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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Hilppö, Jaakko Antero. "Vygotsky’s theory in early childhood education and research. Russian and Western values." Mind, Culture, and Activity 27, no. 4 (September 30, 2020): 373–75. http://dx.doi.org/10.1080/10749039.2020.1830114.
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Marques, Cátia, Maria Do Céu Taveira, Mayssah El Nayal, Ana Daniela Silva, and Valdiney Gouveia. "Life Values Among Lebanese and Portuguese College Students." Journal of International Students 10, no. 1 (February 15, 2020): 159–80. http://dx.doi.org/10.32674/jis.v10i1.760.
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This study aims to test the applicability of the functional theory of life values and score differences among a group of students from Lebanon and Portugal. Participants include 565 college students—278 Lebanese and 287 Portuguese. A demographic questionnaire and an adapted version of the Basic Values Survey were completed. Confirmatory/multigroup factor analysis, a generalized Procrustes analysis, and a t test were used. Results indicate that content and structure hypotheses were equivalent among the two groups. There were significant differences between the Lebanese and Portuguese students in normative and promotion values in favor of the first group, and in interactive, suprapersonal, and excitement values in favor of the second. This study has implications for institutional academic and social practices with international college students.
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SMITH, BRETT R., TERRI FELDMAN BARR, SAULO D. BARBOSA, and JILL R. KICKUL. "SOCIAL ENTREPRENEURSHIP: A GROUNDED LEARNING APPROACH TO SOCIAL VALUE CREATION." Journal of Enterprising Culture 16, no. 04 (December 2008): 339–62. http://dx.doi.org/10.1142/s0218495808000235.
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The value of the inclusion of social entrepreneurship in entrepreneurship education courses and programs is considered in light of the increase in social entrepreneurial ventures worldwide as well as changing business school requirements. Using a grounded learning theory approach as a foundation, we consider factors unique to social entrepreneurship and present a live case social venture which provides hands-on experience to students. Student comments regarding their learning through this experience are also included. Future directions for social entrepreneurship education pedagogy and research are discussed.
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Petersen, Carol, Richard C. Gebhardt, Barbara Genelle Smith Gebhardt, and Theresa Enos. "Composition and Campus Diversity: Testing Academic and Social Values." College Composition and Communication 50, no. 2 (December 1998): 277. http://dx.doi.org/10.2307/358519.
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Ellis, Rebecca D. "The role of values in scientific theory selection and why it matters to medical education." Bioethics 33, no. 9 (June 20, 2019): 984–91. http://dx.doi.org/10.1111/bioe.12612.
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Tran Thanh, Huong. "Research ethics of the faculty members at higher education – theory and practice." Journal of Science Social Science 65, no. 8 (August 2020): 204–11. http://dx.doi.org/10.18173/2354-1067.2020-0064.
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Scientific research is seen as a tool to discover new knowledge and create advanced products for the betterment of society. However, the contribution of research outputs is only valuable unless it is done with the required values and by specific standards. By using questionnaire to conduct a survey on 169 permanent faculty members at the University of Social Sciences and Humanities, HCMC, the author found out that the respondents had adequate perception to research ethics, however, they inadequately perceived the values of research methods, and relationship among stakeholders and research sponsors. From these findings, some recommendations are proposed to improve the research effectiveness at the university level.
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Honegger, Mark. "What Does “Education” Mean: Cultural Values in Educational Language." Journal of Culture and Values in Education 3, no. 2 (December 22, 2020): 42–53. http://dx.doi.org/10.46303/jcve.2020.12.
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This article will advocate for the use of Natural Semantic Metalanguage (NSM) Theory to research cultural values in Education. It will demonstrate how NSM research can be conducted as it provides explications for the word education. NSM is a research agenda that has identified 65 semantic primes, words that are found in every language of the world and which cannot be defined in terms of any simpler words. If you try to break down a semantic prime like good, you might describe it in terms of words like “positive, pleasing, valued,” all of which turn out to be more complex than good itself. Because primes cannot be decomposed and are universal to every language and every culture, they provide a basis for carrying out cross-linguistic comparisons of meaning and for identifying the cultural perspectives that inform our language and its thought structures. More complicated words, the bulk of any language, are social constructs that are culturally laden, providing deep insights into the way a society thinks.
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Poli, Roberto. "Mastering social foresight – introduction to the special issue." On the Horizon 23, no. 2 (May 11, 2015): 81–84. http://dx.doi.org/10.1108/oth-02-2015-0005.
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Purpose – The purpose of this paper is a presentation of the guiding ideas underlining the master degree course in social foresight recently launched by the University of Trento (Italy). Design/methodology/approach – This paper is a reconstruction of the guiding ideas that have been used for designing the social foresight master degree. Findings – Students are exposed to a mix of contributions from futures studies, the human and social sciences (including psychology of decisions, social change, values and secondary analysis techniques) and mathematics (not only statistics, but also system theory and simulation). Originality/value – A unique look at the ideas behind the master degree course in social foresight at the University of Trento (Italy).
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Zhai, Shi. "ORIENTING POINTSOF MODERN POLYCULTURAL EDUCATION." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 31–34. http://dx.doi.org/10.17721/2616-7786.2018/4-1/7.
