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1
Poce, Antonella, Laura Corcione, and Annalisa Iovine. "Content analysis and critical thinking. An assessment study." CADMO, no. 1 (June 2012): 47–63. http://dx.doi.org/10.3280/cad2012-001006.
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An important passage in the 2010 OECD (Organisation for Economic Cooperation and Development) report Investing in Human and Social Capital underlines the need for formal education to enter the workplace: In the nations where work is organized to support high levels of employee discretion in solving complex problems, the evidence shows that firms tend to be more active in terms of innovations developed through their own in house creative efforts (OECD, 2010, theme 1, p. 10). The key point is in fact that new skills are needed, because traditional skills learnt at school or at university are disappearing and are not deemed useful in facing the needs for innovation and growth that society today demands. The concept behind our project, Contributions for the Definition of a Critical Technology, is therefore that of verifying the effectiveness of a model constructed to increase critical thinking skills, which are essential in environments such as those described by the OECD, in the above-mentioned document. The present contribution aims to describe the results of the study carried out at DIPED - Dipartimento di Progettazione Educativa e Didattica (Department for Educational Design) - Roma Tre University, where the levels of critical thinking skills of students were assessed through an ad hoc content analysis protocol. The different sections explain why content analysis is considered a valid and reliable technique in the assessment of critical thinking skills and how the procedure was used in the above-mentioned project. The research is set within this context and, though being implemented in higher education, aims to project its results into different settings, in order to improve other areas, such as lifelong learning, and enhance development in various fields of knowledge. The project principally aims to assess the hypothesis that, in providing further cultural insights, according to well-defined models on which to undertake guided discussions coordinated by an experienced tutor, critical thinking skills of students increase. This is made possible through the development of an ad hoc online module, Critical Thinking Skills and Reading of the Classics, available to students in Education (Faculty of Education Sciences). In order to assess critical thinking skills, the students' written productions were treated with a lexicometric analysis using the Taltac software, and with content analysis, through an adaptation of the Newman, Webb and Cochrane (1997) model. The main categories of the analysis include relevance, importance, introduction of new ideas, information and solutions, reference to personal experience and opinions, clarification of doubts, new knowledge, elaboration of new solutions, critical evaluation, practical use of new solutions, width of understanding. The ability to think critically and therefore to make functional use of what is learnt is what the OECD report itself mentioned as vital if wanting to enhance the development of new skills and in particular skills that are effective for growth and innovation in complex organisations.
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Boyle, Thomas J. "A New Model of Entrepreneurship Education: Implications for Central and Eastern European Universities." Industry and Higher Education 21, no. 1 (February 2007): 9–19. http://dx.doi.org/10.5367/000000007780222688.
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This paper explains a new model of entrepreneurship education at university level. The early development of potential entrepreneurs through education, experience and nurturing may be one of the most important initiatives that business and other academic schools can pursue, because the role of entrepreneurship in creating new businesses (as well as in innovating within existing companies) can have a profound effect on the national economy. The entrepreneurial ingredients of a university business education include, among other things, a culture of learning in the classroom that fosters entrepreneurial thinking; experience in new business start-ups; and exposure to entrepreneurs through entrepreneurial retreats that ignite the spirit of entrepreneurship. The attributes at the heart of entrepreneurship include creativity, persistence and innovation – attributes that need to be identified, nurtured and freely expressed in the classroom. In order to realize this goal, the professor must be both educator and mentor. A focus on innovation is the most salient feature of an entrepreneurial classroom, wherein the professor's role shifts from the mere delivery of information to the true facilitation of learning. The curriculum and individual courses must be well designed and implemented, and a balance between analytical and creative approaches to instruction must be carefully crafted to tap the inner resources of the mind for creative thought. By leading the efforts for change, universities in Central and Eastern Europe have a great opportunity to capitalize on the market economy. With the advances in innovation, new product development and new management thinking by companies in the global economy, business educators should create new entrepreneurship programmes that are capable of preparing and educating students for a new world. The proposed model includes entrepreneurial retreats for the development of entrepreneurial thinking, since this type of thinking often requires larger doses of educational medicine. Other parts of this integrated model include new curricula and individualized entrepreneurial prescriptions, apprenticeships and opportunity centres.
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Dobronravova, Iryna, and Lyudmyla Gorbunova. "Round-table “Education for the Future: Thoughts on the Jubilee Report of the Club of Rome”." Filosofiya osvity. Philosophy of Education 23, no. 2 (December 27, 2018): 70–99. http://dx.doi.org/10.31874/2309-1606-2018-23-2-70-99.
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Under this title, a meeting of the Round Table organized by the Ukrainian Synergetic Society was held within the framework of the scientific-practical conference "Innovations in Education: Value-Competence Approach", held on May 29, 2018 at the Dragomanov National Pedagogical University.
Participants: I. Dobronravova, L. Gorbunova, I. Drach, L. Bevzenko, L. Bogataya, I. Yershova-Babenko, I. Knysh, N. Kochubey, T. Bilous, O. Komar, Y. Melkov, M. Nesterova, A. Pipich, L. Sidorenko.
Traditionally, for such meetings, the role of moderator was performed by the president of the Ukrainian Synergetic Society, Professor Iryna Dobronravova. The participants expressed views on a certain resonance of the theses of the Rome Club with the ideas of synergetics: a call to abandon reductionism and linear thinking, recognition of a holistic approach to understanding the current situation on the planet and developing an action plan for favorable prospects, calling for synergy of action and a balance of sustainable development , call for disciplinary complementarity in research and training.
It focused on the philosophical foundations of the necessary transformation of thinking, which should become integral, on the ideas of the “new Enlightenment”, the “global citizenship” policy, education strategies as “literacy about the future”, which is based on connectivity, universal values and respect for cultural differences, focuses on sustainable development, on education, which comes from the pluralism of content and is inclusive, that is, it includes the whole range of contradictory and complementary perspectives, not limited to analytical, but cultivates integral thinking.
It is concluded that this report is certainly of great methodological importance for educational research and educational policy, especially in clarifying the problems of sustainable (balanced) development, globalization, internationalization and the development of a global civil society. Education for sustainable development and its component - education for global citizenship are relevant in the context of the problems posed by this report of the planetary development of humanity.
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Donnikova, Irina, and Natalуa Kryvtsova. "Round table «Co-generative knowledge: theoretical, methodological, and practical aspects»." Filosofiya osvity. Philosophy of Education 25, no. 2 (July 3, 2020): 169–210. http://dx.doi.org/10.31874/2309-1606-2019-25-2-10.
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In November 2018 in the National University “Odessa Maritime Academy,” the first round-table discussion “Co-generative Knowledge: Humanism, Innovation, Self-education” was held. One of the inspirations for the discussion was The Club of Rome's 50th-anniversary report calling for “New Enlightenment,” the transformation of thought, knowledge, and education. The Department of Philosophy, together with the International Academy of Psychosynergetics and Alphology (IAPA) presented the new interdisciplinary scientific and educational project with the primary aim of finding and implementing human- and culture-dimensional educational technologies, combining knowledge with human life practices.
