Educational Ideals Research Articles

Paradigma Pendidikan Profetik dalam Konsep Pendidikan Ki Hajar Dewantara dan Aktualisasinya di Era Disrupsi

The colonial education system that was authoritarian, secularistic and materialistic was still prevalent in national education activities. As a result, today's generation of nations has experienced industrial objectivation, dehumanization, moral decadence, and self-alignment from its socio-cultural effects as a result of national education that sided with market interests (capitalist and materialist). This article seeks to analyze the values of the Pancadarma Taman Siswa Ki Hajar Dewantara which underlie the idea of humanist-religious education. The idea has paradigmatic relevance with the ideals of prophetic education which are explored into three pillars namely humanization (amar ma'ruf), liberation (nahi munkar), and transcendence (al-iman billah). This research is analytical-descriptive using Kuntowijoyo's Social Ethics concept to explore prophetic epistemology in Ki Hajar Dewantara's educational concept. This research resulted in the finding that the Pancadarma Taman Siswa concept required an educational system capable of returning children to their natural self as independent and cultured human beings, as well as arousing transcendental awareness. Pancadarma Taman Siswa installs students as independent individual and social subjects in accordance with human nature (humanization). On the other hand, Ki Hajar Dewantara's education wish for liberation of the world of education from the grip of the industry which adjusts various structural oppressions in society (liberation). Then, Pancadarma positions religion as an objective source of ethics and truth so that all educational activities are only dedicated to humanity and the advancement of civilization.

“Paying tribute to one of Africa’s [genuine] literary heavyweights: Eustace James Taiwo Palmer”

With works such as An Introduction to the African Novel, The Growth of the African Novel, Studies on the English Novel and several others, Eustace Palmer has been rightly lauded as a pioneering and well established critic of African and, to some extent, English fiction. The goal of this essay, however, is to show ways in which Palmer’s world expands way beyond that of literary criticism. Drawing examples from his experiences as a university teacher—he was nominated for a “Professor of the Year” prize awarded by a national organization in the US—a university administrator, a leader of a global professional body, and his work as a creative writer, I have shown how Palmer’s commitment to the ideals of education and social justice have shone in everything that he does. His dedication to the study of African literature has been exemplary; it is thus fitting that, upon his retirement from university teaching, readers and practitioners of African literature would not only salute the essential and necessary service Eustace Palmer has rendered in the criticism of African fiction but to start looking at what seems like a new phase of his life—that of a writer of fiction.

A Tribute to Two Humanistic Educators in China: Lu Jie and Tao Xingzhi

On the December 25, 2020, Prof. Lu Jie, the Emeritus Professor and former Dean of the Faculty of Education at Nanjing Normal University passed away. The sudden news struck me and recalled my nearly 30 years’ friendship with Prof. Lu since 1991, stirring up also my memories of pre-1949 Christian colleges of China, and the promotion of “education of love” at Ginling College and Nanjing Normal University, from the time of Prof. Wu Yifang, Prof. Minnie Vautrin, Prof. Tao Xingzhi and Prof. Lu Jie. In this paper, I shall recall the various meetings with Prof. Lu Jie, and how her life has inspired my re-thinking of the development of “education of love” in China. I shall relate especially her humanistic educational ideals, especially the “education for life” and “cultivating human beings” with Prof. Tao Xingzhi’s “education of love.” Their educational ideals reflected the humanistic education taught at the University of Nanking and Ginling College in the first half of 20th century China. Though the two colleges had brought in a Western style of education, they had exemplified good models of indigenization, especially regarding how humanistic education could become Sinifized in Chinese soil today.

Support and opposition in an attempted higher education merger

The study explores an ultimately unsuccessful merger of three Norwegian public university colleges. It shows how social practices of support for and opposition to the merger were the effects of the intersection(s) between why the merger was necessary and how the proposed merger process was enacted. Support and opposition may change during the merger process, since participants move in and out of positions given how the process unfolds. We relate support and opposition to identity. A merger supports attractive identities if it is consonant with overarching normative ideals of higher education and experienced fairness during the merger process. The findings have implications for how we can better understand and explain why some merger initiatives lead to termination instead of a merger.