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The article deals with the orienting points of multicultural education in the modern educational space. Emphasis is placed on the social upbringing of an individual in the context of cultural dialogue; education of tolerance and taking into account the reli- gious and ethnic culture of the individual; mastering the universal values of world and national culture; fostering a culture of international communication. The author focuses on the main features of multicultural education as an important way of forming certain social-educational and value-oriented inclinations, communicative and empathic skills that allow a person to carry out intercultural interaction, and to show understanding of other cultures, tolerance towards them. On the basis of the conducted research the author's vision of the essence of multicultural education of the modern personali- ty is formed, in particular purposeful socialization of the personality, which necessarily includes assimilation of samples and values of world culture, cultural-historical and social experience of different countries and peoples; formation of social-attitudinal and value-oriented qualities of a person capable of effective intercultural communication, as well as development of tolerance towards other countries, peoples, cultures and social groups; active social interaction. with representatives of different cultures while maintaining their own cultural identity. The goals, principles, functions of multicultural education in the theory and practice of educational process are considered.
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Ye, Lihui. "Work Values and Career Adaptability of Chinese University Students." Social Behavior and Personality: an international journal 43, no. 3 (April 23, 2015): 411–21. http://dx.doi.org/10.2224/sbp.2015.43.3.411.
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I conducted a survey to examine the relationship between work values and career adaptability in a sample of 407 Chinese university students. I validated an extrinsic–intrinsic work values structure through principal components analysis, based on self-determination theory. The results showed that extrinsic work values, such as the importance of high income and good working conditions, and intrinsic work values, such as emphasis on creativity and challenge, and a friendly workplace atmosphere, positively predicted the career adaptability of the participants. Thus, the driving force of both extrinsic and intrinsic work values meant that the students were likely to put effort into developing adaptive capabilities for their career development. The implications of these findings for career education and career counseling practice are discussed.
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Clover, Joshua. "Value | Theory | Crisis." PMLA/Publications of the Modern Language Association of America 127, no. 1 (January 2012): 107–14. http://dx.doi.org/10.1632/pmla.2012.127.1.107.
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Much recent thought in the humanities has been devoted to understanding the contours and character of the global economic collapse approaching its fifth year (unless it is approaching its fortieth, a matter to which we will return). The interplay of social arrangements and political economy has of late taken on an urgency and inescapability impossible to overstate-not least because within higher education it is humanities programs that are most readily threatened with amputation, if not elimination, and are expected to prostrate themselves before economic rationales in their struggles for survival.
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Spork, Helen. "Environmental Education: A Mismatch Between Theory and Practice." Australian Journal of Environmental Education 8 (1992): 147–66. http://dx.doi.org/10.1017/s0814062600003359.
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Environmental education has received widespread recognition over many years as being an important process in the preservation and improvement of the world's environment (Lucas, 1979; UNESCO-UNEP, 1988). Environmental education assumes this importance through its potential to involve people at local, national and global levels in a socially active, problem solving, critical and participatory process (Greenall, 1987, 1990; Robottom, 1987) to ultimately develop environmentally literate, responsible and active citizens (Hines, Hungerford and Tomera, 1986/87; Stapp, 1969). Obviously then, environmental education is much more than just a process of knowledge transmission about the environment and awareness raising of specific environmental problems. Rather, environmental education is described by many (e.g. Greenall, 1987; Huckle, 1983; Lucas, 1979; Robottom, 1987) as a process that facilitates the challenging of dominant environmental attitudes and behaviour patterns of individuals, groups and entire societies to bring about positive social transformation and the development of a new environmental ethic.For environmental education to fulfil this role of social and ethical change, it is internationally recognised that environmental education must address knowledge, awareness, skill, attitude and participation objectives (UNESCO-UNEP, 1976, 1978, 1988). Much of the literature on environmental education encapsulates this range of objectives into three broad categories or forms - education in the environment, education about the environment and education for the environment. Education in and about the environment is intended to develop the knowledge, awareness, attitude and skill objectives, while education for the environment has its focus on the values, ethics, problem solving and action objectives.
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Brady, Shane R., David A. McLeod, and Jimmy A. Young. "Developing Ethical Guidelines for Creating Social Media Technology Policy in Social Work Classrooms." Advances in Social Work 16, no. 1 (July 27, 2015): 43–54. http://dx.doi.org/10.18060/17977.
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This paper will discuss social media technology in the context of social work education. While social media technology is prevalent in social work education, most discourse about ethical use of social media in the classroom has taken a prescriptive and overly cautious approach that neglects the context dependent nature that social work educators teach in as well as the overwhelmingly positive potential of social media technology in the classroom. This paper utilizes social constructivist theory and the Competing Values framework to guide the development of an ethical decision making framework for social work educators to use in order to create dynamic classroom policies related to social media technology. The authors strive to make a modest contribution to the existing literature related to social media technology and social work through the development of this new ethical decision making framework and discourse related to social media technology, ethics, and social work education.
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Mardewi, Tati, and Furi Indriyani. "CHARACTER EDUCATIONAL VALUE OF STEPHEN HAWKING IN THE THEORY OF EVERYTHING MOVIE DIRECTED BY JAMES MARSH." English Education : Journal of English Teaching and Research 5, no. 1 (May 27, 2020): 49–61. http://dx.doi.org/10.29407/jetar.v5i1.14315.
