interviews conducted with eight learners and two educators. I draw on an integrated theoretical and methodological approach – Foucauldian, feminist poststructural and psychosocial psychoanalytic perspectives – to conceptualise and analyse gendered sexualities in terms of: (i) the dominant gendered discourses found in sexuality education manuals, and music videos and lyrics; (ii) the reflexive and interactive gendered subject positions taken up and/or resisted by learners and educators during classroom lessons and one-on-one interviews; and, (iii) learners’ and educators’ conscious and unconscious investments in particular gendered subject positions during one-on-one interviews. These three sets of analysis produced four major themes. The first theme centres on responsible sexuality; young women are expected to assume more sexual responsility than young men, thus curbing their sexual agency. The second theme outlines three types of pleasure – sexual, romantic and dating and/or relationship pleasure – that accord young men and women active and passive ways of exercising pleasure. The third theme highlights the heteronormative transitioning adolescent subject that constructs young women as reproductive subjects and young men as sexual subjects. The last theme focuses on gendered power relations and raunch culture, and maintains that young men are powerful and likely to commit acts of sexual violence against young women because they are powerless. The central argument developed when viewing all the themes is that dominant gendered discourse, gendered subject positions, and conscious and unconscious investments in these positions challenge the extent to which the gendered meanings that underpin adolescent learners’ sexuality are stable and fixed. The gendered discourses in the Life Orientation sexuality education programmes showed that gender is expressed rigidly, thus privileging masculine over feminine sexuality. However, the gendered discourses in the popular music contested rigid gender binaries and produced fluid and equitable masculine and feminine sexualities. The classroom practices depicted multiple and more equatable gendered sexualities, highlighting just how contested gender is. Finally, educator and learners’ personal biographies illustrated how conflicting masculine and feminine sexualities present a signficant source of emotional conflict for them. It may benefit policymakers and stakeholders to consider informal mediums of sexual socialisation for learners, such as music, when drafting the Life Orientation sexuality education curriculum, whilst also taking into account learners and educators personal lives.
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Strydom, Verena Zita. "The support needs of life orientation teachers in the Further Education and Training Band." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6837.
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Thesis (MEdPsych)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.
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Wasserman, Jessica. "Life orientation teachers' experience of context in the implementation of the curriculum." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96109.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both.
AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.
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Karstens, Anne Christiane. "Towards an epistemological framework for a life orientation programme based on spirituality / Anne Christiane Karstens." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4359.
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Panday, Dhevina. "Teachers' perspectives on the implementation of life orientation as a learning area." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/590.
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The aim of this research project then was to investigate a particular dimension related to the implementation of the Life Orientation learning area within a particular rural primary school in the Kwa-Zulu Natal region. Since the teacher has been identified as a key role player in the successful or unsuccessful implementation of a new curriculum, the primary focus was on the teacher per se. Fullan’s emphasis (1991:117) on teachers’ thoughts (what they think) and actions (what they do), raises two subsequent questions, namely What do teachers at this particular school do with regard to the implementation of the (new) Life Orientation learning area? and What do these teachers think about the implementation of the (new) Life Orientation learning area? In this study, I focused on the second question, namely What do teachers think about the implementation of the (new) Life Orientation learning area? Within the context of this study, it is assumed that the teachers’ thoughts also include their opinions, viewpoints, attitudes and beliefs about the implementation of the Life Orientation curriculum. The term ‘perspective’ has thus been used as encompassing term and the main research question defined as What are teachers’ perceptives about the implementation of the (new) Life Orientation learning area?.
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Phokane, Maphupha Daniel. "Educators' and learners' experiences of parental involvement in creating a positive climate for the teaching of Life Orientation." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25822.
