Academic literature on the topic 'Theory of Education Social values'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Theory of Education Social values.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Theory of Education Social values"
1
Sharanova, Yuliia. "Developing students’ social values within the US higher education institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 4 (133) (December 24, 2020): 79–84. http://dx.doi.org/10.24195/2617-6688-2020-4-10.
Full textAbstract:
The experience of the United States, where in higher education students are trained for conscious social activities and independent responsibility for the benefit of the community and society as a whole, seems to be significant for the theory and practice of higher education in Ukraine. The appeal to the American educational experience is due to the fact that today the United States as a state governed by the rule of law is a reliable guarantor of individual rights and freedoms, provided by strong traditions of civic education – the key to educating students' social values. At the same time, the interest in higher education in the United States is due to its high prestige within the world educational environment, its well-known democratic orientation and constant content and methodological improvement. In the United States, training graduates in adapting to their social life as responsible citizens-members of certain communities and professionals in society has historically been a duty of higher education. The purpose of the article is to highlight the features of the educational process in the course of general education in the framework of undergraduate studies within the US higher education, institutions, which contribute to the development of students’ social values. It is noted that the pedagogical experience of the United States, where students are being trained in conscious social activities and independent responsible activities for the benefit of society in higher education institutions, is useful for the theory and practice of higher education in Ukraine. The methodology of the research is based on the analysis of scholarly and pedagogical sources of the USA and Ukraine on the problem under study with the elements of induction and deduction to characterise the state of its development in the USA; the summarising of the organisation of various types of training in the US higher education institutions, which provide for the formation of students’ social values. The originality of the research lies in the fact that for the first time in the Ukrainian pedagogical science, the views of American scholars on the types of training, as well as the civic engagement of students in the U.S. higher education institutions which contribute to the development of their social values have been summarised. It has been found out that today, in higher education in the United States, students’ engagement into social activities during their general education ensures their readiness for a meaningful and responsible life in an interdependent world characterised by uncertainty and rapid changes. By teaching leadership and community service through dialogue and collaboration, the U.S. colleges and universities contribute to the development of students’ social values, social and intellectual development of students who, moving from a comfort zone to a contact zone, are able to interact effectively within a variety of situations.
2
Givati, Yehonatan. "Legal Institutions and Social Values: Theory and Evidence from Plea Bargaining Regimes." Journal of Empirical Legal Studies 11, no. 4 (October 28, 2014): 867–93. http://dx.doi.org/10.1111/jels.12058.
Full text
3
Decker, Valerie D., Philip D. Suman, Barb J. Burge, Ankita Deka, Melanie Harris, Dwight J. Hymans, Michael Marcussen, Donna Pittman, David Wilkerson, and James G. Daley. "Analysis of Social Work Theory Progression Published in 2004." Advances in Social Work 8, no. 1 (April 30, 2007): 81–103. http://dx.doi.org/10.18060/133.
Full textAbstract:
The authors reviewed 67 articles that discussed and/or tested human behavior theories from social work journals published in 2004 in order to assess the level and quality of theory progression. The articles were further sorted into Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) Foundation Curriculum content areas of HBSE, practice, policy, field education, values & ethics, diversity, populations-at-risk/social and economic justice, and research for purposes of categorization. Results indicated that HBSE and practice were by far the largest group of articles reviewed.Also found was that social work has a limited amount of theory discussion in the content areas of field, values and ethics, diversity, and populations-at-risk/social and economic justice. Thirty-three articles were found to demonstrate theory progression, eight articles presented new/emerging theories, and 26 articles discussed or critiqued theories without presenting evidence of theory progression.
4
King, Michael E. "Social Work Education and Service Learning." Journal of Baccalaureate Social Work 8, no. 2 (March 1, 2003): 37–48. http://dx.doi.org/10.18084/1084-7219.8.2.37.
Full textAbstract:
In order to increase the collaboration between communities and schools of social work, this article urges educators at both the undergraduate and graduate levels to consider the benefits of including service learning in social work curricula. An approach to social work education via service learning places an equal emphasis on meaningful community service and student skill development, in contrast to other forms of experiential learning. An empowering approach to integrating theory and practice, service learning embodies specific social work values, such as respect for diversity, self-determination, collaboration, social justice, a person-in-environment focus, and accountability. Drawing on recent examples from baccalaureate and master's-level programs, empirical evidence supporting the efficacy of service learning in the field of social work is offered.
5
Scharf, Jan, Andreas Hadjar, and Alyssa Grecu. "Applying social production function theory to benefits of schooling: the concept of values of education." British Journal of Sociology of Education 40, no. 7 (April 24, 2019): 847–67. http://dx.doi.org/10.1080/01425692.2019.1604207.
Full text
6
Hatiboğlu, Burcu, Özge Sanem Özateş Gelmez, and Çağıl Öngen. "Value conflict resolution strategies of social work students in Turkey." Journal of Social Work 19, no. 1 (February 28, 2018): 142–61. http://dx.doi.org/10.1177/1468017318757174.
