Educational Ideals Research Articles

THE FRENCH ASPECTS IN THE EDUCATION PATTERN OF THE POLISH NOBILITY IN THE SEVENTEENTH CENTURY

The pattern of education of the Polish noble youth in the seventeenth century changed in comparison with the preceding century. In the latter, the mul-tinational, multicultural and multidenominational nature of the Polish-Lithuanian Commonwealth nurtured attitudes of widely understood tolerance both in terms of ideology and in practice. Poland was receptive to strong Re-naissance influence, while numerous sons of the Polish nobles studied abroad, mainly in Italy but also in Germany and France. The education system in the Jagiellonian monarchy of reflected the trends and the ideals of contemporary European education. The seventeenth century saw increased influence of the Counter-Reformation in the Nobles’ Commonwealth.
 The ideas of Sarmatism, embracing xenophobia, religiosity and self-glorification of the existing, petrified political system, became more pro-nounced. These tendencies were broadly present in the pattern of the educa-tion of nobility, a pattern that was prone to strong Jesuit influence in the spirit of the doctrine laid down by the Council of Trent.

In Search of “Africanity”: Traditional and Islamic Education in Boubou Hama’s Writings

This article explores how the Nigerien intellectual and politician Boubou Hama (1906/09–1982) represented the relationship between Islamic and “traditional” educational ideals. Based on an understanding that Islamic education was closely linked to the historical dissemination and establishment of Islam, Hama advanced a particular interpretation of the reception and circulation of Muslim knowledge in West Africa. He argued that, first, the presence of Islam should be understood in its African historical context; second, that the foundations of African culture were equally “traditional” and Islamic; and third, that the forms of education that had shaped such culture could be used as the basis for a political plan of development. By doing so, Hama asserted that just as Islam was crucial to the continent’s history, it was a central part of Africa’s engagement with the wider world.

Self-modernization Urgency to Determine the Direction of the Reform of Economic Curriculum of High Schools to Facing Century Challenges in Indonesia

This article explores the ways in which high school economic curriculums in Indonesia can be reformed to take account of self-experience in the modern world to deal with the challenges of education in the 21st century. in the state of final modernity and ideals of character education in shaping the personal character of students.

Deweyan Democracy, Neoliberalism, and Action Research

This article aims to establish a line of continuity between John Dewey’s democratic and educational ideals and the practice of action research, to justify that the latter affords an adequate means to enact Dewey’s ideals against the destructive challenges that neoliberalism poses to democracy today. This aim involves three ideas that will be developed in three corresponding sections. After the Introduction, the first section analyzes at length the main tenets of Dewey’s thoughts about democracy by emphasizing the role of the educational dimension. The article then approaches neoliberalism by focusing on one of its variants, New Public Management, and explains why the latter implies a direct erasure of Dewey’s ideals concerning democracy, individual growth, education, and social advancement. Finally, the third section turns to action research and its potential to encourage our societies to move closer to Dewey’s democratic ideals, and suggests that action research can begin to fill the gap that Dewey’s work left concerning the institutional dimension of democracy.

Caught in the frontline: examining the introduction of a new national data collection system for students with disability in Australia

ABSTRACT In Australia, a new system of collecting data on school-aged students with disability is in the early phases of implementation. The nationally consistent collection of data on school-age students with disability (NCCD) establishes a mandatory data collection process in which teachers categorise and report on individual students’ level of additional educational needs. This data is used to determine funding allocations for students with disability. Under this policy, teachers are responsible for assessing students’ needs, and for documenting their own teaching practice. This paper reports on the early phases of policy implementation. It presents data from teachers at two schools to make visible the new work teachers must undertake. Drawing on Dorothy E. Smith's sociological contributions, we show how the NCCD reorients teachers’ work towards documentation and the production of evidence. After exploring teachers’ work, we analyse how the NCCD is being taken up in ways that do not contribute to policy aims of ensuring teachers are better able to understand and meet student requirements. Our aim is to understand how the everyday realities of how teachers' work intersects with NCCD goals, and whether this new national policy is likely to make sustained inroads into achieving broader inclusive education ideals.

