Educational Horizons Research Articles

Editorial: Taming the otherness

The first issue of this year's "Horizons of Education" was scheduled for March 2023.Three years have just passed since the outbreak of the Covid-19 pandemic and a year since the outbreak of war in Ukraine took place. Inviting Authors to publish their texts in this issue, we assumed that the global changes we are witnessing make us reflect in a special way on the experience of meeting a new, an unknown, a stranger. We wanted to look at the consequences of this meeting, on the one hand, negative – in the form of conflicts and prejudices, but, on the other one, positive – such as empathy, commitment and openness.

A subject’s autonomy: Undidactic mediation in Georg Lukács and John Dewey

This paper looks at autonomy through the dynamic relationship between particularity, experience, and subjectivism in the works of Georg Lukács and John Dewey. While the focus on autonomy appears to be initially focused on the relationship between universality and particularity, the ultimate goal is to then situate the discussion on the horizon of education. Given Dewey’s and Lukács’s common Hegelian lineage, this paper looks at whether they retain elements of commonality, especially in terms of the arts, and whether forms of mediation in art and education could avoid becoming didactic. To explore these questions, this paper revisits subjectivity in two forms: (a) as a form of mediation, and (b) as immediate experience. Some play on the subject as being ( qua subjectivity) and a subject (like art) in the curriculum might enter the discussion. However, the former sense of subject tends to be more central than the latter. While immediate subjectivity is critiqued by Lukács as being open to a fragmentation of reality that leads to forms of oppression, the Deweyan perspective proposes a way out of the cycle that traps subjectivism between didactic and fragmentary forms of being. Can the subject mediate without proposing a form of learning that presumes reality as a fixed ground? And could we predicate subjectivist immediacy by what Dewey, in Experience and Nature calls “the recognition of ‘subjects’ as centres of experience” that are, in effect, “equivalent to the emergence of agencies equipped with special powers of observation and experiment”? The binding horizon for both questions will be that of what Lukács calls the speciality of the artwork’s own “world” [ eigenen “Welt”] and the dilemmas that this could raise when contextualized in education.

수월성 개념의 변천에 담긴 인문정신의 교육적 함의

Case anecdotal descriptions based on Gardner's interpretative research contribute to excellence education that fosters humanistic spirit. This study examines the historical changes of the concept of excellence, focusing on the cultivation of humanistic spirit, and examines the significance of a case-oriented approach that applies it. In the West, the concept of excellence has led to the desire for ethical man (Plato, Aristotle), awareness of human desire and reality (Machiavelli), and harmony between the human mind and body (Spinoza). As this discussion resonates with Gardner's interpretive research, it can be applied not only to educational science approaches such as educational psychology, but also to humanistic education in education history education. Unlike the existing syntactic approach, by examining the case of the book hunter as an example of an anecdotal approach that asks for the present meaning of interpretation, it is possible to prepare an opportunity for excellence education in the history of education. This approach will contribute to expanding the horizon and methodology of excellence education.

Governmental neoliberal teacher professionalism: The constrained freedom of choice for teachers’ professional development

This study examines teachers' professional development (PD) decisions through the lens of governmental neoliberalism. Situated in the neoliberal paradigm of advancing free market ideals and principles, the study examines the paradox of teachers' constrained decisions in PD activities within the sociocultural context of Singapore. The findings help to illuminate some of the issues teachers face in PD decision-making. Recommendations are also discussed to enhance teachers’ autonomy for a governmentality to broaden education horizons.

Evolving horizon of global neuroanesthesia education, pathway to standardization, and accreditation.

Rajan, Shobana MD, FASAa; Alchoubassi, Jad MS3b; Bharadwaj, Meghana S. MBBS, MDc; Kofke, W. Andrew MD, MBA, FNCSd Author Information

От филология към „нещо друго“ през погледа на студентите англицисти в ПУ „Паисий Хилендарски“

The text reflects on the dynamic changes that have occurred in the makeup and rationale of English Studies associated majors on offer at Plovdiv University Paisii Hilendarski (PU) as revealed through the views of students enrolled in three distinctive strands of programs. The contours of these developments are addressed by comparing cohorts of ES students at PU across time. Namely, the discussion relies on a comprehensive student survey that registered students’ views in 2008 and 2018, i.e. with a time lapse of a decade, against the background of broader contextual developments and narrowly institutional such (PU institutional policies) in the interim period. Within the institutional context of PU, the developments amount to diversifying the portfolio of BA degree options from traditionally philologically-oriented such to those following an applied linguistics model on one hand, and majors involving a degree of interdisciplinary “hybridization” on the other. These transformations appear further nuanced with a view to the distinctive features that come across the responses of three qualitatively different student cohorts. One, those pursuing ES degrees within a more conventional philological model; two, those engaged in ES related degrees following an Applied Linguistics model; and finally, those who study ES as a component in combinations with IT, Marketing and Business Administration. Even if limited to the institutional context of PU, the survey offers scope for considering the implications for the HE philological horizons of foreign language education from the perspective of the changing expectations, attitudes and career aspirations of the undergraduates involved in them.