Full textAbstract:
Summary The aim of this study is to examine various strategies of social work students for resolving conflicts between their personal and professional values in the atmosphere of rising conservatism in neoliberal Turkey. Grounded theory was chosen to reflect the feelings and thoughts of 34 students attending a creative drama-based group on critical value education designed by the researchers. Purposeful sampling was employed to identify the participants. Notes and memos, reflective diaries, in-group discussions and a semi-structured focus-group discussion were used to collect data. The data on the conflict resolving strategies of the students are discussed in detail within anti-oppressive perspective in social work practice, theory and education in a neoliberal and neoconservative Turkish context. Findings The study reveals three main categories of conflict resolution strategies: (1) “Suppression”: An uncomfortable way to neutralize personal values, (2) Stretching boundaries via “sanctification”, and (3) “Fatalism” and pussyfooting around the status-quo. Uncomfortable feelings and fears are the basic triggers of these strategies when personal and professional values are in conflict. Applications The study gives us insight about the necessity to be more emotionally reflective and powerful practitioners while challenging the uncomfortable feelings and fear triggered when personal and professional values are in conflict. We argue that we need to adopt anti-oppressive perspective in professional practice, theory and education to overcome conflicts between personal and professional values in a neoliberal context.
7
Milutinovic, Jovana. "Social constructivism in the field of education and learning." Zbornik Instituta za pedagoska istrazivanja 43, no. 2 (2011): 177–94. http://dx.doi.org/10.2298/zipi1102177m.
Full textAbstract:
Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice.
8
Dipre, Kirsis A., and Melissa Luke. "Relational Cultural Theory–Informed Advising in Counselor Education." Professional Counselor 10, no. 4 (December 2020): 517–31. http://dx.doi.org/10.15241/kad.10.4.517.
Full textAbstract:
Relational cultural theory emerged in the 1970s as a reaction to the dominant view of women in psychology and continues to challenge societal values while promoting social justice. Key tenets of relational cultural theory are to promote growth-fostering relationships and move toward connection. These may be applied in a variety of contexts within higher education. This conceptual manuscript provides an overview of advising relationships, particularly within counselor education. A thorough review of relational cultural theory and its potential utility in advising is presented. Then a case conceptualization is provided to illustrate how faculty advisors can enhance their advising practices and better address interpersonal dynamics within the advising relationship. Implications for using this framework in multiple higher education settings are discussed.
9
Arif, Arifuddin M. "PERSPEKTIF TEORI SOSIAL EMILE DURKHEIM DALAM SOSIOLOGI PENDIDIKAN." Moderasi: Jurnal Studi Ilmu Pengetahuan Sosial 1, no. 2 (December 25, 2020): 1–14. http://dx.doi.org/10.24239/moderasi.vol1.iss2.28.
Full textAbstract:
This study is oriented towards Durkheim's theoretical analysis of social theories in the context of the sociology of education. This study aims to reveal the perspective and construction of Durkheim's sociological views of education and its relevance in the current social phenomena of education. With a descriptive analysis approach through literature studies, it is concluded that the dimensions of Durkheim's social theory, with the paradigm of social facts, appear in the elements forming social cohesion or social solidarity, division of labor in society, new social implications that give rise to anomie symptoms, community development and suicide (scuidi ), religion and morality, and collective values. Durkheim recommends that social studies, including the study of education, be carried out according to empirical standards with a major focus on social facts. Durkheim has contributed to the construction of the education system with a sociological approach based on a functional structural approach and a theory of social facts, social solidarity, and morals. Durkheim emphasized educational buildings based on strengthening the values of collective awareness, plus providing knowledge and skills of students to survive in life.
10
Eccles, Jacquelynne S., and Allan Wigfield. "From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation." Contemporary Educational Psychology 61 (April 2020): 101859. http://dx.doi.org/10.1016/j.cedpsych.2020.101859.
Full textDissertations / Theses on the topic "Theory of Education Social values"
1
Comerford, Boyes Louise. "Signifying creative engagement : what is the influence of professional identity on the values that people ascribe to creative partnership projects in education?" Thesis, University of Bradford, 2009. http://hdl.handle.net/10454/4452.
Full textAbstract:
This qualitative study examines the relationship between professional group belonging and what individuals deem valuable within the creative partnership projects they carry out together in schools. There were three consecutive stages to the research. The first stage was the phenomenographic analyses of interview transcripts from twenty three teachers and twenty three creative practitioners who partnered each other to run year long projects. The second stage was the aggregation of the resulting forty six analytic outputs into formats permitting inter-group comparisons to be made. This stage included three separate analyses: not only was an individual's professional group belonging shown to impact on what they deemed valuable, but partnership type, i.e. new versus established, also had a substantive impact. The influence of school type was examined and shown to have a lesser effect. The third stage was the use of formal, academic theories to interrogate trends appearing in the results: social identity theory and social representations theory, alongside discursive psychology and readings of identity from cultural studies, were mobilized as consecutive lens on the analytic outcomes. These theories were found to be apposite and a deeper comprehension of creative partnership dynamics was arrived at. This study evidences not only a difference between what teachers and creative practitioners respectively value, but shows how the application of theory is a valuable aid in understanding the variations. This represents a major contribution to the field as the use of formal academic theories does not, as yet, feature in the discourses underpinning creative partnership work.