The second round-table discussion held at NU OMA on 14 June 2019, involved educators and researchers from universities of Dnipro, Kyiv, Odesa, and Kharkiv. Various theoretical and practical issues of education, thinking, knowledge, and cognition were discussed as related to the concept of co-generative knowledge. Educators and researchers shared their insights on the societal needs in the human-dimensional paradigm of social development; on the features of modern philosophical and scientific thinking, axiological aspects of knowledge, and humanistic intentions of education. The subjects of the discussion were critical and integrated thinking, the problem of systematicity of knowledge in modern education, creative construction of educational process, the use of systemic methodology in teaching philosophical disciplines. The discussion was specifically focused on the problem of formation of an educated person, discovering the resources for his creativity and self-creation. The participants stressed the heuristic potential of philosophical knowledge and the need to adjust the content of Philosophy courses in order to reveal it, the importance of creating humanitarian educational practices based on Philosophy, in particular, philosophical and psychological ones. It was emphasised that they will not only promote individualisation of educational process, but foster students’ and teachers’ self-knowledge and self-actualisation.
The participants have come to a conclusion that the concept of co-generative knowledge reveals the unity of thinking, knowledge, values and practice of human existence. The heuristic potential of the concept was revealed in historical, socio-political, as well as philosophical and psychological aspects. The alternative theoretical and methodological positions presented by the participants support the need for ongoing discussion on co-generative knowledge, thinking, and education.
Round Table Leaders: Irina Donnikova, Natalуa Kryvtsova.
Round table participants: Oleg Punchenko, Nataliia Savinova, Volodymyr Khmil, Alla Nerubasska, Anatolii Malivskyi, Ivan Zagrijchuk, Ievgeniia Ivanova, Pavlo Maiboroda, Yuriy Mielkov, Olga Pavlova, Sergiy Antonyuk, Andrij Serebryakov
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Mushynska, Natalia, and Marianna Kniazian. "SOCIAL INNOVATIONS IN THE PROFESSIONAL TRAINING OF MANAGERS UNDER THE CONDITIONS OF KNOWLEDGE ECONOMY DEVELOPMENT." Baltic Journal of Economic Studies 5, no. 2 (May 13, 2019): 137. http://dx.doi.org/10.30525/2256-0742/2019-5-2-137-143.
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The transformation in the system of business relations in modern times has led to the formation of the economy based on knowledge. Relevant processes place qualitatively new demands to the managerial staff in this system and, consequently, to the technologies of their professional training. Effective usage of innovations in pedagogy for the training of managers becomes one of the fundamental factors in the formation of competitiveness of knowledge economy. The purpose of the paper is to reveal the essential characteristics, generalization and justification of social and pedagogical innovations in the professional training of managers under the conditions of the formation of a knowledge economy. The methodological principles, which the given analysis is based on, include the implementation of a set of universal and special methods of scientific cognition. Results. The role of education is defined as the foundation for the economy based on knowledge. In total, it is possible to distinguish three main areas for optimization of the process of professional and personal development of future managers: expanded implementation to the system of in-class activities forms, methods and technologies that teach to perform practically all managerial functions and actions under different market conditions; implementation to the educational institution of out-of-class forms of practical work that develop market and managerial thinking and other qualities, skills, and abilities; expansion of personality developing space in the educational institution. So, in the context of the knowledge economy formation, important means for the development of managers’ economic knowledge are those that are aimed at studying, analysing the achievements of economic thought, understanding information, and generating their own effective options for management optimization. Based on this, the priority social and pedagogical innovations are: projecting and modelling in management, research, and creative activity. Practical implications. In the project process, a clear formulation of the project’s goals and objectives, development of the final material product (business plan; measures to optimize management of a certain enterprise sector; a set of diagnostic methods for assessing the professional competence of applicants for the position, etc.) were assumed. Modelling allowed developing and exploring models of objects of economic activity, which helped to systematize knowledge about them, to specify their components, to disclose new functions. Research and creative activity allowed students to study at the empirical and theoretical levels in the economic sphere, the laws of its phenomena functioning in the context of their systemic interconnection with the goal of knowledge development about it, generating and implementing effective approaches to solve problems.
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Shamas, Victor, and June Maker. "Mindfulness, learning, and the creative process." Gifted Education International 34, no. 2 (March 15, 2018): 129–43. http://dx.doi.org/10.1177/0261429418763386.
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Based on a unique approach to creativity presented in a revolutionary new book, Deep Creativity, the authors introduce important, often-ignored processes and aspects of processes that are important to both learning and creativity. They focus on the qualities of thoughtfulness, which is complete receptivity to all possible ways of thinking, and sensationality, which is the experience of pure awareness devoid of all thought, as two aspects of mindfulness. They focus more on the underlying experience of mindfulness than on the use of mindfulness meditation methods and provide many ways for educators, parents, and community members to enhance learning and creativity. To stimulate thoughtfulness, the authors propose that students be given the opportunity to expand their receptivity to new ways of thinking through the practice of Repose, a simple technique that can be carried out virtually anywhere with minimal training. Sensationality can be heightened through immersion in free-form, non-competitive forms of play. Throughout this article, the authors offer specific strategies for integrating Repose and play into learning experiences and educational settings, including the exciting new concept of Centers for Creativity and Innovation in ways that increase learners’ productivity as well as their passion for learning.
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Галиева, Светлана Юрьевна, and Айгуль Бактияровна Каметова. "PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF CRITICAL THINKING IN MODERN SCHOOLCHILDREN IN THE PROCESS OF STUDYING MATHEMATICS." Pedagogical Review, no. 4(38) (August 9, 2021): 43–53. http://dx.doi.org/10.23951/2307-6127-2021-4-43-53.
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Рассматривается вопрос педагогических условий развития критического мышления у современных школьников в процессе изучения математики. Представлены результаты изучения подходов к определению сущности понятия «педагогические условия», что позволило определить педагогические условия как совокупность объективных возможностей, содержания, форм, методов, педагогических приемов, характера взаимодействия участников педагогического процесса, направленных на решение педагогических задач. Сформулированы современные тенденции нововведений в образовательном процессе. Описана стратегия преподавания и приведены различные этапы формирования для развития критического мышления у современных подростков. Дана характеристика теоретических аспектов, связанных с проблемой развития критического мышления у современных подростков. Приведены примеры реализации педагогических условий для развития критического мышления у подростков. Описаны стратегии формирования опыта критического мышления школьников, в числе которых формирование понятий, интерпретация данных и применение правил и принципов. The question of pedagogical conditions for the development of critical thinking in modern schoolchildren in the process of studying mathematics is considered. The results of the study of approaches to the definition of the essence of the concept of «pedagogical conditions» are presented, which allowed us to define pedagogical conditions as a set of objective possibilities, content, forms, methods, pedagogical techniques, the nature of interaction between participants in the pedagogical process, aimed at solving pedagogical problems. The modern trends of innovations in the educational process are formulated. The strategy of teaching is described and the various stages of formation for the development of critical thinking in modern adolescents are given. The article describes the theoretical aspects related to the problem of the development of critical thinking in modern adolescents. Criticality of the mind is a property when a person can correctly evaluate thoughts, his own and others’, be critical of information, when you can analyze all the assumptions and conclusions made and not take them for granted. Examples of the implementation of pedagogical conditions for the development of critical thinking in adolescents are given. Strategies for the formation of the experience of critical thinking of schoolchildren, including the formation of concepts, the interpretation of data, and the application of rules and principles, are described.
