Classical Education Research Articles

Human-Robot Collaboration: An Augmented Reality Toolkit for Bi-Directional Interaction

This work proposes an Augmented Reality (AR) application designed for HoloLens 2 which allows human operators, without particular experience or knowledge of robotics, to easily interact with collaborative robots. Building on the application presented in a previous work of the authors, the novel contributions are focused on a bi-directional interaction that manages the exchange of data from the robot to the human operator and, in the meantime, the flow of commands in the opposite direction. More in detail, the application includes the reading of the robot state, in terms of joint positions, velocities and torques, the visualization of the workspace and the generation and manipulation of the end-effector trajectory by directly moving a set of way-points displayed in the AR environment. Finally, the trajectory feasibility is verified and notified to the user by taking into account the workspace limits. A usability study of the AR platform has been conducted involving 45 participants with different ages and expertise in robot programming and Extended Reality (XR) platforms, comparing two programming methods: a classical kinesthetic teaching interface, provided by the Franka Emika Panda cobot, and the presented AR platform. Participants have reported the effectiveness of the proposed platform, experiencing less physical demand and higher intuitiveness and usability.

A Pilot Study: Free Flap Atrophy in Tongue Reconstruction Using 3D Volumetric Analysis.

To identify factors influencing volume change in non-osseous oral free flap reconstruction using postoperative cross-sectional imaging and 3-dimensional segmentation of the free flap's muscular and adipose tissue content. Oral tongue free flap reconstruction cases (2014-2019) were reviewed with inclusion of patients with 3 postoperative, cross-sectional imaging studies with 1 within 6 months, 1 within 1 year, and 1 that spanned 2 years post-reconstruction. Exclusion criteria included recurrence, significant dental artifact, bony reconstruction, and flap failure. Demographics, risk factors, and surgical/clinical treatments were identified. Flap volumes were measured using Materialise MIMICS. Twenty-two patients met strict inclusion criteria. Four flaps were anterolateral thighs and 18 radial forearms. Median percent volume loss greater than 2 years post-reconstruction was 53.2% overall, 58.1% for radial forearms, and 45.4% for ALTs (21.4% for adipose tissue and 57.4% for muscular tissue). Univariate analysis revealed glossectomy amount was associated with percent volume loss (P = .0417). Each successive postoperative month, the flap decreased by 1.54% (P < .0001). Checking for the interaction effect, the percent of flap loss across time was different for glossectomy amount (P = .0093), obesity status (P = .0431), and base of tongue involvement (P = .0472). Glossectomy type, and thus flap size, is a positive predictor for flap atrophy. Obesity and base of tongue involvement are negative predictors for flap atrophy. The amount of tissue loss may differ from classical teachings with median atrophy 53.2% greater than 2 years post-reconstruction.

Curriculum change to increasing student motivation in distance education and evaluation of teaching methods

The aim of this research is to evaluate the motivation of secondary school students in distance education as a result of the change of course curricula and the change of teaching methods. Qualitative research methods were used in this study. The study group of the research was formed with a total of 80 participants, including secondary education teachers in Northern Cyprus. While forming the study group, snowball sampling method was chosen from purposive sampling methods. As a data collection tool in the study, semi-structured interview form and semi-structured interview questions were prepared and research questions were asked. The first dimension of the research was created within the scope of revealing the views on the state of perceptions and thoughts about the effect of the change of course curricula in distance education on student motivation. The second dimension of the study was created within the scope of revealing the opinions of teachers about the state of perceptions and thoughts about the methods of creating student motivation in distance education. Within the scope of these findings, it was concluded that according to the opinions of the teachers, any change in the curriculum subjects was not at the desired level, and although the teaching time of 40 minutes in classical education was reduced to 30 minutes in distance education, there was no problem in educating the curriculum. In addition to these, it is seen that teachers engage students in distance education, and in the methods they apply to increase their motivation, teachers chat with students at the beginning of the lesson, give morale speech, use visual materials and talk about everyday issues.

Gender equality discourse in classical music higher education: Women, individualisation, and change

This article takes its’ starting point in the ongoing debate about gender and gender equality in higher music education (HME) institutions where new policies, projects and initiatives have been developed during the first decades of the 21st century. This article’s analysis is framed by feminist scholarship on gender equality, and gender mainstreaming, as well as music education research about gender and gender equality. The aim is to investigate how gender and gender equality is talked about in classical music higher education, analyse how it is experienced and in what terms it is described. The main research question is, how is gender and gender equality constructed among leaders, teachers and students in three HME institutions in Nordic (Finland), Baltic (Estonia) and Central European (Hungary) countries. It is based on qualitative thematic semi-structured interviews with 45 participants, analysed with qualitative data-driven content analysis. In the discussion we argue that gender and gender equality are, in our material, constructed as being about women, that gender is rarely related to other types of discrimination or inequalities and that the cause of gender inequality is individualised. The conclusions suggest steps for further pursuing gender equality in HME.