Teachers’ perception of the head of department’s performance and of pedagogical supervision

Introduction: Within Portuguese schools the Head of Department is an intermediate manager, a supervisor and a leader who must be capable of playing a leading role and demonstrating the appropriate communicative skills so that he can mobilize the teachers who are part of his team to fulfill their educational ideals. For this reason, pedagogical supervision takes on a prominent role in the activities he has to develop. Objectives: To know how teachers at the several levels of education, other than that of Higher Education, perceive head of department’s performance within the current Portuguese school organization and of some factors that can influence that performance, notably the specialized training in pedagogical/instructional supervision. Methods: A descriptive and cross-sectional methodology was used using a survey carried out through the application of a questionnaire. The sample was composed of 106 teachers from all academic departments who were working in a school grouping located in the Viseu district. The data collected were subject to a descriptive and inferential statistical analysis. Results: The teachers seem to value the promotion of an articulated work between the different teachers of the academic department to which they belong and between teachers from different departments, the creation of encouragement actions that would foster a reflection on their teaching practices and an openness to change and innovation. They also consider that the Head of Department should promote collaborative work, as well as generate and share knowledge. However, they state that the Head of Department’s workload and the consequent lack of time to respond to all requests that his position requires may have a negative influence on his performance. Conclusions: The Heads of Academic Department should assume the need for training in their activity to ensure legitimacy and credibility in the most wide-ranging aspects and dimensions, both at a personal/relational level, and at a professional level.

Partners in showcasing history: Activating the land-grant engagement mission through collaborative exhibits

The land-grant university in the United States holds a special role in higher education, enacting the ideals of public education, scientific research and direct engagement with the citizens of the state. In this article, three curators from a land-grant university discuss how their exhibit curation work fulfills these ideals through three case studies on exhibit collaborations. By examining lessons learned from their collaborations with students and faculty, campus organizations and community groups, the authors offer suggestions for navigating exhibit partnerships and planning for future collaborations.

Reformy dyktuje system – o naradzie oświatowej KC PZPR z 24 października 1958 roku

The system dictates the reforms – on the educational conference of the Central Committee of the Communist Party on 28 October 1958The subject of the article is the educational conference which was held on 28 October 1958. It is believed that this meeting, in particular W. Gomulka’s speech, designated the main directions of future educational policy. Gomulka’s speech contained the following conclusions: the extension of compulsory education, the development of vocational education, professionalization of education and ideologisation of teacher training. A very important part of Gomulka’s speech was the issue of teaching religion. Although Gomulka promised to comply with the agreement concluded with the Church on teaching religion, he on the other hand criticized the conduct of the clergy on emblems and religious practices. The participants of the conference were more radical than Gomulka and advocated the total elimination of religious education in school. Strangely enough, all of the main conclusions of the meeting were subsequently turned into legislation. The crowning achievement of the speakers of 1958 became the law on the development of the system of education in 1961, which introduced secular schools and socialist educational ideals.

Kedisiplinan Belajar Pesantren

Discipline is an attempt to guide the improvement of behavior in accordance with the goals and ideals of education. In carrying out this guidance there are various educational actions such as, punishment, gifts, praise and sometimes something must be applied through force.The application of discipline to pesantren or other schools is not the same, both in terms of quality and quantity and frequency of implementation. The discipline of people who live in dipesantren is different from those who do not live in pesantren, especially students who study dipesantren. The essence of the discipline is to master the students' behavior directly by using penalties and prizes so that their achievements can improve in learning.The ultimate goal of the application of discipline in learning is the change in behavior and personal formation. If the application of discipline is successful in students themselves, then there has been an increase in learning achievement directly. Because the change in behavior referred to in learning covers the entire personality of the santri