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Dickson, Beth. "ITE Reform at the University of Glasgow: Principles, Research-basis and Implications." Cylchgrawn Addysg Cymru / Wales Journal of Education 22, no. 1 (March 1, 2020): 257–80. http://dx.doi.org/10.16922/wje.22.1.12-en.
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The Faculty of Education at the University of Glasgow's reform of initial teacher education was undertaken on the basis of current research within a mature educational infrastructure. Within the university research knowledge was utilized in two ways: research on teacher education indicated that enquiry could become a key aspect of teacher identity; and it indicated the need for a curriculum for pre-service teachers in schools. Thus enquiry learning was embedded in schools and the new school-based curriculum had three elements: seminars; peer learning through learning rounds; joint-assessed visits. These innovations were positively reinforced by Teaching Scotland's Future (Donaldson, 2011). This series of reforms has implications for Wales and can be usefully analysed against the binary thinking which dominates discourses in teacher education; and Williams's thought on the vulnerability of emergent culture. Four binaries are identified and re-conceptualised: binaries of time, space, content and persons. The binary of time (initial and continuing teacher education is conceptualised a career-long process; the binary of space (school and university) is recast as a third space; the binary of content (theory and practice) is recast as different forms of knowledge permeating space and time; and the binary of persons is recast as a (university-based teacher educator and pre-service teacher) is recast as a triad which sets all three in dialogue. Implications include the deeper consideration of career-long teacher learning; and the role of the teacher educator. This emergent practice may be vulnerable to dominant practice.
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Bates Graber, Robert. "Why is liberal education so incoherent? An anthropological perspective." On the Horizon 22, no. 1 (February 4, 2014): 10–18. http://dx.doi.org/10.1108/oth-09-2013-0030.
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Purpose – This paper's purpose is to account for liberal education's characteristic incoherence. Design/methodology/approach – Its approach is to sketch a dilemma created by cultures being inherently conservative, while nations, in order to be internationally competitive, need to be innovative. The definitional and systemic bases of culture's conservatism offer no point of attack; but a third base is enculturation, which does. Findings – Shortly after puberty, society's more promising young people are strongly urged to leave home for an extended period, and be exposed to ways of acting and thinking that often clash with how they have been brought up. They are encouraged to explore new subjects and indulge their curiosity; they are encouraged to “think outside the box” of their own enculturation. The incoherence of liberal education leaves them not with a sense of closure, but in a state of constructive confusion conducive to innovation in all aspects of life. Liberal education thus serves the social function of countering the anti-innovative tendency of culture. Practical implications – Attempts to impose coherence on undergraduate educational experience by “tying things all together” for students are ill-advised. Originality/value – Seeing incoherence as a desirable rather than deplorable feature of undergraduate liberal education can help us facilitate rather than inadvertently inhibit innovative thought and action in the rising generation.
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Cattafi, Carmelo. "Teaching Methods In International Law." Journal of International Education Research (JIER) 14, no. 2 (December 20, 2018): 9–16. http://dx.doi.org/10.19030/jier.v14i2.10238.
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This research presents the effect of innovation in the educational methodology applied to the teaching of topics in different areas, especially in public international law, trying to demonstrate how learning can be stimulated through artistic awareness. When comparing the different generations of students, we wonder if it is possible for teachers to follow the step of digital natives. In order to fill this generation gap, Tecnológico de Monterrey proposed to support projects of experimentation in educational innovation in various topics related to improving the teaching-learning process. Based on this premise, a group of teachers generate a model of educational innovation training, to facilitate learning for students through the development of creativity in how, when and where to generate learning, integrating challenging and interactive experiences through activities within the teaching practice. The use of traditional methods has led to the overwhelm of teachers, fatigue and pressure, therefore, the contribution of this project is aimed at the teacher to internalize his innovative and creative work, and see himself as a leader transformative in its teaching practice, establishing new teaching-learning spaces. Implementing learning activities through the imagination and measuring the impact on the student of the use of creative activities allows us to improve what we currently do. For this, an interdisciplinary workshop was created (thought and word, mind and body, music, visual arts) where the teacher, through practical and experiential activities, stimulates his imagination, recognizes his talents in creative and innovative thinking and develops resources which then leads to their teaching practice, by designing challenging learning experiences that inspire the student to creatively solve tasks and projects. In order to carry out the objective, we gathered eight professors from different areas (law, international relations, political science, languages, architecture, art, cultural diffusion) convinced that creativity improves the teacher’s performance who rethinks its activities to allow learn more dynamically. It was sought to improve the performance of students who appreciated the approach to the subjects through didactic methods that the teacher had modified according to the passions observed outside the classroom.
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Jazila, Syukron. "Disruption Faces, Inequality, and Its Appearance in Religion: An Integrated Paradigm." Teosofia 9, no. 2 (October 31, 2020): 193–206. http://dx.doi.org/10.21580/tos.v9i2.5368.
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Since the industrial revolution in England around the 18thcentury, the world changed in very fast motion. Sequentially steam engine was found, printing machines, computers, and finally the internet network—a forerunner of the digital era. These all affect without exception, including Indonesia. We live in a world connected one another through communication technology. Departing from this issue, this study focused on the face of religious thought, educational patterns, and culture—especially in Muslims society. Trying to integrate William F. Ogburn's Cultural Lag theory and Disruptive Innovation of Clayton Cristensen, this study found the symptom connection between them. Civilization which consists of two elements: material (technology) and non-material (culture; education) are clearly separated by the abyss. One element flies very fast, and the other crawls slowly. These two things ultimately influence the Muslim religious thinking today. Overlapping the information in digital media every day made religious people did not have time to digest or analyze it. In fact, we found unilateral truth claims from certain groups—in the name of a complete understanding of religion, which is deeply turned out to be ahistorical. Here; disruption is caused by the movement of information that coming so fast—unstoppable and created a shallow, instant and hasty knowledge.
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Heryahya, Andang, Bedjo Sujanto, and Rugayah Rugayah. "Implementation CIPP Evaluation of Keaksaraan Usaha Mandiri Program." Journal of Nonformal Education 6, no. 1 (February 6, 2020): 9–18. http://dx.doi.org/10.15294/jne.v6i1.22036.
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The number of illiterate populations in 2019 aged 15-59 years was 3,474,694 people spread throughout the Regency/City in Indonesia. Since 2005 the government has published an independent business literacy program as part of efforts to eradicate illiteracy, poverty and ignorance. This study aims to determine the implementation of the program with the CIPP evaluation model. Using a qualitative approach with a case study method in six community education institutions in five sub-districts in Bogor Regency. Data obtained through interviews, observation and documentation. The results showed that the Kekasaraan Usaha Mandiri program was carried out in a dense, illiterate environment in rural and mountainous areas. The main cause of illiteracy is the low economic income of the family which has an impact on dropping out of school and a short way of thinking of the community, with the perception that the most important thing is to be able to make money even though you have to be a manual worker. Organizers have an understanding of the literacy education development as part of efforts to educate the nation’s life. Educational literacy in the implementation of learning using product packaging and marketing materials that are not delivered optimally because the competency and entrepreneurial experience of the teacher is insufficient. Learning innovations that can integrate literacy education, business activities and religious education need to be done. Then it is necessary to improve entrepreneurship competencies for tutors, as well as collaborating with microfinance institutions or local entrepreneurs.