Teacher as Researcher: Professional Training in the System of Classical University Education

The article is devoted to the problem of professional training of a teacher as a researcher in the system of classical university education. Its relevance and significance at the present stage is due to intensively developing innovative processes in various spheres of society that require a person to conduct research, as well as modernization of the education system, which is acquiring a research character in school today. The purpose of the article is to substantiate the results of a theoretical and experimental study of the professional formation of a teacher-researcher in the system of teacher training at a classical university, the effectiveness of the revealed and implemented organizational and pedagogical conditions that optimize this process. The methodology of the research is based on the leading methodological approaches – systemic, subject-activity, dialogical – which in their unity form a methodological platform for the scientific and theoretical substantiation of the system of professional training of a teacher as a researcher at a classical university. The main research methods are the analysis of scientific literature on the problem of research, observation, the method of practical knowledge, generalization and interpretation of the results obtained. The article presents, as well as theoretically substantiates the organizational and pedagogical conditions identified by the author that contribute to the effective preparation of university graduates for research activities, shows the process of their implementation in the educational practice of a classical university. In conclusion, it is concluded that the value potential of classical university education is a powerful factor that optimizes the process of professional training of a teacher-researcher. On the other hand, the innovative transformations taking place in the modern school have a dynamizing influence on it. However, only the implementation of the organizational and pedagogical conditions identified by us creates the most favorable prerequisites for meeting the needs of the educational sector of the region in highly qualified pedagogical personnel with a focus on professional activity as research.

Interweaving nationalism and cosmopolitanism in the cultivation of Confucian citizens through classics reading in contemporary China

Focusing on nationalism and cosmopolitanism as elements influencing the discourse and practice of citizenship and citizenship education, this study discusses how they are construed and implemented by contemporary Confucian educational practitioners. By analysing the theoretical discourses of Confucian classical education and the pedagogical practices of a specific Confucian school, this study reveals the interweaving of nationalism and cosmopolitanism and the pedagogical practices involved in cultivating students as Confucian cosmopolitan citizens with a Chinese national identity. These findings contribute from an Indigenous perspective to the understanding of the shaping of civic subjectivity embedded in the Chinese Confucian context, in line with the ongoing intellectual shift towards post-orientalist citizenship. The study concludes that Confucian education has the potential to inspire citizenship and citizenship education studies by contributing ideas regarding the complexities of the relationship between national identity and global awareness emerging from Chinese politico-cultural circumstances to the internationally recognized rhetoric on citizenship.

At the gymnasium through your football buddy's aunt. Accessibility of classical education in the Netherlands

AbstractHow accessible is the field of Latin and ancient Ancient Greek languages in the Dutch education system? In recent years this discussion has resurfaced in the light of societal developments which focus on equality of opportunities.1 Moreover, our field faces the challenge to explain in both international and national discussions what makes its study so relevant in the current times, both in secondary and tertiary education.2 This article provides a short overview of the current situation of Latin and ancient Ancient Greek education within the Dutch secondary education system before looking in more detail at its impact on Dutch students. It ends with directions for improving the accessibility of the field of Classics education. In order to illustrate the functioning and consequences of the current situation, in June 2021 a large-scale survey among 1,700 Dutch students of the gymnasium (secondary education with Latin and ancient Greek) provides us with interesting experiences, biases and thoughts about the accessibility of classical education. If we believe that knowledge of the ancient languages and literatures is a valuable resource for the younger generations of our modern society and in addition we see that our field, as any field, would profit from a more diverse group of researchers and teachers, the direction for future improvements is clear; but concrete steps in that direction should be taken at various levels. With this article, I hope to contribute to such improvements to the educational system and contemporaneously to our field.

Teaching Latin and ancient Greek in the 21st-century Primary School: Framing local approaches to international challenges

AbstractThe idea for this special issue of Journal of Classics Teaching arose from the conference ‘Monsters in the classroom: Latin and Greek at primary school’ which Steve Hunt (Cambridge), Lidewij Van Gils (Amsterdam), and myself (Ghent) co-organised in January of 2022.1 This conference gathered teaching expertise from eight countries and attracted more than 120 participants from 20 countries to discuss both the successes and challenges related to current international practice in the teaching of Classical languages at primary school. It became a constructive and fruitful event, where participants from different countries shared good practice in order to learn from each other and formulate steps forward.

