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1
Adorno, Theodor W. "Upbringing – why?" Filosofiya osvity. Philosophy of Education 24, no. 1 (December 4, 2019): 6–23. http://dx.doi.org/10.31874/2309-1606-2019-24-1-6-23.
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This conversation by social philosopher Theodor Adorno, a representative of the critical theory of society, with Hellmut Becker, a political publicist and theorist of education, took place in 1966 and was published in the collection of Theodor Adorno`s philosophical and educational works Upbringing to responsibility. By this conversation Adorno and Becker critically examined the many aspects of the then West German education, which they believed did not fulfill their main task – it did not encourage the representatives of West German youth to become socially active people. According to Adorno and Becker, then education did not upbringing them as members of a democratic society, as people who must independently apply their own minds in a society whose democratic changes must be completely unchanged. Reflecting on the goal of proper education, these German intellectuals have defined the essence of democracy as the embodiment of such political governance, which requires the active use of intelligence by any member of society. Thus, the consciousness of an individual, activated by the educational effect of education on himself, education, which understands the correct purpose of its work, can withstand the influence on itself of the social ideology of a conformist society, the reality of which has distinct signs of cultural stagnation. Adorno and Becker agreed to call such man as responsibility man. However, in their opinion, education that holds on the traditional principles of upbringing leads to the formation of such a rational adaptation of man to the social world, which only increases the extent of its conformism. They also called the consequence of the influence of this social ideology on the human consciousness of her inability to hold on to the experience has gained in the society that makes a person a thing. Therefore, these German intellectuals drew attention to the phenomenon of primary and preschool education of the child, also noted the peculiarities of the period of puberty, suggesting that they be understood as possible factors for the successful overcoming of traditional upbringing. According to Adorno and Becker, by making to updated upbringing, the new education must effectively apply in its process the spontaneity of personal thinking of man. At the same time this unity of education and education effectively enabling the process of individualization of a man and will destroy the ideological tendency to preserve the principle of anti-individualism in the upbringing. This will happen due to the active participation of the new individuum, a person who is able to consciously resist any ideological influences on the collective consciousness of society.
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Ivanenko, Anton A. "J.G. Fichte's Conception of the "New Upbringing"." Russian Studies in Philosophy 49, no. 4 (April 2011): 34–40. http://dx.doi.org/10.2753/rsp1061-1967490402.
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Murzina, I. Ya. "Regional Patriotic Project in the Conditions of “New Normality”: from Idea to Implementation." Izvestia Ural Federal University Journal Series 1. Issues in Education, Science and Culture 27, no. 1 (2021): 126–34. http://dx.doi.org/10.15826/izv1.2021.27.1.014.
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The article deals with the problems of implementing the ideas of patriotic upbringing. The author analyzes the implementation of the tasks of patriotic upbringing in the conditions of “new normality” in 2020. It is emphasized that in the situation of accelerated transition to distance learning and the use of online platforms, upbringing issues were not among the priorities, which revealed a contradiction between the tasks that Russian education sets for itself and practice. The article identifies three types of educational tasks: the tasks of forming educational content; tasks of involving children and young people in active intellectual, creative, socially active patriotic activities; tasks of preparing parents and teachers to implement the ideas of patriotic upbringing. It is considered how these tasks are implemented in projects of patriotic orientation. As an example, the regional patriotic project implemented in the Sverdlovsk region is considered. The conclusion is made about the prospects of patriotic upbringing in modern conditions.
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Shatalovych, A. M. "The concept of education: logical and philosophical boundaries." Науково-теоретичний альманах "Грані" 21, no. 10 (November 19, 2018): 170–78. http://dx.doi.org/10.15421/1718144.
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The author of the article analyzes the problem of logical and philosophical boundaries of the concept of «education». This topic is urgent and requires a philosophical explication. It has a connection with the problem of the correlation of concepts: «education», «teaching» («learning»), «upbringing». The author systematizes the main variants of this relationship. As a result, the author suggests three main schemes. The first scheme has one component. Consequently, the concepts of «education», «teaching», «upbringing» are identical. This scheme has several options. The first option has such characteristics: education and teaching are identical, knowledge and mental development take precedence, the upbringing plays a minor role. The main characteristics of the second option: upbringing is a pedagogical concept that forms a system. Upbringing has a wide (social) significance. The first scheme (for example) is «upbringing teaching», modern higher learning, upbringing of a «new» person in the USSR. The second scheme contains two components. The concepts of «education», «training», «upbringing» are not identical. Training and upbringing are interrelated, but they are not identical. The concept of teaching has a connection with modeling, schematization and the creation of learning situations. Learning has a connection with intellectual development and a semiotic basis. The concept of upbringing has a connection with the immediate experience of the situation. Upbringing has a connection with moral qualities and an axiological basis. Teaching solves the problem of preparing children for life. Upbringing solves the problem of including children in life. Consequently, education has two subsystems: teaching (learning) and upbringing. The first and second schemes are common. The third scheme is new. It consists of three components. The concept of education includes three concepts: «teaching», «upbringing» and «development». This scheme may be of interest to researchers, but it needs to be refined (logical and terminological aspects).
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Козин, Сергей, and Sergey Kozin. "Soviet Upbringing in 1970s–1980s." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 3, no. 1 (March 29, 2019): 9–14. http://dx.doi.org/10.21603/2542-1840-2019-3-1-9-14.
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The author analyzes numerous scientific foreign and domestic publications and emphasizes that many aspects of Soviet upbringing go back to such prominent authors as K. Marx and V. I. Lenin. It was their views that became the fundamental guidelines for the new moral attitudes in the Soviet society. Essential forces of man are released only when contradictions between external circumstances and the creative nature of man have to be resolved. Marx believed that people are the products of circumstances and upbringing, and that an individual cannot be regarded as a blind and passive force: it is people who change circumstances and upbringing. Most authors believe that the Communist Party played a key role in the Soviet upbringing due to its total control and filtering of unnecessary information. In the 1970s–1980s, the USSR acquired great practical experience in this sphere. A thorough multilateral analysis of foreign literature revealed that foreign scientists displayed a great interest in the strong spirit of Soviet people, as well as in those new complex system-pedagogical trends that were implemented in the 1970-s in the USSR. Soviet scientists distinguished more than 160 features that a person should have, i.e. diligence, respect for the elderly, aesthetic taste, physical perfection, etc.
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Jain, Paras, Soman Malaiya, and Anupam Jain. "ROLE OF RELIGIOUS PREACHING IN UPBRINGING OF NEW GENERATION." International Journal of Research -GRANTHAALAYAH 6, no. 5 (May 31, 2018): 377–79. http://dx.doi.org/10.29121/granthaalayah.v6.i5.2018.1465.
