Future Citizens Research Articles

The creative legacy of Ibn Sina (Avicenna) and his scientific and pedagogical ideas

Introduction. The study of Avicenna’s pedagogical heritage is relevant since it allows to form a scientific notation of the progressive experience level of teaching and upbringing in the conditions of the early Middle Ages, during the culture explosion in the East. The purpose of this particular article is to consider Avicenna’s creative heritage and to give an overview of his scientific and pedagogical ideas. Methods and materials. Avicenna’s works reflecting his pedagogical ideas, as well as the works of modern teachers, historians and philosophers were used while working with this article. Research methods: analysis, synthesis and historical and pedagogical interpretation of the data contained in the sources; systematization and generalization of materials obtained as a result of the study of open Internet sources and modern scientific academic literature. Results. A lot of verdicts expressed by Ibn Sina in his various works are really striking in the matter of their depth, humanity, and correct approach to solving a number of educational issues. Ibn Sina demonstrates a real understanding of the children’s nature, not only as a physician, but also as a teacher. Also, he gives subtle and reasonable pieces of advice about education. At the same time, the scientist pays serious attention to the personality of the educator involved in the formation of the character of the future citizen. Avicenna’s pedagogical ideas were very progressive and could not be implemented in the conditions of his time, but they are successfully implemented today in many world countries. Discussion and conclusion. Avicenna not only generalized the knowledge accumulated before his time, but also developed them in many ways, enriching them with the results of the thorough observations and researches, brought them into a single coherent system. The realization of the plans of the great scientist is the activity of numerous educational institutions engaged in the study of the physical education problems, represented in the younger generation, as well as the role of physical education and sports in the prevention of various diseases, etc.

Criminalization of Abortion in Late Qing and Republican China

Abstract The offence of abortion was a Western legal disposition introduced into late Qing China in the 1900s and it remained in effect during the Republican period. In Imperial China, abortion did not constitute a criminal offence, and foetal life was generally considered inferior to human life. The widespread humanization of the foetus in early twentieth-century China was closely intertwined with the nationalist ideology that exhorted women to reproduce for the nation. In this narrative, the foetus was valued as a future citizen, and abortion came to be seen as a demographic calamity for the nation. Abortion was also condemned by conservatives who depreciated it as a scandalous act mostly attempted by women engaged in ‘illicit’ sexual relationships. Although the 1935 Criminal Code decriminalized therapeutic abortion, it was still illegal to terminate a pregnancy resulting from rape. In this regard, the vision of legal Orientalism that portrays Chinese law as the inferior other to modern Western law is problematic, as certain aspects of Chinese legal tradition may provide a more appropriate protection of personal choices.

Cultivating the spirit: Catholic educators, primary education and pedagogy in Early Third Republic France

ABSTRACTIn the Early Third Republic (c. 1880–1914), the role of Catholic educators was called into question by the convergence of two different calls for change within French society. As the government of the Third Republic sought to reform primary-school instruction, there were renewed debates in French society about the role of Catholic institutions. Cast as untrained and partisan teachers by advocates of Republican educational reform, Catholic teachers and pedagogues sought to assert their place among modern educators. A close reading of late nineteenth-century Catholic pedagogical materials reveals, however, that objections to Republican education came from its content and not its form. The education of the senses, the progression from known to unknown, and the introduction of children to abstract concepts were all pedagogical techniques that could be reconciled with Catholic educational practice. In response, advocates for the role of Catholicism in primary education stressed their role in shaping future citizens and sought to establish their credentials as educators. This case study, which focuses on French primary education, speaks to the growth in international pedagogical norms in the late nineteenth century and the dynamism of French Catholicism’s attempts to reconcile tradition and modernity.