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The purpose of the research is to analyze educational values from the Theory of Everything movie directed by James Marsh. It discusses about educational values that are shown in and depicted by Stephen Hawking. Educational values are never give up, self-confidence, love, friendly and polite, optimism, help each other, responsible and hard working. Theory of Everything is a perfect movie for analyzing educational values, as it tells about the life of Stephen hawking who tries keeping himself in fire even though there are so many inside and outside obstacles. Some scenes in this movie show in Educational values. After doing some processes of observation from many opinions of experts, journals, books, social media, Education value is education in the concerned with the development of the total personality of the individual intellectual, social, emotional, aesthetic, moral and spiritual. It involves developing sensitivity to the good, the right and the ability to choose the right values in accordance with the thought and action. So educational values that are shown by Stephen hawking can make us know how to be succeeded to reach our ambition.
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Matějů, Petr, Michael L. Smith, Simona Weidnerová, and Petra Anýžová. "The role of basic values and education on women’s work and family preferences in Europe." International Journal of Sociology and Social Policy 37, no. 9/10 (September 12, 2017): 494–514. http://dx.doi.org/10.1108/ijssp-10-2016-0117.
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Purpose Consistent with dual-process models of behaviour, Miles (2015) has shown that Schwartz’ basic values can provide a valuable framework for empirically analysing the role of values and cultural contexts in driving human behaviour. The purpose of this paper is to contribute to this line of research by distinguishing individual values from macro-level values, as well as from other micro- and macro-conditions, in order to test whether individual values shape women’s work-family orientations in ways predicted by Hakim’s preference theory. Design/methodology/approach The authors make use of the second round of the European Social Survey (ESS) collected in 2004, where a battery of questions on human values and work-family preferences were posed, and apply a multilevel approach to take into account national cultural and economic conditions across 25 European countries. Findings In line with the dual-process model and preference theory, the authors show that internalised values, particularly conservatism, shape work-family orientations much more than national social and cultural conditions; in addition, the effect of women’s education on work-value orientations is stronger in countries with more conservative national cultures, suggesting that education may help women overcome social barriers in the choice of their work-career preference. Originality/value While values may shape work-family orientations differently in non-European or less affluent cultures, these findings reveal the importance of bringing values back into the analysis of individual preferences and behaviours towards the labour market.
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Sulistyani, Hapsari D., Taufik Suprihatini, and Turnomo Rahardjo. "The Ethnic Minority Speech Codes on Education." E3S Web of Conferences 73 (2018): 14017. http://dx.doi.org/10.1051/e3sconf/20187314017.
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This study focuses on examining educational processes in Sikep community (a minority ethnic group in Indonesia). Education is an influencial aspect in forming social harmony in the minority groups. However, formal education cannot be applied properly in particular group of ethnic minorities due to local specific perspectives on education. Therefore, it is important to comprehend local values that are related to education in order to established social harmony in the minority ethnic group. The purpose of this study is to describe the Sikep community’s construction of meaning on local and formal education discourses. The main theories in this research are the Speech Codes Theory and Ethnography Communication Theory. An ethnography communication research method was used in achieving the goal of this research. The research finding indicates that the low participation to formal education is due to the fact that Sikep community has a specific interpretation of the educational process that differs to the formal standard of national education. They perceive education as a part of everyday life. They focus on the educational processes that equip them the skills to survive, particularly in the context of agricultural skills. The knowledge of local philosophical values must also be considered in creating an applicable educational system for Sikep community.
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Wang, Rui. "Application of Bandura’s Social Learning Theory in the Moral Education of Secondary Vocational College Students." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 161–67. http://dx.doi.org/10.26689/jcer.v5i8.2455.
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In recent years, with the high rate of juvenile delinquency, people pay more attention to the moral education of students in secondary vocational colleges. Based on the framework of social learning theory, this paper explores the systematic and comprehensive application of social learning theory in the moral education course. From the cognition of the behavior to the selection and internalization of the representation of the model behavior, and finally the selective externalization of the representation symbol to generate the behavior, the influencing factors and their utility in each stage of the production of moral behavior are analyzed step by step, assisting students to establish correct outlook on life and values, and cultivating their “key abilities.” When students face a complex and diverse social environment, they can make judgments in line with the general moral standards of the society, and then seek to improve the effectiveness of the moral standards of secondary vocational students, and strive to maximize the effectiveness of moral education.
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Marginson, Simon. "Markets in Education: A Theoretical Note." Australian Journal of Education 39, no. 3 (November 1995): 294–312. http://dx.doi.org/10.1177/000494419503900306.
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The development of market relations is a striking feature of education in Australia and comparable countries. Education continues to produce non-market outputs (‘use values’) as well as market outputs, but participation in schooling is being reworked as market consumption; schools, TAFE institutions and universities are now required to sell themselves, and a range of services is provided on full cost basis. This article re-theorises markets in education, drawing on political economy and social theory (including the literature on post-modernism). It defines educational markets and describe four types of commodity produced: positional goods, self goods, training goods and knowledge goods. Post-compulsory education's long-standing role, as a vast competition for scarce social position, constitutes a form of market (one ordered by both government and private interests), and is the platform on which more orthodox economic markets in training and knowledge goods are being erected.