The collaborative writing of rewriting judicial decisions in feminist perspectives and legal clinics: challenges and horizons for legal education

Resumo O presente artigo tem como objetivo avaliar o processo de escrita colaborativa nas reescritas de decisões em perspectivas feministas em clínicas jurídicas, destacando seus desafios e horizontes didático-pedagógicos para o ensino jurídico. A pesquisa é qualitativa com método de análise feminista e examina experiências da Clínica de Atenção à Violência da Universidade Federal do Pará (CAV/UFPA) e da Clínica de Direitos Humanos das Mulheres do Centro Universitário Ritter dos Reis (UniRitter) por meio de revisão bibliográfica e pesquisa documental. Em um primeiro momento, apresenta-se o projeto de reescrita. Em seguida, as experiências de ambas as Clínicas e, por fim, discute-se a escrita colaborativa com perspectiva feminista. Em situações de escrita colaborativa, a presença de outras pessoas pode suscitar um processo de reflexão sobre a linguagem e as práticas sociais de forma ainda mais intensa. A escrita colaborativa, com perspectiva feminista, como metodologia de ensino pode possibilitar não só a crítica, mas também o uso da técnica e da linguagem jurídica antidiscriminatória.

Critique and emancipation as normative axes of social theory and education

In this article, we argue that critique and emancipation are two unavoidable horizons for popular education and social movements. As epistemological foundations of social theory, critique and emancipation shed light on the theoretical and practical tasks of progressive social struggles in contemporary society. We reconstruct the historical and political roots of critical philosophical frameworks embedding the denunciation of the current distress, as well as the prospects to overcome it, in order to establish a normative conceptual scheme for social movements with an emphasis on popular education.

Technology Integration and SkELL: A Novelty in English Foreign Language Teaching and Learning

The development of technology and its web-applicative tools in reference a variety of fields of contemporary interest, has flourished even the horizons of education. Due to the necessity of the rapid growth of Technology, its integration was considered as a solution to the covid-19 pandemic worldwide situation that caught humanity unskilled on such frequent and easy-to-follow use of ‘learning by doing’ when dealing with knowledge. On purpose, the present study introduces the implementation of SkELL (Sketch Engine for Language Learning) in English Foreign Language (EFL) learning and teaching as a rich source of free online linguistic data, provided the use of authentic texts (hereby to corpus data). All of these constituents autonomously yield both sides: learners and teachers to learner-learner interaction, learner-teacher interaction. Throughout the exploitation of its various web-applicative tools such as: Word Sketch, Thesaurus, Wordlist, Concordance, and Visualization among a range of others made possible and available EFL learning, and assisted teaching during the hard educational situation. It consequently may serve as a pre-requisite for language practitioners, curriculum designers to facilitate overall EFL teaching and learning process.

Building the 2022 Diabetes Technology Practice Competencies Using Modified Delphi Methodology.

The purpose of this study was to construct professional competencies for diabetes technology use in various care settings reflecting the mission of the Association of Diabetes Care & Education Specialists (ADCES). ADCES convened a core team of nationally representative diabetes technology experts to develop professional competencies specifically related to diabetes technology use. A modified Delphi methodology, which comprised 4 rounds, was used for consensus development among these experts. First, experts developed and arrived at a consensus on the initial draft of competencies. They also identified health care professionals and staff essential for effective technology integration in various diabetes care settings. A survey was completed by diabetes technology experts that are members of ADCES. Next, a multidisciplinary focus group was conducted to gain feedback. Finally, the edited competencies were distributed via survey for feedback by diabetes technology experts from various disciplines. One hundred four diabetes technology experts in the United States participated in the final survey, representing various health care professions and clinical settings. A final set of 94 competencies across 7 domains was determined. Modified Delphi methodology is an effective way to utilize multidisciplinary expertise to develop diabetes technology-related competencies for diabetes care professionals and staff in a variety of settings. These competencies align with the mission of ADCES to empower diabetes care and education specialists to expand the horizons of innovative education, management, and support.

Epistemological analysis of educational experiences in pedagogy of memory

The article analyzes the academic experiences of memory pedagogy based on published bibliographic documents, identifying the different issuing agents, the theoretical affiliations and their central concepts. Through content analysis, a sample of 33 documents was integrated to understand the anamnestic-narrative horizon in education, finding that there is a greater number of experiences in historical memory, with a high level of integration in methodologies, perspectives and techniques for the academic reading of reality, but without a cognitive ontological purpose built from the rigor of history as a social science, for its overcome the epistemological problems in the subject-object relationship that mixed teaching methods produce.