ІДЕЇ ПРАКТИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ ОСВІТНЬОЇ СФЕРИ В АНАЛІЗІ УКРАЇНСЬКИХ УЧЕНИХ-ПЕДАГОГІВ

The article presents some ideas about the practical training of future educators in the analysis of Ukrainian scholars-pedagogues whose names are known in Ukraine and abroad. The emphasis is placed on the importance of accepting some ideas as relevant to the implementation under modern conditions of the development of domestic education. It has been pointed out that there are actual I. Ogienko's ideas concerning the importance of the self-criticism of the people of science to their work, the attitude of society to the scientists' scientific work, which is not sufficiently appreciated, but is the basis of the spiritual culture. M. Pirogov's ideas about importance of university education, the formation of students' need for independent reading of scientific literature and the preparation of lectures in this way have been considered. G. Vaskovych's position on the level of training of pedagogical staff, providing them with the necessary methodical assistance, publishing periodical scientific and educational publications, which would facilitate implementing the most advanced ideas into educational practice and informing the readers about the ways of their implementation have been revealed. The analysis of a number of educational ideals by Ukrainian teacher G. Vashchenko and the vision of the importance of correct choice in the education of Ukrainian youth has been presented, because the quality of the formation of the moral qualities of young people depends on the adoption of the educational ideal. The importance of the S. Chavdarov's ideas concerning the textbook creation has been proved. In his opinion, the false practice of annual creating text-books negatively affects teaching, leads to neglecting of the theory. The author substantiates M.Gryshchenko's important views on raising the level of pedagogical preparation of students, educational work with freshmen, didactic counseling for young teachers. The attention has been paid to A. Aleksyuk's analysis of independent work of students, because, in his opinion, independence in obtaining knowledge helps to acquire skills and abilities to see the purpose and content of work, to ensure selfeducation. O. Dukhnovich's thoughts about a mentor as a person gifted with special qualities, among which is the true challenge, respect for order, and the possession of a clear way of teaching have been considered. The scientific and pedagogical staff of higher educational institutions has been oriented to enriching their experience with knowledge about the providing of training and education of future specialists with the help of the heritage of outstanding personalities of the past.

Female Educational Ideals in Polish Periodicals on Pedagogy in the Years 1918–1939

Female Educational Ideals in Polish Periodicals on Pedagogy in the Years 1918–1939

School for Scandal

This article examines three novels by the popular Flemish youth author Gie Laenen, written between 1975 and 1982, in which the theories and practices associated with progressive education in the 1970s are key elements of the narrative. It argues that Laenen, who was convicted in 1973 and again in 2008 of serial sexual abuse of teenage boys, used progressive education as a narrative trope both to suggest to his young readers that close attachments between young boys and adult men were harmless and to provide an exculpatory defence for his own acts. Through narratological analysis and a contextualisation of the novels within the educational culture of the time, the article shows how Laenen – by drawing upon the ideas of progressive education, using these ideas to shape his narratives, and suggesting parallels between himself (as author) and several main characters – effectively appropriated the ideals of progressive education for ulterior purposes to justify his own abusive behaviour.

The Interface between Education and the ‘Rural Uplift Work’: Re-reading Tagore’s Letters, Lectures and Addresses

The present paper, by taking cues from Tagore’s letters, lectures and addresses, attempts to explore that he was unconventional in his ideas of education. Nature was the best teacher for Tagore, and he adopted the model of the ‘Ashram’ of the Ancient India for the realisation of his educational ideals. An academic institution, according to Tagore, should not merely impart information to the learners. It should offer elements of culture and opportunities for studying the socio-economic condition of villages around an educational centre. Leonard Elmhirst, the famous agronomist, helped Tagore in establishing ‘Siksha Satra’ at Sriniketan where the former started rural reconstruction. Tagore shared his views of education including the ‘Visva-Bharati ideals’ with Elmhirst. Another leading intellectual who gave original ideas of university education to Tagore was Patrick Geddes. Like Tagore, Geddes also advocated for the service to the community life. Arthur Geddes, the son of Patrick Geddes, to a great extent, fulfilled the poet’s dream of uniting teachers, students and humble village workers in an organic bond of necessity. Tagore’s championing of ‘the rural uplift work’ as a part of education continues to appeal to the Twentieth Century mind.

