To see the other types of publications on this topic, follow the link: World politics, study and teaching.
Journal articles on the topic 'World politics, study and teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'World politics, study and teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Thies, Cameron G. "How to Make the Most of Your Summer Study Abroad Teaching Experience." PS: Political Science & Politics 38, no. 1 (January 2005): 83–87. http://dx.doi.org/10.1017/s1049096505055836.
Full textAbstract:
Teachers of international relations and comparative politics spend a considerable amount of time looking for ways to bring the politics of the world outside of the United States into their classroom to enhance student learning experiences through increased relevance or “reality.” Simulations are one method to make world politics seem more relevant (e.g., Dougherty 2003; Kille 2002; Shellman 2001; McIntosh 2001; Newmann and Twigg 2000; Kaarbo and Lantis 1997; Smith and Boyer 1996). The use of film is another popular method that enhances the drama and emotion of foreign cultures and politics (e.g., Waalkes 2003; Weber 2001; Kuzma and Haney 2001). Finally, the Internet and web-based technologies (e.g., Cogburn and Levinson 2003; Hauss et al. 2002; Bonham and Seifert 2000) and foreign newspapers (e.g., Schattle 2003) are also employed to connect textbook knowledge to the real world of foreign affairs.
2
Abbasi, Muhammad Umar Riaz. "Analysis of Al-Mawardi and Ibn Rushd political thoughts in the context Pakistani political system." Journal of Humanities, Social and Management Sciences (JHSMS) 2, no. 2 (December 15, 2021): 200–212. http://dx.doi.org/10.47264/idea.jhsms/2.2.15.
Full textAbstract:
This study was aimed to comparatively analyse the political thoughts of Al-Mawardi and Ibn Rushd, and their possible implications in the current Pakistani political system. A qualitative method was chosen to conduct the study and they were collected from secondary sources. Besides, content analysis was used to analyse the collected data. The role of politics considered a significant part of human’s life, since time immemorial. In terms of epistemological meaning, politics has a deep relation with power. Different kind of ordinances and law documents was collected related to public law in one place by Al-Mawardi and Ibn Rushd. No society, community, city, or even any country did not prevail, without an effective constitution or government structure. The famous scholar Ibn Rushd highlighted the political injustice and failure of the secular political laws which claimed to provide and established justice in the Islamic society. Muslims have bottomless faith in the political teachings of Islam taught by Hazrat Muhammad Mustafa (PBUH), His companions to accomplish in their communities. Al-Marwardi and Ibn Rushd School of thought, was greatly focused on the teaching of Islam in the modern world. It was recommended that there is a need for the implementation of the Islamic laws and rules in the society, to meet the laws of Islam for the prosperity of the society.
3
Usherwood, Simon. "Grounding simulations in reality: a case study from an undergraduate Politics degree." On the Horizon 17, no. 4 (September 25, 2009): 296–302. http://dx.doi.org/10.1108/10748120910998353.
Full textAbstract:
PurposeThe purpose of this paper is to address the issue of how best to reproduce realistic reproductions and outcomes in the dynamic environment of a simulated negotiation on a political theme.Design/methodology/approachUsing a case study run by the author of a university undergraduate negotiation module, qualitative data are provided to support a pragmatic model of addressing issues of realistic behaviour and outcomes.FindingsThrough a combination of elements – notably, integration of more conventional academic research, use of repeated points of contact between students and the module leader, and extensive reflection after the exercise by the student – it is possible to provide for a simulation that more closely follows real‐world outcomes than would otherwise be the case.Research limitations/implicationsThe use of a single case study clearly limits the ability to generalise and implies the need to replicate the work in new iterations and in new contexts.Practical implicationsThe paper highlights the importance of grounding simulations in reality, if they are to maximise their utility as a teaching practice. It also stresses the high level of engagement, not only on the part of the students, but also on the part of the module leader, who must be an active part of the simulation structure.Originality/valueThe consideration of a continuous process of grounding simulations in reality is one that has not been explored by the existing literature, so it offers useful insights into practice that will be of value to both practitioners and theorists in the field.
4
Abbas, Tahir. "Teaching the Study of Muslim Minorities in Higher Education in the United Kingdom." American Journal of Islam and Society 24, no. 3 (July 1, 2007): 143–49. http://dx.doi.org/10.35632/ajis.v24i3.1538.
Full textAbstract:
In this paper, I reflect on my experiences of teaching sociology of Islam atan elite British university: the University of Birmingham. As a trained economistwith postgraduate degrees in social science and sociology and as a formerWhitehall civil servant, my foray into the world of Islamic studies hasonly been recent. Indeed, it was the events relating to British Muslimminorities between 1999 and 2001 (namely, the arrests, trial, and sentencingin relation to the mostly Birmingham-born “Seven in Yemen” in 1999; the9/11 attacks in New York and Washington, DC; and the urban disturbancesin northern England 2001) that propelled me to interact with this vast andrich field of learning and scholarship. These three events compounded mattersin relation to identity politics, Islamism, and international political economy.Having already researched and written on matters related to educationand class,1 entrepreneurship and culture,2 and Islamophobia and the printnews,3 my new focus on Muslim minority issues stemmed precisely frommy existing interests in ethnicity, culture, and multiculturalism.4Upon joining the University of Birmingham in 2003, I spent my first twoyears concentrating on teaching a specialized course, “Ethnic Relations inBritain,” to finalists. In 2005, I began to teach a new course, “Islam, Multiculturalism,and the State” to finalists. In this article, I discuss the resultinginsight into teaching to a largely non-Muslim audience issues relating toIslam and Muslim minorities ...
5
Bettiza, Gregorio, Deina Abdelkader, David T. Buckley, Jocelyne Cesari, Jeffrey Haynes, Nukhet Sandal, and Giorgio Shani. "Teaching Religion and International Relations: Disciplinary, Pedagogical, and Personal Reflections." International Studies Perspectives 20, no. 4 (August 5, 2019): 301–43. http://dx.doi.org/10.1093/isp/ekz012.
Full textAbstract:
AbstractThe study of religion and international religions has witnessed an exponential growth in recent decades. Courses and programs exploring the complex entanglements between faith and global politics have likewise mushroomed around the world. Despite this ferment, reflections on teaching religion and international relations have so far lagged behind. This forum seeks to remedy this general silence. It brings together a diverse range of scholars from a multiplicity of national, religious, methodological, and theoretical backgrounds who teach across a variety of different geographical settings including North America, Europe, and East Asia. Contributors reflect on three broad themes. First, how do we engage with the contested character of religion as a category of analysis and practice, and with the multidisciplinary nature of its study? Second, how does the context within which we operate—be it geographical, cultural, institutional, or historical—influence and shape who, what, and how we teach? Third, how do we address the important and, at times, contentious personal and ethical challenges that our research and teaching on religion and politics inevitably raises in the classroom?
6
Machitadze, Elisabed, and Guranda Chelidze. "Issues on Teaching Area Studies in Georgia." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 2 (December 29, 2019): 19–25. http://dx.doi.org/10.22333/ijme.2019.14003.
Full textAbstract:
Today, influence of globalization can be apparently seen in the spheres of politics, economics, culture and education. The countries are not able to isolate from one another anymore. Globalization influences social systems, institutes, communication sphere and this clearly shows that this process impacts the higher education as well. Changes in teaching of different discipline were put on agenda. Collapse of the Soviet Union, gaining of independence by Georgia, geopolitical position of Georgia, diplomatic contacts made, all these have increased the role of Georgia as an independent actor on international arena. Since that time, Georgia gradually became part of the global processes. Thus, in the 21st century, against the background of globalization and dialogue of civilizations, Georgia faced new challenges. The country has to take its position in the contemporary world. Today, implementation of the proper policies would determine our prospects, both, in short and long run. Goal of the research is to investigate the issue of education of the proper professionals against the background of such challenges. Today, regarding its political, economic and cultural relationships, Georgia increasingly needs highly qualified professionals in the spheres of regional studies and area studies. Mostly we imply gaining of wide knowledge about the European and oriental countries and generalization of this knowledge in the process of inter-country relationships development. Today we regard that due consideration of the experience of foreign countries is of great significance to adjust modernization and globalization to the historical and cultural traditions of our country. In this respect, it is important to study history and current situation of the Europe and Near East, Georgia has great traditions of this. As for the Europe, together with teaching Western European languages, it is desirable to develop teaching of European studies in interdisciplinary context, as this responds to the globalization challenges. Georgia’s active participation in Bologna Process, internationalization of education processes provide good opportunities, with respect of improvement of teaching of cross-cultural studies, though together with education, expansion of scientific researches, conducting of interdisciplinary studies is of significance as this would allow introduction of the new approaches, provide opportunity of training of the highly qualified and competitive professionals. In addition, teaching of cross-cultural studies should become more pragmatic to ensure its contribution to the state building.
7
Ghiloni, Aaron J. "Teaching Democracy by Teaching Supernaturalism." Religions 10, no. 8 (August 15, 2019): 482. http://dx.doi.org/10.3390/rel10080482.