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Kawuryan, Sekar Purbarini. "Relevansi konsep pemikiran pendidikan dan kebudayaan George S. Counts dan Ki Hajar Dewantara dengan kompetensi peserta didik abad 21." Jurnal Civics: Media Kajian Kewarganegaraan 16, no. 2 (October 31, 2019): 175–86. http://dx.doi.org/10.21831/jc.v16i2.22045.
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Penelitian ini bertujuan untuk mengkontekstualisasikan pemikiran dua tokoh di abad 19 tentang pendidikan dan kebudayaan serta menemukan relevansi pemikiran tersebut dengan kompetensi peserta didik di abad 21. Penelitian ini merupakan kajian studi pustaka dengan menggunakan pendekatan analisis isi. Data berupa sumber primer dan sekunder. Pengumpulan data dilakukan dengan teknik library research. Data dianalisis secara kualitatif dengan pendekatan induktif. Hasil penelitian menunjukkan bahwa konsep pemikiran kedua tokoh saling berkaitan khususnya tentang empat poin pokok, yaitu tujuan pendidikan, fungsi pendidikan, proses pendidikan, dan peran pendidik. Konsep pemikiran tersebut masih relevan jika dikontekstualisasikan dengan kompetensi peserta didik di abad 21. Abad 21 menghendaki peserta didik memiliki keterampilan berpikir kritis, pemecahan masalah, dan kolaborasi. Tujuan pendidikan dipandang sebagai cara mengekspresikan peradaban yang dilayani dan mengusahakan kebudayaan yang berazas keadaban. Peradaban yang akan dilayani peserta didik di abad 21 adalah perpaduan pengetahuan, pemikiran, keterampilan inovasi, media, literasi Teknologi Informasi dan Komunikasi (ICT), dan pengalaman kehidupan nyata. Untuk itu diperlukan peran optimal pendidik dalam memvariasikan proses pembelajaran dengan menggunakan berbagai metode sehingga pendidikan dapat menjalankan fungsinya untuk mengatasi krisis sosial dan ketertinggalan budaya, sehingga mampu mempertinggi derajat kemanusiaan. Pendidikan juga harus selalu mewariskan kebudayaan dalam setiap prosesnya agar peserta didik memiliki keluhuran budi.----------------------------------------------------------------This research aims to contextualize the thoughts of two figures in the 19th century about education and culture, and to find out the relevance of that thought to the competence of students in the 21st century. This research conducted a literature study using the content analysis approach. Data in the form of primary and secondary sources. Data collection is done by library research techniques. Data are analyzed qualitatively with an inductive approach. The research results show that the concepts of thought of the two figures are interrelated especially about the four main points, namely the purpose of education, the function of education, the educational process, and the role of educators. The concept of thought is still relevant if contextualized with the competence of students in the 21st century. The 21st century requires students to have critical thinking skills, problem solving, and collaboration. The purpose of education is seen as a way of expressing the civilization served and cultivating a culture based on civilization. The civilization that will be served by students in the 21st century is a blend of knowledge, thought, innovation skills, media, information and communication technology literacy (ICT), and real life experiences. For this reason, the optimal role of educators is needed in varying the learning process by using various methods so that education can carry out its functions to overcome social crises and cultural backwardness, so as to enhance humanity. Education also must always transmit the culture in every process so that students have nobility.
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Pesut, Daniel J. "Creativity and Innovation: Thought and Action." Creative Nursing 19, no. 3 (2013): 113–21. http://dx.doi.org/10.1891/1078-4535.19.3.113.
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The purpose of this article is to discuss the significance of creativity and innovation in contemporary health care contexts, and to provide nurses and other health care professionals with models, resources, and ways of thinking about creativity that informs the development of an innovation-action and creative thinking mind-set. As the complexity of health care and nursing escalates, health care providers are challenged to think more creatively and develop innovations that advance the knowledge, learning, and service contributions of their discipline to the health care enterprise. Nursing requires creative thought and innovative action in service of the greater good.
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Faucher, L. "Evolutionary psychiatry: Innovations and limits." European Psychiatry 29, S3 (November 2014): 558–59. http://dx.doi.org/10.1016/j.eurpsy.2014.09.369.
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In this paper, I explain why evolutionary psychiatry is not where the next revolution in psychiatry will come from. I will proceed as follows. Firstly, I will review some of the problems commonly attributed to current nosologies, more specifically to the DSM. One of these problems is the lack of a clear and consensual definition of mental disorder; I will then examine specific attempts to spell out such a definition that use the evolutionary framework. One definition that deserves particular attention (for a number of reasons that I will mention later), is one put forward by Jerome Wakefield. Despite my sympathy for his position, I must indicate a few reasons why I think his attempt might not be able to resolve the problems related to current nosologies. I suggest that it might be wiser for an evolutionary psychiatrist to adopt the more integrative framework of “treatable conditions”. As it is thought that an evolutionary approach can contribute to transforming the way we look at mental disorders, I will provide a brief sketch of the basic tenets of evolutionary psychology. The picture of the architecture of the human mind that emerges from evolutionary psychology is thought by some to be the crucial backdrop to identifying specific mental disorders and distinguishing them from normal conditions. I will also provide two examples of how evolutionary thinking is supposed to change our thinking about some disorders. Using the case of depression, I will then show what kind of problems evolutionary explanations of particular psychopathologies encounter. In conclusion, I will evaluate where evolutionary thinking leaves us in regard to what I identify as the main problems of our current nosologies. I’ll then argue that the prospects of evolutionary psychiatry are not good.
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Dai, Zhi Min, and Lu Guo. "Innovative Study of Business Administration Training Modes: TRIZ Behavior Perspective." Advanced Materials Research 204-210 (February 2011): 838–41. http://dx.doi.org/10.4028/www.scientific.net/amr.204-210.838.
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Innovation lies in a breakthrough has its own unique view, concrete expression to generate a novel and unique, there is social value or value of the individual thoughts, ideas, methods and products. Business Administration field embodies the innovation and spark creative thinking. In recent years, it is not satisfactory under a variety of educational models in parallel quality of training. TRIZ innovation theory behavior perspective analysis can effectively identify the level of innovation capability in different groups of university students, a series of targeted training activities can practice in this basis in order to achieve creativity in our students the accumulation of knowledge, effective identified and enhanced innovation and practical ability and quality of innovation.
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Abdelhamid, Mariam. "Innovations in economic education." Journal of Interdisciplinary Studies in Education 8, no. 1 (April 7, 2019): 175–78. http://dx.doi.org/10.32674/jise.v8i1.678.