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Harrod, Wendy J. "Social Dominance Orientation and Opinions about What is America's Most Serious Social Problem." Psychological Reports 97, no. 1 (August 2005): 119–27. http://dx.doi.org/10.2466/pr0.97.1.119-127.
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This study tested whether a measure of Social Dominance Orientation was associated with opinions about America's most serious social problem. 150 undergraduates enrolled in social problems classes responded to the 14-item scale and to an open-ended question, “In your opinion, what is the most serious social problem in our country today?”. Analysis shows that mean scale scores differed significantly across social problem responses. Correspondence analysis, plotting association between scale scores and social problem responses, was interpreted as support for social dominance theory. Higher scale scores were associated with problems of crime and negative values and lower scores with problems of education and racism.
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Semetsky, Inna, and Sergey Gavrov. "Values, edusemiotics, and intercultural dialogue: From Russia with questions." Semiotica 2016, no. 212 (September 1, 2016): 111–27. http://dx.doi.org/10.1515/sem-2016-0127.
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AbstractEven after the “perestroika” and “glasnostj” in Russia, and increased communication in the interconnected world, the state of contemporary education there remains relatively unknown to Western scholars. This paper aims to ameliorate this problem by examining some of the signs comprising the system of education in Russia against the problematic of the historically American pursuit of happiness. While formal education in the West explicitly focuses on academic disciplines, in Russia there always existed an element of “bringing up” as a sign of the value-dimension infusing, sometimes implicitly, both formal and informal (or cultural) education. The paper intends to demonstrate the ubiquity and the importance of the edusemiotic conception of values-education irreducible to inculcation but oriented to self-formation embedded in human experience. An edusemiotic perspective problematizes the aims of education and emphasizes learning from experience, dialogue, coordination, meaning, and values. Values “reside” in lived experience, and edusemiotics surpasses education reduced to teaching of brute facts. The paper also critically examines education as socialization via social media and affirms spiritual education in contrast to persistent secularization.
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Babulski, Timothy. "Being and Becoming Woke in Teacher Education." Phenomenology & Practice 14, no. 1 (June 2, 2020): 73–88. http://dx.doi.org/10.29173/pandpr29399.
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The role education plays in society has been contested in the United States since the inception of public education. Historically this contention has produced a delicate balance between promoting the social justice concerns of educating democratic citizens and the disciplinary concerns of individual intellectual development. Teacher preparation programs in American normal schools, colleges, and universities have traditionally struck a similar balance between theory and practice. In the past several decades, however, the rise of neoliberalism in American politics has shifted the balance away from equity, diversity, and inclusivity. The purpose of this study is to provide an account of the lived experiences of teacher candidates with the phenomena of being and becoming “woke” within a teacher education program that reflects neoliberal values but maintains a stated commitment to social justice. This study includes narrative vignettes that explore the phenomenality of “wokeness” as it manifests in the public-school environment and the teacher education program. It also addresses the effects of neoliberalism on teacher candidates’ willingness and ability to take up social justice for themselves, their students, and society.
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Famiola, Melia, and Amia Wulansari. "SMEs’ social and environmental initiatives in Indonesia: an institutional and resource-based analysis." Social Responsibility Journal 16, no. 1 (January 7, 2019): 15–27. http://dx.doi.org/10.1108/srj-05-2017-0095.
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Purpose The purpose of this study is to explore the motivation of social and environmental initiatives among small- and medium-sized enterprises (SMEs) in Indonesia. Design/methodology/approach Using institutional and resource-based theory, this study uses qualitative approach, and data were collected by interviewing 17 SMEs owners who adopt social and environmental initiatives in their business. Findings This study found that SME engagement in social and environmental practices is more by the intrinsic values of the owners with strong morality-based motives than the organisational need for competitive advantage. This finding indicates that the SME owner's personal values are translated into corporate values with limited consideration for organisational capacity. Nevertheless, there are various antecedent factors related to SMEs' social and environmental engagement. SMEs' social motives are driven more by the religious values of the owners, while environmental initiatives are generated as a result of the internalisation of knowledge and insight from the education system of the owners. Practical implications This study finding revealed that experiences of SME owners during their school time significantly affect their environmental interests. Accordingly, the authors argued that the education for sustainable development agendas should be thoughtfully designed in higher education's curriculum and ecosystem. So, the mindset of social and environmental awareness had been cultivated as the core value of future entrepreneurs. Originality/value The paper describes antecedent factors of social and environmental interests of SMEs in Indonesia.
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Sumadi, Tjipto, Elindra Yetti, Yufiarti Yufiarti, and Wuryani Wuryani. "Transformation of Tolerance Values (in Religion) in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 13, 2019): 386–400. http://dx.doi.org/10.21009/jpud.132.13.
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Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values of tolerance among religious students are not taught, but the values of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time.
Keywords: Early Childhood Education, Tolerance Values in Religion
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Öztaş, Fulya, and Bülent Dilmac. "Value judgments and perceived self-efficacy of biology teacher candidates." Social Behavior and Personality: an international journal 37, no. 3 (April 1, 2009): 329–34. http://dx.doi.org/10.2224/sbp.2009.37.3.329.