Full textAbstract:
This paper analyzes critiques of the supernatural by John Dewey, a celebrated American philosopher. Dewey rejected the supernatural on scientific and cosmological grounds, but his most significant critique was made on political grounds. In A Common Faith and other writings, Dewey suggests that supernaturalism erodes democracy by promoting a dualism between religion and science which depreciates the social values that religion originally promoted. Dewey’s claims are contextualized and then tested with reference to teaching supernaturalism in a university classroom. The author explains how the study of magic and supernatural mythologies can address real-world issues, turning attention squarely towards (not away from) history. This paper thus presents a counter-possibility: Can appreciation of the supernatural operate as a catalyst for intercultural learning and social empathy? Examples are given. A discussion of the civic function of wonder follows.
8
Land, Charlotte L., Laura A. Taylor, Haylee Lavender, and Barbara McKinnon. "Making space for choice, voice and critique: critical literacy workshop in the era of Trump." English Teaching: Practice & Critique 17, no. 1 (April 9, 2018): 28–43. http://dx.doi.org/10.1108/etpc-06-2017-0100.
Full textAbstract:
Purpose This paper aims to consider how students and teachers engaged in political work in their design and enactment of critical literacy workshops in one US elementary school facing pressures of accountability and standardization. Design/methodology/approach As a collaborative team of university researchers and classroom teachers, the authors used a qualitative, thematic approach to analyze data collected across a two-year, ethnographic case study. Findings Drawing on Janks’ (2012) conceptualization of p/Politics, this analysis identified three ways in which teachers approached their teaching politically: constructing flexible and broad definitions of readers and writers; blurring hierarchies between teachers, students and texts; and viewing literacy as a tool of power. In addition to elaborating on these themes, the findings illustrate how these political teaching practices supported students’ engagement with explicitly Political topics. Originality/value The era of Trump and “fake news” calls for people to not only start discussions about important social issues but also be able to engage in these discussions diplomatically and critically – in other words, to not only respond to the world but also to reconstruct it (Luke, 2004) and to imagine it better (Greene, 1995). This study offers a timely examination of ways to reshape reading and writing workshops in more critical ways, helping to prepare students for participation in the civic, career and personal worlds within and beyond school.
9
Hargreaves, Andy. "Emotional Geographies of Teaching." Teachers College Record: The Voice of Scholarship in Education 103, no. 6 (December 2001): 1056–80. http://dx.doi.org/10.1177/016146810110300606.
Full textAbstract:
This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-parent interactions—sociocultural, moral, professional, physical, and political—and their consequences.
10
Samorodova, Ekaterina, Irina Belyaeva, Jana Birova, and Mikhaïl Ogorodov. "Teaching a foreign language for professional purposes: peculiarities of legal terms used in teaching the language of a speciality for international specialists." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 253–61. http://dx.doi.org/10.15503/jecs2021.1.253.261.
Full textAbstract:
Aim. One of the most important tasks which precedes the setting of goals for teaching a foreign language of a specialty and the selection of methods for achieving them is to identify the competencies that a qualified specialist must master. Therefore, the authors of this article see the need to set the following research tasks: the identification of professional competencies in the professional discourse of international affairs; the allocation of competencies among those that require the knowledge of a foreign language; and determination of the language material necessary for studying the specialty in the language lessons for international affairs. Methods. The empirical methods of our research comprise studying and analysis of the works of Russian and foreign scientists and teachers working in the related fields; and interviewing specialists in the international sphere who have graduated from the faculties and institutes of international relations, international law, world politics and economics in the form of an anonymous questionnaire. Theoretical methods include analysis, synthesis, comparison, generalisation, deduction, and induction. Results. A study based on the analysis of a survey completed by international specialists showed that a large number of professionals in the field of international relations, international law, politics, and economics use legal terminology in their work more often than others. Among the professional skills that are required in their work, the respondents named negotiation, business dialogue, and correspondence. Conclusion. A recent study has shown that disciplines such as international law must be included in the language training program for international specialists as diplomates and lawyers.
11
Perger, Nina, Metka Mencin, and Veronika Tašner. "Teaching Feminism: Between Marginalisation and Feminist Persistence." Šolsko polje XXXI, no. 5-6 (December 31, 2020): 13–29. http://dx.doi.org/10.32320/1581-6044.31(5-6)13-29.
Full textAbstract:
The aim of this article is to gain insights into how feminist principles, content and practices persist in higher education in times of neoliberal ideology, post-feminism and the intensification of extreme-right wing politics. The main issue the article seeks to address is the state of gender-related and feminist topics in higher education. Their state should be addressed at the intersections of: 1) social context; 2) institutional settings (formalised and officialised gender-related curricula); and 3) intra-institutional practices, such as backlashes to and sanctions against feminist practices. In order to achieve this, we start by briefly sketching the beginnings of women’s studies worldwide, and the ambivalences of institutionalising feminist knowledge. We proceed by focusing our discussion on the contemporary social situation, significantly marked by right-wing politics and neoliberal ideology, aiming to constitute feminism as irrelevant on the grounds of an individualised ‘brave new world’, where everything seems possible, achievable and accessible. We continue by focusing our attention on the state of feminist topics in the context of Slovenian higher education. This part is based on document analysis of curricula of various universities in Slovenia (a description of their study courses and programmes: the research shows that gender-related topics are still marginalised within higher education as feminist topics remain rare and optional rather than obligatory. After discussing the barriers and obstacles facing feminism, we conclude with a discussion on feminist persistence and resistance in higher education: it is still persisting despite the backlashes that seek to extort a price for doing feminism, even if feminist practices are forced to take a more subtle form.
12
Chang, Yu-Jung. "Learning English today: what can World Englishes teach college students in Taiwan?" English Today 30, no. 1 (February 5, 2014): 21–27. http://dx.doi.org/10.1017/s0266078413000527.
Full textAbstract:
With the global spread of English, research in World Englishes (WE) has burgeoned in the past two decades. Its concepts have been taken up by researchers in Teaching English to Speakers of Other Languages (TESOL) to question ‘native-speakerism’ (Holliday, 2005, 2006) in English instruction. However, the implications of this theoretical discussion have so far yet to be realized in EFL classrooms, where teachers and learners alike still largely submit to native-speaker norms. This study therefore aims to examine how discussions of power, politics, and the spread of Englishes might influence students’ perceptions of English and their experiences of learning and using English. The analysis focuses on papers written by students enrolled in a semester-long WE course, and demonstrates the value of bringing WE into English curriculums to help students become critical learners and confident users of English today.
13
Nciko, Arnold. "Hut at Strathmore – TWAIL for a Culturally Appropriate Teaching of Public International Law in African Law Schools." Strathmore Law Review 6, no. 1 (September 1, 2021): 41–69. http://dx.doi.org/10.52907/slr.v6i1.163.
Full textAbstract:
The teaching of Public International Law (PIL) in African law schools is backward. While Article 13 of the International Covenant on Economic, Social and Cultural Rights demands that, for education to be acceptable, it must also be culturally appropriate, the teaching of PIL in our schools is largely only reflective of European westernisation. This study reviews relevant literature in law, sociology, international relations, history and politics, and rely on surveys on PIL syllabi in select leading African law schools to attempt to make this violation more explicit. As a recommendation of a possible way forward, the study provides PIL as taught in the Hut at Strathmore Law School. The Hut is an intellectual movement within Strathmore Law School that has tried to contextualise Third World Approaches to International Law (TWAIL) to Africa.
14
Bahar, Moh Syaeful, Dodik Harnadi, and Zaimatus Sa’diyah. "The Patriarchal Interpretation and the Political Participation of Rural Women in Bondowoso East Java." Karsa: Journal of Social and Islamic Culture 30, no. 1 (June 28, 2022): 184–207. http://dx.doi.org/10.19105/karsa.v30i1.5179.
Full textAbstract:
This study aims to oversee the practice of gender injustice that affects rural women's lack of substantive political participation in Bondowoso Regency. During the Legislative General Election in 2014-2019 and 2019-2024, women's political participation was complimentary for the registration and administrative requirements rather than substantial involvement. This situation continues to happen even after the release of regulations that require the fulfillment of a quota of 30 percent of women’s representation in a political party. This study uses a qualitative approach. Furthermore, this study also uses a feminist approach. By using that feminist approach, this study aims to discover (1) how rural women in Bondowoso respond to political engagement and (2) how religious arguments are interpreted concerning the role of women in political engagement. This study found that (1) women’s involvement in politics is high in quantity rather than quality. Women’s political participation does not directly guarantee their active role in the political world. Instead of making a maximum contribution to the development of politics, women’s participation is stigmatized. (2) One circumstance that hinders women’s participation relates to the misogynistic interpretation of religious teachings in Bondowoso’s rural society. It refers to patriarchal domination in understanding the concept of leadership in Islam that eventually stigmatizes women’s involvement in politics.