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Economic integration in the K-16 space is one facet of the American education system that depicts inadequacy yet potential. Mary Beth Henning alongside several educational specialists and economists illustrate how economics can be taught in a multidisciplinary manner through the mandated disciplines, such as math, reading, and history. The authors of this book demonstrate the need for students to develop an economic way of thinking through three majors themes focusing on: interdisciplinary integration of economics, blended learning, and economic educator preparation. I would highly recommend this book to K-16 educators looking to integrate economics into core academic subjects through age-appropriate and relevant examples intending to promote economic ways of thinking among students.
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Wisetsat, Chanarong, and Prasart Nuangchalerm. "Enhancing Innovative Thinking of Thai Pre-service Teachers through Multi-educational Innovations." Journal for the Education of Gifted Young Scientists 7, no. 2 (June 27, 2019): 215–35. http://dx.doi.org/10.17478/jegys.570748.
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Et. al., B. Sivasankari ,. "Design Thinking Approach on Far Field Energy Gleaning From Space." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 11, 2021): 364–68. http://dx.doi.org/10.17762/turcomat.v12i2.815.
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The innovation is further along than might suspect for capturing solar oriented vitality in space where the sun dependably sparkles and radiating it to Earth. The thought of capturing solar-based vitality in space where the sun never quits sparkling and radiating it to Earth may appear to be outlandish, yet such innovation is further along than generally figure it out. A continuous power supply is basic for the activity of Wireless Sensor Networks (WSNs) since business battery control frameworks have restricted lifetime which makes them unsatisfactory for these applications. In this paper, a way to deal with substitute batteries for controlling WSNs is given based on design thinking approach. RF signal as an info source from a solar panel which is then converted into dc and stored for further applications.
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يحي الحدابي, أ. د. داود عبدالملك, and د. عيسى صالح. "Extent of Practicing Creative Thinking Skills among Students of Educational Technology at the University of Ibb, Yemen, When Applying Innovative Educational technologies." International Journal for Talent Development 11, no. 20 (October 13, 2020): 75–94. http://dx.doi.org/10.20428/ijtd.11.20.4.
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The research aimed to identify the extent of practicing creative thinking skills among students of educational technology at the University of Ibb, Yemen in applying innovative educational technologies. To achieve the objectives of the study and answer its questions, the researchers used the descriptive method. The study population was educational technology students at the University of Ibb. The research sample involved (50) students of the second level in the Department of Educational Technology in the academic year 2018/ 2019. A scale of creative thinking and an open-ended questionnaire were used to assess creative thinking skills and identify the obstacles of creative thinking among students. The results showed a clear decline in the students' ability to practice creative thinking skills with a general average of (34.90) for group A students, and an average of (35.15) for group B students. The study revealed a number of obstacles of developing students' creative thinking. The study concluded with a set of recommendations and suggestions.
Keywords: creative thinking skills, educational technology innovations, students of educational technology.
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Ng, Wei Sheng Timmy, and Elaine Wilson. "A perspective of teachers’ appropriation of educational innovations." International Journal for Lesson and Learning Studies 6, no. 3 (July 10, 2017): 202–15. http://dx.doi.org/10.1108/ijlls-12-2016-0052.
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Purpose The purpose of this paper is to propose a framework describing teachers’ affective and cognitive thought processes, as well as the sensemaking and decision making ongoing within them, during the various stages of the appropriation of an educational innovation. Design/methodology/approach The Rubicon model of action phases, borrowed from psychology, is first used as a lens to understand teachers’ will. The model is subsequently adapted to reconcile it with existing literature on teacher beliefs, teacher sensemaking, and teachers’ resistance. Findings The proposed framework shows that teachers’ appropriation of an educational innovation is multi-layered and multi-dimensional. This contradicts appropriation as simply a procedural implementation of research recommendations, culminating in only success or failure. Originality/value The paper sensitises policymakers, school leaders, and teacher educators to the complexity of the appropriation process. The proposed framework serves as a starting point for school and reform leaders, to re-examine their school’s implementation of an educational innovation from a more human relations perspective.
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Oppenheimer, Louis. "Development of Recursive Thinking: Procedural Variations." International Journal of Behavioral Development 9, no. 3 (September 1986): 401–11. http://dx.doi.org/10.1177/016502548600900309.
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Sixty children participated in two studies designed to investigate the development of recursive thinking. They were from three age groups with ages 5, 7, and 9 years. To achieve this aim, Miller, Kessel and Flavell's (1970) task assessing children's abilities to conceptualize thought structures was presented in two versions. In the first study, employing the same procedure as used by Miller et al., the results reported by the latter authors were replicated. In the second study, in which a verbal comprehension, instead of a verbal production procedure was employed, the results indicated that the understanding of the recursive nature of thought appeared approximately two years earlier than with the original procedure.
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Olorogun, Lukman, Nasir Yunusa, Hauwa Galadima Audu, and Adam Andani Mohammed. "Management of educational innovations: effects of infusing “critical thinking” into Islamic finance curricula." Marketing and Management of Innovations, no. 2 (2018): 69–78. http://dx.doi.org/10.21272/mmi.2018.2-06.
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Nasinsroy, Jatuporn, Maitree Inprasitha, and Narumon Changsri. "Synthesis of Research on Mathematical Thinking Development under the Lesson Study and Open Approach Context." Randwick International of Education and Linguistics Science Journal 2, no. 3 (September 27, 2021): 296–306. http://dx.doi.org/10.47175/rielsj.v2i3.300.
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The qualitative educational research synthesis of this paper is the incorporation of existing knowledge and the research results using Lesson Study and Open Approach innovations that relevant to the concern of students’ mathematical thinking development. The purpose of synthesis is to upsurge the generalization and pertinency of new knowledge development based on the results in incorporation the two innovations. Researchers employed document analysis to analyze the evidence of 266 postgraduate studies from the academic year 2003 to 2020. The research procedure consists of three stages. The results from the first stage showed that there are six research classifications identified, namely teacher and teaching, students and learning, assessment, classroom innovations, curriculum development, and educational policy. The research findings of the second phase indicated that there was a total of 210 studies (78.95%) were employing Open Approach incorporated in the Lesson Study process. Moreover, 53.33 percent are found in students and learning research classification. This is followed by 19.05 percent in teacher and teaching, 14.76 percent in classroom innovations, and 4.76 percent in assessment classifications. However, there was a limited of past postgraduate researchers interested to study curriculum development (4.29%) and educational policy (3.81%) research classifications. The findings of the final stage revealed that all the 210 postgraduate studies concerning the six research classifications are found to have different impacts on students’ mathematical thinking development. These effects occurred across a series of settings, synthesis approaches, expectations, and managing the Thailand Lesson Study Model.
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Selamat, Kasmuri. "Salafi-Progressive: Islamic Education Thinking Discourses of K.H. Aceng Zakaria." Dinamika Ilmu 20, no. 1 (June 29, 2020): 107–22. http://dx.doi.org/10.21093/di.v20i1.2162.