An Autoethnography of Becoming a Qualitative Researcher: A Dialogic View of Academic Development by Trude Klevan & Alec Grant. Abingdon, Oxon & New York, NY: Routledge, 2022. 142 pages, $154.84 (hardcover)

New Horizons in Adult Education and Human Resource DevelopmentVolume 34, Issue 3 p. 76-77 BOOK REVIEW An Autoethnography of Becoming a Qualitative Researcher: A Dialogic View of Academic Development by Trude Klevan & Alec Grant. Abingdon, Oxon & New York, NY: Routledge, 2022. 142 pages, $154.84 (hardcover) Dorothy Kemp, Corresponding Author Dorothy Kemp dkemp2@lsu.edu Email: dkemp2@lsu.eduSearch for more papers by this author Dorothy Kemp, Corresponding Author Dorothy Kemp dkemp2@lsu.edu Email: dkemp2@lsu.eduSearch for more papers by this author First published: 14 November 2022 https://doi.org/10.1002/nha3.20362Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume34, Issue3Special Issue: Apart, but Together: Voices of Women Academics Working from HomeSummer 2022Pages 76-77 RelatedInformation

Introduction to the Special Issue on Class Dynamics from Socialism to Post-Socialism

Introduction to the Special Issue on Class Dynamics from Socialism to Post-Socialism

Game aspects of learning modernization

Modern human living conditions are related to factors, the action of which is difficult to predict and predict their changes due to the relevance and dynamics of the factors of imbalance, variability, complexity and uncertainty. This social state is generalized by the scientific concept of "VUCA-world" or the space of existence with the dominant features of Volatility, Uncertainty, Complexity and Ambiguity. These social conditions make demands on modern man's constant readiness for effective adaptation and effective development in a changing, fluid reality. At the same time, these circumstances radically and dynamically change the horizons of modern education, require national educational systems to flexibly adapt to the peculiarities of the VUCA environment. The aim of this study is to carry out theoretical research of psychological patterns of the game as a basis for modernization of learning, to substantiate the didactic feasibility and effectiveness of modern methods of educational activities - editing, workshops and organizational games in the context of preparing the subject for life in social uncertainty . The research uses methods of abduction, phenomenological reduction, method of analysis and systematization of scientific positions and approaches to the study of psychological patterns of play, method of theoretical reconstruction (modeling) of psychological determination of the impact of game patterns on the effectiveness of preparing the subject for life in social uncertainty. According to the results of the study, the psychodidactic expediency of using education, workshops and organizational-game play in teaching is substantiated, approaches to psychological determinism of improving the subject's preparation for life in conditions of social uncertainty are outlined, categorical-conceptual content of perspective game aspects is specified. Scientific ideas about the universal connection of editing, workshops and organizational and activity games with the prospects of development of education systems for people of different ages have also been deepened. The study provided an opportunity to update the psychological issues of the role and importance of the game as a universal software tool for modern life. The results of the study allow conclusions about the psychodidactic expediency of using methods and technologies of editing, workshops and organizational and activity games as promising educational systems, the urgency of continuing psychological research on game aspects of improving learning systems, developing structural and functional model of formation and development of existential capabilities the object of life on the methodological and technological basis of editing, workshops and organizational and activity games.

IPAD use in Graduate Medical Education: A Pilot study from A Medical College of West Bengal, India

Introduction: National Medical Commission (NMC) has stressed upon online and blended learning and has recommended strongly for digital learning in undergraduate medical education. Aims & Objectives: to assess the prevalence of usage and perceptions towards technology among medical faculty members in study setting. Methods: an Institution-based cross-sectional study with self-administered questionnaire was conducted for 3 months among forty-six teaching faculty over pre and para clinical departments of a medical college of West Bengal, who have received induction training and were using iPAD for teaching-learning. Results: among total 46 participants, 16 were from pre-clinical and 30 from different para-clinical departments. Though the duration of smartphone usage is more than 2 years by 2/3rd of them, less than ½ were found to be habituated with computer usage. 31 (67.39%) participants were found to use iPAD 3.01±1.00 hours for personal use and 19 (41.30%) use iPAD for 4.49±2.88 hours for educational purpose. More than 60% of participants recommended iPAD introduction in medical education. Conclusion: usage of iPAD among medical teachers has been widely accepted chiefly in acquiring wide range of resources, disseminating knowledge and managing time more effectively. Blended learning with compulsory digital learning is expected to broaden horizon of future medical education.