15
Stašulāne, Anita. "ESOTERICISM AND POLITICS: THEOSOPHY." Via Latgalica, no. 2 (December 31, 2009): 25. http://dx.doi.org/10.17770/latg2009.2.1604.
Full textAbstract:
Interference of esotericism and politics became apparent especially in the 19th century when the early socialists expected the coming of the Age of Spirit, and narratives about secret wisdom being kept in mysterious sacred places became all the more popular. Thus, the idea of the Age of Enlightenment underwent transformation: the world will be saved not by ordinary knowledge but by some special secret wisdom. In this context, Helena Blavatsky (1831–1891) developed the doctrine of Theosophy the ideas of which were overtaken by the next-generation theosophists including also the Russian painter Nicholas Roerich (1874–1947) and his spouse Helena Roerich (1879–1955) who developed a new form of Theosophy. The aim of this article is to analyse the interference between Theosophy and politics paying special attention to its historical roots, which, in the context of Roerich groups, are to be sought in the political activities of Nicholas Roerich, the founder of the movement. The following materials have been used in the analysis: first, writings of the founders of Agni Yoga or Teaching of Living Ethics; second, the latest studies in the history of Theosophy made in the available archives after the collapse of the soviet regime; third, materials obtained from the interviews of a field research (2006–2008). The author has made use of an interdisciplinary approach combining anthropological methods with the method of systematic analysis. The historical roots of the political activity of contemporary theosophists stretch into the political aspirations of Nicholas Roerich, the founder of Agni Yoga or Teaching of Living Ethics. Opening of the USSR secret archives and publication of several formerly inaccessible diaries and letters of theosophists offer an opportunity to study the “spiritual geopolitics” of the Roerichs. Setting off to his Central Asian expeditions (1925–1928; 1934–1935), Nicholas Roerich strived to implement the Great Plan, i.e. to found a New State that would stretch from Tibet to South Siberia comprising the territories governed by China, Mongolia, Tibet and the USSR. The new state was conceived as the kingdom of Shambhala on the earth, and in order to form this state, Nicholas Roerich aspired to acquire the support of various political systems. During the Tzarist Empire, the political world outlook of Nicholas Roerich was markedly monarchic. After the Bolshevik coup in Russia, the artist accepted the offer to work under the wing of the new power, but after his emigration to the West Roerich published extremely sharp articles against the Bolsheviks. In 1922, the Roerichs started to support Lenin considering him the messenger of Shambhala. Roerich’s efforts to acquire Bolshevik support culminated in 1926 when the Roerichs arrived in Moscow bringing a message by Mahatmas to the soviet government, a small case with earth for the Lenin Mausoleum from Burhan-Bulat and paintings in which Buddha Maitreya bore strong resemblance to Lenin. The plan of founding the Union of Eastern Republics, with Bolshevik support, failed, since about the year 1930 the soviet authorities changed their position concerning the politics of the Far East. Having ascertained that the Bolsheviks would not provide the anticipated support for the Great Plan, the Roerichs started to seek for contacts in the USA which provided funding for his second expedition (1934–1935). The Roerichs succeeded even in making correspondence (1934–1936) with President Roosevelt who paid much larger attention to Eastern states especially China than other presidents did. Their correspondence ceased when the Security Service of the USA grew suspicious about Roerich’s pro-Japanese disposition. Nicholas Roerich has sought for support to his political ambitions by all political regimes. In 1934, the Russian artist tried to ascertain whether German national socialists would support his efforts in Asia. It may seem that the plans of founding the Union of Oriental Republics have passed away along with Roerich; yet in 1991 his son Svyatoslav Roerich (1904–1993) pointed out once again that the Altai is a very important centre of the great future and Zvenigorod is still a great reality and a magnificent dream. Interference between esotericism and politics is observed also among Latvian theosophists: the soviet regime successfully made use of Roerich’s adherents propagating the communist ideology in the independent Republic of Latvia. In the 1920s and 1930s, the embassy of the USSR in Riga maintained close contacts with Roerich’s adherents in Latvia and made a strong pressure on the Latvian government not to ban the Roerich’s Museum Friend Society who actively propagated the success of soviet culture and economy. On 17 June 1940, the soviet army occupied the Republic of Latvia, and Haralds Lūkins, the son of the founder of the Roerich’s Museum Friend Society, was elected to the first government of the soviet Latvia. Nevertheless, involvement of theosophists in politics was unsuccessful, since after the official annexation of Latvia into the USSR, on 5 August 1940, all societies including the Roerich’s Museum Friend Society were closed. Since the members of the movement continued to meet regularly, in 1949, Haralds Lūkins was arrested as leader of an illegal organization. After the Second World War, theosophists were subjected to political repressions. Arrests of Roerich’s followers (1948–1951) badly impaired the movement. After rehabilitation in 1954, the repressed persons gradually returned from exile and kept on their illegal meetings in small groups. To regain their rights to act openly, Roerich’s followers started to praise Nicholas Roerich as a supporter of the soviet power. With the collapse of the soviet regime, Roerich’s followers in Latvia became legal in 1988 when the Latvian Roerich Society was restored which soon split up according to geopolitical orientation; therefore, presently in Latvia, there are the following organisations: Latvian Roerich Society, Latvian Department of the International Centre of the Roerichs, and Aivars Garda group or the Latvian National Front. A. Garda fused nationalistic ideas with Theosophy offering a special social reorganization – repatriation of the soviet-time immigrants and a social structure of Latvia that would be formed by at least 75% ethnic Latvians. Activity of A. Garda group, which is being criticized by other groups of theosophists, is a continuation of the interference between theosophical and political ideas practised by the Roerichs. Generally it is to be admitted that after the crush of the soviet regime, in theosophist groups, unclear political orientation between the rightists and leftists is observed, characterised by fairly radical ideas.
16
Pencheva, Antonia. "The Bulgarian voice in the world Russianists’ choir." Russian Language Studies 20, no. 4 (December 15, 2022): 399–413. http://dx.doi.org/10.22363/2618-8163-2022-20-4-399-413.
Full textAbstract:
The author thoroughly examines the emergence, formation and development of the Russian studies in Bulgaria as a scientific field, both in retrospect and in the context of its current state. The author traces the influence of historical, political and socio-economic factors on teaching Russian to Bulgarians. Keeping in mind the changes in the political and socio-economic orientation of the Republic of Bulgaria and of the Russian Federation in the last three decades, it appears relevant at the present states of development of the two countries to comprehensively describe the various development trends of the Russian studies and Russian language teaching in Bulgaria. Representative material from scientific publications and collective monographs on heterogeneous aspects of the Russian studies (linguistic, literary and applied) has been used in the research. Traditional methods of analysis and evaluation of scientific literature, observation, description and generalization of pedagogical experience are applied in this study. It also includes analysis of data from the National Statistical Institute of Bulgaria on the number of schoolchildren studying Russian at different stages and in different types of secondary schools. The official statistical data show a stable interest in the Russian language among Bulgarian pupils and students, regardless of changing attitudes in the society. The Russian language remains the second most frequently chosen after English. The pragma-tic attitude of pupils and students, a combination of subjective and objective factors contribute to their choice to study Russian. The specific feature of the Bulgarian model is teaching Russian at all levels: preschool, school, university and continuing education in accordance with the European policy of lifelong learning.
17
Zamora-Polo, Francisco, and Jesús Sánchez-Martín. "Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University." Sustainability 11, no. 15 (August 5, 2019): 4224. http://dx.doi.org/10.3390/su11154224.
Full textAbstract:
Sustainability, as a key concept in the education field, has submitted a relevant change during the last years. Thus, there is a growing debate about its meaning. It has undergone a crucial merging of significances from many fields: Ecology, environmental awareness, but also from politics, ethics or even spiritual approaches. All these fields have been co-involved in the building of such subject concept. In this sense, this article addresses the different ways of understanding sustainability as a polyhedral concept and how sustainability can be understood under the umbrella of the Sustainable Development Goals (SDGs). Furthermore, it is proposed a conceptual framework to teach this UN Program at Higher Education, contributing to the training of undergraduate and postgraduate students from both a professional and a personal point of view. This framework is applied in a case study—in particular, in a course of Primary Teacher Degree called Didactics of Matter and Energy. This article finishes with practical consideration to build a change-maker University.
18
Ho, Szu-yin, and Lang Kao. "The Study of International Relations in Taiwan." Journal of East Asian Studies 2, no. 1 (February 2002): 89–110. http://dx.doi.org/10.1017/s1598240800000680.
Full textAbstract:
Taiwan is diplomatically isolated in international politics and yet it now has a thriving IR community with links the world over. As diplomatic isolation has increased, the government has felt a strong need to reach out in other spheres of the international community, and this has led to a demand for a better understanding of international relations. This can be compared to an ‘industrial policy’ — the government has supported and guided certain IR research agenda and institutions in accordance with the perceived needs of the territory. At the same time, the political science community was able to respond in kind. Since the early 1970s many of those who had received advanced degrees in American universities began to flow back to Taiwan, reversing a brain drain in political science in the previous decade. Their teachings and publications laid a firm foundation for the study of international relations in Taiwan. After three decades, this sub-field of political science has genuinely come of age. Whilst this has been on the back of US-inspired methodologies and academic role models, it is applied to challenges and problems that are unique to Taiwan and its regional environment.