Small Things of Greatest Consequence: Miniature Bibles in America

This article provides an overview of miniature books designated as “Bibles” that were produced in North America, with a focus on popular nineteenth-century children’s “thumb Bibles.” It examines the intended use of these Bibles, as evidenced in the prefaces to the printed books, as well as the ways that American printers altered their English prototypes and produced new volumes that reflected ideals of childhood and Christian education in the U.S. during the time. The study also addresses how developments in printing technology affected the form, content, and use of miniature Bibles since the end of the nineteenth century.

A Decade of Radical Pedagogy: Barry McNeill and Environmental Design in Tasmania, 1969–79

ABSTRACTRecent scholarship on pedagogical experimentation in the 1960s and 1970s has identified a diverse field of practices brought to bear on architectural education and their influence on architectural discourse. A new Environmental Design programme in Hobart, Tasmania, led by Barry McNeill (1937–2014) from 1969 to 1979, sits among these projects. It was the first Environmental Design programme in Australia and the most complete and radical transformation of an architecture and planning curriculum in Australia at the time, proactively embracing the educational ideals sought by student activists regionally and globally. Employing records from McNeill’s private archive and related archives alongside interviews with former staff and students, this article examines and places McNeill’s critical social approach to architectural education within the wider field of experimental architectural educational practices of the era. It explores the specific constellation of conditions that enabled McNeill’s radical transformation of curriculum in Hobart, as well as its subsequent circulation and influence beyond Tasmania, highlighting the circuitous flows of ideas during the period. The article proposes McNeill’s Environmental Design programme as a space where international models from the USA, UK, and beyond were channelled, tested, contextualised, and transformed.

Adopting Value Creating Pedagogy and Problem Based Learning in Secondary Schools in Kenya

<p><em>Value </em><em>C</em><em>reating </em><em>P</em><em>edagogy (VCP) promotes well-being and support for social justice and practices connected with the happiness of both the individual and the society. Effective adoption of VCP promotes educational ideals oriented in dignity and empowerment of all individuals in school and in society. Adherence to principles of VCP through </em><em>P</em><em>roblem </em><em>B</em><em>ased </em><em>L</em><em>earning (PBL) approach creates a meaningful platform for addressing challenges in schools through creative thinking which in turn encourages exploring processes where students are free to voice opinions in an inclusive learning environment. Through VCP, students individually and collaboratively assume responsibility for generating learning issues, uphold respect of individuality, build bonds of lasting relationship and oppose violence. In instances where VCP is implemented appropriately, attitudes towards learning improve and students learn to solve complex and authentic issues independently. By so doing students acquire spontaneous happiness and knowledge to solve new problems as well as competence in confronting emerging issues arising from school and in society. Conversely, in Kenya, examination focus of education system is a deterrent to development of values and ethics required for survival in society. On the other hand, the challenge for many teachers in adopting VCP is in making transition from knowledge provider to facilitator of learning. As a result, development of problem solving skills such as independent learning, critical thinking and decision making become disillusioned. This study explored adoption of value creating pedagogy and problem based learning as a strategy for creating value added education in public secondary schools in Nairobi County. A survey design was adopted with a target population of 80 schools where information was sourced from 40 teachers and 40 students through purposive sampling and simple random technique. Data were collected using an interview schedule and a questionnaire. The study found inconsistencies in the way schools implemented PBL in regard to increasing student knowledge and skills in problem solving. The study recommends that the Ministry of Education should introduce a national policy on VCP and PBL as pedagogical approaches across all curricular that can be adopted to develop relevant and engaging values connected to achievement of Vision 2030.</em></p>