Looking More Carefully: A Successful Bioblitz Orientation Activity at an Urban Public University

A college freshman orientation activity incorporating citizen science was designed and implemented by a partnership between the University of Massachusetts Boston and the National Park Service. The goals of this study were to create an engaging citizen science experience for first-year college students who did not have prior background in the field, and to iterate and improve the activity (three consecutive summers, 2017–2019) so as to generate insights that may improve future citizen science projects. Over three years, students (468 total) largely unfamiliar with citizen science (92.6%) or iNaturalist (97.9% first-time users) employed the iNaturalist app to document the biodiversity of Thompson Island in Boston Harbor. Student outcomes were assessed using pre- and post-surveys, and survey data indicated that the bioblitz effectively engaged these students: More than 60% of students found the activity very or extremely engaging, and less than 1% found it not engaging. More than 70% of the students indicated they were somewhat, very, or extremely interested in learning about or participating in citizen science, and in returning to the Boston Harbor Islands, in the future. A similar percent also believed their data were somewhat, very, or extremely important to the islands and to the National Park Service. The students’ self-reported level of engagement and interest shows how a fruitful campus-community collaboration can excite students from across majors in a citizen science project. The three iterations of this activity allowed us to make changes over time and gain insights that may be helpful to the design of future citizen science projects.

The Austro-Sardinian War (1859) and the Seven Weeks’ War (1866) in Habsburg Schoolbooks

In the second half of the nineteenth century, the Habsburg government had a very complicated task of inventing some form of supranational identity as an alternative to nationalist programs in Cisleithania. It sought to craft this supranational identity first and foremost as part of the self-images of schoolchildren as future citizens. One of the major ways to create and solidify a notion of a common “Austrian” identity in school history classes was to highlight the Habsburg wars, triumphal and bloody battles, and military heroes as reminders of an integrated supranational past. Official instructions obliged teachers to emphasize the “heroic times of Austria,” its “glorious battles,” and its “valiant wars,” as emphasis on these episodes of the past, it was hoped, would further the development of “the idea of the integrated statehood in Austria.” In this article, I offer an example of this cult of the Austrian wars in school education by the ways in which the wars fought during the early period of Francis Joseph’s rule, namely, the Sardinian war of 1859 and the Seven Weeks’ War of 1866, were taught to later generations of schoolchildren. Ironically, the fact that Austria lost these wars was humiliating. Nevertheless, during the late period of Francis Joseph’s rule, narratives and visual depictions of the events of these wars in schoolbooks strongly contributed to the formation of a heroic image of the Austrian army and to the idea of just Habsburg rule. I focus in my discussion first on how the accounts of the wars in schoolbooks deviated from the historical facts and, second, on how these accounts nonetheless furthered the emergence of the “Austrian” identity.

ЦЕЛОСТНОСТЬ ВОСПРИЯТИЯ СОВРЕМЕННОСТИ ОБРАЗОВАТЕЛЬНЫМ МЕНЕДЖЕРОМ КАК АСПЕКТ ЛИЧНОСТНО-ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ БУДУЩИХ УЧИТЕЛЕЙ

ntrofuction. The conditions under which school organizations exist in Bulgaria are increasingly challenging school principals. They need to build an attractive image of the institution in order to be competitive with similar schools and to attract "clients" through the educational services offered. Management styles are important not only for the pedagogical specialists in the school and for the parents, students and partner organizations, but also for the future teachers who are trained in the specialties in the field of higher education in pedagogical sciences. Management approaches provide an opportunity to explore the relationship between the attitude of future teachers to school management and their personal and professional development. In this context, the attitude of students as future teachers to the qualities and competencies of the heads of educational institutions is of interest. Purpose. This article aims to trace the necessary competencies of the modern head of the school for effective management of the institution, so as to ensure the quality of education. Two main aspects of the research have been identified, which have been refracted through the point of view of students from the University of Shumen, Bishop Konstantin Preslavski, and their opinion has been sought. On the one hand, we strive to explore the important qualities of the teacher in order to teach in such a way as to form key competencies in students and educate them as future citizens, or what are the defining competencies that are important for students as future teachers. The other main aspect is related to the attitude of students to the competencies of the head of the school and their preferred management skills and management style that would motivate them to work actively. Methods. It contains an analysis of scientific publications, educational documents, description, interpretation and analysis of a survey to determine competencies that are important for the performance of professional duties of teachers and heads of institutions for quality assurance in teaching and management. Results. The important competencies that pedagogical specialists (teachers and school principals) must have in order to ensure an inclusive environment in the school community and the quality of education have been identified. The democratic style of management is presented as preferred and suitable for creating a positive environment in which the participants in the educational process work in cooperation to form key competencies in students and skills for life in modern society. Originality. The article presents the opinion of students, future teachers on the studied competencies, which are compared with theoretical and practical statements. With the conclusions and recommendations made, it provides an opportunity to improve modern university education and improve the effectiveness of the permanent realization of students. Conclusion. The effectiveness of the work of future teachers depends on their academic and methodological training, as well as on their attitudes for interaction and communication in the school community. In this context, it is useful to study the opinions of students about the type of leaders they would work with in order to ensure and continuously develop the quality of the educational process for the formation of key competencies in students. It is also important to study their competencies and which of them are essential for their training as future teachers.

