Educational Horizons Research Articles

Introduction

Introduction

Disruptions and an Event Horizon for Music Teacher Education

Disruptions and an Event Horizon for Music Teacher Education

ОСВОЕНИЕ ЯЗЫКА АВТОХТОННОГО И ЯЗЫКА ЭКЗОГЕННОГО: ПОТРЕБНОСТИ ЕСТЕСТВЕННЫЕ И ИСКУССТВЕННЫЕ

Statement of the problem. Language in general is an instrument of thought and a means of socializing its speaker, moreover, it is an ideal substance for merging the nation into a single whole. The native language ensures presence of a unique mentality of each nation and its own world view. This is confirmed by social, historical and educational practice. The far-fetched attempts as such to artificially exalt or, on the contrary, belittle any of the existing languages have nothing to do with linguistics or any other science. They are undertaken, as a rule, to resolve certain political issues. Studying a foreign language is traditionally explained by individual’s desire to expand cultural and educational horizon, to intensify direct international relations, etc. The purpose of the article is to analyze statements on the topic of linguo-didactic needs of society in teaching the native language and a foreign language. Research methodology. The main method of research is discursive analysis, which involves identification of important meanings in texts, depending on social, psychological, educational and historical context. Research results. Today, quite different impulses are gaining relevance, primarily of social nature. Interest in learning foreign languages, especially English, apparent in Russia over the past three decades, has a number of social rather than educational reasons. There is a situation, in many respects similar to the gallomania of the Russian nobility of the 18th – 19th centuries, who opposed themselves to the rest of the nation in terms of linguo-mentality. Conclusions. If the dominant group of a society radically subordinates itself to the paradigms of exogenous language and the stereotypes of thinking and behavior dictated by it, then the more or less optimistic prospects of such a society as a whole are rather vague.

MOVIMENTO DA DIDÁTICA NA FORMAÇÃO DOCENTE: reverberações de nosso tempo

Este artigo visa a inspirar discussões acerca da didática como movimento em defesa de uma formação docente de qualidade, no rumo das necessárias mudanças que devem ocorrer para a consolidação de práticas que venham a questionar o meio e assim construir alternativas comprometidas com a dignidade do povo. Isto posto, o estudo debruçou-se sobre o seguinte questionamento: Qual o sentido da didática em nosso tempo? Para tanto, apresentou-se como objetivo refletir sobre as circunstâncias que envolvem a didática na atualidade no horizonte da formação docente. Metodologicamente, a pesquisa seguiu a abordagem qualitativa e teve como método o estudo bibliográfico. O aporte teórico baseou-se em autores como Candau (2020), Freire (2018; 2019), Marin (2018), Pimenta (2019) e Saviani (2008). Destarte, realça a necessidade de discussões permanentes sobre as práticas pedagógicas, ao considerar a didática no âmbito da concepção crítica como via de modificar o cenário atual que obstaculiza a transformação social.

Art, experience and alterity: reflections in the horizon of ethical and aesthetic education

Oriented by the theoretical perspective of philosophical hermeneutics, this text addresses the ethical and aesthetic dimension of education, and it has the arts teaching as a reflexive field, emphasizing the artistic experience as a possibility for knowledge and self-awareness beyond the instrumental rationality frameworks. I emphasize, therefore, the artistic experience as an opportunity of (re) approximation among the student, the work and the artist as a way of self-investigation in the field of authorship, with reference to the experimentation of the artistic game and the tensions of the creative process. This creative process triggers a dialogue, which would be in the basis of ethics, since the moral action would be based in the process of co-creation of the aesthetic experience in relation to the work of art.

Constraints Of Community Participation On Domestic Solid Waste Management In Sodo City, Wolayita Ethiopia

This study was undertaken to assess the constraints of community participation on domestic solid waste management activities in sodo city, Ethiopia. Both qualitative and quantitative data were collected from primary and secondary sources. The primary data were collected from 204 households who were randomly selected from four kebeles (Fana, Gebeya, Gido and Selame) of wolayita-sodo city. The primary data were gathered through survey questionnaire, key informant interview, focus group discussion, and field observation. The secondary data were collected from central statistics authority, city municipality, published and unpublished sources. The collected data were analyzed by using descriptive statistics and binary logistic regression model. The result shows that participation of communities on domestic solid waste management was low. The result from binary logistic regression model revealed that the probability of household participation on domestic solid waste management was positively and significantly constrained by educational level of households, household income, and household access to main road, small-scale enterprise service coverage and supply of waste facility. On the other hand, sex of household head and marital statuses were negatively and significantly constrained the probability of household participations on domestic solid waste management. As a result, widening the horizon of education and training, expanding small-scale enterprise service coverage, supply of waste facility and provision of road infrastructure within the community was suggested to reduce constraints of community participation on domestic solid waste management.