From Deviance to Diversity: Discourses and Problematisations in Fifty Years of Sexuality Education in Denmark

ABSTRACT This article analyses the sexuality education curriculum in primary and lower secondary schools in Denmark. Taking inspiration from the ‘what is the problem represented to be?’ approach to policy analysis, we explore how discourses of risk, health, quality of life, sexual diversity and critical pedagogy simultaneously permeate curriculum policy and contribute to the production of particular subjectivities among pupils and teachers. Over time, changing national curricula have moved towards greater centralisation with increased attention paid to learning outcomes rather than to wider educational ideals. An analysis of the current curriculum reveals three sidelined discourses: discourses on pleasure and erogeneity; discourses on LGBTQ+ issues; and discourses on ethnic, cultural and religious diversity. The Danish national curriculum on sexuality education produces two contrasting subject positions: on the one hand, the uninformed pupil in need of protection and, on the other hand, the empowered, responsible and agentic student. Postmodern and critical approaches to sexuality education risk eliminating room for certain subjectivities while opening up space for new forms of agentic norm critical subjectivity.

Teaching on body ideals in physical education: a lesson study in Swedish upper secondary school

ABSTRACT ‘Characteristics and consequences of different body ideals’ are a mandatory curriculum content in Swedish physical education (PE). Didactic strategies for teaching on body ideals are, however, scarce. In this paper, we introduce a classroom-based teaching unit on body ideals and present didactic possibilities and challenges of the unit. We used a lesson study approach, drawing on Nutbeam’s concept of health literacy. Our methodology involved focus group interviews with students and teachers, lesson observations and minutes of meetings which we analysed thematically. We found teaching on body ideals to be highly meaningful to students but their engagement differed based on personal backgrounds, school context and didactic design. The gendered nature of body ideals and a lack of embodied didactics constituted challenges, while the use of storied cases emerged as a potent didactic strategy. We conclude with practical recommendations for teaching on body ideals in PE.

A history of the Junior High School Physical Culture Association in Japan, 1947-1967:

The aim of this study is to describe the history of the Junior High School Physical Culture Association (JHSPCA) based on reexamination of the relationship between education and competition in school sports. Previous studies have maintained that there was a conflict between education and competition in school sports, and that the potential educational effects of sports were impeded by its competitive focus. However, it is assumed that the JHSPCA held competitive championships under the guise of educational activity. To fully understand the historical development of school sports we should instead reexamine whether the educational aspect of school sports is actually combined with its competitive one. This reorientation of perspective would then allow for new research questions, such as how the JHSPCA was formed and developed, and how and why it combined education and competition in school sports. The present study attempts to answer these questions, which previous studies have not, by analyzing documents gathered from official annual reports of the JHSPCA. The study produced a number of findings. Beginning in 1947 with the establishment of the postwar junior high school system, the JHSPCA first developed at the prefectural level. Initially the association was formed by PE teachers under the influence of the Ministry of Education, while also accepting the assistance of the Association of Junior High School Principals, local boards of education, and select sports federations. In 1955, the national level of the JHSPCA was initially formed in order to control the games and matches of junior high school athletes and as a counter organization to sports federations. Crucially, the JHSPCA differed from sports federations in that it was specifically driven by educational ideals. Yet, even with such an organization principle, it encouraged games and even matches under the name of educational activities. At that time, some prefectures did not have local JHSPCA branches; however, by 1967 all prefectures had designated branches and the association finally became a national organization. In conclusion, this study has clarified that the JHSPCA had to compete against sports federations and thus included a system of competitive championships within the ethos of school sports. By continuing to combine education and competition in school sports, it was possible to utilize competitive championships for the realization educational ideals. The present findings suggest that there is the possibility of modifying the prior consensus that education is opposite to competition in school sports in Japan.