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Children are ambassador of new generation. They belong age of adoption and learning. They may be molded in any shape. Aim of religious preaching is enlighten the way of life, to make able children to face challenges, and knowledge of dos and don’ts. It is helpful to develop optimistic attitude and morality. Present study is focused on finding of impact of religious preaching on children gender wise and age group wise.
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Novikov, Sergey G. "Pioneer organization in the “new man” upbringing system (1920s)." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 3 (2021): 150–62. http://dx.doi.org/10.31862/2218-8711-2021-3-150-162.
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Przybylski, Przemysław. "A New Model of Education and Upbringing in Polish School." 21st Century Pedagogy 3, no. 1 (October 1, 2019): 35–41. http://dx.doi.org/10.2478/ped21-2019-0005.
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Abstract Is it necessary and worth reflecting on the choice of a model of education and upbringing in contemporary Polish system of education? What ought to be done to make school not only the transmission of knowledge but also the introduction to the world of values? The current model can be characterised with the decomposition of a teacher’s role by the introduction of excessive pseudo-subjectivity of a student, and as a consequence getting rid of the “missionary” character of teaching profession, fulfilling the task of raising a conscious citizen and patriot, able to acquire knowledge necessary for finding one`s place in the constantly changing world. The alternative for the current Polish model of education ought to be sought in the upbringing of an individual in personalised spirit, at the same time expressing the need for shaping its character within the culture of Latin civilisation. Thus, it will enable a young individual to overtake the control over his own process of development. Such an activity ought to become the foundation of the new model of upbringing in Polish schools.
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Odegov, Yu G., M. N. Kulapov, P. A. Karasev, and A. R. Tikhonov. "Upbringing of Talents: Youth Aspect." Vestnik NSUEM, no. 4 (January 1, 2022): 18–35. http://dx.doi.org/10.34020/2073-6495-2021-4-018-035.
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In the last decade of the XXth century, Russian employers began to experience difficulties with the selection of qualified personnel. The current situation was due to a structural imbalance between the supply and demand of labor and a general decline in the level of skilled personnel employed in industry. Over the years of reforms associated with the transition to market relations, the Russian industry has lost a significant number of production personnel, including people with the highest qualifications. The acute shortage, and sometimes the staff shortage, which many enterprises of the country are experiencing today are mainly of a structural nature, since the country uses technologies of different technological modes, and resource constraints on economic development from the supply of labor and its quality generations are poorly counted. According to various estimates, from 40 to 60 % of graduates of educational institutions do not work in their specialty and do not stay in the first place of work for a long period. Most leave after six months or a year. But the economy is changing rapidly. It is becoming innovative, high-tech and digital. The noted processes lead to the growth of the importance of the human factor and increase the requirements for people who enter the economy and must move it forward. For this, among other conditions, it is necessary to advance training of young personnel in the framework of newly emerging professions and even to «run ahead» somewhat in this matter. Since one of the main problems of Russian professional education today is the quality of training of specialists and qualified personnel, mastering a set of skills, characteristic of newly emerging professions and industries. The main trends against which the formation of today’s 6–14-year-old generation will take place are the subject of this article. The fourth industrial revolution is closely related to the latest technological advances – digitalization, robotization, the creation of artificial intelligence, etc., which in the short term will lead to the following: - about half of all existing professions will die out in the next decade; a huge mass of people will be without work, as the world will enter an era of high technological unemployment; the rate of technological change will be so high that workers physically do not keep up with retraining for new specialties, continuously replenishing the army of the unemployed. As a result of these transformations, not only the level, but also the structure of labor demand is changing – some professions become obsolete, others are replenished. J. Schumpeter said that the process of industrial mutation continuously reconstructs the economic structure from the inside, destroying the old and creating a new one.
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Selivanova, Nataliya, and Irina Parfyonova. "Scientific and methodological support for upbringing in school." Education & Self Development 16, no. 3 (September 30, 2021): 238–48. http://dx.doi.org/10.26907/esd.16.3.20.
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The article presents the directions and the content of scientific and methodical support of the upbringing process in school. The analysis involved the study of mass and advanced experience of schools in the sphere of upbringing, examination, generalization, comparison, interpretation and systematization. These methods were chosen to address the theoretical research objectives. The directions of scientific and methodical support of the upbringing process in school required to study the mass experience of schools were identified, as were the best practices in upbringing. There were analyzed, summarized and systematized. Each aspect of this support was identified on the basis of the analysis and theoretical generalization of the data obtained. The scientific and methodical support of the upbringing process can be developed in several directions and at different levels. At the state level, it is connected, inter alia, with software (an example is the ‘Approximate upbringing program’); at the level of higher education, initially it can be associated with the definition of the theoretical foundations for the preparation of future teachers for upbringing activities in the general education system, with the development of updated content of textbooks and manuals on the theory and methods of upbringing; while at the level of the advanced training system it is associated with the development of its principles, new programs and the search for interactive forms of teachers’ training. The novelty of the research is in the determination of the main directions and content of the scientific and methodical support of the upbringing process in school. The results make it possible to form the scientific and methodical support of the upbringing process in school at different levels. Based on the basic provisions of the scientific school of Academician of the Russian Academy of Education L.I. Novikova Systematic approach to the upbringing and socialization of children and youth the results enable professionals to carry out the necessary changes in the sphere of upbringing, taking into account modern social challenges.
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박승주. "Society of Teiyu Ethics and Upbringing of New National Morals." Journal of the society of Japanese Language and Literature, Japanology ll, no. 66 (August 2014): 313–32. http://dx.doi.org/10.21792/trijpn.2014..66.015.
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Ruchkina, Gulnara F., and Oleg I. Cherdakov. "On Education and Upbringing. New Trends of the XXI Century." Legal education and science 1 (February 4, 2021): 3–8. http://dx.doi.org/10.18572/1813-1190-2021-1-3-8.
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Purpose. The modern educational system is fixated on the digitalization of learning, which seems to be an ideal innovative technology. We do not share this view, we believe that the main areas of public education policy should be the continuity and humanization of education, the judicious use of digital technologies, which allow to combine innovation with traditional educational experience accumulated over many generations. School education should keep pace with the times, based on the demands of society and to shape a humanistic worldview. This can be achieved through the experience of positive education. Methodology: general scientific, special, theoretical methods. Conclusions. The image of a graduate of a comprehensive secondary school becomes a guide for designing processes and conditions for obtaining educational results. Graduates should be able to think creatively, find non-standard solutions, take initiative, be competitive and in demand By Russian higher education organizations. In this regard, public education policy should take into account the positive experience that has been gained, making education continuous as well as motivating all stakeholders to achieve a qualitative end result. Comprehensive school requires transformation and involvement of students in socially significant processes aimed at achieving success and personal wellbeing. Scientific and practical significance. The article is aimed at forming the position of participants in educational and educational processes both on the part of customers — the state and consumers of educational services — students, and from educational — general education organizations of secondary general education and educational organizations of higher education.