Latin and Greek in English Primary Schools – seedlings of a classical education

AbstractThis article describes some of the main features of classical languages and history learning at the primary school level in England at the current time. It briefly examines the context and education policy background and government and teachers' beliefs in the value and status of classical subjects, especially the Latin language as an aid to learning other languages and as a support for developing and improving students' English literacy. There is some overlap with the literature review co-authored by Holmes-Henderson and Kelly for the British government (Holmes-Henderson and Kelly, 2022) and a recent piece by myself about provision of teaching and resources in the Bulletin of the Council of University Classics Departments (Hunt, 2022a). I hope to develop further some of these ideas and draw out some discussions about resources, pedagogy and learning aims for possible future directions of classical languages learning at the primary level.

THE VALUE OF CRITICAL CLASSES IN ART EDUCATION IN BORYS GRINCHENKO KYIV UNIVERSITY, NATIONAL ACADEMY OF FINE ARTS AND ARCHITECTURE &amp; ROYAL DANISH ACADEMY OF FINE ARTS

THE VALUE OF CRITICAL CLASSES IN ART EDUCATION IN BORYS GRINCHENKO KYIV UNIVERSITY, NATIONAL ACADEMY OF FINE ARTS AND ARCHITECTURE &amp; ROYAL DANISH ACADEMY OF FINE ARTS

Gamification as a New Educational Technology in Modern Higher Education

The relevance of the research is due to the need to improve the educational process in higher education. Edu-cational technologies should be aimed at increasing the motivation of students to acquire knowledge. The existing teaching methods are gradually losing their effectiveness due to changes in the moral, economic, and social compo-nents of the modern world. The trend of recent years is digitalization, affecting all spheres of society, so educational technologies must meet changing conditions.The purpose of the research is to identify the positive and negative features of gamification as an educational technique in modern higher education.The objectives of the research: to define the concept of "gamification" and to identify its differences from the concept of "game"; to consider the components of gamification as an educational technique; to identify the motiva-tional role of gaming technologies in the educational process; to consider possible ways to increase students' motiva-tion during educational activities; to analyze the shortcomings of the introduction of gaming technologies in the edu-cational process.Methodology. The methodological basis of the research is the method of dialectical scientific cognition; a sys-tematic approach to the problem under consideration, the historical method, the analytical method, etc. Results. In the course of the research, various approaches to the concept of "gamification" were identified and systematized. The authors identified the positive and negative features of the introduction of gaming technologies into the educational process, and also considered the motivational component of the modern student's education.Conclusion. Gaming technologies are rarely used in education, as many teachers underestimate their poten-tial. In addition, their introduction into the educational process requires the teacher to make efforts, including creative ones. Such technologies make it possible to involve more students in the educational process by increasing interest in something new and different from the classical teaching methods. Of course, the use of gaming technologies in the educational process has a number of disadvantages that can be offset by a successful combination of innovative and classical teaching methods.

Revisiting Old Curriculum as The Evaluation Basis of Current Classical Guitar Studies at Indonesian Undergraduate Studies in Music

The learning process of classical guitar at Yogyakarta Indonesian Institute of the Arts used to be a national reference. Since split into four independent programs and the last curriculum revision, classical guitar teaching across study programs requires hard work amid ambiguous and overlapping curricula. The research aims to uncover the excellence of the old curriculum as a historical foundation in evaluating current models of classical guitar learning. Using qualitative methods with a document analysis and archival approach, this seeks to overview the old curriculum. The research stages include separating primary data from secondary data. The results are then formulated based on primary data. Finally, supporting data was used to corroborate the findings. This study results in an overview of the early structure of seven guitar skill levels and their position in the learning system that prevailed to be complete in the first six semesters. The use of the level structure depended on the course package on different programs and concentrations in the Department of Music. Contributing to the findings of this research is the concept of problem-solving in the current classical guitar curriculum in the music study program as a prototype model of the ideal learning process in the future.