Imagining Gender+ Justice amid the Pandemic: The Year in Turkey

Imagining Gender+ Justice amid the PandemicThe Year in Turkey Hülya Adak (bio) From mid-2019 to six months into the COVID-19 pandemic, publications on life writing by women and (sexual) minorities proliferated in Turkey. The anti-gender propensities of the right-populist Justice and Development Party (AKP) became starkly evident during the early phases of the pandemic amid skyrocketing cases of violence against women and sexual minorities. Three months into the pandemic, there were heated debates among feminist civil society organizations and in academia about preventing the government from pulling Turkey out of the Council of Europe Convention on Preventing and Combatting Violence Against Women and Domestic Violence, commonly referred to as the Istanbul Convention.1 Many nongovernmental organizations, civil society initiatives, foundations, authors, and activists responded by publishing works that promoted the ideals of a liberal, democratic, secular, and tolerant society. Since 2016, rising authoritarianism in Turkey has manifested itself in curbing academic freedoms and persecuting academics for speaking against state violence. It is no surprise that two of the most powerful families in Turkey published life histories detailing their arduous efforts to establish private universities that would guarantee academic autonomy. The two wealthy families—essentially conglomerates—the Koç and Sabancı Families, were represented through the memoirs of women on both sides. After a decade of struggling against amyotrophic lateral sclerosis, the Koç family's most prominent philanthropist Suna Kıraç (1941–2020) passed away a couple of months into the pandemic. Her memoir, Ömrümden Uzun İdeallerim Var, which was originally published in 2006, became a bestseller again in 2020. Kıraç's memoir offers her poignant personal story followed by reflections and documents of her successful career as a businesswoman. The initial section of the memoir deals with Kıraç's experience as a woman heir to a family of outstanding affluence, the personal aspects of being a woman in the business world starting in the 1960s, forming a marital alliance outside of the family's spheres of [End Page 155] influence, and adopting a child—hence unsettling the expectations of many prosperous families as well as her own in the 1970s that could only associate biological kin with the benefits of material inheritance. Alongside her leading role in the corporate world, Kıraç's memoir underscores her contributions to K-12 and higher education in Turkey. She was a significant actor in the founding of Koç elementary and high school (Koç Özel İlköğretim Okulu ve Lisesi) and the internationally renowned university established by her family (Koç University). Another prominent woman, Güler Sabancı, who has had a stunning career as the chairperson of Sabancı Holding, the second largest conglomerate in Turkey, wrote a powerful memoir in 2020. In Bir üniversite var ederken … , Sabancı reflects on her founding of Sabancı University in the late 1990s, depicting the foundational milestones necessary to establish an institution paying respect to academic freedom, internationalization, and interdisciplinarity, while embracing ideals of liberal arts education, scientific rigor, and research. This memoir is a response to rising restrictions on the academic freedom of university professors in Turkey, and it narrates the struggles of Sabancı University on the road to autonomy in research and teaching. With an amazing array of anecdotes and excerpts from Mevlana Jelaleddin Rumi, Antoine de Saint-Exupery, Maya Angelou, and other writers and political figures, Güler Sabancı explores the possibilities of constructing a university ecosystem that operates on the law of antidiscrimination and climate justice. As difficult as the feat may be, Güler Sabancı explains, quoting Rumi, that "the thorns in our feet lead us to the roses that we seek" (75). In the past few years, memoirs and fiction by women have played a key role in the various collections of Ottoman and post-Ottoman Armenian works published by the Istanbul-based publishing house Aras. In 2020, as many experimented with cooking during months of lockdowns, culinary works from Aras became quite popular. Such culinary histories bring together traditions of cooking handed down by grandmothers, and are accompanied by oral histories recounting family gatherings and ceremonies. Takuhi Tovmasyan's Sofranız Şen olsun: Ninelerimin Mutfağından Damağımda, Aklımda Kalanlar shares the trials...

Educational Transformation through TVET

Transformation in education is possible through vocational education as it has taken diverse responsibilities to promote employment in the society. Its motto is to address the need of an individual at local level so that the transformative motto of education can be met. The process of transformation starts from person, then it transforms the society; ultimately, it transforms the nation. Work-based learning can transform an individual from the ideals of theoretical education which is often known as formal education. In transformative education, the responsibility of instructors directs accordingly to focus students in local course and context. TVET has established a new fabric in such context so that we can transform an indifferent, inactive, unemployed person to laborious, active and engaged one. The motto of transformative education is to respect own work so that one can realize change and contributes in course of development. TVET education would rationalize when we can implement local based curriculum with field-work. Secondary sources have been consulted to develop the article. Mostly, the way of transformation has been focused with literatures. Keywords: Transformation, work-based learning, lifelong learning, social practices. DOI: 10.7176/RHSS/11-1-03 Publication date: January 31 st 2021

Education of the value aspect of youth based onthe study of the ideals of education of the XIX-XX century

Education of the value aspect of youth based onthe study of the ideals of education of the XIX-XX century

The Private Tutoring Industry in Denmark: Market Making and Modes of Moral Justification