Finding genetic factors associated with cognitive abilities

The article provides an overview of the results of modern genetic studies of human cognitive abilities. Finding genetic factors, associated with cognitive abilities, will have far-reaching ramifications at all levels of understanding from DNA to brain and to behavior. Despite its complexity, cognitive ability is a reasonable candidate for molecular genetic research because it is one of the most heritable features of behavior. The first attempts to find genetic factors, associated with cognitive abilities, focused on genes, involved in brain development and function, but this direction proved to be unproductive, as it turned out that there are about 18.000 genes, and it was too difficult to detect among them those genes that are involved in cognitive processes. In addition, a considerable number of genetic factors of human traits are single-nucleotide polymorphisms (SNPs) which are in non-coding DNA regions rather than in traditional genes. The effect of each separate SNP is unimportant, and a clear expression of the general cognitive ability is noticeable only if all the associated SNPs are involved. Currently, over 11,000 such SNPs have been identified, which are uneven in different functional regions of the genome: over 60 % in gene introns, almost 30 % in intergenic DNA regions, about 5 % in gene exons, and about 5 % in transcribed regions (downstream, upstream) and frame regions (UTR'5, UTR'3) of genes. Also there are found 74 SNPs, associated with school achievements. These SNPs are disproportionately located in genes that regulate transcription and alternative splicing of other genes, which are expressed in nerve tissues of the brain during its prenatal development. Finding genetic factors that explain the inheritance of cognitive abilities is important for both science and society. Information about these factors can be used in other fields of human science – human genetics and medicine. It will open up new scientific horizons for education too owing to understanding of the genetic aspects of learning and memory

Learning with ICT Tools: A New Challenge in the Times of COVID-19 in Students of Universidad Nacional, Chorotega Branch

In the field of educational research, the teaching process in times a pandemic has undergone a global transformation, establishing the support of virtual tools as an essential axis. The process of teaching supported by Information and Communication Technologies (ICT) has crossed in all contours and in multiple educational horizons, from informal to formal learning. The objective of this article was to know the learning with ICT tools and the level of perception around the realization of courses in virtual modality, during the COVID-19 pandemic. To achieve this, a quantitative study was carried out with a sample of 115 students from the National University of Costa Rica (UNA), Chorotega Branch Campus, using a sampling technique, not probabilistic, for convenience with a descriptive and explanatory study. The conclusions of this study show an acceptable level in learning with ICT tools and an adaptability to virtuality in terms of the study of student learning in balance with the traditional or face-to-face teaching model. Furthermore, its integration into a collaborative virtual environment is not easy.

Editorial: Daily life during a pandemic

The first two issues of the Education Horizons, published in 2021, reflect on how the epi‑ demiological situation in Poland and in the world contributed to significant transformations in the area of education, care and upbringing. However, the range of influence of the new context of functioning is much greater – it has left its mark on almost all spheres of our lives. Persistent beliefs, emotions and behaviours have changed and are still being changed. The way of perceiving and experiencing everyday challenges posed by dy‑ namically changing circumstances has also been changing, as well.

Leaps of Faith: Stories from Working‐Class Scholars by Anne C.Benoit, Joann S.Olson, & CarrieJohnson, Information Age Publishing, Inc., 2019, 279 pages, $45.99 (paperback).

New Horizons in Adult Education and Human Resource DevelopmentVolume 33, Issue 4 p. 73-75 BOOK REVIEW Leaps of Faith: Stories from Working-Class Scholars by Benoit, Anne C., Olson, Joann S., & Johnson, Carrie, Information Age Publishing, Inc., 2019, 279 pages, $45.99 (paperback). Monteigne Staats Long, Monteigne Staats Long Texas A&M UniversitySearch for more papers by this author Monteigne Staats Long, Monteigne Staats Long Texas A&M UniversitySearch for more papers by this author First published: 31 December 2021 https://doi.org/10.1002/nha3.20335Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume33, Issue4Autumn (Fall) 2021Pages 73-75 RelatedInformation

Bimodal multilingual education: recognizing the linguistic resources of a diverse deaf world

ABSTRACT Although research of bilingualism in a single aural–oral linguistic mode is common, this has yet to be extended to visual–gestural modes of language use. This is a significant research gap, as deaf people and signed languages are agentic forces that contribute to a diverse global linguistic and sociocultural landscape. In this article, we present a current deaf bilingualism case study in Uruguay to explore ways that education may move beyond a focus on bimodal bilingualism to acquisition of multiple signed languages alongside a spoken one: bimodal multilingualism. We contextualize the Uruguayan case within a broader history of bilingual education and introduce the possibility of an educational initiative in which bimodal multilingual educational opportunities are available through Uruguayan Sign Language (LSU), Spanish, and American Sign Language (ASL). We suggest five areas to attune to as bimodal multilingual educational initiatives are pursued, attending to language vitality and viability related to a number of speakers, intergenerational language transmission, attitudes toward languages, domains of language use, availability of quality language materials, and responses to media use. Finally, we conclude with a call to bilingual education scholars to include an emergent horizon of bimodal multilingual education marked by acquisition of multiple signed languages.