2
Drogos, David James. "SUSTAINABILITY CURRICULUM INVENTORY AND LITERACY ASSESSMENT: THE INFLUENCE OF VALUES ON KNOWLEDGE OF AND PERCEIVED IMPORTANCE OF SUSTAINABILITY COMPONENTS." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1316.
Full textAbstract:
The incorporation of sustainability education and sustainable practices in higher education serves several purposes. It prepares students for work in sustainability-focused professions, fosters environmentally responsible behavior in individuals, and helps to reduce the ecological impacts of the operational aspects of educational institutions. However, contemporary definitions of sustainability, which consider social, political, ecological, and economic influences on the environment, complicate educational initiatives. Distinct educational departments often consider sustainability through their specialized lens. Trans-disciplinary initiative must be enacted in order for sustainability education to reach its full potential. This paper outlines the results of an electronically administered faculty sustainability curriculum inventory as well as an electronically administered university-wide sustainability literacy survey that were conducted at Southern Illinois University. The relationship between individual values and perceived importance and knowledge of sustainability components are examined within the context of the Value-Belief-Norm theory. While response rates for both surveys were relatively low, the faculty curriculum inventory survey was useful in identifying faculty members with an interest in sustainability education. These individuals could potentially work to spearhead curricular initiatives across the university. The survey also provided information that was used to create a sustainability course database and profiles of faculty members with an interest in sustainability education. Results for the literacy survey indicate that respondents' perceived importance of sustainability components exceeded their knowledge of those components in every case. Respondents rated components grouped under both energy systems and individual integrity as very important or extremely important to a sustainable university community. However, all components were rated at or above relatively important. Ecocentric, altruistic, and traditional individual values served as reliable predictors of respondents' perceived importance of sustainability components. These results should encourage further research of the motivations for sustainability incorporation on a campus community when considered within the framework of behavioral models such as the Value-Belief -Norm Theory or the Theory of Planned Behavior.
3
Schou, Mette. "SFI - as an Agenda for Internalizing Swedish Norms and Values." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23687.
Full textAbstract:
This study examines the adult Swedish language education for immigrants, SFI, as a system with functions in the Swedish society. The practical teaching of the Swedish language is lifted out and the remaining knowledge is studied. The aim is to apply a system theoretical approach in order to describe how SFI has different functions in society and furthermore, how the knowledge SFI mediates also have functions. Parsons’ system theory serves as the theoretical foundation for this study, but a perspective of stereotypes as well as infantilization broadens the study. The empirical material which this study is based on is gathered through 13 classroom observations and six interviews. The material shows that SFI has the functions to inform, affect, prepare and prevent immigrants in different ways. It concerns matters such as democratic and equal values, medical care, dental care and the tax system. All these functions aim to change the behaviors and thoughts of immigrants so that their behaviors and thoughts better correspond with those of other members of the Swedish society. Noticed and addressed is that these functions appear to have somewhat stereotyping and infantilizing consequences. Thus, SFI as an institution plays a significant part in the integration process of immigrants.
4
Wafula, Robert J. "Male ritual circumcision among the Bukusu of Western Kenya : an indigenous African system of epistemology and how it impacts Western forms of schooling in Bungoma District /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220621.
Full text
5
Chan, Su Hoon. "A theory of cooperative learning as incentive-values-exchange : studies of the effects of task-structures, rewards and ability on academic and social-emotional measures of mathematics learning /." Chan, Su Hoon (2004) A theory of cooperative learning as incentive-values-exchange: studies of the effects of task-structures, rewards and ability on academic and social-emotional measures of mathematics learning. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/512/.
Full textAbstract:
This PhD thesis is concerned with the social psychology of cooperative learning and its effects in cognitive and social-emotional domains. It comprises two main studies and two exploratory studies undertaken during two 10-day, 16-hour learning intervention programmes for Maths Word Problem-Solving (MWPS), respectively for 285 and 451 Grade-5 students in Singapore.
Study 1 used a quasi-experimental design to investigate the outcomes of task-structures in an Individual Learning condition and three dyadic Cooperative Learning conditions that varied in the key elements: positive interdependence, individual accountability and group goals. The results indicated that a Cooperative Learning condition with a high level of positive interdependence in combination with a low level of individual accountability resulted in significantly lower MWPS academic achievement and peer-self-concept outcomes than the other conditions; whereas the other Cooperative conditions with lower levels of positive interdependence did not differ significantly from the Individual Learning condition in MWPS academic outcomes but produced better peer-self-concept outcomes. The discussion theorises how task-structured positive interdependence in cooperative conditions can potentially be so rigid that it limits individual control in overcoming a dyadic partner's error. In turn, this increases the likelihood that members of dyads would 'sink together' (rather than 'swim together') - which appears to produce relatively worse MWPS academic outcomes as well as being detrimental to peer-self-concept outcomes. Therefore, optimal cooperative learning conditions for mathematics should allow interaction amongst student partners but not preclude individual control over any stage of the learning task.