Purpose: The article focuses on the emergence of a private tutoring industry in Denmark over the last decade. Specifically, it explores how private tutoring companies legitimize themselves in a social and cultural context where education has for long predominantly been understood in egalitarian terms. Design/Approach/Methods: The article takes inspiration from Viviana Zelizer’s work on morally controversial markets. It explores the “moral labor” performed by private tutoring companies to redefine the exchange of private tutoring services as a socially wholesome activity. It does so through a close analysis of business information, company websites, and news media articles on private tutoring. Findings: The article argues that, generally, the marketing material of tutoring companies focuses more on social equality and student well-being than on academic success. Thus, the companies predominantly legitimize themselves in terms of long-standing Scandinavian ideals of education. Increasingly, these are also the terms in which the companies criticize mainstream schooling. Originality/Value: The article contributes new knowledge of private tutoring in a Scandinavian context where very little research on the issue has so far been conducted. Theoretically, it relates previous research on “legitimation projects” of private tutoring companies to broader sociological theories on market making.

Philosophy of Education

This introductory article explains the coverage of this book, which is about the philosophical aspects of education. It explains that the philosophy of education is the branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education. The book examines the problems concerning the aims and guiding ideals of education. It also explores the problems concerning students’ and parents’ rights, the best way to understand and conduct moral education, and the character of purported educational ideals

Female Educational Ideals in the oeuvre of Stanisław Podoleński

Reflection on educational ideals is inseparable from man’s educational activity. While providing education, we must have a vision of knowledge, skills, features, and qualities, we would like our student to possess in the future. For the purpose of this paper, I have decided to present the concept of ideal of female education of the interwar period in the works of Stanisław Podoleński, based on a broad scope of female-related issues addressed in his articles and books. Executing a reconstruction may enable us to understand the specific character of women’s education and schooling in the Poland of the interwar period and may constitute an element z allowing us to trace changes within the field of educational teleology which occurred in Poland in the 20th and 21st century

Этические и образовательные идеалы в философской социологии знания Макса Шелера

The paper analyzes M. Scheler᾿s doctrine of three types of knowledge – positive, aimed at achieving pragmatic goals; essential, educational, aimed at personal development; and metaphysical, salvific, striving to comprehend the highest basis of being. It is substantiated that the ideals of these types of knowledge are a scientist, a sage, a saint. The scientist’s goal is to obtain natural science and social and humanitarian knowledge for the use of things and domination over people. The sage’s goal is to comprehend the essential structure of the universe. He transforms essential knowledge into educational knowledge, thereby creating the basis for personality formation. The saint’s goal is to obtain metaphysical knowledge about the Absolute, which becomes saving knowledge. It is emphasized that in the historical perspective M. Scheler puts forward the educational ideal of the “whole human” as a free all-round self-formation of the individual. The philosopher connects the achievement of the “whole human” ideal in modern history with the processes of “equalization” of all physical, mental and spiritual characteristics inherent in individuals and groups; national, ethnic and racial differences; male and female types of thinking; mentality, cultural characteristics of peoples, countries and continents; characteristic features of capitalism and socialism, etc.

Pilgrims and Missionaries of Social Peace: Geneva and Pontigny as Sites of Scandinavian Internationalism in Late Interwar Europe

This article investigates two interlinked sites of Scandinavian socialist internationalism in continental Europe: the Nordic folk high school in Geneva and the humanistic centre created by French philosopher Paul Desjardins in Pontigny. Locating and situating these two nodes on the cultural-political map of late interwar Europe allows for a study of how actors from the popular movements in Denmark, Norway and Sweden mobilised educational ideals and practices to internationalise the experience of Scandinavian social democracy. The analysis shows how the transnational activities of the Nordic folk high school’s study course opened up new spaces for Scandinavian internationalism. In this way, the article argues, the school represented an experiment in internationalism from below where Nordism was deployed as a cultural strategy to create international understanding for working-class Scandinavians; and created new arenas for Nordic encounters with French political and intellectual milieus that admired Scandinavian democracy and social peace.