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�������� and A. Glazunov. "School Natural-Science Education�s Pedagogic Potential." Standards and Monitoring in Education 2, no. 3 (June 17, 2014): 45–48. http://dx.doi.org/10.12737/5097.
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Upbringing possibilities of modern natural-science school courses realizing education standards constructed on a competence-based basis are proved in this paper. These standards� didactic opportunities providing their educational potential realization have been shown. Paper�s main emphasis has been placed on pupils� world outlook and also on their meta subject competences formation. It is proved that upbringing selection�s factual content that was valid in school education, can´t solve education�s key problems. A number of new scientific directions which have to become a basic unit of naturalscience education have been specified. Connection of education quality and upbringing opportunities is proved, it is shown that education�s poor quality does a problem of pupils� scientific world outlook formation almost unreal. The need of didactic generalizations use, disclosures of a natural-science education�s experimental basis is justified in this paper. The main objective of upbringing potential realization has been formulated. Social risks related to low level of pupils� upbringing have been described.
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Malinovsky, Andrey V. "Upbringing potential of leadership in the modern children's movement." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 89–96. http://dx.doi.org/10.34216/2073-1426-2021-27-4-89-96.
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In the article from the perspective of a new field of knowledge – sociokinetics studying the social movement of children – we describe the main socio-psychological factors and conditions for the formation of the upbringing potential of the leader of children's public association; we reveal the structure and features of the socio-pedagogic reality of the children's social movement, its invariant properties, features as well as psychological and pedagogic principles of inter-age interaction in the children's association, features of social upbringing; we reveal the basic humanistic constants of the upbringing potential of leadership in the modern children's association.
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Timonina, Lyubov Il, Vladimir A. Kudinov, and Lyubov R. Uvarova. "Personnel training system as it used to be at the faculty of History and Pedagogy of Nekrasov Kostroma State Pedagogic Institute." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 30–34. http://dx.doi.org/10.34216/2073-1426-2021-27-4-30-34.
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Training specialists in the field of upbringing is currently a significant task facing the education system. It is necessary not only to find new organisational forms of training educators, counselors, organiser pedagogues, but also to use the accumulated experience, including to study the system of training methodologists of upbringing work at the historical and pedagogic faculties created 60 years ago. The article discusses the system of pedagogue training, including the principles, organisation of educational, extracurricular activities, collective upbringing and support of student self-government. Much attention is paid to the special environment formed during the interaction of students of different courses, the personality-oriented position of teachers. The analysis of the faculty's work allows us to identify the key elements of the upbringing system, which had been consistently created on the basis of scientific developments of Kostroma scientists.
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Kuratova, O. А., R. Е. Dabyltaeva, and F. A. Abdrimova. "IMPLEMENTATION OF THE CONCEPT OF HUMANIZATION AND HUMANITARIZATION IN HIGHER EDUCATION." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 35–39. http://dx.doi.org/10.51889/2020-2.1728-5496.06.
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The upbringing in universities presents the most important way of making young people more social, helps them to dart in society, which constantly changes and develops. Upbringing is an activity, which is naturally connected with education. Systematic activity is directed to a certain aim, serves for forming some social directions and valuable properties of a person. Professional education and humane upbringing must present the only process of creating a specialist with a definite goal. Education is not only transferring of some knowledge, it also must fulfill such functions as: forming a great number of new valuable directions, all-round mentality, collaborating and finding a common language with others
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Kuratova, O. А., R. Е. Dabyltaeva, and F. A. Abdrimova. "IMPLEMENTATION OF THE CONCEPT OF HUMANIZATION AND HUMANITARIZATION IN HIGHER EDUCATION." BULLETIN Series of Pedagogical Sciences 66, no. 2 (May 25, 2021): 35–39. http://dx.doi.org/10.51889/2020-2.2077-6861.06.
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The upbringing in universities presents the most important way of making young people more social, helps them to dart in society, which constantly changes and develops. Upbringing is an activity, which is naturally connected with education. Systematic activity is directed to a certain aim, serves for forming some social directions and valuable properties of a person. Professional education and humane upbringing must present the only process of creating a specialist with a definite goal. Education is not only transferring of some knowledge, it also must fulfill such functions as: forming a great number of new valuable directions, all-round mentality, collaborating and finding a common language with others
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Ostafiński, Witold. "Konteksty społeczne początku XX wieku a poradnictwo dla rodziców w zakresie opieki i wychowania na ziemiach polskich." Polska Myśl Pedagogiczna 7 (November 30, 2021): 177–89. http://dx.doi.org/10.4467/24504564pmp.21.009.13939.
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Social Contexts of the Beginning of the 20th Century and Counseling for Parents in the Field of Care and Education in Poland The beginning of the 20th century was a period of great popularity of guidebooks for parents, which often dealt with issues related to the care and upbringing of children in the family, and the authors focused especially on the role of the mother, assigning it a special meaning. The aim of the article is to present the content of counseling for parents on the care and upbringing of children at the beginning of the 20th century in Poland. The article also presents the position of the educators and psychologists of the time on the issues related to the upbringing and care of children in the family environment. The analyzes include publications that appeared in Poland in a period of political change that initiated changes in the approach to the tasks of the family regarding upbringing and childcare. The independence of Poland enabled the development of native pedagogical thought, which resulted in the implementation of new ideas and the creation of new concepts of education.
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Lipowicz, Markus. "Transgression of humanity – transhumanism as a new face for religious upbringing?" Podstawy Edukacji 10 (2017): 33–50. http://dx.doi.org/10.16926/pe.2017.10.03.
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Kusnere, Ilga. "UPBRINGING AND LEARNING UNITY AS A SOURCE FOR DEVELOPING TEACHERS' EMOTIONAL RESPONSIVENESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 165. http://dx.doi.org/10.17770/sie2020vol5.4829.