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This research is aimed to analyze K.H. Aceng Zakaria's thought of Islamic education which is focused on his educational practice to the Organization of Persatuan Islam (Persis) from 1975 to 2006. It's very interesting to study K.H. Aceng Zakaria's thought. At least, there are two reasons: firstly, there wasn't research which raised the aspect of Persatuan Islam's ‘ulama, especially in thought of educational domain, especially from the third generation. Secondly, K.H. Aceng Zakaria is known as an ulama’s of Persis who gives a lot of contribution in education not only the book but also his creativity to hold any alternative educational forum in term of providing people's interest to learn Islamic knowledge. As one of Persis's ulama, his religiosity's thought as same as other Persis ulama identical with purification idea which features as well as Salafi or salafiyyah movement. Based on this study shows, this movement often adhered to the number of stigmatizations, such as rigidity, radical attitude, and some of the similar stigma. The assumption justified when reading a book written by Tsaqil bin Shalfiq al-Qasimi entitled "Rooting out Ahlul Ahwa and Bid'ah". It's the difference from the stigmatizations, through this research, the writer concludes that the consistency of returning Islamic practice to al-Quran and al-Sunnah tends to push progressive attitude. It's proven through educational views of K.H. Aceng Zakaria which focused into an educational book written by K.H. Aceng Zakaria entitled "Zad al-Muta'allim", and his educational practice since he has decided to dedicate his life to the Persis.
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Toth, Sheree L., Erin Pickreign Stronach, Fred A. Rogosch, Rochelle Caplan, and Dante Cicchetti. "Illogical Thinking and Thought Disorder in Maltreated Children." Journal of the American Academy of Child & Adolescent Psychiatry 50, no. 7 (July 2011): 659–68. http://dx.doi.org/10.1016/j.jaac.2011.03.002.
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Amaro, Ajahn. "Thinking: I. Understanding and Relating to Thought." Mindfulness 1, no. 3 (July 20, 2010): 189–92. http://dx.doi.org/10.1007/s12671-010-0025-2.
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Wallander, Celeste A. "Third-World Conflict in Soviet Military Thought: Does the “New Thinking” Grow Prematurely Grey?" World Politics 42, no. 1 (October 1989): 31–63. http://dx.doi.org/10.2307/2010570.
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“New thinking” in Soviet foreign policy may change Soviet understanding of the nature of conflict in the third world, Soviet interests in those conflicts, and therefore Soviet conflict behavior. While these shifts are widespread and significant, they are being resisted by military analysts, which indicates that Soviet policy may not be so easily or directly altered. Many military writers accept that escalation risks are extreme and threaten Soviet security, and others discuss local, nonclass, and intractable features of third-world conflicts. However, military analysts do not accept revisionist, class-transcendent definitions of Soviet internationalist duty. It is on this point that new thinking is most likely to founder in Gorbachev's attempts to change Soviet third-world policy and behavior. With the changes in Soviet domestic politics, military participation in security and foreign policy debates may be effective in restraining the more radical innovations implied in civilian analyses.
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Nguyen-Antonio, Phuong, and Guy K. Palmes. "The Cradle of Thought: Exploring the Origins of Thinking." Journal of the American Academy of Child & Adolescent Psychiatry 42, no. 10 (October 2003): 1264–65. http://dx.doi.org/10.1097/00004583-200310000-00022.
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Maniscalco, Joshua. "The Cradle of Thought: Exploring the Origins of Thinking." Journal of the American Academy of Child & Adolescent Psychiatry 44, no. 3 (March 2005): 305. http://dx.doi.org/10.1097/00004583-200503000-00019.
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Tehupeiory, Aartje. "PEMBERDAYAAN MASYARAKAT HUKUM ADAT (MASYARAKAT DESA) DALAM MENDUKUNG PROGRAM EKONOMI KREATIF DESA SESUAI UU DESA." to-ra 5, no. 2 (September 9, 2019): 43. http://dx.doi.org/10.33541/tora.v5i2.1197.
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Abstract
For the empowerment of village communities in supporting the Village Creative Economy Program, which is to nd creative and innovative thinking models to build villages in an innovative model of empowering communi-ties in poverty reduction given to rural communities through educational innovations, innovations in the utiliza-tion of vacant land, traditional market management innovations, innovation village based or village. a quality community was formed in the rural areas to provide digital education for business development and community empowerment to help community businesses and micro and small businesses.
Keywords: village community empowerment, village creative economy
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Akopova, Tatyana S. "Institutes of thought - a new intellectual project." Socialʹnye i gumanitarnye znania 6, no. 3 (September 21, 2020): 210. http://dx.doi.org/10.18255/2412-6519-2020-3-210-217.
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The article deals with current problems of innovative and prospective development of modern society, related to the formation of a new type of personality capable of self-determination in the conditions of a new technological order and the needs of humanitarization of social processes. The philosophical problem posed by science in ancient times - "what is a person" today is interpreted by social practice by the requirement to understand what is a thinking person, how ready he is to consciously perceive the world and himself in the world. the Demand for an intellectually developed person, a subject of social creativity with the ability to real thinking, a conscious approach to any situation, involves the creation of a new social space, in which various institutions of intellectual development are located - from traditional to new, initiative. The role of the entire educational system - from General to higher education-is growing, and it is becoming a leading factor and a promising process in creating new learning technologies and, above all, in teaching thinking. The obvious lag of education in solving this problem causes the intellectual elite to act ahead of time, interested in a new approach to the problem of creativity and thinking. This is evidenced by various associations, clubs, and unions formed locally, in professional communities, and in scientific circles that discuss and develop thinking technologies.
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Klin, Ami. "The Cradle of Thought: Exploring the Origins of Thinking." American Journal on Mental Retardation 109, no. 3 (2004): 267. http://dx.doi.org/10.1352/0895-8017(2004)109<267:tcotet>2.0.co;2.
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Thomson, M. E. "Innovations and Insights: Editorial Comments on "A Dyslexic Mind A-Thinking"." Dyslexia 3, no. 2 (June 1997): 111–12. http://dx.doi.org/10.1002/(sici)1099-0909(199706)3:2<111::aid-dys72>3.0.co;2-p.
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Music, Graham. "The cradle of thought: Exploring the origins of thinking." Infant Observation 7, no. 2-3 (May 2004): 125–28. http://dx.doi.org/10.1080/13698030408405048.
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Amaro, Ajahn. "Thinking. II: Investigation, the Use of Reflective Thought." Mindfulness 1, no. 4 (July 20, 2010): 265–68. http://dx.doi.org/10.1007/s12671-010-0026-1.
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Z. G. Mukhamedova, Sh S. Fayzibayev,. "Methodological System For Organizing Joint Innovation Activities Of The University And Enterprises." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 11, 2021): 23–25. http://dx.doi.org/10.17762/turcomat.v12i4.457.
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The content and the role of the methodological system, which provides for close interaction of higher educational institutions and enterprises of the country's industry sectors are considered in the process of training modern innovative professionally-oriented graduates with creative thinking, capable of creating innovations and implementing them into the real sector of the economy.
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Beck, Sarah W. "Educational innovation as re-mediation: a sociocultural perspective." English Teaching: Practice & Critique 16, no. 1 (May 2, 2017): 29–39. http://dx.doi.org/10.1108/etpc-07-2016-0085.