The Māfana Framework: how Pacific students are using collaborative tasks to decolonize their learning

ABSTRACT How are Pacific students redesigning their own learning environments, in response to the cultural distance between Western tertiary education and their needs as Indigenous people? This study explores how Pacific students are applying their cultural values within tertiary learning spaces in which teachers are absent, disrupting educational colonization and neoliberal idealism within the autonomous learning zone of collaborative tasks. Our talanoa (conversations) with Pacific tertiary students and review of Pacific scholarship identifies how Pacific cultural ideals might be more clearly recognized and valued through collaborative learning. We describe this as the Māfana Framework; enhancing a sense of māfana (feeling enlivened) by fostering an Acceptance in learning relationships, an Acknowledgement of other beings in all forms, and a purposeful Animation of the space. While this study focuses on tertiary students in collaborative tasks associated with choreography, we present this framework for consideration as to how it might be applied within diverse subject areas, contributing to a growing body of literature that values Pacific learners’ needs and perspectives.

INTERNALISASI NILAI DEMOKRASI DAN HUMANISME DALAM PENDIDIKAN ISLAM

This research will examine the internalization of the values ​​contained in the concepts of democracy and humanism in Islamic education. In this study, the author uses a qualitative method, so the data collection method is carried out by library research, while the analysis of the data and information that has been collected uses content analysis techniques.
 In essence, democracy and humanism are respect for human values, and an understanding that seeks to place humans as humans in accordance with their human nature. These values ​​are important to be implemented in Islamic education, both in curriculum development, learning strategies, teaching staff, evaluation systems, and the application of rewards and punishments. The implementation of the values ​​of humanism and democracy in education has great potential to realize the ideals of national education in order to build a generation of intellectual, emotional and spiritual intelligence, mental and tough spirit, creative and innovative and has the ability to find solutions to the problems of life that are being experienced.

KAJIAN TEORITIK EVALUASI PEMBELAJARAN AGAMA ISLAM

In general, the condition of Islamic education, both in quality and quantity is less encouraging. There is a big gap between the ideals of education idealized in the Qur'an and the reality that occurs in the people life. In other words, in organizing education carried out by Muslims, there is a very wide gap or gap between the goals of religious doctrine and the reality of practice between mind and fact.

“Breathe in… breathe out”: Contextualizing the Rise of Mindfulness in Canadian Schools

Mindfulness practices have exploded onto the mainstream North American cultural landscape. Not surprisingly, proponents of mindfulness can also be found within education systems in North America and the western world more generally. In Canada, mindfulness-based programs have filtered into faculties of education as well as public school classrooms. Yet, despite the rapid spread of the mindfulness movement, relatively little is known about it historically. This article pieces together some of the key intellectual and cultural developments that have enabled the growth of this phenomenon: North Americans’ encounters with Buddhist perspectives since the 1950s and 1960s, the intersection of psychology and Buddhist practice, the flourishing of progressive educational ideals, and the growth of school psychology. It then briefly explores the kinds of citizenship ideals promoted by mindfulness practices as well as educators’ rationales for their implementation. Tracing this history demonstrates that, despite its relatively recent entry into schools and its promotion as a scientifically-based physiological practice, mindfulness is a phenomenon with deep historical roots within a particular British and North American social and cultural context. Exploring this context and the reasons for educators’ turn to mindfulness will help us better understand our modern education system and the kinds of students it aims to produce.

Differential Effects of Instruction Technique and Gender on Secondary School Students’ Achievement in Civic Education in Anambra State, Nigeria

The essence of civic education is to train a child on how to adapt his or her life to the provisions of the social system to engender equality, social justice and inalienable rights of life, liberty and pursuit of happiness. The current dismal performance of students on civic education has sadly threatened the actualization of lofty ideals of civic education in Nigeria. In search of answers to this growing problem, this study explored the differential effects of group instruction technique (GIT) and gender on secondary school students’ achievement in Civic education in Anambra State, Nigeria. The design of this study was non-randomized control group, pre-test, post-test quasi experimental design while multi-stage sampling procedure was used to sample six coeducation schools from each of the six education zones that make up 258 public secondary schools in Anambra State. The sample was 193 Senior Secondary 2 students drawn from six intact classes. The instrument Civic Achievement Test (CAT) was used for data collection. Data from the study was analyzed using Analysis of Covariance (ANCOVA). The result revealed significant differences in Civic achievement test between groups. The experimental group taught Civic education with the use of GIT recorded higher mean scores than their counterparts in the control group taught with LM. Also, gender was a covariant factor on the differential effect of GIT and gender on students’ achievement in Civic education. Given this empirical evidence; GIT stands as an effective alternative to improve on students’ academic achievement in Civic education. Thus, recommendation was made for its adoption by the stakeholders in education especially the Anambra State Ministry of Education to improve on the status-quo.