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Research studies emphasize the need for a supportive educator-parent relationship in promoting teaching and learning in Life Orientation. This study is based on the assumption that educators are supposed to supplement the teaching of values by building on what parents have already taught at home and this means that learners need the support of their parents in their academic achievement especially in Life Orientation. The aim of this study is to explore the role that educators and learners expect parents to play in creating a positive climate in the teaching of Life Orientation. A qualitative approach was applied in this study in order to get in-depth information about the experiences of educators and learners of parental involvement in creating a positive climate for the teaching of Life Orientation. The researcher collected data through semi-structured interviews from four Life Orientation educators and Grade 10 learners from two Secondary schools at Phokoane Circuit. The data was analysed resulting with themes and sub-themes. The researcher ensured that data collected enhance trustworthiness. Both educators and learners experienced minimal parental involvement in the teaching of Life Orientation. They both recommended partnership, openness and regular meetings amongst partners for effective teaching of life orientation.Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
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Books on the topic "Life orientation educator"
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Achieving success through academic assertiveness: Real life strategies for today's higher education students. New York, NY: Routledge, 2008.
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Abraham, Getahun Yacob. Educating for democracy?: Life orientation: lessons on leadership qualities and voting in South African comprehensive schools. Göteborg: University of Gothenburg, 2010.
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Shapiro, Toni. Settling in: A competency-based curriculum for U.S. cultural orientation : a teacher's handbook. [Brattleboro, Vt.]: Experiment in International Living, 1986.
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Shapiro, Toni. Settling in: A competency-based curriculum for U.S. cultural orientation : a teacher's handbook. [Brattleboro, Vt.]: Experiment in International Living, 1986.
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Petrie, Trent A. A student athlete's guide to college success: Peak performance in class and life. 3rd ed. Boston, MA: Wadsworth, 2011.
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1938-, Williams Brian K., ed. Learning success: Being your best at college & life. 3rd ed. Belmont, CA: Wadsworth/Thomson Learning, 2002.
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1938-, Williams Brian K., ed. Learning success: Being your best at college & life. Belmont, Calif: Wadsworth Pub. Co., 1996.
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S, Feldman Robert. POWER learning: Strategies for success in higher education and life. Toronto: McGraw-Hill Ryerson, 2003.
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Carl, Wahlstrom, and Williams Brian K. 1938-, eds. The urban student: Being your best at college & life. Belmont, Calif: Wadsworth Pub. Co., 1997.
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Fitting in, standing out: Navigating the social challenges of high school to get an education. Cambridge: Cambridge University Press, 2011.
Find full textBook chapters on the topic "Life orientation educator"
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Xiao, Chuan, Zhuan Cao, John Chi-Kin Lee, and Xingzhou Zhang. "The value orientations of life education and implementation strategies in mainland China." In Life and Moral Education in Greater China, 103–17. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge series on life and values education: Routledge, 2021. http://dx.doi.org/10.4324/9780429324161-5.
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Tait, Kathleen. "The First 2 Years of Life: A Developmental Psychology Orientation to Child Development and Play." In International Perspectives on Early Childhood Education and Development, 39–59. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2643-0_3.
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Almeida, Sylvia Christine, and Marilyn Fleer. "E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment." In International Perspectives on Early Childhood Education and Development, 161–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_10.
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AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.
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Wittmann, Erich Christian. "Mathematics Education as a ‘Design Science’." In Connecting Mathematics and Mathematics Education, 77–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_6.