Study 2 comprised three interrelated investigations of the effects of rewarding learning behaviours and the effects of ability-structures on Individual, Equals (homogeneous) and Mixed (heterogeneous) dyads. All children were eligible to be rewarded for their own MWPS academic mastery achievements, but comparison groups in each of the ability-structures were either eligible or not eligible to be rewarded for displaying target learning behaviours (LB-Rewards or No-LB-Rewards). The academic programme was based on Polya's problem-solving strategies of understanding the problem, devising a plan, carrying out the plan, and checking the results. Children in all learning conditions were instructed to use these problem-solving strategies and, according to their differently assigned learning conditions, to use learning behaviours (LB-s) either 'for helping oneself' in Individual conditions or 'helping one's partner' in Equals and Mixed conditions. In 'LB-Rewards' conditions, teachers rewarded the children's displays of the assigned behaviours for learning alone or learning together, whereas in 'LB-No-Rewards' conditions they did not.
The investigation in Study 2a encompassed the same dependent variables as Study 1. The results indicated that for maths (MWPS), Learning Behaviour rewards were detrimental to Individual Learning conditions with significantly lower MWPS gains when the rewards were used compared to when they were not, whereas the opposite pattern was found for Equals where the effects of Learning Behaviour significantly enhanced MWPS outcomes. For peer-self-concept, effects varied across the Cooperative conditions' Learning Behaviour rewards conditions. An exploratory analysis of High-, Low- and Medium-ability revealed patterns of the inter-relationships between ability-structures and effects of rewarding.
Study 2b is exploratory and involved traversing the traditional theoretical dichotomy of individual vs social learning, to develop a measure combining them both in 'self-efficacy for learning maths together and learning maths alone'. The effects of the various experimental conditions on factors in this measure were explored, allowing detailed insight into the complex, multi-dimensional and dynamic inter-relationships amongst all the variables. The findings have been developed into a theory of Incentive-values-Exchange in Individual- and Cooperative-learning, arguing that there are four main cooperative learning dimensions - 'individual cognitive endeavour', 'companionate positive influence', 'individualistic attitudes development' and 'social-emotional endeavour'. The argument is that students' motivation to learn cooperatively is the product of perceived equalization of reward-outcomes in relation to each dyadic member's contributions to learning-goals on these dimensions. Hence, motivation varies across ability-structures and reward-structures in a complex manner. A further proposition of the theory is that social-emotional tendencies and biases form a dynamic system that tends to maintain dyadic partners' achievement levels relative to their ability-positioning.
Study 2c is exploratory and extends Study 2b by illustrating its Incentive-values-Exchange theory. Samples of children's written descriptive reflections of their experiences in cooperative dyads are provided to illustrate the point made about the children's relationships and effects on each other for each of the factors on the individual- and cooperative-learning scales. As such, this section of the thesis offers a parsimonious explanation of cooperative learning and the effects of various learning conditions on the integrated cognitive, social and emotional domains.
Practical implications in light of the study's findings of optimal conditions include the possibility of practitioners more closely tailoring cooperative learning conditions to meet the academic or social-emotional needs of learners at specific ability levels. Future directions for research include testing some of the learning dimensions and proposed theoretical configurations for them using controls identified by the statistical analyses together with qualitative observations, and further developing new methodologies for investigating the social-psychological causes and consequences of learning motivation.
6
sg, suchan@pacific net, and Su Hoon Chan. "A Theory of Cooperative Learning as Incentive-ValuesExchange: Studies of the Effects of Task-Structures, Rewards and Ability on Academic and Social-Emotional Measures of Mathematics Learning." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051019.151329.
Full textAbstract:
This PhD thesis is concerned with the social psychology of cooperative learning and its effects in cognitive and social-emotional domains. It comprises two main studies and two exploratory studies undertaken during two 10-day, 16-hour learning intervention programmes for Maths Word Problem-Solving (MWPS), respectively for 285 and 451 Grade-5 students in Singapore.
Study 1 used a quasi-experimental design to investigate the outcomes of task-structures in an Individual Learning condition and three dyadic Cooperative Learning conditions that varied in the key elements: positive interdependence, individual accountability and group goals. The results indicated that a Cooperative Learning condition with a high level of positive interdependence in combination with a low level of individual accountability resulted in significantly lower MWPS academic achievement and peerself-concept outcomes than the other conditions; whereas the other Cooperative conditions with lower levels of positive interdependence did not differ significantly from the Individual Learning condition in MWPS academic outcomes but produced better peerself-concept outcomes. The discussion theorises how task-structured positive interdependence in cooperative conditions can potentially be so rigid that it limits individual control in overcoming a dyadic partners error. In turn, this increases the likelihood that members of dyads would sink together (rather than swim together) which appears to produce relatively worse MWPS academic outcomes as well as being detrimental to peerself-concept outcomes. Therefore, optimal cooperative learning conditions for mathematics should allow interaction amongst student partners but not preclude individual control over any stage of the learning task.