Awareness of cloud computing among the prospective teachers in the modern world

Cloud computing plays a vital role in education, politics, religion, transportation, relationships, medical check-ups, and so on. In education, online courses are carried out with the help of cloud computing. In cloud computing, expert conversations and classes delivered through any electronic device are protected on the server. The user can collect any information from the server through any search engine. There are so many platforms for downloading information for users. Electronic devices are very popular in this digital world. Some companies or individuals are introducing many applications for mobile phones and computers. One of the most useful options is search engines. It is very common to collect existing information on a server and it is a good communicator between users and cloud computing systems. Prospective teachers are the future teachers who will shape future citizens. The aim of the paper is to raise awareness of cloud computing among prospective teachers. This paper used a survey method to determine cloud computing awareness among prospective teachers and includes 61 samples from the College of Education. It uses the Cloud Computing Awareness Checklist tool to collect data for the present study. Hypotheses related to family type, locality, father's profession, father's education, and parents' income were found to have no significant differences. Thus, the result showed that prospective teachers have little knowledge of cloud computing. The researcher concluded that background variables are not significant. The essential things are the funds provided and the desire to learn. This will develop awareness and finally, the educator and prospective teachers raise awareness among prospective teachers and students, respectively. Educators encourage future teachers to collect more information about cloud computing on its own or with the help of an external facilitator.

Влияние социального интеллекта на адаптацию трудовых мигрантов в условиях пандемии Covid-19

The COVID-19 pandemic that has taken over the world has affected all areas of human life. Labor migrants turned out to be one of the most vulnerable social groups before the pandemic. Russia is currently in a state of depopulation - migrants are strategically needed for the country: both as a labor force and as future citizens of the country. The 21st century is called the century of social intelligence, since there is more and more data on the importance of this type of intelligence in sociocultural reality. One of the features of social intelligence is the ability to adapt, correctly evaluate and adequately respond to new life situations. The aim of this work was to assess the impact of social intelligence on the adaptation of labor migrants from Central Asian countries in the context of the COVID-19 pandemic. As a result of the study, the following patterns were found: the higher the level of social intelligence, the less often respondents lost their jobs during the pandemic; were more likely to maintain or increase their income levels; more often transferred money to their homeland; there were fewer conflicts in the immediate environment of the migrant. During the pandemic, migrant phobia among the local population increased in Russia, but respondents with average and above average social intelligence did not notice a change in the attitude of local residents towards themselves. The results obtained prove that labor migrants with average and above average social intelligence are better adapted to the conditions caused by the COVID-19 pandemic than migrants with below average social intelligence.

THE ROLE OF CIVIL SOCIETY IN COMMUNITY AND FAMILY SOCIAL PROTECTION

In this article, in the process of building a legal, democratic and civil society in our country today, the morality of parents, family relationships, love of children play an important role in determining the neighborhood and family culture. relationship. The fact that the neighborhood and the family have children, bring up the child from this place, the help of future citizens of the society, the invaluable responsibility is a blessing based on evidence.