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AbstractMathematics education (didactics of mathematics) cannot grow without close relationships to mathematics, psychology, pedagogy and other areas. However, there is the risk that by adopting standards, methods and research contexts from other well-established disciplines, the applied nature of mathematics education may be undermined. In order to preserve the specific status and the relative autonomy of mathematics education, the suggestion to conceive of mathematics education as a “design science” is made. In a paper presented to the twenty second Annual Meeting of German mathematics educators in 1988 Heinrich Bauersfeld presented some views on the perspectives and prospects of mathematics education. It was his intention to stimulate a critical reflection’among the members of the community’ on what they do and what they could and should do in the future (Bauersfeld 1988). The early seventies have witnessed a vivid programmatic discussion on the role and nature of mathematics education in the German speaking part of Europe (cf., the papers by Bigalke, Griesel, Wittmann, Freudenthal, Otte, Dress and Tietz in the special issue 74/3 of the Zentralblatt für Didaktik der Mathematik as well as Krygowska 1972). Since then the status of mathematics education has not been considered on a larger scale despite the contributions by Bigalke (1985) and Winter (1986). So the time is overdue for redefining the basic orientation for research; therefore, Bauersfeld’s talk could hardly have been more appropriate. In recent years the interest in a better understanding of the nature and role of mathematics education has also grown considerably at the international level as indicated, for example, by the ICMI-study on ‘What is research in mathematics education and what are its results?’ launched in 1992 (cf., Balacheff et al. 1992). The following considerations are intended both as a critical analysis of the present situation and an attempt to capture the specificity of mathematics education. Like Bauersfeld, the author presents them ‘in full subjectivity and in a concise way’ as a kind of ‘thinking aloud about our profession’. (The present paper concentrates on the didactics of mathematics although the line of argument pertains equally to the didactics of other subjects and also to education in general (cf., Clifford and Guthrie 1988, a detailed study on the identity crisis of the Schools of Education at the leading American universities).)
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Ronen, Tammie. "The Role of Coping Skills for Developing Resilience Among Children and Adolescents." In The Palgrave Handbook of Positive Education, 345–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_14.
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AbstractChildren and adolescents experience rapid changes due to development and growth processes, thereby necessitating adaptation and flexibility. In addition, young people also often face environmental crises or traumas, human-made catastrophes, or individual (chronic illness) or family (parent divorce, death of a loved one) crises. In the past, to facilitate young people’s adaptation to change, major aims of parents, teachers, and therapists focused on protecting children and adolescents from harm and helping them grow up in a secure environment. Over time, modern life and the influence of the positive psychology orientation have led to a shift in those aims, which now focus more on helping young people feel happy, flourish, and use their own strengths. A key element in making this process of adaptation to change successful is resilience. This chapter deals with the effects of changes, crises, and traumas on children and adolescents, while focusing on the importance of resilience at the individual, family, and environmental levels. This approach directs adaptation to change efforts towards the present rather than towards the past, thereby meeting the important need of treating children and adolescents who have experienced crisis and trauma by imparting them with skills for better coping today in their major natural environments.
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"Life-World Orientation In Religious Education." In Lived Religion - Conceptual, Empirical and Practical-Theological Approaches, 377–82. BRILL, 2008. http://dx.doi.org/10.1163/ej.9789004163775.i-404.180.
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Mandviwala, Tasneem. "A Guiding Hand." In Campus Counterspaces, 139–51. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501746888.003.0011.
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This chapter examines how the intersection of students' race-ethnicity and gender is associated with their motivational orientation toward college. Students' motivational orientations were evident in their reasons for going to college and in their adjustment struggles during the first year. This chapter focuses on how Latinx men's motivational orientations can either align them with or place them at odds with their institutions' dominant cultural orientation. In comparison to Black men, Latinx men were more likely to come from very low-educated and immigrant families. This means that their home life did not include access to a knowledgeable adult who could guide them through the college process, from its very beginning in dealing with applications, school choice, and financial aid, to advice for managing the stress of finals week or support in persistence decisions.
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Kluge, Alexander. "The Actuality of Adorno." In Difference and Orientation, edited by Richard Langston, 450–61. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501739200.003.0027.