19
Nurutdinova, A. R., D. Sh Shakirova, and E. V. Dmitrieva. "Quality assurance in the provision of language education and training (case study: language education policy)." SHS Web of Conferences 113 (2021): 00070. http://dx.doi.org/10.1051/shsconf/202111300070.
Full textAbstract:
The purpose of this scientific article is to describe the practice of forming the university’s language education policy as a factor in ensuring the professional training quality of modern specialists. The analyzes presented in the scientific article are intended for teachers, teachers of foreign languages, specialists in the field of professional education of various profiles, organizers of the educational process at universities, students, undergraduates, graduate students, applicants, representatives of university and non-university communities interested in: 1) quality assurance professional training of modern specialists at universities; 2) ensuring the language education quality of specialists of various profiles as a component and the quality indicator of professional education of specialists; 3) the language interaction and professional education as a system and subsystem of university education; 4) scientific disciplines integration: theory and methods of vocational education, pedagogy, didactics, politics, professional linguodidactics, methods of foreign languages teaching; 5) the relationship and interdependence of different policies (language policy, university’s language education policy, quality policy) and different politics (world, European, state, regional, institutional/ university); 6) the concepts relationship and the mutual influence of the formation processes of the educational space of different levels, the university’s educational environment, the educational context of the interaction of subjects, the linguistic educational environment; 7) theory and practice of the university’s language education policy.
20
Akbar, Dr Junaid, Muhammad Kamran Hoti, and Dr Muhammad Ikramullah. "مولانا سمیع الحق شہیدؒ کی علمی، سیاسی، معاشرتی اور سماجی خدمات." Journal of Islamic and Religious Studies 5, no. 1 (June 29, 2020): 69–83. http://dx.doi.org/10.36476/jirs.5:1.06.2020.10.
Full textAbstract:
Mawlānā Sami’-ul-Ḥaq (Shahīd) was a renowned Islamic Scholar, journalist, writer, politician, mujahid, and at the same time he was a wonderful leader and thinker on world affairs. In addition to teaching at the Dārul ‘Ulūm Ḥaqqāniyah Akora Khattak for almost sixty (60) years, he remained in active politics for forty-eight (48) years. He remained so close to the Afghans Jihād that in the Western world he was known as the "Father of the Taliban" and his madrassa as the "University of Jihad." Because of this fame, his academic, social, political, and community services were hidden from view. Due to his commitment to Afghan jihad and being the head of various religious and political movements, he has been the subject of debate in many circles. Questions have been raised about his academic credentials, commitment to the Afghan jihad, success rate in various religious and political movements, and the actual narrative of those movements. In addition to interviewing teachers at Dārul ‘Ulūm Ḥaqqāniyah and the people close to him, his personal writings, books, and articles about him have been used to find answers to all these questions. The study concludes that he was a reformer who played his role very well in different aspects of life.
21
Abdul-Jabbar, Wisam Kh. "Habermas, Cultural Hegemony, and the Educational Public Sphere." Contemporary Arab Affairs 11, no. 1-2 (March 1, 2018): 43–62. http://dx.doi.org/10.1525/caa.2018.000004.
Full textAbstract:
This study explores Habermas’s work in terms of the relevance of his theory of the public sphere to the politics and poetics of the Arab oral tradition and its pedagogical practices. In what ways and forms does Arab heritage inform a public sphere of resistance or dissent? How does Habermas’s notion of the public space help or hinder a better understanding of the Arab oral tradition within the sociopolitical and educational landscape of the Arabic-speaking world? This study also explores the pedagogical implications of teaching Arab orality within the context of the public sphere as a contested site that informs a mode of resistance against social inequality and sociopolitical exclusions.
22
Petryaeva, Elena, Daria Milyaeva, Deirdre Wynter, and Natalia Ageeva. "Social media as a tool for developing learning spaces of city universities around the world." SHS Web of Conferences 98 (2021): 05014. http://dx.doi.org/10.1051/shsconf/20219805014.
Full textAbstract:
In the context of the digital transformation of education, this study focuses on the analysis of social media as an efficient tool for developing learning spaces of universities. The goal of this study is to explore the use of Instagram by city universities, highlight the existing trends, and determine best practices and high-potential directions of online development for universities. The evidence base of this study included the Instagram accounts of six city universities of the world, specifically: the Moscow City University, the Dublin City University, the University of Taipei, the City, University of London, the City University of New York, and the City University of Hong Kong. The research was conducted using the method of content analysis with the use of Google Data Studio services. The analysis uncovered the following topic-based groups of content featured in the Instagram accounts of city universities: Personalities, University, Applicants, Learning and career, Science and technologies, City, Society and politics, Art, and Atmosphere. Subsequently, four high-potential directions of online development were identified for universities: first, more active user engagement and support; second, development of new forms of teaching and learning activities; third, popularisation of research; fourth, branding the university as a partner of the city. The novel contribution of this paper consists in engaging modern analytical tools to visualize a university profile from its published online content. The findings can be used by universities as recommendations on developing and adjusting their content strategies to adapt to the ever-changing realities and ensure effective online promotion and realization of their teaching potential.
23
Yeh, Cathery. "Democratic accountability in the neoliberal era: The politics of teaching and teacher education in mathematics classrooms." Policy Futures in Education 16, no. 6 (June 4, 2018): 764–80. http://dx.doi.org/10.1177/1478210318776470.
Full textAbstract:
The effects of neoliberal policies have increased inequalities globally and nationally, diminishing democratic accountability. They have also tainted the goals, motivations, methods, and standards of excellence with regard to teacher preparation. Although various programs of research have examined teacher preparation in terms of diversity and equity, fewer studies have raised questions about institutional constructs of power and privilege: what counts as knowledge?; whose experiences frame curricular and instructional design?; and why and how are systems of inequality perpetuated within and after university-based teacher preparation? In response, this article uses critical pedagogy as a lens through which to view teacher preparation programs as institutions that support neoliberalism by giving unconditional support to a Western episteme that eradicates the knowledge systems of students and teachers of color, including their languages and experiences of the world. The article describes the experiences of four bilingual teachers and teachers of color and their attempts to make mandated mathematics programs more responsive to the needs of their bilingual students. The study follows the four teachers for three years—from their year in teacher preparation to their first two years of classroom teaching—to examine the relation between their experiences as classrooms teachers and their exclusion in the teacher preparation phase. The article then argues that teacher preparation programs should move away from narrow definitions of what counts as knowledge to representing, valuing, and legitimizing teachers and students whose knowledge spans multiple cultural and political frames.
24
Maitles, Henry. "‘They’re out to line their own pockets!’: can the teaching of political literacy counter the democratic deficit?; the experience of Modern Studies in Scotland." Scottish Educational Review 41, no. 2 (March 13, 2009): 46–61. http://dx.doi.org/10.1163/27730840-04102005.
Full textAbstract:
Nearly a decade into the new millennium, the teaching of political literacy as a strand of education for citizenship has taken on a new urgency throughout much of the world. In most developed countries there is now a feeling that young people need to develop a healthy respect for democratic procedures and consequent methods of participating to shape modern society and an understanding that real political literacy means moving beyond the strictures of traditional civics courses. The introduction into places as far apart as Scotland and Hong Kong of aspects of political education in primary schools (Cheung & Leung 1998; Maitles 2005) has itself reflected a worry (almost a moral panic) in government circles about youth alienation, albeit with some debate as to whether schools should be the places where this is developed. This paper examines the attitudes of young people towards politics, explains some peculiarities of education in Scotland and reports on research into the knowledge, interest, cynicism/trust and values/attitudes of approximately 1600 pupils – 50% of whom study Modern Studies whilst the others study history or geography. The paper explores whether those pupils studying Modern Studies have a stronger basis in some elements of political literacy than those who do not study it. The results suggest that Modern Studies students have more knowledge, greater interest and are less cynical but, that in terms of values, there is no discernible difference.
25
Davidovitch, Nitza, and Erez Cohen. "Effective Regulation of the Israeli Higher Education System in the Global and Neoliberal Era." Higher Education Studies 11, no. 3 (June 8, 2021): 21. http://dx.doi.org/10.5539/hes.v11n3p21.
Full textAbstract:
For over six decades Israel’s system of higher education has been managed by the Ministry of Education and the Council for Higher Education (CHE). During this period, significant transitions have occurred in the academic system throughout the world and in Israel, leaving their mark on research and teaching and on the related regulatory agencies. The purpose of the study is to examine the need for regulation of higher education in a capitalist world, with Israel serving as a case study.