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In the second half of the 20th century and the beginning of the 21st century, the scientific research in Europe started focusing more on the problems of upbringing. Pedagogical science was no exception, and also started raising questions regarding upbringing including both the teaching/learning and the upbringing/self-education processes in pedagogical activities and in the education system as a whole. The united way in which the teaching/learning, upbringing/self-education work is conducted at educational institutions reflects the professionalism of the teacher. The study reveals the necessity and importance of upbringing and unity in teaching work for the pedagogical processes of the 21st century.The study confirms that teachers’ knowledge, skills and attitude regarding education, teaching/learning, upbringing/self-education influences the obtainability of students’ achievements (Hattie, 2008, Hattie & Yates, 2013; Hattie & Zierer, 2018). The results of the research confirm the idea that the pedagogue has to invest in continuous development of professional competencies. The professional competence of the educator has a long-lasting impact on the individual's performance in learning and education processes as well as in their further life activities. Thus, the analysis of pedagogical theory and real-life practice shows that teaching and learning are the primary means for upbringing/self-education and performing the education functions in unity (Fišers, 2005, Hattie, 2008; Špona, 2018). In order to provide an acquisition of purposeful self-development management skills in pedagogical activities, a new approach and understanding of regularities is needed for the arrangement and management of educational learning processes.The aim of the study is to show the unity of teaching / learning, upbringing / self-education as an important approach in modern education.The main tasks are literary studies and evaluation, work with a target audience.Research methods: survey.
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Logan, Oliver. "Counter-Reformatory Theories of Upbringing in Italy." Studies in Church History 31 (1994): 275–84. http://dx.doi.org/10.1017/s0424208400012924.
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Italian churchmen from the mid-sixteenth to the early eighteenth centuries saw parents as playing a crucial role in forming new generations in the Catholic faith and thus as an indispensable support to the clergy. They stressed the importance of conditioning from the earliest years. They therefore emphasized parental, and more particularly paternal, authority. On the other hand, another major preoccupation was to prevent violation of the wills of young people with regard to religious vocations and marriage. A balance therefore had to be struck between paternal authority and the legitimate desires of young people who had attained the age of discretion. The matter of the all-importance of conditioning raises the question of our writers’ views of infant human nature. They emphasized to varying degrees the tractability of unformed infant nature and the need to curb unruly instincts, but by and large the emphasis was on nurture rather than on vitiated human nature, on formation rather than on repression.
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BENHAMZA Houria, BENHAMZA Houria. "The dangers of new media technology and the challenges of family: مخاطر تكنولوجيا الإعلام الجديد وتحديات الأسرة." مجلة العلوم الإنسانية و الإجتماعية 6, no. 1 (January 28, 2022): 157–67. http://dx.doi.org/10.26389/ajsrp.z260821.
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Modern technology and new media, that are used in the process of communication between individuals and groups, have become widely popular for various purposes including recreational, cultural, and educational, which led to changes in social structures and in the intellectual, behavioral and cultural patterns of individuals, and had negative effects on Family privacy and functions, which weakened the importance of family upbringing and the family's educational role. In this research paper, we will present the most important social problems facing the family within the process of upbringing in light of the widespread users of social networking sites, especially as a result of Internet addiction among children and youth.
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Zrilić, Smiljana. "Razlikovni kurikulum kao pretpostavka uspješne inkluzije." Magistra Iadertina 13, no. 1 (March 9, 2019): 161–80. http://dx.doi.org/10.15291/magistra.2821.
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Starting with the reality that education institutions become meeting places of different ethnicities, cultures, religions and languages, that pupils come from different families (single parent, binuclear, adoptive, foster), and that pupils with special needs are included in regular upbringing-education groups, the challenges of an individual's future and society reflect on, among other, the structure and quality of the education system. Confronted with new challenges, schools change towards creating favorable conditions for the development of social, intellectual and emotional capacities of pupils according to their chronological and mental age. In this regard, inevitable are the requirements at the level of methodology and content being adapted to the upbringing and education process, special upbringing and education support of various type and level respectively. We are here speaking of adapted, i.e. appropriate programs and models of learning with a socially competent teacher and other participants included in all the segments of upbringing and education, design and implementation of differentiated programs and curricula. New education needs of society and individuals initiate the requirement for creating such a profile of education institutions that represent a stimulation environment for learning and the development of social relationships. People's relationships in life communities change and open the issue of dialogue, co-existence, tolerance and mutual respect.
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Mulianah, Baiq. "INTERNALISASI NILAI-NILAI PENDIDIKAN ISLAM DALAM POLA ASUH KELUARGA SASAK NUSA TENGGARA BARAT." JURNAL SCHEMATA Pascasarjana UIN Mataram 8, no. 1 (June 21, 2019): 37–50. http://dx.doi.org/10.20414/schemata.v8i1.1308.
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This study aims to describe the suitability of the Sasak family upbringing with Islamic education, the root of the shift and how to build a new upbringing that is compatible with Islam and the Sasak culture. Through a literature study with phenomenologicalstructural analysis, the writer found that there has indeed been a fundamental change in the parenting style of sasak family whose symptoms are easily seen in the behavior of children who are no longer naturally referring to Islamic values. The conclusions that researchers can draw from the research are: first, that the traditional parenting style of Sasak family is in accordance with Islamic education; secondly, that the shift in the upbringing of Sasak families that led to changes in behavior in present-day children is an accumulation of the collisions brought about by the current of globalization; and third, to build new patterns of Islamic values that are now mainstreamed such as the values of moderation and democracy can be a reference in building new parenting with the necessary adjustments in the realm of culture and tradition of Sasak.
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Sando, Dragomir. "Understanding the Basis of Upbringing and Education in the Orthodox Church." Bogoslovni vestnik 79, no. 1 (May 2019): 203–10. http://dx.doi.org/10.34291/bv2019/01/sando.
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Authentic Christianity has its own concept of upbringing and education, based on the Biblical perspective of man and of entire reality, and developed and elaborated during past centuries through practice and experience. The upbringing offered by the modern culture has always been and still is predominantly humanistic. The ideal of upbringing and its goals, as well as the methods of education, depend on basic presumptions of such culture. Like everything else, pedagogical thought depends on the apprehension of the world, of man and of their final goals. The term “education” comprehended this way gets completely new, different contents and meaning. It is not just a mere acquisition of knowledge from one or several fields, but it has more of an anthropological and ethical and even deep spiritual meaning. Educational – to put it differently – formation means renewal of God’s image in man, its discovery and further development. Simple people, uncontaminated by superficial experience of solely intellectual upbringing, have never forgotten that deep ethical meaning of the world image which also implies organic relation between education and ethics, education and spiritual life in general.
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Maznichenko, Marina A., and Christina N. Molchanyuk. "Upbringing in foreign language lessons: a perspective-scenario approach." Science and School, no. 2, 2020 (2020): 143–55. http://dx.doi.org/10.31862/1819-463x-2020-2-143-155.