Study 2 comprised three interrelated investigations of the effects of rewarding learning behaviours and the effects of ability-structures on Individual, Equals (homogeneous) and Mixed (heterogeneous) dyads. All children were eligible to be rewarded for their own MWPS academic mastery achievements, but comparison groups in each of the ability-structures were either eligible or not eligible to be rewarded for displaying target learning behaviours (LB-Rewards or No-LB-Rewards). The academic programme was based on Polyas problem-solving strategies of understanding the problem, devising a plan, carrying out the plan, and checking the results. Children in all learning conditions were instructed to use these problem-solving strategies and, according to their differently assigned learning conditions, to use learning behaviours (LBs) either for helping oneself in Individual conditions or helping ones partner in Equals and Mixed conditions. In LB-Rewards conditions, teachers rewarded the childrens displays of the assigned behaviours for learning alone or learning together, whereas in LB-No-Rewards conditions they did not.
The investigation in Study 2a encompassed the same dependent variables as Study 1. The results indicated that for maths (MWPS), Learning Behaviour rewards were detrimental to Individual Learning conditions with significantly lower MWPS gains when the rewards were used compared to when they were not, whereas the opposite pattern was found for Equals where the effects of Learning Behaviour significantly enhanced MWPS outcomes. For peerself-concept, effects varied across the Cooperative conditions Learning Behaviour rewards conditions. An exploratory analysis of High-, Low- and Medium-ability revealed patterns of the inter-relationships between ability-structures and effects of rewarding.
Study 2b is exploratory and involved traversing the traditional theoretical dichotomy of individual vs social learning, to develop a measure combining them both in self-efficacy for learning maths together and learning maths alone. The effects of the various experimental conditions on factors in this measure were explored, allowing detailed insight into the complex, multi-dimensional and dynamic inter-relationships amongst all the variables. The findings have been developed into a theory of Incentive-valuesExchange in Individual- and Cooperative-learning, arguing that there are four main cooperative learning dimensions individual cognitive endeavour, companionate positive influence, individualistic attitudes development and social-emotional endeavour. The argument is that students motivation to learn cooperatively is the product of perceived equalization of reward-outcomes in relation to each dyadic members contributions to learning-goals on these dimensions. Hence, motivation varies across ability-structures and reward-structures in a complex manner. A further proposition of the theory is that social-emotional tendencies and biases form a dynamic system that tends to maintain dyadic partners achievement levels relative to their ability-positioning.
Study 2c is exploratory and extends Study 2b by illustrating its Incentive-valuesExchange theory. Samples of childrens written descriptive reflections of their experiences in cooperative dyads are provided to illustrate the point made about the childrens relationships and effects on each other for each of the factors on the individual- and cooperative-learning scales. As such, this section of the thesis offers a parsimonious explanation of cooperative learning and the effects of various learning conditions on the integrated cognitive, social and emotional domains.
Practical implications in light of the studys findings of optimal conditions include the possibility of practitioners more closely tailoring cooperative learning conditions to meet the academic or social-emotional needs of learners at specific ability levels. Future directions for research include testing some of the learning dimensions and proposed theoretical configurations for them using controls identified by the statistical analyses together with qualitative observations, and further developing new methodologies for investigating the social-psychological causes and consequences of learning motivation.
7
Minott, Sandra Simone. "Validation of Parsons' Structural Functionalism Theory Within a Multicultural Human." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3357.
Full textAbstract:
Shared values and norms are at the core for unifying different cultures socializing or working to fulfill the goals and mission of organizations. Researchers have not examined how employees representing different cultures socialize via shared norms and values in human service companies. The purpose of this ethnography study was to explore the process of 8 culturally different employees working together at a human service organization. Using purposeful sampling, multicultural employees were selected from 4 departments within the human service company. Face-to-face interviews, field notes, questionnaire, and participant observation were the tools for collecting the data. Descriptive coding, value coding, and the Ethnograph software was used to identify themes from the data. The analysis of the data evolved from using the approach of the hermeneutic circle, which consisted of examining the parts, such as activities and the connection to the whole, such as core values. According to the study, most employees engaged in sharing the norms and values of the human service company, ultimately fulfilling the goals or core values. However, 2 out of 8 participants engaged in conflict and had a lack of knowledge about 1 out of 4 core values. Knowledge and compliance to the core values were fundamental ingredients for providing quality services. This study leads to positive social change by providing human service organizations information on compliance to the entire core values of the human service company and knowledge of the complete core values of the human service company.
8
Winn, Joss. "Academic labour and the capitalist university : a critique of higher education through the law of value." Thesis, University of Lincoln, 2015. http://eprints.lincoln.ac.uk/17330/.