The study examines the CHE’s management of changes that occurred in the academic world and the overall considerations utilized by the pilots of this regulatory agency, which led to shaping policy from a perspective of time and with an eye to the challenges of the future, in comparison to supervisory agencies around the world. The research method is based on research literature addressing the system of higher education in Israel and elsewhere as well as on interviews with senior academics occupying key positions in the CHE in the past and present. The research findings indicate that the CHE has a bureaucratic image, a short-sighted policy, and that it reacts to events more than leading them, as opposed to its declared goal of promoting high standard, innovative, and accessible research and teaching processes to benefit the economy and society.
The conclusion generated by the research findings is that implementation of a hybrid model suitable for the twenty first century, which combines liberalization and regulation, should be explored. This model will let institutions of higher education develop independently while reducing government supervision, and will allow the regulatory body to regulate their activity via incentives and restrictions, while identifying market failures that it will define. Such a regulatory body will include an array of academic experts from the field of higher education with proven experience in the fields of academic research and teaching, in order to separate the managing of Israel’s system of higher education from politics and bureaucracy.
26
Sukhova, N. A. "GLOBAL APPROACH TO TEACHING FUTURE MEDIATORS." Educational Psychology in Polycultural Space 58, no. 2 (2022): 124–32. http://dx.doi.org/10.24888/2073-8439-2022-58-2-124-132.
Full textAbstract:
The paper is devoted to the new global approach in teaching future mediators. Mediators are interpreters and translators among representatives of different cultures of language and are able to resolve a conflict. Future mediators should have pluricultural conceptual world view for implementation of professional functions. The author identified the main features of global approach: immensity, universalism, Internet, appearance of global world structures and introduction of unified standards. There were identified the tasks of the research:1) to study the process of globalization and culture globalization; 2) to study Common European Framework of Reference for Languages; 3) to define teaching principles of global approach. The methodology of the study is the analysis of scientific literature: papers, books, theses, professional websites. Characteristics of global approach were identified based on main features of globalization: pluricultural competence, digital technologies, teaching principles according to the global approach and linguistic safety. The kinds of linguistic safety are the informational linguistic safety of verbal communication, state-political aspects of informational linguistic safety, social aspects of informational linguistic safety, personal-psychological aspects of informational linguistic safety (sociocultural of language informational linguistic safety). Globalization and culture globalization influence the teaching process. The global approach of teaching of future mediators is a need at this stage of teaching. A recent research can be applied in pluricultural pedagogical and pluricultural psychological fields of knowledge. The ideas described in the paper might be used by teachers and lecturers of foreign languages, pluricultural communication, culturology and professional psychology. Informational linguistic safety is considered as a component of content of future mediators.
27
Nesia Alvida. "The Teachers' Challenges on Teaching English Subject at MTsN 4 Tanah Laut during The Pandemic Era of Covid-19." Lentera: Jurnal Ilmiah Kependidikan 1 (August 31, 2022): 181–91. http://dx.doi.org/10.33654/iseta.v1i0.1709.
Full textAbstract:
Abstract. This pandemic has changed several aspects of human life, such as economics, society, politics, and education, throughout the world. At the same time, most of the teaching and learning processes have to be conducted from home because offline interactions between students and teachers are limited. Instead, the teaching and learning processes have to be conducted mostly through online learning. This study tried to investigate the challenges faced by the teacher of MTsN 4 Tanah Laut in teaching English. The subject of this research was one English teacher who was actively teaching online at MTsN 4 Tanah Laut. This study applied a descriptive qualitative method. The data were gathered from observations and interview. The findings showed that there were five challenges faced by the English teacher in teaching English, namely managing all online classes, limited media in teaching speaking skills in online classes, limited media in teaching listening skills in online classes, limited internet access, and learning media, and students who were not active in class. However, the teacher also gave solutions for each challenge mentioned before, namely, the teacher remains active and continued her class, the teacher suggested for the students to change the provider used by the student because the area where students live is known as a place that is difficult to get internet access, and for making students active in the online class, the teacher asks in Indonesian the same question (previously using English) so that students could be brave in answering the teacher's questions. This study is expected to be useful for English teachers to improve the quality and effectiveness of teaching and learning English during online learning. Based on the findings, it is suggested to schools to maximize the supporting infrastructure and facilities and arrange an effective teaching schedule so that learning will run well and optimally.
28
Stafford, Emma. "The Curse of 300? Popular Culture and Teaching the Spartans." Journal of Classics Teaching 17, no. 33 (2016): 8–13. http://dx.doi.org/10.1017/s2058631016000052.
Full textAbstract:
I teach Spartan history at the University of Leeds both as part of an introductory course about the Greek World and also as part of a range of more closely-focused Special Subject modules for second and third year undergraduates, includingImage of SpartaandClassics on Screen. I use the film300, and other modern popular culture material, in different ways in each of these modules: as a subject in its own right forClassics on Screen, focusing on questions around what the material says about contemporary culture; and, inImage of Sparta, as a coda to the course's survey of ancient ‘images’, which allows for reflection back over the ancient material. Blanshard and Shahabudin suggest that cinematic output can be ‘…an important vehicle for discussing the values, history, and cultural politics of the classical past. It demands that we think about what are the key elements that make the cultures of the ancient Mediterranean so distinctive and worthy of study’ (Blanshard & Shahabudin, 2011, p. 1). While modern popular receptions of ancient Greek history are not actually on the AS or A Level specifications (perhaps they should be!), they have some potential for teaching at this level if a teacher wants their students to get to grips with the particular topic of Sparta.
29
Harahap, Rizki Pristiandi, Syahrin Harahap, and Hasan Bakti Nasution. "The Relationship between Religion and State According to the Perspective of K.H. Zainal Arifin Abbas." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 2, no. 4 (November 28, 2019): 666–71. http://dx.doi.org/10.33258/birci.v2i4.683.
Full textAbstract:
In-depth study of the relationship between religion and the State (Politics) until now is considered to be very relevant, because until now and even in the future this issue has the potential to continue to have heated debates and could become the root of conflict from various groups, both at the level world countries, large institutions as well as in small communities in every corner of the village. Because the issue of both relation is still considered to be turbulent with diverse human understandings, K.H. Zainal Arifin Abbas, known as an Islamic politician and charismatic Islamic thinker from North Sumatra, negated that ideally the relationship between Religion and State should be integrated in each country, because according to him this relationship is interlocked, in religious teachings (Islam) teaches a lot of the concept of ethics in the state or (politics), then in carrying out political activities very much needed ethics or ways of doing politics.
30
Rahman, Mohammad Taufiq, and Wan Zailan Kamaruddin Wan Ali. "Engaging Imam Al-Shatibi's Political Thoughts in Contemporary Contexts." Socio Politica : Jurnal Ilmiah Jurusan Sosiologi 11, no. 1 (December 1, 2022): 10–18. http://dx.doi.org/10.15575/socio-politica.v11i1.18632.
Full textAbstract:
This article describes classical Islamic political theory and explores the context of modern politics. The dramatic transformations to the Middle East's political, legal, and economic systems in the 19th and 20th centuries led to systematic secularization, centralization of authority, and westernization. With a literature review, this article raises again the Islamic political teachings initiated by classical fiqh scholars. This study can inspire changes currently resonating with the majority of the middle class, who are dissatisfied with the political power left over from the past. Likewise, this study can provide for those in power amid a wave of democratization in the Islamic world. With this study, Muslims can call back to Shari’a regarding the must, when, how to regulate, and how to resolve the myriad of questions that define how to implement sharia in today's political and economic context.
31
Suradi, A. "The Social, Political, and Cultural Perspective of Islamic Education in Palembang Malay: A Continuous Evaluation from the Dutch Colonial Period to Today." Journal of Ethnic and Cultural Studies 9, no. 3 (July 1, 2022): 56–71. http://dx.doi.org/10.29333/ejecs/1200.
Full textAbstract:
This study presents the historical concept of Islamic culture and Islamic teachings/education in the Malay Archipelagos of Indonesia while reviewing Islamic culture and teachings/education research. It also describes Islamic education's evolution in Malay from the Dutch Colonial Period to the modern digital world from various social, political, and cultural perspectives. A library and normative research approach were conducted using descriptive-qualitative secondary data analysis. This study used secondary data from books, journals, institutional reports, research, and the internet. The results revealed that, during the Sultanate of Palembang, the traditional Islamic educational system and institution prevailed in Palembang, but after the colonial government came to power, Islamic education was marginalized. Today, numerous Islamic educational institutions in Palembang have transformed the system and institution of Islamic education in this region, starting from teaching religion at home, langar, or the mosque. Moreover, nowadays, the digital world has opened more horizons for informal and instant interactions between Islamic scholars and the community to learn about Islam and follow Islamic teachings, which provide a complete code of conduct.
32
Burawoy, Michael. "Living Sociology: On Being in the World One Studies." Annual Review of Sociology 47, no. 1 (July 31, 2021): 17–40. http://dx.doi.org/10.1146/annurev-soc-072320-101856.