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The article proposes a solution to the following urgent pedagogical problem in a modern rapidly developing society: how to ensure the prognostic orientation of upbringing in foreign language lessons? The purpose of the article is to develop and describe a perspective-scenario approach to the upbringing of schoolchildren in foreign language lessons, to present the results of its experimental testing. The authors obtained the following results: (1) the education of the future citizen is justified as the target point of upbringing in foreign language lessons, a portrait of the future national is developed consisting of five groups of qualities; (2) a new, perspective-scenario approach to organizing the upbringing in a foreign language lessons has been proposed, which allows to individualize this process, direct it towards achieving the students’ perspective life goals, strengthen the futuristic and prognostic topics of the subject content of speech, develop a conscious, moral, active attitude of students to their future and the future of their country, to integrate the educational and upbringing goals of the lesson, to develop in schoolchildren the qualities of a person of the future and national of the Russian Federation, universal moral qualities; (3) the essence and principles of this approach, the algorithm for its implementation are disclosed; (4) the results of its experimental testing are described.
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Hirnyi, Oleh. "What to Build the Theory of Upbringing for the “New Ukrainian School”." Filosofiya osvity. Philosophy of Education 21, no. 2 (December 28, 2017): 98–114. http://dx.doi.org/10.31874/2309-1606-2017-21-2-98-114.
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The last decade, and especially the years after the Revolution of Dignity and the association of Ukraine with the EU, are marked by the rhetoric of the «European civilization choice» and «the return to European values». In the education system, it is reflected in the slogan «New Ukrainian School», built on values. The last slogan raises the question: is there a school (or certain type of school education), which is NOT built on values? Or, in other words: is it a school, which is not built on values, possible in general? The questions are obviously rhetorical, because without values education is impossible. It is the values that are the basis of any upbringing. Therefore, in the declared general sense, this slogan is not different from the former Soviet “datsi-bao”, such as “We will come to a victory of covictory of commmunist labour!”.
We need to be much more concrete in these cases. It seems to me, . It seems to me, that the major-that to me, that the major-that the major-the majorthe major--ity of the failures in the reforms in our country arise from the lack of concretization of common slogans – an alive consequence of the communist methodological heritage in this area. Therefore, the article deals with the ideological, philosophical and methodological foundations of constructing formal and ethical (moral) requirements for the system of school education in the USSR, the system of education and upbringing which Ukraine had inherited. In particular, this applies to the so-called “cosmocentric” ontology, the methodology of “dialectical materialism” (in particular, the so-called “unity of theory and practice”) and the class (so-called “proletarian”) - absolutely relativistic – ethics, constructed on it.So, the problem is the lack of a rational explanation and concretization of common slogans, in particular educational ones, which are put forward as a leitmotif of reforms in the school, and appeals to the concept of “values” that has emerged. As a result, we have absence of a corresponding scientific (philosophical) theory of values in Ukraine and a kind of vacuum in the field of ethics.
In my opinion, in this area, we should study the Polish experience, represented by a whole school of rational thinking in all branches of humanities, known as the Lviv-Warsaw School. Due to the traditions of this school, the Polish school system and society as a whole could resist the dialectical “brainwashing” and liberate itself from the dogmas of communist thinking, as far as carry out the necessary reforms, in particular, in the area of education, making it compatible with the educational systems of EU countries.
As an example, logically connected, based on experience and open to criticism, is the presentation of ethical issues in the theory of values of one of the last representatives of the Lviv-Warsaw School, Andrzej Gzegorczyk, presented in his paper “An attempt to describe the world of values and its ethical implications”.
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Polishchuk, V. I. "THE TRADITION OF NEW PERSONALITY UPBRINGING IN THE HISTORY OF RUSSIAN EDUCATION." Education and science journal, no. 6 (March 8, 2015): 107. http://dx.doi.org/10.17853/1994-5639-2013-6-107-118.
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IASHNOVA, O. "New Research on Success in the Teaching and Upbringing of Younger Students." Russian Education & Society 46, no. 2 (February 2004): 15–22. http://dx.doi.org/10.1080/10609393.2004.11056865.
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Palatkina, Galina, Zhanna Sorokina, Alena Palatkina, Sergei Popov, and Galina Galchenko. "Information technologies as a means of patriotic education of junior pupils." E3S Web of Conferences 273 (2021): 12073. http://dx.doi.org/10.1051/e3sconf/202127312073.
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The study examines the theoretical aspects of the patriotic education of primary schoolchildren in the context of the use of information technologies, defines the meaning and functions of information technologies in the educational process of school education. The patriotic upbringing of primary school students is more than relevant, since the preservation and revival of cultural heritage begins with a small homeland (family, courtyard, school, etc.) and is a key moment in the upbringing of the modern generation. In order to study the level of patriotic education of primary school students, we conducted a survey of schoolchildren, the results of which showed: most of them have a low level of patriotic education, which is due to the lack of due attention of the state as a whole and educational institutions in particular to the issue of patriotic education of schoolchildren. Thus, the problem of patriotic education of primary schoolchildren in the context of digitalization of education has acquired new relevance in connection with new views on the quality of upbringing and education of the younger generation.
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Golovanov, Viktor P. "EDUCATION IN MODERN SOCIOCULTURAL CONDITIONS: NEW CHALLENGES, OPPORTUNITIES, RESPONSIBILITY." Social and Political Researches 8, no. 3 (2020): 123–33. http://dx.doi.org/10.20323/2658-428x-2020-3-8-123-133.
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The problem of upbringing in modern socio-cultural conditions is very significant and relevant. Modern reality has a significant positive educational potential, creates a new space for personality development, self-determination, self-organization and self-realization. The transformations in modern Russia, the preparation of a new generation of russians who are able to successfully carry out these transformations in the interests of the individual, society and the state, overcoming numerous manifestations of lack of spirituality in children and youth require an increase in the role of education in educational organizations as a social institution. In this regard, this article deals with new approaches to the organization of educational activities in the education system. The article notes that in modern socio-cultural conditions, education should be focused on achieving two interrelated goals: the success of socialization of the younger generations in modern conditions and self-development of a person as a subject of activity, as a person and as an individual. Education is viewed as a pedagogically organized and purposeful process of personality development, the process of mastering and accepting values, moral attitudes and moral norms of society. The main content of education is to ensure the process of socialization and self-development of a young person on the basis of technologies and means of pedagogical assistance, support and accompaniment. The article also takes into account the fact that in connection with the legislative initiative of the President of the Russian Federation V.V. Putin of May 21, 2020 on the draft federal law "On amendments to the federal law" On education in the Russian Federation " the appeal, first of all, to the problem of upbringing in the education system acquires special relevance. Thus, there is a conscious need of the state to restore the upbringing function of education and in its new understanding. The material is revealed on the basis of a systematic approach to education, where the child is the main subject.