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Purpose The purpose of this theoretical essay is to discuss recent scholarship in sociocultural studies of literacy – including two recent books by Peter Smagorinsky (2011) and Luis Moll (2013) and recent articles by Gutierrez and Engestrom – and to synthesize ideas from this scholarship into a coherent lens for understanding innovations in language and literacy education and in education more broadly, when language is seen as the means through which transformation of thought is achieved. Design/methodology/approach This essay uses ideas from Vygotskian theory, as interpreted by Moll, Smagorinsky, Gutierrez and Engestrom, to re-conceptualize innovation – a theme of current importance in literacy education and indeed education broadly – as culturally mediated. The author discusses specifically two examples of recent innovations in educational practice – the notion of multiliteracies and approaches to teacher education based on hybrid activity settings that link researchers and teachers, university and school. Findings As this is not an empirical study, there are no findings per se. However, the author’s discussion of innovation through a sociocultural lens focuses on re-mediation and the deliberate, conscious setting of goals as a means for construction knowledge in, and about, innovations in literacy teaching and learning. Also, the author concludes the essay with several principles by which to evaluate innovations from a sociocultural perspective. Research limitations/implications This conceptual paper has the potential to contribute to new ways of applying sociocultural theory in literacy teaching and research, particularly research that involves the study of innovative, transformative practices in teaching and learning. Originality/value This essay offers a theory-driven reconceptualization of innovation for use in educational research and practice, which has a potential value as an antidote to shallow, narrow and/or prescriptive models of language and literacy innovations that are offered to practitioners. Put another way, it offers readers a new way to think about innovation in sustainable and culturally relevant terms.
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Levenstein, Margaret C. "Escape from Equilibrium: Thinking Historically about Firm Responses to Competition." Enterprise & Society 13, no. 4 (December 2012): 710–28. http://dx.doi.org/10.1017/s1467222700011423.
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Firms use a variety of strategies to limit competition that would otherwise erode profits. Firms innovate, creating new technologies, new markets, and new firms. Innovations allow them to distinguish their products or lower their costs and thus maintain profits. Their ability to innovate depends on the existence of social institutions that allow them to amass the resources—labor, capital, and information—necessary to compete successfully. Firms also maintain profits by manipulating the political process to maintain preferred access to markets, technology and resources. Finally, firms take actions to limit competition directly. Waves of consolidation, justified by an assumption of the inevitability of increasing firm size, have limited competition and entrepreneurship. Cartels and other forms of collusion, sometimes thought to have disappeared from US markets after the adoption of the Sherman Antitrust Act in 1890, are still active in a wide variety of national and international markets.
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Sukhanova, N. P. "Children’s philosophy and teaching philosophy to children." Science and School, no. 5, 2019 (2019): 185–90. http://dx.doi.org/10.31862/1819-463x-2019-5-185-190.
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From an early age, children ask philosophical questions, there is a phenomenon of child philosophy. Philosophy is considered as an important factor in the formation and development of personality. The article analyzes the traditional educational strategy based on the translation of ready-made, existing knowledge, as the one that doesn’t meet the needs of today Modern society sets before education the task of preparing a critically thinking subject, ready for innovations, seeking to improve his education Research education, which effectively resists the global civilizational crisis, is aimed at the formation of an independent and reflexively thinking person Given this educational strategy, teaching philosophy to children from a very young age makes it possible to make human thinking independent and socially responsible. The focus is on the problematic nature, criticality reflexivity of philosophical knowledge. The article presents philosophy as having the tools that are unique to the development of a child’s thinking abilities. ‘The Philosophy for Children’ program is being studied, in which philosophy acts as a priority discipline in teaching children intelligent thinking. It is concluded that critical thinking is not automatically formed in the course of training and methodological design of philosophy, which is at the basis of modern educational strategy, makes this task possible.
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Zellma, Anna. "Teacher of Education for Family Life as an innovator in the reformed system." Family Forum 8 (January 9, 2019): 197–212. http://dx.doi.org/10.25167/ff/2018/197-212.
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The analyses performed for this paper focused – among other things – on legal regulations concerning creative activities of a teacher-innovator and on various solutions in the area of curricula, methodology and organisational matters in regard to teaching, education and care at the new school. Pedagogical innovations implemented in everyday educational work involve, for example, replacing one methodological or organisational solution with another, expanding syllabuses and methodological solutions and enhancing the effectiveness of teaching and educational activities. These innovations help a teacher of education for family life to reinforce student creativity, develop an active attitude in students and prepare them for responsible participation in social life. Teachers’ of education for family life commitment, their creativity in thinking and actions and their thoughtfulness and professionalism are of great importance.
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Cherryholmes, Cleo H. "The Implication of Contemporary Education Thinking and Continental Thought for Teaching Political Science." News for Teachers of Political Science 44 (1985): 10. http://dx.doi.org/10.1017/s019790190000386x.
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The following articles come from different intellectual traditions than usually appear in NEWS for Teachers of Political Science. Previously, thoughtful NEWS pieces have ranged widely from the use of metaphors and simulations to techniques for lecturing and leading classroom discussions to reviews of current textbooks. However, two traditions have been largely missing: developments in contemporary educational thought, curriculum theory in particular, and continental philosophy. Continental philosophy has had important influence in the field of curriculum theory as well as American political science. Therefore, it seems appropriate that some of these developments explicitly be brought to the attention of teachers of political science. The articles by Whitty and Giroux deal with recent developments in pre-collegiate educational thought; Dallmayr, with developments in continental philosophy in this century; Shapiro, with implications of post-structuralist thought for teaching about politics; and I explain how developments in analytic as well as continental philosophy have shaped a graduate seminar in research methodology.
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Hashem, Rasha Ghani. "The extent to which math teachers use e-learning innovations and its relationship to their creative thinking." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4800–4812. http://dx.doi.org/10.17762/pae.v58i2.2871.
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The goal of the research is to know the extent to which math teachers use e-learning innovations and its relationship to their creative thinking. The researcher followed the descriptive approach, and to achieve the objectives of the research ,she designed two research tools, which are a questionnaire included (24) paragraphs, and calculated its sincerity and stability, and the second used the Silver Image Torrance test (a) to measure the skills of creative thinking (flexibility, fluency, authenticity) and then applied to the research sample of (100) mathematician teachers (58 males and 42 females) working in the public schools in Thi Qar province. The results of the survey were properly processed using statistics, and the following results were achieved: the results showed the extent to which e-learning was used in mathematics teaching from the point of view of mathematics teachers, and its overall importance, and the phrases that received the highest percentage of respondents were the phrase (22) [e-learning helps to convey the impact of learning], with a 93.3% percentage of sample responses on the search tool, while (8) [e-learning helps with the content of continuous learning] has a percentage of the sample responses. The results also showed the positive relationship between the use of e-learning innovations and creative thinking.
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Borysov, Viacheslav, Svitlana Lupinovich, and Svitlana Borysova. "STRATEGIES FOR THE DEVELOPMENT OF CRITICAL THINKING IN PRIMARY SCHOOL STUDENTS IN THE COURSE "I’M IN THE WORLD"." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 49–58. http://dx.doi.org/10.51706/2707-3076-2019-1-5.