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The main values perception of biology teacher candidates was examined, as well as the effects of those values on self-efficacy perception. Research was conducted on a heterogeneous group of 162 biology teacher candidates (44 males and 118 females) studying at the Faculty of Education, Selçuk University, Konya, Turkey. The Teacher Self-Efficiency Scale developed on the basis of Bandura's theory by Schwarzer, Schmitz, and Daytner (1999) was modified and applied in this research in order to measure the self-efficacy perception of teachers. Findings demonstrate that teachers' values significantly predict their professional self-efficacy levels.
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Harto, Kasinyo. "MODEL PENGEMBANGAN PEMBELAJARAN PAI BERBASIS LIVING VALUES EDUCATION (LVE)." Tadrib: Jurnal Pendidikan Agama Islam 4, no. 1 (July 2, 2018): 1–20. http://dx.doi.org/10.19109/tadrib.v4i1.1873.
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In fact, the realistic-empirical data shows that the morality and character of the nation is now degraded, thus in itself inviting various calamities and disasters that extend to the social, religious, and political spheres, even in education. The general public indirectly blames educators from elementary to college, as the party most responsible for the deterioration of this nation in its mindset and behavior patterns that are inconsistent with the guidance of the world's citizens who should be cultured and dignified.
Religious education in this case Islamic Education, hereinafter referred to as PAI, should be the basis of morality. But today it seems to have been seen as having lost its vital role in the effort to form the character of the nation's child morality. This is due to the fact that PAI learning practices have only been concerned only with cognitive aspects and ignored the fostering of affective aspects, namely the willingness and determination to practice the values of religious teachings. This imbalance results in a gap between knowledge and experience, between theory and practice, or in the practice of religious education transformed into religious teaching, thus unable to form moral persons. As an effort of ijtihad to restore the essence, function and strategic role of learning of PAI in the formation of morals of the nation of this research is done with the principal of research problem, that is through improvement and development of PAI quality learning model for character formation of learners by using Living Values Education paradigm.
The purpose of this research is to design and formulate the learning model of PAI based on living values education and how to implement it in learning process of PAI. Then, this research includes library research, therefore the steps that will be carried out is the exploration of some data from various literatures, both primary data, and secondary data. The method of collecting data is done by collecting books, articles, journals, scientific opinion in which to reveal and study living values education, then look for writing about the learning of Islamic religious education. The data analysis technique using descriptive-analytic method. The data have been analyzed and then presented with deductive methods that depart from general theory to lead to the conclusion which is the answer of the research problem formulation.
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Umstattd, M. Renée, and Jeffrey Hallam. "Older Adults’ Exercise Behavior: Roles of Selected Constructs of Social-Cognitive Theory." Journal of Aging and Physical Activity 15, no. 2 (April 2007): 206–18. http://dx.doi.org/10.1123/japa.15.2.206.
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Exercise is consistently related to physical and psychological health benefits in older adults. Bandura’s social-cognitive theory (SCT) is one theoretical perspective on understanding and predicting exercise behavior. Thus, the authors examined whether three SCT variables—self-efficacy, self-regulation, and outcome-expectancy value—predicted older adults’ (N= 98) exercise behavior. Bivariate analyses revealed that regular exercise was associated with being male, White, and married; having higher income, education, and self-efficacy; using self-regulation skills; and having favorable outcome-expectancy values (p< .05). In a simultaneous multivariate model, however, self-regulation (p= .0097) was the only variable independently associated with regular exercise. Thus, exercise interventions targeting older adults should include components aimed at increasing the use of self-regulation strategies.
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Waga, Leszek. "Democracy and values in education. On the epistemological status of experience in pragmatism." Studia z Teorii Wychowania X, no. 4 (29) (December 25, 2019): 29–45. http://dx.doi.org/10.5604/01.3001.0014.1072.
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The importance of experience in education in the postulates of pragmatism pedagogy is widely known. John Dewey has extensively elaborated on the problem. The purpose of the article is to answer the question about the limits to the use of experience in the process of education. The answer to the question lies in the epistemological question of the relationship between experience and theory. The first section refers to the most important issues relating to the concepts of experience, democracy and values in education. The second section describes the role of experience in pragmatism in the context of behaviorism, social behaviorism in particular. The third section outlines epistemological discussions on the status of experience in knowledge creation. The last section attempts to answer the primary question about the limits to the possible use of experience in the process of education.
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Fauzi, Ahmad. "Habitualisasi Nilai-Nilai Kepemimpinan Transformatif Perspektif Kiai Hasan Mutawakkil ‘Alallah." MANAGERIA: Jurnal Manajemen Pendidikan Islam 3, no. 1 (July 19, 2018): 1–19. http://dx.doi.org/10.14421/manageria.2018.31-01.
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Currently, the development of Islamic education is astonishing in numbers, but the spirit is generally not accompanied by adequate capacity and capability. As the consequence, most Islamic education faces problems and gives rise to negative cycles of unsolved problems. Numbers of research results have suggested that the schools could turn the negative cycles into the positive one, or to transform the Islamic education from low quality of education into good quality schools. It necessitates an ideal leadership through a transformative leadership model. In order to build such leadership, this study aims to nbe an important part to profoundly describe the social values of the kiai leadership as the core values of a transformative leadership using Pierre Bourdieu's social practice theory of social action, between (Habitus x Capital) + Ranah = Practice. Using the above perspective, the internalization of the values referred to be social capital for the kiai to give birth to the model of transformative leadership. Because essentially the above value system is a holistic expression of the role and social actions of kiai that comes from al-Qur'an and al-Hadith as a belief and a basic value in the midst of society to make changes. The habitualization of the above values is an alternative in developing Islamic education, and is seen as the main source and force for change, through the actions and roles of kiai as leaders.