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Ragauskienė, Raimonda. "Models Applied Upbringing Children of Upper Nobility of the Grand Duchy of Lithuania in the 16th – the Middle of the 17th Centuries." Pedagogika 116, no. 4 (December 22, 2014): 6–22. http://dx.doi.org/10.15823/p.2014.044.
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On the basis of historiography and new historical sources, the article analyses models applied upbringing children of upper nobility in the Grand Duchy of Lithuania in the 16th c. – the middle of the 17th c. The general and individual factors characteristic of the upper nobility of GDL, which predetermined upbringing of the children from the target social stratum, are discussed. Attempts are made to identify how early socialisation of girls and boys occurred as well as to discuss teaching of elder children (girls and boys) of upper nobility including the content of their teaching.
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Ivanova, Irina Sergeevna. "On education and upbringing: On the issue of global security." Uchenyy Sovet (Academic Council), no. 5 (April 22, 2021): 365–71. http://dx.doi.org/10.33920/nik-02-2105-04.
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The article analyzes those ethical teachings of the humanities and works of art that can serve as a guide to the prevention of conflicts and the threat of self-destruction of the mankind. The author points out that teaching and presenting to society its fruits must be teleological. The purpose of studying these texts should be a theory of creating a planetary human community based on the principles of goodness and justice. It requires the creation of a new type of man. I.S. Ivanova presents the problems of education and upbringing in the form of three circles: the circle of education of the individual and society, the circle of education and upbringing, and the cultural and linguistic circle. As the most important teachings in philosophy and ethics for the prevention of conflicts and the threat of self-destruction of the mankind, the author singles out the golden rule of morality, the categorical imperative of I. Kant; the teachings of V.S. Solovyov on tolerance and debunking of national, state and personal egoism. In the field of fiction, it is proposed to pay more attention to the books by L.N. Tolstoy, F.M. Dostoevsky, and literature about the Great Patriotic War of the Soviet period. In the sphere of speech culture, it is crucial to teach to prevent conflicts using a system of taboos and euphemisms. The author proposes the idea of principles common to all humanities, necessary for the upbringing of a new type of man and the creation of theoretical principles for building a society of a new planetary human community.
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Gritsai, L. A. "SUBSTANTIATION OF A NEW TYPE OF FAMILY UPBRINGING OF CHILDREN IN RUSSIA IN THE WORKS OF REPRESENTATIVES OF THE FREE-THINKING INTELLIGENTSIA OF THE LATE 18TH CENTURY." Review of Omsk State Pedagogical University. Humanitarian research, no. 34 (2022): 141–45. http://dx.doi.org/10.36809/2309-9380-2022-34-141-145.
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The article analyzes the humanistic type of upbringing in the family, proposed in the works of representatives of the Russian intellectual elite of the late 18th century — Ya. P. Kozelsky, A. Ya. Polenov, A. N. Radishchev. It is indicated that according to these authors, family education based on respect for the rights of the child is the basis for the transformation of society. They were characterized by the conviction that Russia needed certain socio-political transformations (the abolition of serfdom, the assertion of civil liberties of the population, etc.), the result of which would be the spread of a new type of family upbringing of children to all classes.
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Aleksanyan, Anna. "The Techniques of Upbringing Symbolism and Their Application in Public Communication." Journal of Sociology: Bulletin of Yerevan University 11, no. 1 (31) (June 25, 2020): 63–72. http://dx.doi.org/10.46991/bysu:f/2020.11.1.063.
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From a communicative point of view, modern education is a social challenge due to social interaction based on communication influences that go beyond the modern education system. In the context of changes taking place in various modern social processes that affect the formation and development of a personality, the study, identification and application of the new potential of upbringing is of particular importance. The article presents the features of education in the formal and informal educational spheres. The article discusses the methodological basis for studying the upbringing process and considers the problem that the upbringing process takes place not only in the target education system, but also spontaneously, and can be controlled voluntarily and with unpredictable consequences. Based on this, the need to study the technique of visualization of education is revealed, and the question of observing various applications of the visualization of education, especially in the field of public communication, is raised.
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Kokhanaya, O. "Formation of the information space of the new generation of Russia: media educational practices." Voprosy kul'turologii (Issues of Cultural Studies), no. 5 (May 1, 2020): 14–19. http://dx.doi.org/10.33920/nik-01-2005-02.
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The author analyzes the problems of humanitarian education and upbringing of the younger generation, which are necessary to ensure Russia's national security in the 21st century, the transformation of communication mechanisms of children and adolescents at the present stage; Successful media educational projects and media technologies forming a new information space are considered.
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Kirichenko, Svetlana V., and Anna M. Plehanova. "Soviet ideology and culture in the 1920s and 1930s: upbringing a «new man»." Vestnik Tomskogo gosudarstvennogo universiteta. Istoriya, no. 65 (June 1, 2020): 20–26. http://dx.doi.org/10.17223/19988613/65/3.
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Voronchenko, Tatiana, and Galina Lavrova. "Students Facing the Future: New Pedagogical Strategies in Forming a University Upbringing Culture." American Journal of Educational Research 3, no. 5 (May 5, 2015): 652–57. http://dx.doi.org/10.12691/education-3-5-19.
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Postovyi, V. G. "Child upbringing in the new social and cultural situation of contemporary Ukrainian family." Ukrainian Society 2004, no. 2 (May 17, 2004): 103–8. http://dx.doi.org/10.15407/socium2004.02.103.
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Skoglund, Jeanette, and Renee Thørnblad. "Kinship care or upbringing by relatives? The need for ‘new’ understandings in research." European Journal of Social Work 22, no. 3 (August 13, 2017): 435–45. http://dx.doi.org/10.1080/13691457.2017.1364702.
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Solak, Adam, and Jerzy Smoleń. "Upbringing to culture of communication with the use of new media. General introduction." Problemy Opiekuńczo-Wychowawcze 579, no. 4 (April 30, 2019): 11–19. http://dx.doi.org/10.5604/01.3001.0013.2833.
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Internet, mobile phone are certainly not new interpersonal medium of communication because they have been effectively adopted on a huge scale to practice of everyday interaction for years. Style of virtual discussion and internet manners that can be found not only in colloquial conversation and behaviour but also in formal language due to its level causes specialists’ concern of many scientific disciplines. What is more availability of electronic medium, anytime and everywhere, causes losing track of time and generally accepted rules that regulate rhythm of social life. That is why the article is to remind these rules and to appeal to teachers, form teachers, and above all to parents in order to pay attention to culture of communication using mass media which for the younger generation is an essential part of their life not only communicative life.