Full textAbstract:
Living sociology refers to the life of sociology, seen as a field of competing scientific research programs. The dynamism of each program requires, on the one hand, engaging internal contradictions and external anomalies and, on the other hand, extended dialogue among the programs themselves. Living sociology also refers to the life of sociologists as they participate in the society they study. My understanding of these two dimensions of reflexive science—the scientific and the hermeneutic—developed through the interaction of teaching and research. I trace the way I learned the extended case method in Zambia and reformulated it through collaborations with students at Berkeley, arriving at the idea of the scientific research program. I show how I tried to contribute to the Marxist research program by wrestling with anomalies that sprung from my experiences working in factories in the United States, Hungary, and Russia. Finally, I describe how teaching social theory led me to Marxist conversations with structural functionalism and with the work of Pierre Bourdieu as well as prefiguring an extended conversation between W.E.B. Du Bois and the sociological canon.
33
Pechatnov, V. O., and E. O. Obichkina. "European Studies." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 119–30. http://dx.doi.org/10.24833/2071-8160-2014-5-38-119-130.
Full textAbstract:
The study of Western countries and teaching courses on the related subjects have longstanding and established tradition at MGIMO-University. The basis of this brilliant research and teaching tradition was laid down by such academicians as E.V. Tarle and V.G. Trukhanovsky, Professor L.I. Clove, Y. Borisov, F.I. Notovitch, G.L. Rozanov. Their work in 1940-1960's at the Department of World History at MGIMO-University progressed in following directions: France studies, German studies, American studies. The work resulted in a number of monographs and textbooks on modern history and foreign policy of the studied countries and regions. The aim of the publications was dictated by the goal of the Institute - to prepare the specialists in international affairs primarily for practical work. A close relationship with the Foreign Ministry was "binding advantage" sometimes limiting researchers in choosing periods and subjects for the study. At the same time the undisputed advantage and quality of regional studies at MGIMO were strengthened by the practical relevance of research, making it a vital and interesting not only for specialists but also for students and researchers from other research centers. Another characteristic of the tradition is the analysis of foreign policy and diplomacy in a close relationship with the socio-economic and political processes. Such an integrated approach to regional geography also formed largely under the influence of institutional profile designed to train highly skilled and versatile specialists in specific countries and regions with a good knowledge of their languages, history, economics, politics, law and culture. Therefore, scientific and educational-methodical work at MGIMO-University has always relied on a wealth of empirical data and has been focused on the analysis of real-world phenomena and processes, acute problems of foreign countries. Scientific research at MGIMO-University traditionally intertwined with pedagogical objectives.
34
Arsentyev, Nikolay M. "School Textbooks on the National History of Russia and EU Countries in the late XX – early XXI Century as a Dialogue Between Science and Politics." Humanitarian: actual problems of the humanities and education 22, no. 2 (June 30, 2022): 117–27. http://dx.doi.org/10.15507/2078-9823.058.022.202202.117-127.
Full textAbstract:
Introduction. One of the priorities in the development of modern historical education in the context of the globalization of the humanities space has become the formation of social practices that make it possible to discuss and coordinate world, national, regional and local content in the content of textbooks on Russian history. When organizing the system of teaching history in schools in Russia and EU countries, the position of the state is still decisive everywhere. The need to form a consensus in the interpretation of the past is caused by the growth of confrontation due to the polarization of public discourse and the growth of international tension. The increased attention of the world community to the politics of memory has intensified the interest of researchers in this topic. Methods. The methodological basis of the work was formed by modern methods of analysis of the historical and cultural heritage of the past. The study was carried out in line with the concepts that substantiate the periodic replacement of the ideals of education and upbringing, depending on the nature of state authorities. When studying the meanings of the ongoing modernization of historical education, the content analysis of media publications was widely used. The principles of historicism, objectivity, and consistency made it possible to fully, deeply and comprehensively consider the object of study in the context of modern development. Discussion and Conclusion. The study has showed that school history education in the early 2020s still remains a conflict field in which the interests of states, interstate associations, public and confessional structures oppose in a variety of manifestations of influence on the formation of the worldview of young people. From 1996 to 2006, the modernization of historical education in Russia took place within the framework of the project “European Dimension in the Study of History”. Since 2007, a new intergovernmental educational project “Image of the Other in History Teaching” has been planned for three years, aimed at adapting the school process to the conditions of growing cultural diversity. However, in 2006, with the creation of a new historical and cultural educational standard on behalf of President Vladimir Putin, the reform of the school system of historical education no longer fit into the program for creating Greater Europe. Nevertheless, cooperation with the European Union in coordinating the content of school textbooks was continued. To prevent the deepening radicalization of public consciousness, our country, among 17 participating states, became a co-organizer of the Observatory for the Teaching of History, created at the initiative of France in November 2020, and on October 4–5, 2021, the First World Congress of School Teachers of History was held in Moscow. A study of the significant experience of cooperation between the Russian Federation and the European Union in the field of school education that has been accumulated since 1996 shows that a coordinated policy of memory is possible only with the expansion of cooperation between historians, a dialogue of specialists in the search for consensus on the most debatable and difficult to resolve issues in the history of Greater Europe, as well as the desire of politicians to peaceful coexistence and stability, the development of guarantees of equal security.
35
Ryabova, Anna. "Language and Discourse: Teaching Methods for Modern Discourse." Scientific Research and Development. Modern Communication Studies 9, no. 3 (May 28, 2020): 59–63. http://dx.doi.org/10.12737/2587-9103-2020-59-63.
Full textAbstract:
Discourse is a phenomenon that reflects the unique features of the recipient’s cultural and geopolitical affiliation. The purpose of the study is to reveal and identify the linguistic representation of critical discourse. The language tools used as the evaluative category of journalistic discourse are examined and highlighted. The teaching methods chosen to view the tools targeted at influencing the recipient are described. The relevance of the study is connected with the importance to learn the requirements of the modern discourse construction and the growing interest in the language communication impact on the assessment of the world events. The diversity of political discourse expressions is analyzed. The elements of the discourse comparative study are included, which allows us to trace the principles of discourse design by representatives of different cultures. The methods of discourse teaching aimed at critical thinking development and the proper argumentation choice are emphasized and examined.
36
Suradi, Ahmad Adi, and Buyung Surahman. "Kiai’s role as ulama and umara: Implications to the pesantren education." Masyarakat, Kebudayaan dan Politik 33, no. 2 (June 24, 2020): 202. http://dx.doi.org/10.20473/mkp.v33i22020.202-211.
Full textAbstract:
This article explains the dualism of the role of kiai pesantren (Islamic boarding school) in Banyuasin Regency, South Sumatera, as ulama and umara, which was later critically elaborated in this research on its implications to the pesantren education. Substantively, this research was inspired by the results of the study of the authors of the 2018 regional elections and ahead of the 2019 elections and presidential elections. The method of this writing can be categorized as qualitative research. The analysis in this paper is carried out on the basis of the concepts of space and field, especially to examine how far the kiai play religious teachings which they believe in social and political behavior in the midst of people’s lives. The results of this study indicate that the rise of kiai who are involved in the world of politics is full of intrigue and conflict among kiai-politicians. One important thing revealed in the involvement of kiai in the political world was that kiai were too close to power, so they used the pesantren for their political interests and made it an instrument for power. For a kiai of pesantren plus politicians, they should be able to carry out their two professions sincerely and istiqomah. If not, the influence of the kiai becomes meaningless, when his authority is deemed to have deviated from what he should have. As a result, many pesantren were abandoned and their development was very alarming. Because of differences in perspective in politics that lead to feuds between the interfaith and the pesantren that they foster.
37
Elsayed, Walaa, Nagwa Babiker Abdalla Yousif, and Salah Gad. "The Specifics of Teaching Social Work at Universities in Arab Countries." Journal of Ethnic and Cultural Studies 9, no. 4 (October 20, 2022): 70–86. http://dx.doi.org/10.29333/ejecs/1193.
Full textAbstract:
The processes of democratization, observed in recent years in the traditionally conservative Arab world, actualize the need for social workers, so the aim of the study was to study the features of teaching social work in Arab communities. Twelve universities with undergraduate programs in social work were randomly selected to compare these universities' curricula and social work programs and Ajman University. One conclusion is that social work programs in Arab communities should rely on traditional values of Islamic culture and legal literacy to achieve professionally necessary competence. Improvement of curricula and social work programs following international standards of the profession and taking into account the ethnocultural and religious characteristics of the Arab world will provide the Arab communities with highly qualified social workers who can competently provide support to the needy population categories.
38
Ariyanti, Ariyanti. "MORAL VALUES IN EDUCATION: TEACHING ENGLISH CLASSROOM AT MA’HAD TAHFIZUL QUR’AN RAHMATULLAH SAMARINDA." Script Journal: Journal of Linguistic and English Teaching 1, no. 1 (September 30, 2016): 11. http://dx.doi.org/10.24903/sj.v1i1.14.