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Hillesheim, Jaime, and Adir Valdemar Garcia. "Education and labor in Brazil: workers’ education in the perspective of the capital." Revista Katálysis 22, no. 3 (September 2019): 491–501. http://dx.doi.org/10.1590/1982-02592019v22n3p491.
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Abstract This article is grounded on the critic social theory, and analyzes the content presented in the Brazilian National Plans of Education (2001-2010 and 2014-2024) and the Education Development Plan (2007) regarding the relationship between education and work. Documentary research aimed to identify the political perspectives that establish this relationship in a context of crisis of capitalism and regression of rights around the world and, particularly, in Brazil. The results show that updating and strengthening education is essential to prepare the workforce in line with the new needs of the sphere of production, a relation that is often disguised by the discourse and defense of citizenship, law, and humanistic values.
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Mayper, Alan G., Robert J. Pavur, Barbara D. Merino, and William Hoops. "The Impact of Accounting Education on Ethical Values: An Institutional Perspective." Accounting and the Public Interest 5, no. 1 (January 1, 2005): 32–55. http://dx.doi.org/10.2308/api.2005.5.1.32.
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The accounting scandals at the beginning of the 21st century led to public distrust and demands for reform. Were these scandals unexpected? From an old institutional economics (OIE) perspective, which originated with the work of Thorstein Veblen in the 1890s, these failures and the moral lapses should not be a surprise. OIE theorists, like critical theorists, generally, contend that corporate hegemony, i.e., the domination of business values in all areas of human life, has eroded moral sensitivities. All institutions, including our once-autonomous educational institutions, have become mechanisms for promoting economic interests. We first present a brief overview of institutional theory, to provide a theoretical framework for our subsequent experimental analysis. We discuss the concept of corporate hegemony and explain how hegemony impacts higher education, generally. We then examine efforts to commodify higher education and explain how that impacts all students in universities in the United States. Finally, we discuss the effect of commodification on accounting education to explain why we posit that our current accounting educational environment should be expected to desensitize students to the ethical aspects of their profession. This theoretical framework provides the basis for three hypotheses that we test in an experimental context to determine if accounting education desensitizes students to the moral aspects of their discipline. The experiment utilizes a capital budgeting context, which incorporates financial, social, and environmental factors. Subjects ranked and provided perceptions on eight alternatives as to their economic and moral content. Three groups of students, with differing levels of accounting knowledge, participated in the experiment. We develop hypotheses based on institutional theory and test those hypotheses in the latter part of this paper. Our results suggest that accounting education needs reform, so that accounting students become more aware of the ethical dimensions of our discipline.
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Neifachas, Sergejus. "THE CHANGE OF EDUCATION POLICY: SELF-CONTEXTUALISATION OF MANAGEMENT FUNCTIONS OF PRE-PRIMARY EDUCATION." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 3, no. 1 (March 10, 2011): 29–42. http://dx.doi.org/10.48127/spvk-epmq/11.3.29.
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Based on general and special foundations ot the theory of management of education and theoretical approaches existing in research literature interdisciplinary methodological approach was conceptualised and purified. It enables to substantiate research methodology of management functions of the system of pre-primary education in the processes of shift in the policy of education of Lithuania. In the absence of methodological approach functions of pre-primary education were analysed in the context of positivism, often applying approaches of structural functionalism. Therefore, the link of pre-primary education as an intermediary link (with regard to the links of pre-school and primary school) lost specificity and polyphony, whilst in reality functions that corresponded to its status were attributed. Interdisciplinary methodological approach enables to highlight contextuality, complexity of functions of pre-primary education. Validity of the position of immanence determines such functions that are characteristic namely for management of the system of pre-primary education: gnostic, project-based, constructive, communicative. In management and in management of educational organisations the function is a specialised component of a managerial activity, which is characterised by unimality and exceptionality by ways of impact. In the discourse on self-contextualisation of management of the system of pre-primary education, global changes in education and management theories the educational policy in the context of social values is analysed. It can be stated that considering the valuable basis of educational policy as a key characteristics of the concept of educational policy, the formation, implementation and evaluation of the policy must by based on social values. Social values should be embodied in laws, express main democratic principles and ideals. Having considered the contextuality of educational policy, it must be noted that its relating with social and economical country‘s endeavours is inevitable. It is also important that many factors determining educational policy exist beyond the boundaries of educational system. In the context of high unemployment, increasing individualism that is characteristic to the post-industrial society, when social differences and inequality are permanently increasing, educational polisy must seek its aims. Key words: discourse, pre-primary education management, education and childhood policy, interdisciplinary methodological paradigm, self-contexstualisation of management.
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Hiroyuki, Akio, Juliawan Juliawan, and I. Ketut Sudarsana. "Internalization Values Of Character Education Towards The Teruna-Daha In The Medi-Median Tradition." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 2, no. 2 (November 2, 2018): 232. http://dx.doi.org/10.25078/ijhsrs.v2i2.623.