Full textAbstract:
The work submitted for examination consists of ten items, with the key sole-authored components comprising a book chapter (Winn, 2012) and four peer-reviewed journal articles (Winn, 2013; 2014; 2015a; 2015b). Other, joint-authored work is intended to be supplementary and to provide further evidence of the two persistent themes of inquiry which my work has been concerned with over the last six years: the role and character of labour and property in higher education, or rather, ‘academic labour’ and the ‘academic commons’. Six of the ten publications discuss these themes through a critique of the role of technology in higher education, in particular the way networked technology forms the practical, ideological and legal premise for the idea and forms of ‘openness’ in higher education. Throughout my work, I treat ‘technology’ as a reified and fetishized concept which masks the more fundamental categories of labour, value and the commodity-form that are concealed in the idea and form of the ‘public university’. I start from the observation that advocates of ‘open education’ tend to envision an alternative form of higher education that is based on a novel form of academic commons but neglect to go further and critically consider the underlying form of academic labour. As such, the product is set free but not the producer. In response, through my publications I develop the theoretical basis for an alternative social and institutional form of co-operative higher education; one in which openness is constituted through a categorial critique aimed at the existing commodity-form of knowledge production.
9
Stribling, Tracy M. "Attracting underrepresented minority students to the sciences with an interest and utility value intervention| Catching and holding interest in recruitment materials." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569996.
Full textAbstract:
In order to explore recruitment methods for attracting undergraduate underrepresented minority (URM) students to the sciences, an applied intervention involving the manipulation of the construct of interest was implemented. Using Bridges to the Baccalaureate--a scientific research program available to community college URM students--as the context for the intervention, I redesigned the original recruitment brochure into two new brochures: one designed to catch interest and one designed to catch interest as well as hold it. Largely attributable to inherent limitations of applied research, no differences were found between the number of applications submitted the year the intervention was implemented compared to the previous baseline year, nor were any differences found between the number of applications submitted by students who received the interest brochure compared to those who received the utility value brochure.
10
Joubert, Jacomina Christina. "The life experiences and understanding of children as citizens in a democratic South Africa." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05202008-182045.
Full textBooks on the topic "Theory of Education Social values"
1
Shirshov, Vladimir. Moral and spiritual education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/996096.
Full textAbstract:
The textbook examines the nature and function of spiritual and moral education, its principles, basic organizational forms, methods and technologies. The purpose of the publication is to familiarize readers with the methodological, theoretical and practical problems of spiritually-moral education, development of students ' potential positive motivation for self-regulation of their behavior taking into account spiritually-moral values in everyday life. Describes the issues management process of education, criteria and methods of evaluation of the results spiritually-moral development of students.
Meets the requirements of Federal state educational standard of higher education of the last generation 44.04.01 direction of preparation "Pedagogical education" (program "Social security").
Designed for students, teachers, undergraduates and postgraduates of the faculty of life safety.
3
Murphy, Mark. Social Theory and Education Research. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2013. http://dx.doi.org/10.4135/9781446286319.
Full text
4
Moss, Bernard. Values in social work. Wrexham: Prospects Training Publications, 1999.
Find full text
5
Coe, George Albert. A social theory of religious education. New York: C. Scribner's Sons, 1986.
Find full text
6
Chubb, Tom. Social work theory and method. Wrexham: Prospects Training Publications, 1999.
Find full text
7
Lu, Houliang. Xenophon's theory of moral education. Newcastle upon Tyne: Cambridge Scholars Publishing, 2015.
Find full text
9
Holy sparks: Social theory, education, and religion. New York: St. Martin's Press, 1996.
Find full text
10
Robert, Walker. Music education: Cultural values, social change and innovation. Springfield, Ill: C.C. Thomas, 2007.
Find full textBook chapters on the topic "Theory of Education Social values"
1
Grindheim, Liv Torunn, Hanne Værum Sørensen, and Angela Rekers. "Outdoors and Nature in Pedagogical Practices and in Cultural Historical Theory." In International Perspectives on Early Childhood Education and Development, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_1.
Full textAbstract:
AbstractDespite the increasing awareness of the outdoors as a beneficial site for young children’s education, the status of outdoor activities varies in and within different cultures. Aiming to broaden and challenge presupposed understandings of education and care in the outdoors, we consider the empirical findings from all the chapters in this volume in order to identify a range of conditions for cultural formation in outdoor practices both within and between different cultures. Building on Mariane Hedegaard’s approach to cultural historical theory and Ødegaard and Krüger’s approach to cultural formation, our analysis is performed by identifying conflicts and alignments between the values and motive orientations of the individual and those interpreted from the contextual conditions and demands of institutions and society, particularly in relation to the perception of nature. In doing so, we depict how culture and nature are interrelated from a socio-cultural perspective, and argue that perceptions of nature shaped by institutions and society play a significant role creating conditions for cultural formation. The opportunity for play, learning and cultural formation in nature appears rich within all the represented cultural spaces described in this volume, although whether these opportunities are supported consistently within wider mainstream culture is regarded as an area of tension in some chapters. Based upon our analysis, we suggest that both pedagogical practices and cultural historical theory need to take the outdoors and nature into consideration when emphasising pedagogical practices for children’s play, learning and cultural formation.
2
Strahovnik, Vojko. "Ethics and Values Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_167-1.
Full text
3
Strahovnik, Vojko. "Ethics and Values Education." In Encyclopedia of Educational Philosophy and Theory, 769–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_167.
Full text
4
Yang Hansen, Kajsa, Jelena Radišić, Xin Liu, and Leah Natasha Glassow. "Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018." In Equity, Equality and Diversity in the Nordic Model of Education, 99–137. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_5.