Oral hygiene practices and caries experience among school leaving children in rural area

Background: Dental caries is the most common chronic childhood disease and its treatment is the most prevalent unmet health need among school-leaving children. Caries experience among school leaving age group is important as India is a rapidly growing nation in terms of population as today's children are tomorrow's future citizens of the nation. Methodology: To know the oral hygiene practices and caries experience among school-leaving children in a rural area, a cross-sectional study was conducted in the Chebrolu Mandal using a multistage random sampling technique to obtain the required sample size. The data were collected using pretested structured questionnaire followed by oral examination using the decayed, missing, and filled teeth (DMFT) index. The descriptive analysis included mean and standard deviations, Chi-square test, unpaired t-test, and one-way analysis of variance. Results: Only a few children have a habit of brushing their teeth twice daily 137 (27.6%); rinse their mouth after every meal 116 (23.4%); dispose of toothbrush every 3 months (11.7%); spends <1-min brushing (4.8%); and cleans their tongue using tongue cleaner (25.2%). When DMFT scores were compared to the brushing techniques of the children, significantly higher mean DMFT scores were observed in children who brush once a day (1.49 ± 1.133). Conclusion: Caries' experience was more in children who brushed their teeth once a day with horizontal brushing technique and this shows that the study subjects do not follow correct brushing techniques and other oral hygiene practices.

Education in refugee camp contexts

The delivery of education in refugee camps has become a key component of humanitarian programs. Since the late 1980s, camps have become the dominant way through which refugee movements are managed around the world (Agier, 2014). Children, the perfect embodiment of the innocent victim, are particularly targeted by humanitarian aid. When refugee situations become protracted and the temporary permanent, their learning structures tend to be become actual schools made of an administration, a teaching staff and a curriculum. Generally funded and coordinated by the United Nations High Commissioner for Refugees (UNHCR), these camp schools contribute today to the schooling of almost 3,5 millions of refugee children (UNHCR, 2019). Going beyond an idealized vision of education as a “basic human right” and an instrument of “protection,” this article looks at the ways in which humanitarian aid contributes to establishing the school norm in the margins of the Nation-States while at the same time being closely intertwined with the politics of controlling human mobility. Based on the case studies of schools in two Congolese refugee camps (in Tanzania and Rwanda), we explore which registers of legitimization and understandings of the child they are built on; how they are governed and negotiated on a daily basis by multiple actors; and how they are perceived by the students. What emerges from this analysis are a variety of tensions that characterize the dynamics of these schools: they simultaneously include their students in and exclude them from the dominant social order; they victimize them at the same time as they project them as future citizens, and they (re)produce the conditions of their confinement while creating opportunities for certain socio-spatial mobilities.

Transizione ecologica e nuove generazioni: il ruolo della famiglia nella promozione della sostenibilità in un’ottica inclusiva e interculturale

Starting from a reflection on the emergencies caused by the Covid-19 pandemic, the article analyzes the role of the sustainability in education, based on the international recommendations and documents in this sense. Today more than ever it makes it necessary to live our common good world, promoting an ecological transition towards more inclusive, democratic and resilient communities.To achieve such a condition, it is necessary to invest in the training of future citizens. The family, as an educational agency, is called in this sense to support the new generations in the acquisition of a sustainability mindset and a planetary awareness that can help them interact in a conscious, responsible and reflective way in the current global world.

Promoting Bioethical Literacy in Primary Education: The European Reality and the Case of Greece

The development of biotechnology during the last decades brings societies and policymakers a fresh view on how to communicate and manage the biotechnological knowledge and ethical aspects that arise, concurrently. During the era of biotechnological accomplishments and globalization, a new field of ethics arises, the field of Bioethics. It aims to balance between the dangers that emerge because of the implementation of biotechnological accomplishments on human life and their benefits. With the promotion of Bioethics education, everyone has to realize his personality, his mentality, his citizenship, and his connection to others. Many educational institutes worldwide embody bioethical courses for their students and an adequate number of curricula have been created for this purpose. Researchers and educators accord with the necessity of public ethical and bioethical literacy already from elementary school. At the same time in many seminars organized by the Committees on Bioethics, the appropriateness of teaching Bioethics primarily is presented and organizations worldwide support the introduction of Bioethics courses in the curricula. The majority of European countries have incorporated ethics and bioethics courses into their curricula for Primary Education. Greece amongst other countries is the exception to that rule. The goal of this dissertation is to convince the local education policymakers about the importance of Bioethics education so to include ethics and bioethics courses in the Greek educational system, in all grades and especially in elementary school, based on the necessity for the creation of educated future citizens for the country and the world.