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This chapter details Alexander Kluge's acceptance speech on the occasion of receiving a prize named for Theodor W. Adorno. Kluge met Adorno when he was twenty-four years old and working as an attorney in Frankfurt. Adorno was a friendly and communicative man of his day. However, when it came to his work, he was a man of extreme incorruptibility and strict earnestness. In order to describe him more accurately, Kluge cites a central point in his thinking. He then mentions Immanuel Kant's Categorical Imperative: every moral individual should plan his actions such that they could provide maxims for a universal system of laws. Friedrich Nietzsche radicalized this principle: one should always act such that one could live with one's behavior knowing that one would have to repeat one's actions for all eternity. Adorno would presumably find Nietzsche's idea more lively and practical than Kant's formulation, but Nietzsche's phrasing would have been too existential for him, meaning irrelevant compared to the practical experiences of the 1940s. Adorno thus presents a more practical and decisive standard. Public expression, learning and education, in fact every expression of life, he says, exists under the postulate that Auschwitz not repeat itself. One sees in this imperative of Adorno's a sentence that repeats itself: There is no praxis without theory.
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Atiku, Sulaiman Olusegun, and Ziska Fields. "Multicultural Orientations for 21st Century Global Leadership." In Management Education for Global Leadership, 28–51. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1013-0.ch002.
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Multicultural orientation is an important focus area in developing managers for international assignments. This chapter extends the frontier of knowledge on the benefits of developing multicultural orientations in line with business and stakeholders' needs in the global economy. A brief literature review was conducted on multicultural orientations and global leadership effectiveness in the 21st century. It was found that multicultural learning experiences and communication skills, deep self-awareness, multiple intelligences and sensitivity to cultural diversity, humility, cautious honesty, global strategic thinking and good negotiating skills are necessary in the 21st century. The managerial relevance of this chapter centres on further research and development of global psychological capital, vertical development of bigger minds and multiple intelligences to navigate in the midst of volatilities, uncertainties, complexities and ambiguities in the 21st century.
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Hansen, Bethanie L. "Orientation to Online Education." In Teaching Music Appreciation Online, 3–26. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.003.0001.
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The first section, Mindset and Philosophy, is organized into two chapters orienting readers on aspects of online education, philosophy, and mindset. The first of these chapters is a discussion of online education and its similarities and differences when compared to traditional face-to-face courses. An overview of various degrees of partially and fully online course modalities is presented alongside a tour of common learning spaces within online learning management systems. Methods for transferring live, face-to-face music appreciation classes into online courses are included. Because the population of online undergraduate students typically includes many adult learners ages 25 and older, a foundational introduction to andragogy is provided. The second chapter in this section introduces teaching philosophy and ways in which music appreciation instructors might develop a philosophy for teaching the course online that can withstand various inherent challenges. Both chapters provide a broad view that can be helpful to those new to online education or who seek clarity about the purposes and goals of teaching music appreciation.
Conference papers on the topic "Life orientation educator"
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Zhang, Xinxin, and Chun Guo. "Research on Life Security Orientation in Modern College Physical Education." In 2017 3rd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.36.
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Ermakova, Natalia G., Christina E. Denisova, and Anastasia A. Witten. "Meaning-of-life orientations and satisfaction with life in elderly people." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-9.
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Popova, T. A. "Life-Purpose Orientations Peculiarities Of Adolescents With Risky Behaviour." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.61.
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Torres, Cristian Guzmán. "First Cycle Students’ Goals Orientation And Adjustment To University Life." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.76.
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Ilyina, Ekaterina V. "Self-identification peculiarities of students with different types of life orientation." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-35.
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Deng, Chenliang, and Qiaoyan Yu. "Value Orientation of School Physical Education Reform From the Perspective of Life Outlook." In 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.029.
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Lemrová, Soňa, and Simona Dobešová Cakirpaloglu. "CAREER ORIENTATION AND LIFE SATISFACTION IN RELATION TO TEACHERS' ATTITUDES TOWARDS MONEY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0583.
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Spirina, T. A. "The study of the meaning of life orientations of first-year students." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-25.
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Dmitrieva, L. G. "Features Of Life-Purpose And Value Orientations Of Persons With Destructive Behavior." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.41.
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Lemrová, Sona, and Simona Dobesova Cakirpaloglu. "CAREER ORIENTATION AND SELECTED LIFE SATISFACTION FACTORS IN RELATION TO TEACHERS' ATTITUDES TOWARDS MONEY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0471.
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