Full textAbstract:
AbstractEquity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.
5
Cummings, William K. "Globalization, Social Capital, and Values: the Case of the Pacific Basin." In Global Values Education, 3–20. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2510-4_1.
Full text
6
Baraldi, Claudio, and Giancarlo Corsi. "Social Systems Theory." In SpringerBriefs in Education, 11–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49975-8_3.
Full text
7
Mittal, Pankaj. "Creating Responsible and Engaged Students." In The Promise of Higher Education, 197–203. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_30.
Full textAbstract:
AbstractSince 6 BC, when the first university of the world was established in Takshila in India, higher education in India has been integrating advanced knowledge and skills with larger social concerns. Apart from teaching and research, a prime concern of universities is to engage with the community and to contribute towards the development of society. Much emphasis is placed on the values of education by complementing curricular instruction for shaping future generations and enabling active engagement with society. The emphasis has been on holistic development of the student leading to complete realization and liberalization of oneself. To quote Swami Vivekananda, a well-known Indian scholar, “Education is not the amount of information that we put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library. If education is identical with information, the libraries are the greatest sages of the world and encyclopaedia are the greatest Rishis”.
8
Maya, Clemencia Anaya. "9 Olympic Values for Social Change." In Olympic Education – history, theory, practice, 132–44. Meyer & Meyer Sportverlag, 2021. http://dx.doi.org/10.5771/9783840314094-132.
Full text
9
Makhubele, Jabulani C., Frans K. Matlakala, and Vincent Mabvurira. "Engendering values and ethics in social work education and training." In Issues Around Aligning Theory, Research and Practice in Social Work Education. AOSIS, 2018. http://dx.doi.org/10.4102/aosis.2018.bk76.05.
Full text
10
"4 Using theory in social research: Reflections on a doctoral study." In Knowledge, Values and Educational Policy, 305–10. Routledge, 2012. http://dx.doi.org/10.4324/9780203378595-32.
Full textConference papers on the topic "Theory of Education Social values"
1
Wijiastuti, Asri, Siti Masitoh, Ima Kurrotun Aini, and Febrita Ardianingsih. "Indigenus Inclusive Education Concept Based on Ki Hadjar Dewantara Values and Dysontogenesis Vygotsky Theory." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.125.
Full text
2
Shapovalov, V. К., I. F. Igropulo, M. M. Аrutyunyan, and E. V. Khokhoeva. "Psychological and pedagogical features of development of nonformal social-entrepreneural education in the north caucasus." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.708.723.
Full textAbstract:
The current situation in the North Caucasus is characterized by a high level of social tension, the severity of socio-economic problems, the solution of which is possible on the basis of the potential of social entrepreneurship. The lack of a scientifically based methodological and theoretical basis for teaching social entrepreneurship in the system of non-formal education is a constraining factor in the rapid, holistic development of social entrepreneurship in the republics of the North Caucasus. The aim of the study is to analyze the content-structural and technological features of informal social and entrepreneurial education. The research methodology is based on the application of the basic ideas of system-activity, ecosystem, axiological, andragogical and competency-based approaches. When solving research problems, methods of a comparative analysis of scientific literature on the problem of social entrepreneurship, entrepreneurial education, methods of comparing and summarizing scientific and theoretical results and empirical information were used. The analysis of the experience in the region allowed the authors to identify and present the characteristics of the psychological and pedagogical features of informal social and entrepreneurial education in the North Caucasus: – strategic orientation of non-formal social and entrepreneurial education on advancing social transformations in the region; institutionalization of the system of social and cultural norms that promote the development and support of social entrepreneurship as a factor in youth self-employment, its involvement in innovative socio-educational practices; – axiological potential of non-formal social and entrepreneurial education: the formation of students’ sustained interest in socially oriented entrepreneurial activity; systematic development of their entrepreneurial competencies; – openness of non-formal social and entrepreneurial education: strengthening the relationship of subjects of social and entrepreneurial education in the regions with the external sociocultural environment, actively involving existing social entrepreneurs in the development of the local entrepreneurial community based on the values of the public good, taking into account dynamic social changes in a wide regional and global context. An analysis of the results allows us to conclude that the development of nonformal social and entrepreneurial education involves the widespread use of interactive educational technologies in the formation of applied entrepreneurial competencies of students, the establishment of a new style of interaction of social entrepreneurs based on trust, resource sharing, value-semantic coordination of ideas and approaches to innovative development of the republics North Caucasus.
3
Lu, Qiuye, and Qiaohua Ren. "Review on Marcusers Theory of the Alienation of Science and Technology and Its Contemporary Values." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.401.
Full text
4
Asiri, Mohammed, and Mohammed Albahiri. "SOCIAL MEDIA NETWORKS AND THEIR IMPACT ON SOCIAL AND ETHICAL VALUES AMONG SAUDI UNIVERSITY STUDENTS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2077.
Full text
5
"Study on College Physical Education Environment and Its Value Theory." In 2017 International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2017. http://dx.doi.org/10.25236/ssah.2017.34.