Wenhua dacai (great cultural talent): paradoxical discourses and practices in the revival of Confucian classical education in contemporary China

Wenhua dacai (great cultural talent): paradoxical discourses and practices in the revival of Confucian classical education in contemporary China

МОДЕЛЪТ SEEM – СЪЩНОСТ И ПРИЛОЖЕНИЕ В СРЕДНОТО УЧИЛИЩЕ

This article shares both the passion for novel educational models and quality teaching. The aim is twofold – to present the Sustainable Educational &amp; Emotional Model (SEEM) as a universal frame to manage the modern educational challenges in post-COVID-19 times. Further, an example is given at the secondary educational level with a focus on mathematics. SEEM – the essence: SEEM is a result of more than 20 years of experience and research in higher education. SEEM is an integrative model that respects the fundamental principles of positive education, utilizing the potential of technologies. SEEM builds on the specific context (culture and policy), content (the concrete subject or topic), methodologies, or just instruments as well as the actors (educators and students). The model is based on the three SEEM pillars or principles: 1) interactive teaching sustained by the values of freedom, holism and respect; 2) technology application – the pandemic crisis has strengthened this pillar; 3) positive emotions (jokes and humor are promoted). SEEM – secondary school application: SEEM has been extensively applied in higher education. Here, the model is used in a secondary educational context allowing proving its versatility and simplicity. The SEEM model is introduced to summarise and synthesize knowledge on the topic of Similarities. The SEEM pedagogical framework was combined with a diagnostic model for the key competencies assessment. Conclusion: SEEM enables us to rethink the classical teaching and assessment approaches in secondary education. An illustration from the realm of mathematics exemplifies this fact. SEEM aspires to establish a comprehensive model, operating on the principle that optimal learning outcomes can be achieved if students find enjoyment in the educational process.

Variation in cochlear size: A systematic review.

Advancements in imaging and implantation technology have invited reexamination of the classic teaching that the human cochlea maintains uniform size across demographics. Yet, studies yield conflicting results and relatively few broad systematic reviews have examined cochlear size variation. The purpose of this study is to quantify cochlear variability across eight different measurement categories and suggest normative values and ranges for each with consideration of disease state and gender where possible. A systematic search was conducted up to October 1, 2022, using the search terms "Cochlea/anatomy and histology"[Mesh]) AND 'size'" with filters "Humans" and "English" across three databases (PubMed, CINAHL, Medline). Further inclusion criteria involved reporting of numerical measurements in any of the eight included categories. Of the 625 articles manually reviewed for relevance by title and abstract, 91 were selected for full-text review and 33 met all eligibility criteria. 5,791 cochleae were included and weighted means and ranges were calculated: "A" value (defined as the distance from the round window, through the modiolus, to the oppsite lateral wall)=9.23mm (8.43-10.4mm, n=2559); cochlear duct length (CDL)=33.04mm (range 28.2-36.4mm, n=2252); cochlear height=5.14mm (2.8-6.9mm, n=2098); the basal turn lumen diameter=2.09mm (1.7-2.2mm, n=617); "B" value (defined as perpendicular to "A" value and in the same plane)=6.52mm (5.73-6.9mm, n=908); width of the basal turn=6.4mm (6.22-6.86mm, n=356); height of the basal turn=1.96mm (1.77-2.56mm, n=204); length of the basal turn 21.87mm (21.03-22.5mm, n=384). A notable size range exists across the eight different cochlear parameters considered and we provide normative values for each measurement. Females tend to have smaller CDL and "A" value than males and the sensorineural hearing loss patients had smaller CDL and "A" value but larger cochlear height than the general population.

"Rheuma (be-)greifen"- Amultimodal teaching concept to improve rheumatology education for medical students

The German Society for Rheumatology, through its campaign Rheuma2025, aims to improve student teaching in order to ensure patient care for rheumatological patients in the future. To assess whether acombination of traditional and innovative educational methods provide both an improvement in the quality of teaching and an increase in the attractiveness of rheumatology as adiscipline. Establishment of the teaching concept "Rheuma (be-)greifen" consisting of five modules on patient history taking with acting patients, musculoskeletal ultrasound, arthrocentesis, 3Dprinting of pathological joints and virtual reality applications based on real patient cases in the curricular teaching of medical students. The evaluation of the teaching concept with 93students of medicine showed aconsistently high acceptance of all modules, which were rated as very effective or rather effective. Direct patient-related modules, such as history taking with acting patients, musculoskeletal ultrasound and arthrocentesis, received even higher acceptance than the visualization methods utilizing 3Dprinting and virtual reality. Innovative teaching methods can help to improve the acceptance of teaching in the field of rheumatology, especially when combined with classical teaching contents.