Full textAbstract:
It is obvious that moral values are values which always represent our daily lives. They reflect our activities wherever we are in society such as at school, at home, etc. In this article, the researcher tries to investigate the moral values directly to educational world by having the guideline of components of educational moral values proposed by Veugelers. This research is a descriptive qualitative study where the researcher describes in a very detail information regarding with what moral values reflected in English classroom at Ma’had Tahfizul Qur’an Rahmatullah Samarinda. As a result, the researcher found that from five components of educational moral values, there are only one component which is Moral Politics which seldom appears during the teaching and learning process. In addition, the components of Value Transfer, Reflective Practitioner, Moral Sensitivity, and Dialogue and Participant appear in the most meetings in the classroom. From those findings, it can be concluded that the participant, where in this case is the English subject teacher, cares about the teaching of moral values to the students in the classroom by transfering good moral attitudes, having the students to be sensitive and responsible individuals, as well as facilitate the students to have group discussion and work in pairs to solve their problems in learning English together.
39
Kuryliak, V. "Social teachings and practices of the Seventh-day Adventist Church in Ukraine." National Technical University of Ukraine Journal. Political science. Sociology. Law, no. 4(48) (January 29, 2021): 6–15. http://dx.doi.org/10.20535/2308-5053.2020.4(48).232666.
Full textAbstract:
The article provides an overview of the social practices of the Seventh-day Adventist Church. The level of Adventist participation in educational, health, philanthropic and political activities is analyzed. It is determined that the educational activity of Adventists is based on the integration of Christian values into the educational process in order to educate a purposeful person who is able to serve God and society at a high level. Adventist medical and health activities are aimed at preventing physical illness, as it is believed that the disease is easier to prevent than to cure. Adventists practice charity through the officially established Adventist Relief and Development Agency, which believes that the Church’s assistance to society must meet not only the spiritual but also the physical needs of man. Adventist participation in politics is not approved, but it is not forbidden. This is due to the conflict and rivalry that arises in the political race, so it is desirable to use your talents in those areas that bring peace and good to society. It is stated that the central idea of the social teaching of the Seventh-day Adventist Church is the protection of freedom of conscience and the dignity of the human person. Thus, by putting the principles of social doctrine into practice, the Seventh-day Adventist church premises become the Church’s social laboratories, through which the faithful of this denomination achieve two goals. The first of them is aimed at spreading their own religious beliefs and teachings, and the second – following the example of Christ, who during his life on earth served the physical needs of society around him. As a result of the study, the document “Social Teaching of the Seventh-day Adventist Church in Ukraine” aims to implement the Church’s two goals: educational and charitable, the implementation of which allows the denomination to positively represent themselves in Ukrainian and world society.
40
Rodrigues Vitorio Pacheco, Dirce, Giane Elis de Carvalho Sanino, and Marly Ferreira de Souza. "THE WORLD READING OF THE INDIGENOUS PEOPLES OF THE APINAYÉ ETHNICITY." Revista Gênero e Interdisciplinaridade 3, no. 03 (July 4, 2022): 150–62. http://dx.doi.org/10.51249/gei.v3i03.821.
Full textAbstract:
Introduction: Since the beginning, humanity has had to indoctrinate its communication and language has always been the principle of dialogue to establish relationships between different peoples. At the beginning of the 20th century, indigenous school education was guided by the catechization and forced integration of the Indians into the national society. Exclusively in the last decades, with the vicissitudes in international politics, Brazil started to recognize that it is a country constituted by a rich diversity of ethnic groups and the legislation granted these peoples the right to maintain their cultural specificities. During this period, educational policies aimed at the Apinayé were no different from those offered to other indigenous groups, which were compatible with the pedagogical practices developed by schools in rural Brazilian communities related to bilingualism. Objective: To describe how the process of teaching the mother tongue happens to indigenous children of the Apinayé ethnic group, as well as highlighting the curiosities and challenges faced by the Apinayé Indians to maintain their culture and their teachings of the native language for the indigenous children who live in the villages of that region. ethnicity. Method: This is an integrative literature review, of a descriptive-exploratory nature, carried out through a bibliographic survey in the databases: SCIELO and Google Scholar. Results and Discussions: Through the analysis of the literature, some factors related to the bilingualism of the Apinayé peoples, associated with maternal education, were evidenced. Currently, they have the possibility to study in elementary and secondary schools located in their own villages. This education process only took place with the implementation of the actions of the Apinayé Indigenous Education and Pedagogical Support Project, in mid-2001, where the village teachers themselves prepared didactic material in their mother tongue and in Portuguese for the early years of elementary school. . Thus highlighting the culture of bilingualism. Final Considerations: It was found that bilingualism is something that is incorporated into the social and cultural practices of the Apinayé people and we emphasize the need to maintain the mother tongue for children in the context of the society and culture of the Apinayé Indians. Therefore, it is necessary that their ethnic identities are valued and respected.
41
Goodmacher, Gregory, and Asako Kajiura. "SUGGESTIONS FOR GLOBAL ISSUES IN LANGUAGE EDUCATION MATERIALS AND ACTIVITIES." UAD TEFL International Conference 1 (November 20, 2017): 278. http://dx.doi.org/10.12928/utic.v1.178.2017.
Full textAbstract:
Universities and other centers of learning are joining with the United Nations and other international institutions to further the study of significant issues that are affecting the lives of people across the globe. Ministries of education in various countries want to have their students develop an understanding of the concept of global citizenship and the connections between the peoples of our increasingly intertwined world. In line with this, many educational institutions are including global issues education in their curricula. The English language is the predominant language of international business, globalization, medicine, international education, and politics. Billions of people are studying and using English daily. Can language teachers play a part in promoting global citizenship and creating a peaceful and sustainable world? This paper aims to answer that question and to address vital principles involved in the creation of activities and teaching materials that merge global issues content and language education. It will also provide examples of how teachers can combine content education and critical thinking skills in ways that develop grammatical knowledge and the traditional skills of reading, writing, speaking, and listening.
42
McPherson, Michael. "History of Economic Thought, Methodology, and Heterodox Approaches: Worldly Philosopher: The Odyssey of Albert O. Hirschman." Journal of Economic Literature 51, no. 4 (December 1, 2013): 1185–87. http://dx.doi.org/10.1257/jel.51.4.1183.r2.
Full textAbstract:
Michael McPherson of The Spencer Foundation reviews, “Worldly Philosopher: The Odyssey of Albert O. Hirschman” by Jeremy Adelman. The Econlit abstract of this book begins: “Explores the life and economic work of Albert O. Hirschman. Discusses Hirschman's early life in the Weimar Republic; Hirschman's education and early relationship with politics; Hirschman's journey to Paris; Hirschman's move to the London School of Economics and involvement in the Spanish Civil War; Hirschman's return to France and the outbreak of World War II; Hirschman's emigration to the United States; Hirschman's involvement in the U.S. Army; the aftermath of World War II; the Cold War and Red Scare; Hirschman's years in Colombia; Hirschman's Yale University years and The Strategy of Economic Development; the RAND Corporation; travel and research; the upheaval of the late 1960s; crisis and hope in Latin America; Hirschman and the Institute for Advanced Study; Hirschman's relationship with the human body; Hirschman during the late 1970s and early 1980s; Hirschman's study of the ethics of social science; Hirschman's work in retirement; and Hirschman's final years. Adelman is Walter Samuel Carpenter III Professor of Spanish Civilization and Culture and Director of the Council for International Teaching and Research at Princeton University.”
43
Lester, Emile, and Patrick S. Roberts. "Learning about World Religions in Modesto, California: The Promise of Teaching Tolerance in Public Schools." Politics and Religion 4, no. 2 (April 26, 2011): 264–88. http://dx.doi.org/10.1017/s1755048311000174.
Full textAbstract:
AbstractAfter cultural and religious controversy in Modesto, California, community leaders attempted to increase tolerance and respect by requiring an unique world religions course for high school students. The first large-n empirical study of the effect of teaching about religion in public schools indicates that students taking the course showed statistically significant increases in passive tolerance, their willingness to refrain from discriminatory behavior, and active respect, the willingness to take action to counter discrimination. This research documents the circumstances that gave rise to the course and evaluates the course's effects using qualitative and quantitative evidence. It also connects the course to a larger research tradition in political science on the effects of civic education programs that promote liberal, democratic values.
44
Miles, Kathryn. "Get Up, Stand Up: Teaching Civil Disobedience in the Literature Classroom." PMLA/Publications of the Modern Language Association of America 124, no. 3 (May 2009): 864–69. http://dx.doi.org/10.1632/pmla.2009.124.3.864.
Full textAbstract:
In his presidential address at the 1970 MLA convention, Maynard Mack sounded a warning bell concerning activism and the future of literary studies. Faced with a seemingly endless conflict in Vietnam and a national student body growing polarized in its response to this war, higher education, including language-based pedagogy, was in crisis. Of particular concern to Mack was a growing generational disconnect over the role of activism in the literature classroom. He cited a landmark study in which nearly two-thirds of all professors over the age of thirty maintained that any foray into politics should be avoided, if not altogether prohibited, in formal course work. The younger generation disagreed: two-thirds of them, in fact, felt a moral and pedagogical obligation to use colleges and universities as loci for social change. This ideological divide, Mack predicted, would soon create “a crisis of authority in the offing beside which all current manifestations would look pale” (365).