Full text
6
Xu, Li. "Contemporary Value of Marx's Communication Theory." In 2018 International Seminar on Education Research and Social Science (ISERSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iserss-18.2018.112.
Full text
7
Vukovič, Goran, Andrej Raspor, Nuša Erman, and Bojan Macuh. "Medgeneracijsko sodelovanje: interes mladih za delo in pomoč starostnikom." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.76.
Full textAbstract:
The aim of the research is to present an interest of young people in giving help to the elderly through institutional and non-institutional care. We live in a time when global and consequently also Slovenian society became strongly aware of importance of the elderly as one of its consisting part. So, it has to be stressed that additional study programmes should be introduced which will bring education in various fields of social gerontology. This need was particularly emphasized during the COVID-19 epidemic, when all homes for the elderly faced the lack of trained staff. The aim of the paper is examination of a topic summarized in a questionnaire which was used to find out how well present and future students know problems of older people and their ways of life. We also asked them, whether they would be willing to dedicate their professional career to dealing with ageing population. We realised that young people know that work with the elderly is strenous. They are acquainted with problems of ageing and ways of older people living. Furthermore, they are aware that dealing with the elderly requires much benevolence, empathy and personal respect to other people. It is recommended that offer of education in a field of elderly care gets improved and upgraded. It would lead to a higher number of young people who would decide to enrol into educational programmes of social gerontology.
8
Sang, Jiang. "Analysis on Western Universal Value Theory." In 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsste-16.2016.45.
Full text
9
Moskvitina, Olga A. "Senior school students’ attitude to social values and their cultural self-identification." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-48.
Full text
10
Zhang, Zemin. "Marxist Theory of Liberty and Its Contemporary Value." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.18.
Full textReports on the topic "Theory of Education Social values"
1
Byron, Amanda. Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.245.
Full text
2
Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.094.
Full textAbstract:
The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.
3
Lyzanchuk, Vasyl. COMMUNICATIVE SYNERGY OF UKRAINIAN NATIONAL VALUES IN THE CONTEXT OF THE RUSSIAN HYBRID WAR. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11077.
Full textAbstract:
The author characterized the Ukrainian national values, national interests and national goals. It is emphasized that national values are conceptual, ideological bases, consolidating factors, important life guidelines on the way to effective protection of Ukraine from Russian aggression and building a democratic, united Ukrainian state. Author analyzes the functioning of the mass media in the context of educational propaganda of individual, social and state values, the dominant core of which are patriotism, human rights and freedoms, social justice, material and spiritual wealth of Ukrainians, natural resources, morality, peace, religiosity, benevolence, national security, constitutional order. These key national values are a strong moral and civic core, a life-giving element, a self-affirming synergy, which on the basis of homogeneity binds the current Ukrainian society with the ancestors and their centuries-old material and spiritual heritage. Attention is focused on the fact that the current problem of building the Ukrainian state and protecting it from the brutal Moscow invaders is directly dependent on the awareness of all citizens of the essence of national values, national interests, national goals and filling them with the meaning of life, charitable socio-political life. It is emphasized that the missionary vocation of journalists to orient readers and listeners to the meaningful choice of basic national values, on the basis of which Ukrainian citizens, regardless of nationality together they will overcome the external Moscow and internal aggression of the pro-Russian fifth column, achieve peace, return the Ukrainian territories seized by the Kremlin imperialists and, in agreement will build Ukrainian Ukraine.
4
Böhm, Franziska, Ingrid Jerve Ramsøy, and Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.
Full textAbstract:
As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.
5
Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.
Full textAbstract:
Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
6
O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.
Full textAbstract:
COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
7
HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.
Full textAbstract:
Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
8
Cachalia, Firoz, and Jonathan Klaaren. A South African Public Law Perspective on Digitalisation in the Health Sector. Digital Pathways at Oxford, July 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/05.
Full textAbstract:
We explored some of the questions posed by digitalisation in an accompanying working paper focused on constitutional theory: Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa. In that paper, we asked what legal resources are available in the South African legal system to respond to the risk and benefits posed by digitalisation. We argued that this question would be best answered by developing what we have termed a 'South African public law perspective'. In our view, while any particular legal system may often lag behind, the law constitutes an adaptive resource that can and should respond to disruptive technological change by re-examining existing concepts and creating new, more adequate conceptions. Our public law perspective reframes privacy law as both a private and a public good essential to the functioning of a constitutional democracy in the era of digitalisation. In this working paper, we take the analysis one practical step further: we use our public law perspective on digitalisation in the South African health sector. We do so because this sector is significant in its own right – public health is necessary for a healthy society – and also to further explore how and to what extent the South African constitutional framework provides resources at least roughly adequate for the challenges posed by the current 'digitalisation plus' era. The theoretical perspective we have developed is certainly relevant to digitalisation’s impact in the health sector. The social, economic and political progress that took place in the 20th century was strongly correlated with technological change of the first three industrial revolutions. The technological innovations associated with what many are terming ‘the fourth industrial revolution’ are also of undoubted utility in the form of new possibilities for enhanced productivity, business formation and wealth creation, as well as the enhanced efficacy of public action to address basic needs such as education and public health.
9
African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
Full textAbstract:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.