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Among the skills that modern people need for self-realization there are creativity, critical thinking, communication with people, working with information, computer literacy, striving for self-improvement, flexibility, openness to innovations. To navigate the turbulent flow of information, each individual needs developed critical thinking. Critical thinking skills should be developed and refined right from the school desk, from the early school age. Children are open to innovations. These qualities should be used to their maximum potential in the educational process. The article presents separate methods for the development of critical thinking, which a primary school teacher can use in teaching process of the subject "I am in the World". Specific examples of using the Aquarium methods are presented: "Fish bone", "Six hats" and others at the lessons in the 3rd form of comprehensive schools. The emphasis is made on the importance of students’ critical thinking, which promotes orientation towards success in activity, self-realization and self-development. Mastering the strategies of critical thinking development is considered as an important task of educational systems in many countries of the world, including Ukraine. Critical thinking is a complex and multifaceted phenomenon. Facilitating its development in students requires a teacher of high professionalism. In this situation attention should be paid to the systematic and thorough study of the theory and methodology of teaching, the experience of using various strategies of other teachers, methodologists, accumulation of their own experience. There are a lot of methods for the development of critical thinking. Each of them has its own specifics, structure, stages (although it is not forbidden to make certain adjustments, taking into account the age of pupils, the studied subject). Proper use of such methods in the course "I am in the World”, which is interdisciplinary and shapes the outlook of students, will help the primary school teacher to teach children to think independently, to see and evaluate the problem, to look for several possible solutions, to make decisions and to interact effectively with others.
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Beun, Cyril de. "Vertikaltopik und technische Innovation als diskursiv-rhetorisches Instrumentarium politischer Utopie bei Kurt Hiller." Scientia Poetica 23, no. 1 (October 21, 2019): 181–226. http://dx.doi.org/10.1515/scipo-2019-007.
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Abstract The 1920s and 1930s are commonly known as the Golden Age of Flight, but they also saw many experiments in rocketry. This article explores the symbolic traces that such early innovations in aerospace engineering left in the sociopolitical thinking of German writer Kurt Hiller (1885-1972). Particular attention is paid to the rhetorical potential of technological discourses in Hiller’s essays and speeches from the 1920s. The article shows how, as a public intellectual, Hiller was able to interlink scientific, religious, biological and political discourses. It furthermore demonstrates that Hiller rhetorically rejected linear scientific thinking in favour of the utopian promise of space travel. This defining opposition in his reasoning hinged on a topical switch from horizontal to vertical orientation, which underpinned his promulgation of a new type of socialist-meritocratic democracy. In this he mirrored the vertical thinking of his times by applying it in a distinctive way to his own sociopolitical writing and thought.
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Monakhov, Vadim Makarievich, and Viktor Egorovich Firstov. "Building classification educational measurement based psychological principles." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2014): 15–33. http://dx.doi.org/10.51314/2073-2635-2014-2-15-33.
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Based on the principles of synergy marked innovative approaches to the formation of educational measurement classification as one of the most important elements of the modernization of national education. Classification is based on the system of psychological principles containing anthropological principle K.D. Ushinsky, the principle of economy of thought Mach, the principles of self-organized criticality and functional specialization of the cerebral hemispheres. Classification principles reflect certain properties of human activity, in which there are two types of logical thinking - formal and intuitive classification by defining the logic implemented in the measurement of the object.
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FROLOVA, Natalia A., and Irena V. ALESHCHANOVA. "DESIGN THINKING DEVELOPINGMETHODSIN FOREIGN LANGUAGE CLASSES." PRIMO ASPECTU, no. 2(46) (June 10, 2021): 86–92. http://dx.doi.org/10.35211/2500-2635-2021-2-46-86-92.
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The article considers the issue of design thinking developing methods in foreign language classes. The study materials are presented by educational and methodological courses for teaching foreign languages, methodical developments for professionally oriented teaching, checklists of students’ educational and scientific activity, the final rating of the educational process of the academic groups participating in the experiment. The methods of observation, questioning and interviewing were used. The experimental results were statistically processed. The authors differentiate between the concepts of "design thinking" and "creative thinking" which are often confused. In this case design thinking is viewed as a higher level of thought process. It was found that the most effective basis for developing students' design thinking skills is the OIW (organized independent work), in particular, project activities. The effectiveness of the methodology for the formation and development of students’ design thinking competence core has been proven experimentally in 2018-2020 academic semesters in the process of full-time and remote working modeat at the Foreign Languages and Humanities Department of the Kamyshin Technological Institute (branch) of the Volgograd State Technical University. The conducted study showed that students participation in the experiment significantly influenced their outlook, quality of intellectual modeling, research activities, subject communication both in their native and foreign languages.
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Malinetsky, Georgiy Gennadyevich, and Svetlana Nikolayevna Sirenko. "Forward-thinking education and modernization of the union state." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2019): 18–31. http://dx.doi.org/10.51314/2073-2635-2019-1-18-31.
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The next stage of the technological revolution is changing not only production, but also the labor market, presenting new requirements for the competencies of graduates. The study of international experience shows that the leading countries have already entered the «educational race» to form readiness of young people to master the technologies of the new industry. It is critically important for the Union State Belarus - Russia to use the potential of advanced education, which is one of the most important long-term factors for increasing the country's technological development and its prosperity. The article discusses specific steps that can be useful to design modern education in the Union State of Belarus and Russia as a outrunning one. The prerequisite for the progress of our states is the promotion of personal growth and the upbringing of the human creator. This thesis is substantiated from the standpoint of the theory of the humanitarian-technological revolution. Within the framework of the concept being developed, a special place is occupied by the activity-oriented vocational orientation of schoolchildren, which is interconnected with the problem of interdisciplinarity in school and university education. As a separate important aspect, the expediency of incorporating elements of educational robotics, as well as problem and project training in the daily practice of school education, is substantiated. The listed educational innovations require the adoption of a number of decisions at the state level.
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Nozdrova, Oksana. "VALUABLE MARKS OF THE "NEW UKRAINIAN SCHOOL" AT THE NERUBAISKIY EDUCATIONAL COMPLEX "SCHOOL-GYMNASIUM"." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 153–60. http://dx.doi.org/10.24195/2218-8584-2018-9-153-160.
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The article presents the experience of the functioning of the Nerubaiskiy educational school complex “school-gymnasium” which reflects the modern practical directions of improvement of the school educational and upbringing process in the context of the implementation of the Concept “New Ukrainian School”. The conditions are stimulating students to critical thinking have been created. It has been proved that the latest information technologies have a significant impact on the efficiency of learning knowledge of students. The results of the introduction of interactive teaching methods that develop the cognitive abilities of students have been described. The author examines co-operative learning and the idea of integration in education. There has been proposed pedagogy of partnership as a key component of the formula “New Ukrainian School”. The innovative forms and methods of forming the basic competencies of students have been analyzed. Keywords: innovations in education, concept “New Ukrainian school”, critical thinking, principles of integration, pedagogy of partnership.
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심승환. "A Study on the Relationship between Learning and Thinking in the Educational Thought of Confucius." Korean Journal of Philosophy of Education ll, no. 47 (February 2010): 79–108. http://dx.doi.org/10.15754/jkpe.2010..47.004.
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