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Палянов, М., M. Palyanov, В. Николаев, V. Nikolaev, О. Масюков, O. Masyukov, Д. Янькин, D. Yan'kin, Н. Харина, and N. Harina. "Upbringing of Value Bases of Moral Culture of the Person." Profession-Oriented School 6, no. 2 (May 22, 2018): 38–48. http://dx.doi.org/10.12737/article_5ae474943f65f2.99838238.
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The article presents a new approach to the development of educational and technological clusters as an eff ective way of the professional selfdetermination formation of students. The theoretical substantiation and description of the process of educational and technological cluster development with the participation of General educational organizations as obligatory links of continuous professional education are considered. Separate forms of the interaction of educational and technological cluster subjects are presented.
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Kjimova, Gjorgina. "PEDAGOGICAL REALITY THROUGH INNOVATIONS." Knowledge International Journal 34, no. 2 (October 4, 2019): 399–404. http://dx.doi.org/10.35120/kij3402399k.
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Pedagogy as a science of human upbringing needs to be innovated and changed in parallel with changes in science and society, аs at the same time she must be basis for change in both personality and society. The process of upbringing in practice is a reflection of the scientific findings from pedagogy and related sciences. The innovations produced from new knowledge in science have a central force in any science towards advancing the practice, and so in pedagogy. They aim to provide new approaches in the educational process and new quality in practice. Innovation aims to bring dynamics to science and continuous development. The upbringing with the enormous role of positive modifying human behavior and development is essential to the progress of the whole society. Education as a process that takes place from birth to the end of life, have a particular importance in the formal education phase, especially in school. Education within the school period has an pedagogical as well as educational character. Through all its components the upbringing of the intellectual, moral, aesthetic, working and bodily component influences the entire human development. Therefore, every new approach that will be applied in the educational process is important for refreshing the teaching and for enhancing the quality of education in every society. For this reason, it is necessary to look for innovation. Through the globalization of the world, knowledge from other cultures and civilizations is included in the teaching and acquisition of knowledge that enables innovative advancement ways in the educational process. The occurrence of drones related to technological development has enriched visualization opportunities as an important aspect of the educational process. There are also new learning opportunities through unusual themes and imaginations that stimulate thinking and are extremely important for the development of young people. These innovations and many more new approaches that change pedagogical theory and practice have been essential in the educational process of futuristic generations. The paper deals with the topic of innovation in the pedagogical process in primary education in the Republic of North Macedonia. It is a descriptive research wich elaborate the level of application of innovation in the process of education in primary education.
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Revyakina, Nadezhda, and Elena Sakharova. "Synergetic mechanisms of students’ new worldview formation." E3S Web of Conferences 273 (2021): 12102. http://dx.doi.org/10.1051/e3sconf/202127312102.
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The authors consider the synergetic approach in psycho-pedagogics. Synergeticsis regarded nowadays as one of the fundamental aspects of the students’ new worldview formation. Teachers’ professional awareness to work in the framework of new tendencies is one more urgent task. Creative and prognostic thinking will help teachers to work with students as self-organizing systems. The proper new original technique and style elaboration will greately contribute to educational process. Such Synergetic mechanisms as openness, nonlinearity; feedback are the leading ones in creating modern terms of teaching and upbringing students, defining them as a super-complexes and unique systems. Synergetics can be of great assistance in creating modern terms of teaching and upbringing students. The synergetic approach is a scientific domain of evolving structurally organized systems, to which the system of professional training of specialists can be referred. This approach creates new possibilities to student’s self-determination in the framework of multidimensionality, complexity, and alternativeness of cognizable processes.It is of great importance to recognize the significant role of randomness in students’ self-development. It is necessary to emphasize that systems including several complex system components that make up an integral synergetic system are actually realized in the conditions of diversity, randomness, spontaneity and unpredictability. The problem is that a future specialist should have the skills and professional mobility to react quickly to the constantly emerging changes in practical and scientific activity. Thus, interdisciplinary integration is one of the most important areas for improving the preparation of students in a modern higher educational institution.
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Antonenko, T. L., and G. P. Shevchenko. "HARMONIOUS UNITY OF SPIRITUALITY, CULTURE,EDUCATION AND UPBRINGING." All Ukrainian scientific-practical magazine Principal of School Liceum Gymnasium, no. 1 (2020): 95–107. http://dx.doi.org/10.37836/2309-7744-2020-1-9.
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The article is devoted to the investigation of the problem of harmonious unity of spirituality, culture, education, and upbringing of a personality, which are the most important categories of pedagogical science and determine the tendencies and nature of personality development. The authors of the article provide an essential characteristic of these concepts. It is emphasized that in present day conditions, the state of spirituality of society, its decline "as a social phenomenon, as a critical state for the fate of mankind", is of particular concern. Therefore, the problems of the culture and spirituality of the personality are now the subject of attention of all the humanities. The authors of the article note that a growing person is at the center of pedagogical research. It is emphasized that nowadays it is necessary to take into account its energy and information essence, and peculiarities of its soul as an organic totality of all physical, energetic, conscious and unconscious psychophysiological and spiritual forces of a person. The need to consider the concepts of spirituality, culture, education, and upbringing in the context of formation of the value and sense sphere of personality is emphasized. In the article, the author's definition of this concept is presented and the psychological determinants of the formation of the value and sense sphere of a personality are identified. They include culture as a metasystem; spirituality as a vital determinant; ideals as meaningful factors; and modern information systems, spaces and practices. In the article, the concept of cultural personality development, worked out by D. Paul Shafer, is characterized. The shortcomings of modern education are described and the tasks of the new century education are defined. It is emphasized that education should perform an important culture-creative and human-creative function that promotes the cultivation of personality spirituality. It is emphasized that upbringing of a spiritually mature personality is ensured in the educational process by the readiness to co-operate in the context of cultural pluralism.
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Opiela, S. Maria. "170 lat realizacji systemu ochrony przez wychowanie w koncepcji Edmunda Bojanowskiego." Biuletyn Historii Wychowania, no. 42 (March 15, 2020): 199–208. http://dx.doi.org/10.14746/bhw.2020.42.13.
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The pedagogical thought and concept of the system of protection by Edmund Bojanowski’s upbringing, even though it was born 170 years ago, appears today to be innovative and exceptionally up-to-date. Applied in contemporary pre-school education and child care, it is a continuation of the concept of upbringing and its practical implementation by establishing on May 3, 1850 the nursery and Congregation of the Servant Sisters. The theoretical and practical application of this concept and new research and scientific studies on the essence of early education realized in Catholic pedagogical thought in the context of contemporary civilization challenges is still expected from various circles in Poland and worldwide.