Increasing Awareness of Inclusive STEM Education through a College-Level Student Research Group

The under representation of persons with disabilities in STEM reflects not only a moral failing in society’s commitment to equity but also a practical dilemma as science benefits from the contributions of people with diverse perspectives. While teacher education programs attempt to address equity at the K-12 level, societal biases and misconceptions about who is “able” in science present persistent barriers for people with disabilities throughout the STEM pipeline, in higher education, employment, and beyond. How can we ensure that students with disabilities will encounter professors, employers, coworkers, and peers who are supportive of their efforts in STEM? To address this question, this article describes the experience of a college administrator and four students who collaboratively conducted a literature review on inclusive STEM education during the summer of 2020. While the goal of this project was to provide meaningful summer learning opportunities and employment for students during COVID-19 while simultaneously providing research support for the administrator, project outcomes suggest that the college students, none of whom were education majors, gained understanding and appreciation of the issues surrounding inclusive STEM education while also developing expertise in the literature review process. We suggest that this project represents a successful teaching technique that can be used in higher education, including teacher education programs, to contribute to the development of future leaders, educators, and citizens who are aware of, engaged with, and supportive of quality inclusive STEM education and opportunities for all.

Interfaith Harmony through Education System of Religious Communities

Public awareness on perceiving religious dialogue as a determinant of conflict prevention and social peace building in intercultural and multi-religious societies is increasing day by day. For a long time, the debate over religion was characterized by the idea that the increasing secularism of Western societies would lead to a gradual withdrawal of religion from public space. However, the last decade, returned religion in public discussion as a determinant of peace building. Regardless of the variety of how this discussion unfolds in European countries, the study of the impact of “religion” on intercultural dialogue and on tensions and social conflicts seems to be becoming increasingly important. Meanwhile education and religious education is an important element for shaping the critical skills of future citizens, for intercultural dialogue and for peace building as well. This research focuses on contribution of the different religious communities’ education system for promoting of the peace building in Albania multi-religious society. An explorative research methodology is implemented to achieve this aim through collecting primary and secondary data. Documents and studies in the field of religious education were collected from Central State Archive for the pre-communist period and data from the current schools of different religious communities in Albania were evaluated. The study brings to attention the Albanian case, where religious education had in the past and has currently a decisive impact on interfaith harmony. Religious communities have dozens of schools and four universities, where thousands of students’ study and their graduates constitute a vital part of the society. Education plays an essential role in intercultural understanding, in favor of coexistence and tolerance and the contribution of these schools to society is enormous as they are strengthening interfaith dialogue and its transmission to young people. In addition to the collaboration between the three theologies, cooperation is also increasing between universities, which despite being founded by religious communities, have in general and other secular departments of various academic fields.

Do Ecological or Molecular Biological Citizen Science Projects Affect the Perceptions of Undergraduate Students Toward Pursuing Future Citizen Science?

Science literacy, including intrinsic motivation to participate in science outside of STEM careers, is an important goal of introductory biology courses aimed at non-majors. Citizen science may be able to support science literacy and science participation goals in such classes by providing authentic research opportunities matched to course content such as ecology or molecular biology. As yet, it is not known whether using citizen science of different biological disciplines in introductory biology courses for non-majors effectively increases undergraduates’ motivation to participate in future citizen science. To investigate how the content focus of citizen science projects impacts students’ attitudes toward future citizen science participation, we conducted a multilevel cross-classified analysis (mixed linear model) on four years of non-major biology students’ student survey data (n = 2,962) responding to ecological versus molecular biology citizen science project assignments using self-determination theory (SDT) as a backbone. Results suggest that general content categories of citizen science projects seem to be less influential on student attitudes toward future citizen science participation than are student-level characteristics and features of individual projects that promote competence and relatedness. Course instructors should be aware that adding citizen science projects simply for course content alignment is insufficient for promoting students’ intrinsic motivation. Instead, time needs to be allotted for making deeper connections between the students and the projects.

La ideología de género y la consolidación de la nueva derecha en Baja California, México

This article from a qualitative analysis perspective, explains the actions of the middle and upper classes to shape and strengthen, at the local level, the new right. I analyze the historical context and the social unrest that these groups attribute to family crises and traditional sexualities, which redefine their critical discourses towards “gender ideology”. The originality of this article is that it shows how political discourses underlie a creationist vision of life where women are seen as responsible for the parturition of the nation’s future citizens. It is concluded that the strategies of the new right, implicitly, consist on defending and strengthening the patriarchy, which they see as imperiled by feminism.