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<p>National culture and character education is a concept of character education in Indonesia, namely through the process of internalization of education based on the principles of religious, social and cultural norms. The <em>medi-median</em> tradition is one of the cleansing ceremonies that returns all elements in <em>Bhuana Agung</em> and <em>Bhuana alit </em>back to its place, which is carried out by <em>Krama desa</em> in the traditional village of Tenganan Pegringsingan, which in this tradition gives deep meaning as an internalization of values that form the character of religious young people. General objectives and specific objectives to examine and analyze medi-median traditions, related to the internalization of the value of character education. This type of qualitative research used religious theory, internalization theory, value theory, and ethnographic research approaches. Accumulation data used observation method, interview method, library method, data that has been collected is analyzed by interpretative descriptive analysis method, analysis conducted during and after accumulation data, data reduction activities, data presentation, verification to make conclusions. The results presentation technique is presented by the method of presenting the data formally and informally. Research results (1) The medi-median tradition is carried out at <em>Sasih</em> <em>Kapitu</em>, with a series of <em>muhu-muhu </em>ceremonies in the <em>dalem kangin</em> and <em>medi-median</em> in the north to south of the village area, with implementation plans initiated by the <em>medimedian</em> initiator. (2) Internalization of character values through 3 stages, namely the value transformation stage, transaction value stage and transinternalisation stage. (3) internalization of character values towards the <em>teruna-daha</em> in the <em>medi-median</em> tradition, which are: religious values, social values, values. tolerance, discipline value, friendly/communicative value, creative value, aesthetic value, and value of responsibility.</p>
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Ntseane, Peggy Gabo. "Culturally Sensitive Transformational Learning." Adult Education Quarterly 61, no. 4 (September 19, 2011): 307–23. http://dx.doi.org/10.1177/0741713610389781.
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Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow’s version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an African learning context. African values identified to inform a collective process of transformational learning are that (a) there is no absolute knowledge because of the communal involvement in knowledge construction and knowledge acquisition, (b) spiritual obligation that is influenced by the metaphysical world means that the knowledge context is complex, (c) knowledge is communal because social change depends on collective responsibility, and (d) gender roles/expectations are critical for processing knowledge. In conclusion, the article argues that the continued marginalization of diverse cultural contexts denies new insight into the positive development of a useful critical theory such as transformational learning.
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Williams, Julian. "Toward a Political Economic Theory of Education: Use and Exchange Values of Enhanced Labor Power." Mind, Culture, and Activity 18, no. 3 (May 31, 2011): 276–92. http://dx.doi.org/10.1080/10749031003605854.
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Kusuma Wardhani, Ni Ketut Srie. "Developing Of Hindu Religious Education Learning Model Based On Character Education In SMA Negeri 1 Pekutatan." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 4, no. 1 (May 30, 2020): 132. http://dx.doi.org/10.25078/ijhsrs.v4i1.1426.
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<p>This research is a development research that emphasizes on the developing of Hindu religious education learning activities in SMA 1 Pekutatan. This study emphasizes on: identifying core competencies and basic competencies that are appropriated in developing, identifying themes and sub themes, models and approaches, and types of assessment that are appropriate to be developed in Hindu subjects based on character development. Theories used to dissect the problems in this study are Psychology learning theories as a Humanist Education Paradigm by Ausubel, and the K theory of Social Cognitive Learning Theories from Albert Bandura, and Theory of Social Change by Jean Piaget. The method used in this research is R&D method that started with survey to identify problems until the revision model. Data obtained by conducting surveys using observations, questionnaires and interviews. The development of learning activities is validated by experts who have an educational background, culture and also character development education. Data analysis was analyzed descriptively qualitatively by explaining "Real Finding". The results of this study are the developing of Hindu religious education learning activity models to be valid and effective and the implications of their development. By including character development education, it can help students to develop student character early. Learning activities are designed to develop the character of high school students in Hindu subjects in SMA 1 Pekutatan. The results obtained from this assessment are: value learning approaches that insert character values that can help develop students' personalities and characters early on and can stimulate students to be more active in learning which results deeper values being implanted, moral reasoning, value analysis and spiritual culture understanding.</p>
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Shannon-Baker, Peggy. "A Multicultural Education Praxis: Integrating Past and Present, Living Theories, and Practice." International Journal of Multicultural Education 20, no. 1 (February 28, 2018): 48. http://dx.doi.org/10.18251/ijme.v20i1.1518.
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In our current climate of heightened conservatism and criticism, multicultural education is as important as ever. This article argues for the need to reframe multicultural education as a praxis based on its social justice- oriented principles, values, and practices. Using practitioner action research, I examine my implementation of such a praxis in a college course. I discuss critical reflections on demonstrating the interconnections between current and historical social movements, theory and lived experiences, and the students’ and my learning. I conclude by arguing that reframing multicultural education as a praxis could encourage more coalitions within and beyond schools.
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Boychenko, Mykhail Ivanovych. "Tasks for Philosophy of Education in Ukraine in the Light of the Theory of Generations." Filosofiya osvity. Philosophy of Education 25, no. 2 (July 3, 2020): 8–34. http://dx.doi.org/10.31874/2309-1606-2019-25-2-1.