45
Saha, Arindam. "The nemesis who stood tall: a tale of governance and leadership." Emerald Emerging Markets Case Studies 9, no. 2 (July 9, 2019): 1–8. http://dx.doi.org/10.1108/eemcs-06-2018-0127.
Full textAbstract:
Learning outcomes After a thorough briefing, classroom discussions and de-briefing, the students should be able to appreciate issues of leadership; understand challenges related to managing an organisation; and understand the aspects of organisational politics and power. Case overview/synopsis This real-life case study is based on a leading management institution of central India. The institute was quite successful in establishing its brand central India during 2011-2017 and is still going strong. The case here captures a change of leadership and the challenges/opportunities it posed to faculty and staff members. The case also intends to address the power struggle that ensued in later years of its functioning. The case is also about how the present leader would finally deal with it all. Students would be able to generate insights in leadership style, power and politics, employee retention, organisational decision-making and concerns in recruiting culturally fit employees. Complexity academic level Graduate level. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 1: Accounting and Finance
46
Hartavi, Andromeda Nova, Sarwiji Suwandi, and Sri Hastuti. "PERAN MAJAS SARKASME DAN NILAI PENDIDIKAN KARAKTER DALAM PUISI MENCARI TANAH LAPANG KARYA WIJI THUKUL DAN RELEVANSINYA DENGAN PENGAJARAN SASTRA DI PERGURUAN TINGGI." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 7, no. 1 (April 1, 2019): 94. http://dx.doi.org/10.20961/basastra.v7i1.35429.
Full textAbstract:
<em>This research aims to describe and explain the role of sarcasm, the value of character education in the collection of poetry Mencari Tanah Lapang by Wiji Thukul, and the relevance the role of sarcasm and the value of character education in the collection of poetry Mencari Tanah Lapang by Wiji Thukul on the teaching of literature in universities. Technique of subject sampling is purposive sampling. Data collection techniques used are document analysis and interviews. The validity of data in this study is done by using critical discourse analysis techniques. The results of this research are: (1) there are 62 sarcasm in the collection of poetry Mencari Tanah Lapang that serve as satirical of rules, satire of politics, satire of development, satire of education, satire of social inequality, and satire world health; (2) the value of character education contained in the collection of poetry Mencari Tanah Lapang is religious values, honesty, tolerance, hard work, democracy, reading, and social care;(3) the role of sarcasm majors and the value of character education contained in the collection of poetry Mencari Tanah Lapang can be used as a literary teaching material with the subject of poetry in the study program of Indonesian literature.</em>
47
Tushko, Klavdiia, and Serhiy Sovva. "METHODOLOGY OF TEACHING THE STUDY-TECHNOLOGY DISCIPLINE TO FUTURE BORDER OFFICERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 419–22. http://dx.doi.org/10.24144/2524-0609.2021.48.419-422.
Full textAbstract:
The purpose of the article is to analyze the content of the methodology of teaching the course «Start-up-technology» to future border guards. Applied research methods: search and bibliographic (for systematization and organization of the source base; system and subject analysis (to clarify the content of scientific and pedagogical concepts and categories in accordance with the research problem); analysis of scientific and methodological literature, dictionary and reference literature). The article highlights the specifics of the methodology of teaching the discipline «Start-up Technology» to future border guards. The authors touched upon the problems of the quality of higher education in Ukraine, and in particular higher military education. A number of scientific works on the research problem are analysed: publications, monographs, and dissertations. The essence of the methodology of teaching «Start-up-technologies» the authors revealed on the example of the specialty «Telecommunications and Radio Engineering» at the Border Academy. The main features of the methodology are: construction of the working program of the prescribed discipline, taking into account the content of the professional activities of border guards; the distribution of classroom hours was carried out in such a way that most of them provided practical training for future border guards. Approximately 26 teaching hours out of 46 classroom classes are practical classes, the rest are lectures and seminars; a wide range of pedagogical technologies was used during practical and seminar classes with future border guards: from interactive conversations to collaborative technologies; ensuring interdisciplinary communication, as «Start-up technologies» are related to the disciplines «Philosophy», «Political and economic systems», «Project management» and others; use of managerial potential of academic discipline, in order to form the ability to make decisions and awareness of responsibility for these decisions; formation of a new style of thinking, demonstrated by the owners of start-ups around the world; expanding the worldview of border cadets; ensuring the education of future border officers, in particular such qualities as tolerance, restraint, etc.
48
Watts, Edward. "Justinian, Malalas, and the End of Athenian Philosophical Teaching in A.D. 529." Journal of Roman Studies 94 (November 2004): 168–82. http://dx.doi.org/10.2307/4135014.
Full textAbstract:
To historians of the ancient world, the closing of the Athenian Neoplatonic school by the emperor Justinian stands as one of the best known, and most debated, events of the later Roman Empire. To some, it is an event of little consequence with only an ephemeral impact upon subsequent developments. To others, it represents nothing less than the death of classical philosophy. Nevertheless, this modern scholarly interest belies ancient attitudes. The only direct statement about the end of Athenian philosophical teaching comes from the Chronicle of John Malalas, and all other ancient sources, including those that rely upon Malalas, are silent about the incident. This silence hints at a fact that this study will make clear. To contemporaries, the closing of the Athenian school was an unremarkable occurrence that represented neither a tyrannical use of imperial power nor an attack upon the valued cultural tradition of philosophical teaching. Like all else in the later Roman world, it occurred within the confines of a political system that, when working properly, matched imperial initiative to the specific needs of a province or city. As a result, the causes and significance of the closing of the Athenian school are best appreciated by understanding how the event developed out of its local political setting.
49
Bertotti, Rudimar Gomes, and Gisele Rietow Bertotti. "Moral and civism in higher education." Revista de História da Sociedade e da Cultura 20 (December 31, 2020): 467–88. http://dx.doi.org/10.14195/1645-2259_20_22.
Full textAbstract:
This article aimed to investigate the bibliography of the Study of Brazilian Problems (PBS) discipline at the Federal University of Paraná (UFPR) between 1971 and 1984. It was used primary and secondary sources, which unveiled the theoretical corpus that supported BPS teaching at UFPR. Some methodological elements of Cultural History were mobilized based on the understanding that individuals and groups grasp the social world and share it in a particular way, producing strategies and practices (political, social and educational) (Chartier 2002). Finally, the analysis revealed that BPS’ teaching programs were based on a bibliographic diversity, marked by books that were aligned with the Doctrine of the National Security and Development (DNSD), but which appeared alongside the works of some anti-regime authors. And that bibliographic focused on national problems denoted adherence to a larger DNSD policy aimed at encouraging the participation of university youth in the national political and economic plan.
Keywords: Brazilian Problems Study. Dictatorship. Teaching programs. Bibliography. History of Education.
50
Levinson, Natasha. "A “More General Crisis”: Hannah Arendt, World-Alienation, and the Challenges of Teaching for the World As It Is." Teachers College Record: The Voice of Scholarship in Education 112, no. 2 (February 2010): 464–87. http://dx.doi.org/10.1177/016146811011200201.
Full textAbstract:
Background/Context This article is part of a special issue on the 50th anniversary of the publication of Hannah Arendt's essay, “The Crisis in Education” and her book The Human Condition. Despite the proliferation of books and articles on Arendt's work since the mid-90s, “The Crisis in Education” does not figure all that much in writing on Arendt. It is important to situate the arguments that Arendt makes rather cryptically in this essay in the broader context of her work. Doing so not only explains the problematic in more detail but also complicates Arendt's exhortation to teachers to take responsibility for the world. How can we expect teachers to do so under the more general conditions of world-alienation to which we are all susceptible and for which we have little in the way of conceptual guidance? Purpose/Focus of Study My article explains the shift in thinking about the purpose of education from being primarily about and for “the world” to being for “life.” Arendt holds progressive educational ideas responsible for this shift, although she concedes that in so doing, the progressives were simply reflecting the “prejudices” of the modern age. My article explains what these prejudices are, how they have contributed to world-alienation, and the difficulties we are likely to encounter if we think that a simple “return” to teaching “content knowledge” rather than “life skills” will solve the problem. Research Design This article is a philosophical analysis. Conclusions/Recommendations If world-alienation is the fundamental problem, then the educational solution would seem to be to make education more worldly. However, my reading of Arendt's critique of the most worldly disciplines—political philosophy, history, economics, and the behavioral sciences—shows that each of these disciplines has contributed to the phenomenon of world-alienation. This suggests that simply returning to an education based on “the disciplines” (or “content knowledge,” in contemporary educational discourse) will not be all that helpful unless the “return” to the disciplines brings the problem of world-alienation to the fore and shows how each of these disciplines has, at times, contributed to this phenomenon.