Efforts to Increase the Social Care of Middle School Students with Classical Guidance Service Tools

It is necessary to help students from all parties, especially supervising and supervising teachers. The goal is that students are aware of the growth and development of a sense of social welfare, especially in the school environment and its surroundings. The purpose of this research is to develop and test the acceptability and effectiveness of classic counseling tools to increase the social well-being of high school students. This research is a type of research that uses 4D development methods (Define, Design, Develop and Disseminate). This study involved 3 experts in the field of guidance and counseling and 2 people who tested the acceptance of classic counseling tools. In this study, data was collected using a questionnaire, which was analyzed using the Content Validity Ratio (CVR) formula. The results of the content validity index (CVI) and independent t.CVR analysis showed that all the goal statements in the questionnaire were accepted and received a CVI score of 1 category very good or exceptional, so the classical teaching device corresponds to acceptance criteria. The effectiveness of the Classical Tutoring Service device was tested on 30 Grade IX students of SMP Negeri 2 Singarajan using a Pretest-Posttest Control Group Design experimental design. The results of the t-test show a significant value of 0.00, which means that the use of classic counseling services tools is effective in increasing the social well-being of high school students.

تأثير استخدام نموذج التّعليم التّعاوني بنوع تقديم المباراة (Make a Match) في نتائج دراسة اللّغة العربيّة لدى الطّلّاب بالمدرسة المتوسّطة الإسلاميّة الحكوميّة 3 ليما فولوه كوتا سومطرة الغربيّة

The researcher found problems in the study of the Arabic Language among the students of the eighth grade of the government Islamic school 3 lima puluh kota. Many students do not obtain study results higher than the minimum standard for the grade obtained. And their lack of interest in learning the Arabic language is because they consider the Arabic language a difficult lesson, and the teachers teaching the Arabic language still use the classical education model. The researcher uses quantitative research with the type of experimental quantitative research. As for the number of the research community, it is 288 students, and it was appointed by 72 students. As for the results of the research, there is an effect of using the cooperative education model with the type of presentation of the competition in the study of the Arabic language for students, and the extent of the effect is about 50%. The average result of the post-test in the experimental class was 74,17 and in the control class, it was 66,53. The researcher found that the significant or sig.(2-tailed) in the hypothesis test is 0,032 and this result is less than 0,05. Therefore, the payoff hypothesis and the accepted propositional hypothesis. This indicates that there is an average difference between the experimental class and the control class in the study of the Arabic language.

The ‘Distant Music of Social Radicalism’: The Debate between Pelagius and Augustine of the 4th Century CE and its Relevance to Music Education

This paper focuses on the Pelagian Debate of the late 4th Century CE between Augustine of Hippo and the British cleric Pelagius, and its little known or understood relevance to music education practice and scholarship. A transdisciplinary review of theological, historical, pedagogical, and musicological texts suggests that Augustinian notions of sin, goodness, and human nature reflect assumptions embedded in traditional classical music education paradigms. As a contrast, Pelagius’ notions of the importance of the “laity,” and criticism of church hierarchy, later suppressed and deemed heretical, can be related to tensions between amateur and professional musicians in music and education contexts. This paper will explore this debate, and Augustine’s victory, as a means of questioning assumptions embedded in music education discourse concerning talent, discipline, and human capacity for music. In this way, the debate is made relevant not only as a means of enhancing understanding of historical conceptions but also as a lens through which contemporary music education might be interrogated.

Spiritual Growth of Said Nursi and Aleksander Solzhenitsyn in Prison

The article explores the approaches of individuals from two different religious traditions regarding prison spirituality: Said Nursi, who received a comprehensive classical education and furthered his knowledge through modern education, and A. Solzhenitsyn, who initially grew up as an atheist but rediscovered his religious upbringing while imprisoned, subsequently strengthening his spirituality over time. The research objectives of this article are to delve into the personal, intellectual, and spiritual transformations of these two influential figures during their time in prison, examining their pursuit of inner peace and the expansion of the heart. Additionally, it analyzes their development in parallel with the works they wrote. The experience of incarceration provided them with an opportunity to reflect on their own lives, independently of each other, and diagnose the societal issues prevalent in their respective times, such as atheism, materialism, hedonism, lack of spirituality, and excessive consumption. They then attempted to propose and develop solutions to these issues, not only for their immediate circles but also for the wider public. Thus, it is useful to identify these commonalities and differences, and then, discuss them from the comparative theological perspective set up by Francis J. Clooney, S.J. Their profound understanding of this crucial task of improving the lives of others enabled them to endure the hardships of prison and transform its detrimental effects into more fruitful endeavors. While there are similarities in their reflections on faith and the human condition, there are also notable differences in their approaches and perspectives. Nursi’s prison spirituality centered on Islamic teachings and the pursuit of religious knowledge, while Solzhenitsyn’s focused on ethical, moral, and existential evaluations in the context of atheistic and authoritarian regimes.