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The article analyzes the development of the education system of Ukraine from the point of view of the theory of generations by American researchers William Strauss and Neil Howe. Theoretical substantiation of the hypothesis concerning the transitional character of the whole Ukrainian society from the Soviet cycle of generational change to the national cycle of generational change is given. The subjects of education providing are the middle and older generations, while the subjects of education are mostly the younger generation – the sociological and historical definition of these generations, specifying their characteristics as stable social groups in a society should be the next step. The tasks of the philosophy of education, which for some time were devoted to reflecting on the development of the national education system in general, must now should be specified now as tasks for a certain generation of Ukrainian (and not Soviet or post-Soviet) society. In this context, it is time for both the Institute of Higher Education and the philosophy of education to summarize, revise the initial vision of institutional tasks, clarify them, expand, supplement with new tasks and in general – create a new vision of the philosophy of education and philosophy of higher education in Ukraine. Overcoming the current crisis of the education system of Ukraine is possible through a clear definition of the goals and basic values of education for specific participants of the educational process – only in this way, systemic goals and values become the values and goals of individual educational communities. Teachers, professors and other subjects of education appear then as specific pedagogical teams, united by explicit educational values and goals, which are clearly correlated, on the one hand, with the tasks of development of the national educational system, and on the other – with the motivation of educational activities of specific teachers. The inevitable competition in education, which is particularly dramatic in overcoming its systemic crisis, has positive consequences if it is carried out as a competition for the best embodiment of virtues, for excellence in the providing and gaining of education.
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Isfihani, Isfihani. "PEMBENTUKAN KARAKTER BANGSA MELALUI PARADIGMA PENDIDIKAN." Al-Riwayah: Jurnal Kependidikan 9, no. 2 (September 30, 2017): 375–406. http://dx.doi.org/10.32489/al-riwayah.146.
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Character comes from the Latin word chiseled. However, it differs from the Greek, which means Karasso blueprint, the basic format prints, such as the fingerprint. This terminology usually refers to an idealist-spiritualist approach in education, it’s known as normative educational theory. The priorities are transcendent values as the motor of history, both for individuals and for social change. National Education Act states clearly that a noble character is an important aspect in educating children. Even the character of a nation is determined by the character of his people. In addition, Formation of character would be attempt to the shape of character. Character education is the provision of views on various values of life, such as honesty, intelligence, caring, responsibility, truth, beauty, goodness, and faith. Thus, character-based education can integrate information obtained during the study to be a way of life that is useful for reduction of life issue. Character-based education will demonstrate its identity as a self-conscious human beings, human beings and citizens.
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Jemal, Alexis. "Liberation-based social work theory in progress: Time to practice what I teach." Qualitative Social Work 20, no. 1-2 (March 2021): 516–23. http://dx.doi.org/10.1177/1473325020981085.
Full textAbstract:
Social work education integrates theory and practice to bridge the micro-macro divide. The theoretical framework of intersecting identities reveals hidden inequities related to health consequences. The global pandemic, reflecting a colliding of personal and professional worlds, interrupted an elective social work course designed to: 1) develop transformative potential (i.e., critical consciousness of and critical action against white supremacy, anti-blackness, and racial oppression of Black, Indigenous, People of Color (BIPOC)); 2) model liberation-based social work education and practice; and 3) prepare students to be critical social workers in the field. The pandemic created an in-class opportunity for the professor, also the course’s designer, to practice what she teaches. This self-reflexive essay details the pandemic's impact on a teaching experience and follows the professor’s journey to more fully understand systems, inequity, and her own transformative potential. The transformative potential development process included many learning experiences in the areas of relationship and community building; transformative consciousness development; accountability and responsibility; efficacy; and, critical action. The unforeseen global pandemic presented the professor with opportunities for deep reflection about liberation-based social work education and practice. By bringing the reality of how macro processes create micro consequences into the classroom in real time, the professor’s responses were tested against oppressive norms, standards and values versus those that honor a person’s humanity. An important discovery is that a critical social work educator teaches in ways that spark radical imagination to disrupt the oppressive status quo camouflaged as personal choice and business as usual.
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Ibañez, Irantzu, Ana Zuazagoitia, Ibon Echeazarra, Luis Maria Zulaika, and Iker Ros. "Extracurricular sport: objectives and perceptions of future physical education teachers." International Sports Studies 42, no. 2 (December 21, 2020): 32–44. http://dx.doi.org/10.30819/iss.42-2.04.
Full textAbstract:
Despite the undeniable educational potential of extracurricular sport, the individual and social values attributed to them are not inherent in its practice. It is educators, whose attitudes, disposition and personal vision of extracurricular sport determine how it is implemented. For this reason, this study analysed the opinions and perceptions of future physical education specialists about the objectives of extracurricular sports, with the aim of identifying the main shortcomings and divergences between theory and practice. Three hundred and twenty-eight students of physical education from three different degree programmes, 104 women and 221 men, aged between 17 and 38 years, were surveyed. Although the majority of students considered socialising, educating in values, inclusion, developing motor skills and promoting healthy habits to be fundamental objectives of extracurricular sport, a high percentage of students recognised the importance of values related to competitiveness. It was also found that the students´ academic training was associated with their view of extracurricular sport. A discrepancy between the ideal goals of extracurricular sport and those underlying current practice was perceived by the students. It was concluded that it is essential to improve the training of those agents who interact directly with children in order to transform extracurricular sport to guarantee its contribution to children´s holistic development and a thorough education in values.