A lógica medicalizante nas políticas públicas de educação

São inúmeros os avanços das políticas educacionais brasileiras, entretanto, é possível observar a permanência da lógica medicalizante no ideário educacional e no espaço escolar, ao serem reduzidas questões de ordem social, econômica, política e educacional para o campo biomédico. O presente trabalho buscou compreender indícios dessa lógica medicalizante na política brasileira de Educação Especial a partir da Política Nacional de Educação Especial na perspectiva da Educação Inclusiva (2008), do Plano Nacional de Educação (2010) e do documento final da Conferência Nacional da Educação (2014), utilizando, para tanto, o paradigma indiciário de Ginzburg (1989). Os resultados revelam a existência de importantes discussões e a criação de estratégias de superação do preconceito contra grupos historicamente marginalizados, inclusive no concernente ao público-alvo da Educação Especial. Contudo, observa-se que a permanência da lógica medicalizante nos documentos analisados, dá-se, sobretudo, em relação às terminologias emprestadas do campo da Saúde, sendo inadequadas para definir aspetos relativos ao processo de escolarização. Assim, perpetua-se o deslocamento de questões de ordem política e institucional para aspectos individuais, medicalizando alunas/alunos, inclusive as/os que frequentam a Educação Especial. Entende-se como necessária a reconfiguração das relações entre os campos da Saúde e da Educação, permitindo a construção de práticas coletivas que possam discutir as problemáticas escolares a partir do diálogo e não da sobredeterminação da Saúde pela Educação. Isso implica, também, esforço da Educação para produzir formas de compreender as/os estudantes e seus processos ensino-aprendizagem fora do eixo patologia/normalidade, afirmando radicalmente a diversidade humana como princípio, meio e fim do trabalho educativo.

Holistic educational ideals and pedagogy of trust within popular music education in civil society

Abstract Through directing focus towards hip-hop culture and aspects of young people’s learning in after-school hip-hop activities for participants 13 years and older within Swedish state-funded study associations, this article is guided by the following question: What meanings do hip-hop activities have for participants and rappers who function as ‘organic’ educators within Swedish study associations? The empirical data were produced through interviews with participants and rappers who function as organic hip-hop educators in Swedish study associations. The term ‘organic’ is used to underline how rappers, without formal education, have developed pedagogical skills through educating others. In light of holistic educational ideals, rappers and their pedagogical work can be understood to contrast the dominant trend in western education of instrumental and narrow perspectives and approaches to learning.

SHEDDING LIGHT ON TRANSFORMATIONAL ONLINE LEARNING USING FIVE PRACTICE BASED TENETS: ILLUMINATING THE SIGNIFICANCE OF THE SELF

This practitioner-led research explores the lived subjective experience of undergraduate distance learning (DL). This research is distinct to understanding DL because consideration is given to person-centred understandings as opposed to a technologically driven focus. The emphasis of individual impact is timely and necessary as the academic and professional literature questions the ability of distance learning to develop deep and transformational learning. Using data from qualitative Interpretive Phenomenological Analysis, 5 practice-based tenets are proposed to develop transformational learning: attention, acceptance, accompaniment, adaptation and action. Together, the tenets show the process of transformation beginning as the participants turn their gaze inwards then embracing new ways of thinking and acting, with the accompaniment of others – especially tutors – providing stability whilst encouraging intellectual risk-taking. This focus on self-discovery presents opportunities to promote and integrate a curiosity-based curricular, content design and assessment that shifts the acceptance of knowledge as authored by others, to learners self-authoring their own understanding; thereby creating a future-facing approach for learning autonomy and more confident dissemination of ideas. The paper concludes by suggesting that new practice-world conversations about the integration of humanistic educational ideals can go hand-in-hand with advancements in technology.

Siegel’s Educational Ideal and Non-instrumental Philosophical Practice

Siegel’s Educational Ideal and Non-instrumental Philosophical Practice