Islam and Sex Education in The Netherlands: Reflection on an Example of Teaching Material for Islamic Primary Schools

This contribution is situated in the discussion on sex education in the Netherlands, in relation to “Islamic Pedagogy,” in particular “Islam and Pedagogy,” on the one side, and (religious) identity development on the other side. Islamic Pedagogy seems to be the theoretical framework of an example of developed teaching materials for sex education designed for Islamic primary schools in the Netherlands. Sex education is a compulsory yet sensitive subject in Dutch primary schools, usually included in the subject of Citizenship Education; in Islamic primary schools, it is included in the subject of Islamic Religious Education. After a short introduction to the Dutch education system, including the compulsory nature of sex education as a subject, this contribution offers a description of an example of developed teaching material, followed by a reflection from the point of view of pupils’ (religious) identity development as future citizens of Dutch pluralist society. For future teachers who are responsible for sex education, reflection is recommended—on their cognitive and affective relational positioning regarding Islam and concerning sex education. It is expected that deep reflection will stimulate the development of normative professionalism of sex educators in Dutch Islamic primary education.

Is the Earth Crying Wolf? Exploring Knowledge Source and Certainty in High School Students’ Analysis of Global Warming News

The marked contrast between the scientific consensus on global warming and public beliefs indicates a need to research how high schoolers, as future citizens, engage with and make meaning from news articles on such topics. In the case of socioscientific issues (SSIs) such as global warming, students’ acquisition of knowledge from the news is mediated by their epistemic understandings of the nature of science (NOS) and use of informal reasoning in evaluating claims, evidence, and sources. This exploratory qualitative study examined twelve U.S. high school students’ understandings, opinions, and epistemic beliefs concerning global warming knowledge. Researchers examined microgenetic changes as students discussed global warming during semi-structured interviews and a close reading of global warming news texts. Although results showed that most students could articulate a working concept of global warming, in follow-up questions, a subset offered personal opinions that differed from or contradicted their previously stated understandings. Meanwhile, students who offered opinions consistent with the scientific consensus often argued that the dangers of global warming were exaggerated by politicians and scientists who wished to profit from the issue. This study suggests a need for more explicit focus on NOS and scientific news literacy in curricula, as well as further research into the interplay between epistemic beliefs and the informal reasoning students use to negotiate diverse sources of SSI knowledge—from the classroom to the news media and public life.

Known but not called by name: recreational fishers\u2019 ecological knowledge of freshwater plants in Hungary

BackgroundDocumenting local ecological knowledge (LEK) has recently become a topic of considerable interest. LEK can contribute to various areas of ecology, including habitat management and conservation biology. It has been recently revealed that recreational fishers’ ecological knowledge (FEK) can also provide valuable information about different organisms and habitats, while recreational fishers’ ecological knowledge is understudied in many aspects and regions of the world.MethodsWe aimed to record Hungarian recreational FEK on plant species related to freshwater habitats. Our research was conducted in three regularly fished water bodies in Hungary, namely Lake Velence, Keleti Main Canal, and Lake Látóképi, where a total of 72 interviews were conducted with recreational anglers. During interviews, 24 plant species occurring at freshwater habitats with common or sporadic distribution were shown to anglers as single species or in congeneric pairs. Miscellaneous plant-related knowledge of anglers was also collected.ResultsAnglers identified a total of 16 plant species. They used 45 botanical or folk names. An angler knew the name of 4.6 plants on average and recognized 7.4 other species without naming it. According to our detailed analysis, anglers were able to name or at least recognize those plant species which are somehow related to fishing activities, are salient, and/or common. Moreover, anglers at Lake Velence recognized less plant species; however, they also had less years of fishing experience compared to anglers of the other two locations.ConclusionWe found that recreational FEK exists even in the case of freshwater plants which are not the main focus of anglers. It is highly presumable that recreational fishers would be able to provide reliable ecologically related data for scientific research establishing future citizen science projects of nature conservation.