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Yevsyukov, Yu S. "Characteristic features of the upbringing of modern actor." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 51, no. 51 (October 3, 2018): 209–22. http://dx.doi.org/10.34064/khnum1-51.12.
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In the time of changing global norms and rapidly developing technologies, modern theatre constantly evolves, adopting new theatrical forms; many of these emerged at the turn of the twentieth and twenty first centuries. In this regard, it is appropriate to talk about the formation of the new creative individual, the modern actor in contemporary theatre. Higher educational institutions, for both theatrical and cinematic professionals, should be aimed to develop not only highly qualified and competitive experts, but also creative individuals. As society is constantly evolving both culturally and spiritually, a contemporary artist has to be prepared to mirror this and progress their own style in respect to these considerations. Therefore, in this article we draw attention to the key characteristics in educating the modern actor. The objective of the study is to answer some of the topical questions relating to students mastering of acting; an attempt was made, focusing on the most important components of the profession, such as the authenticity of playing, improvisation, inspiration, actor’s personality, to concretize the features of the creative image of the contemporary stage master and his theatrical teacher. The methodological basis of the study includes the works of M. Knebel, K. Stanislavsky, M. Chekhov, and a number of other outstanding practitioners and theorists in the performing arts space. It also references studies, articles and publications of modern theatre teachers: P. Bruck, A. Vasilyev, E. Grotovsky, N. Zvereva, D. Livneva, P. Pavi. The results of the research. The Ukrainian theatrical art has always been emotional, lyrical, and sincere. Such his features exist as if out of time. So it was in the era of Schepkin, Solenik, Rybakov, Kropivnitskyi and Staritskyi. These qualities also are characteristic of today’s performing style. Therefore, drama teachers primarily pass on knowledge of traditional psychological theater. However, not forgetting the values of traditional learning, they also master other teaching methods, introducing students in theory and practice to the modern theatrical process, thus adopting the global theatrical language. Compulsory and integral parts of modern theatrical education are various techniques of stage speech and vocal, psycho-technique, methods of control over mental processes. The article also examines the practical skills gained during drama and stage speech lesson and their importance emphasizes, as well as the role such fundamentals features of scenic art as trueness, persuasion of playing, improvisation and inspiration, also an actor’s individuality. It is necessary to conscious that authenticity, trueness of actor’s playing has a great power over the audience. Working on the authenticity of acting, a pedagogue should understand what a student thinks about, how he responds and what he feels while staying in a role of one or another character. The basis of live theatrical playing is also improvisation. The student must distinguish the improvisation onto a scripted line from the poorly rehearsed acting. For professional theatre, it is inappropriate to use the latter type of improvisation, because it can lead an actor away from the role and the stage director’s decisions and deteriorate the spectacle. Therefore, rehearsals should always precede improvisation. Another component typical for creative professions is inspiration. This is the emotional actor’s resource, which is characterized by a highly productive state and an intensity of emotions. Inspiration does not come on demand; it manifests through the love of one’s job, through some bright idea or sometimes it occurs spontaneously and cannot be studied and replicated at will. In addition, while studying, each of students should try to uncover his uniqueness, his individuality and learn to listen to self-own inner voice; he should look for his own interpretation of a particular role. Based on the above, we can draw some conclusions. A student studying acting today should aim to equally master the knowledge of classical acting techniques and understand all the intricacies of modern avan-garde and postmodernist theatre trends, the diversity of which places special demands on the education of a modern actor. A modern artist must skilfully apply in practice the knowledge gained in the learning process . He should freely navigate in various methods of acting, in drama as the primary basis of the performance. He should have an idea about inspiration, improvisation, acting individuality and authenticity of playing, about stage space and time. It would be an error for a contemporary artist to confine himself to the sphere of his profession exclusively, he should understand the connected nature of arts and the relationship between the theatre and other art disciplines. Various techniques of stage speech and vocal, emotive approaches and methods of controlling the inner world are compulsory and an integral part of modern theatrical education. The deeper a student learns the specificity and laws of these arts, the more interesting and professional his performance becomes. In turn, the modern theatre pedagogue while training students should upbringing such features as self-confidence of a student; a sense of responsibility and autonomy; aim for discovery of a student’s individual abilities; development of his taste and a sense of proportion; the ability to analyze and being equipped to distinguishing high art from vulgar and fake.
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Al-Obaidi, Dr Entisar. "The influence of media on upbringing and behavior of children." GIS Business 14, no. 6 (December 12, 2019): 656–66. http://dx.doi.org/10.26643/gis.v14i6.15023.
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Media refers to the channels of communication through which we distribute news, education, movies, music, advertising messages and other information. It includes physical and online newspapers and magazines, television, radio, telephone, the Internet, fax and billboards, are a dominant force in lives of children. Although television is remaining the predominant medium for children and adolescents, the new technologies are become more popular. We have to concern about the potential harmful effects of media "messages and images"; however, the positive and negative effects of media should be recognized.
Parents have to establish the plan for all media in family home. Media that are influences on children should be recognized by "schools, policymakers, product advertisers, and entertainment producers".
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Lambrecht, Johan. "Multigenerational Transition in Family Businesses: A New Explanatory Model." Family Business Review 18, no. 4 (December 2005): 267–82. http://dx.doi.org/10.1111/j.1741-6248.2005.00048.x.
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This article presents an explanatory model for transfer of family businesses to following generations. Our research using 10 case studies shows that transfer of family businesses is a lifelong, continuous process, in which the family must address and foster the soft elements of the transfer process: enterpreneurship, freedom, values, outside experience, upbringing, and education. Furthermore, a business family can develop into a family dynasty only when it embraces sound governance as a fundamental principle; that is, the individual family member belongs to the family, which belongs to the business.
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Slavuta, Halyna Oleksandrivna. "Religious education and upbringing of children during the tsarist times." Ukrainian Religious Studies, no. 9 (January 12, 1999): 35–43. http://dx.doi.org/10.32420/1999.9.820.
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The word "freedom" at all times was worried by progressive humanity. The notion of "freedom of conscience" is one of the specific varieties of the word. At the end of the nineteenth and early twentieth centuries. He was interpreted in all ways abroad and in Russia in particular. Declared by the manifesto of the king in 1905, the freedom of conscience, according to many, did not bring the expected release of "religious slavery." For several decades, the Soviet ideologues have argued that only the Leninist decree on freedom of conscience, church and religious organizations, or, in other words, the Decree on the separation of church from state and school from the church, issued in 1918, marked a new era in the spiritual life of the people.