북한 헌법에 대한 이해와 새로운 통일교육

북한 헌법에 대한 이해와 새로운 통일교육

The use of evocative content-section of foreign language media texts in environmental education

The article is devoted to the question of studying the application of a content-slicе of foreign-language media texts, created on the basis of evocative representation, in order to identify relevant environmental topics and use them in the process of teaching environmental students. An analysis of the evocative representation of environmental topics in media discourse, understood as a set of media texts, made it possible to single out the most demanded and topical issues in the modern global environmental community. The content-slice used in the study was developed on a cognitive basis with a systematic study of cognitive categories and types of information concept. Cognitive categories were identified by the representation in the titles of Englishlanguage media texts of a certain type of information concept indicating the importance and frequency of its reproduction in media discourse over a certain period. The identified cognitive categories and environmental topics were used in teaching environmental students English, significantly expanding the educational horizon of students, involving them in the discussion of modern environmental problems with an orientation towards the development of their own region and finding the place of its problems in global environmental practice. When using the content-slicе on media texts classified under environmental headings, the following environmental themes were identified: Danger of Hurricanes, Grееn Еnеrgy, Dangerous Footing; Global Warming / Climate Changе / Climate Skeptic, Pesticides, Biodiversity, Wildlife, Ecology in Space, Ecological education and researches, Recycling, Emissions. With the obvious value of using this material in the classroom of environmental students, the issues of practical development of these thematic areas not only in foreign language classes, but also in specialized subjects of environmental education have great potential.

Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

210 years of transport education: successes and development horizons of secondary vocational education

The system of secondary vocational education (SVE) of the Petersburg State University of Railways of Emperor Alexander I (PGUPS) is considered. Approbation and implementation of a new one is the trend of the modern open source software system. The dynamics of change is forming a new order for a qualitative change in vocational training. Despite many years of cooperation with the main customer — JSC Russian Railways, the branch network of PGUPS does not reduce the requirements for the quality of training of mid-level specialists, since a mutually beneficial partnership requires a prompt response to all changes in the industry, and is ensured by years of proven mutual trust, mutual assistance and mutual responsibility for the professional competence of the industry’s workforce. Today regional, national and world championships are held under the auspices of WorldSkills Russia. The development of training standards that meet international standards and the needs of new high-tech industries is in the sphere of interests of employers and the teaching community. Teachers and masters of industrial training actively participate in competitions and olympiads of professional skill, replicate their experience, conducting open lessons and master classes. The teaching community of VET is taking on new challenges of large-scale reforms in the industry and education. Being in the center of public attention, the branch network of PGUPS is ready to work with conditions as close as possible to high-tech real production.

6 voces en 10 minutos: Educación en el deporte

6 voces en 10 minutos: Ampliando los horizontes de la educaciónEducación en el deporteCuando comenzamos a hablar de educación en deporte hay muchísimos puntos a tener en cuenta para transmitirles a los pacientes, pero vamos a enfocarnos en la principal barrera para realizar ejercicio que es el temor a la hipoglucemia, y cómo podemos intentar prevenirla o si se presenta que sea lo más leve posible.•Tipo de ejercicio: como sabemos no todos los ejercicios tienen el mismo impacto en la glucemia al momento de realizarlos ya sea aeróbico, anaeróbico o mixto, pero sí, después de realizarlo tiende a disminuir la glucemia porque el músculo debe reponer el glucógeno que consumió.

6 voces en 10 minutos: Cómo llevar la educación en diabetes a la escuela

6 voces en 10 minutos: Ampliando los horizontes de la educaciónCómo llevar la educación en diabetes a la escuelaLos niñ@s y adolescentes conforman parte de una familia (padres y familia ampliada) responsable de su cuidado, además pasan muchas horas de su vida en diferentes ámbitos como escuelas y otros espacios comunitarios. Todos estos ámbitos están influidos por aspectos culturales, nivel de educación, medios y recursos familiares y sin duda se encuentran atravesados por la inequidad y desigualdad social. Es por este motivo que los equipos de atención pediátrica deben tener en cuenta todos estos aspectos al momento de hacer el seguimiento de los niños y adolescentes con diabetes, cuidando el bienestar de todos estos entornos.La escuela constituye uno de estos ámbitos, tal vez el de mayor importancia, por este motivo creemos que es fundamental que exista un nexo entre las escuelas a las que asisten los niños con diabetes y el sistema de salud encargado de su seguimiento integral. La diabetes infanto juvenil coexiste en ambos sistemas (educativo y asistencial) y por ser una condición crónica es factible que los niñ@s que la padecen deban convivir con ella en algún momento de su paso por la escuela. Existe evidencia actualmente sobre el impacto que puede generar la diabetes y las implicancias de su control metabólico en el desarrollo neurocognitivo y el aprendizaje de los niñ@s.

Review of Developing the whole student: New horizons for holistic education

Review of Developing the whole student: New horizons for holistic education

From Distant Horizon to the ‘Uncoercive Rearrangement of Desire’: Institutional Pedagogy and Collaborative Learning in an Instance of Arts and Curatorial Education

AbstractIn politics and philosophy, the question of horizons, the vanishing point that is always out of reach, but provides direction and guidance, underpins utopic thinking. This is a strange phenomenon since, as Jodi Dean suggests, horizons are ‘real’ insofar as they exist both spatially and temporally. Dean invokes the Lacanian concept of the real to demonstrate how horizons are omnipresent, even when we are unable to see them. Here, we disagree with Dean. Rather than view them as a fixed and constant entity, with Deleuze & Guattari we agree that horizons, understood as spaces of possibility, must be constructed through communal enunciations of desire. Following Dean's (re)formulation of horizons alongside of Deleuze & Guattari's concept of desire, we propose that Foucault's idea of ‘heterotopia’, a real, but inverted and potentially uncomfortable counter‐site, is a better schema for thinking the possibilities of arts education's horizon. This article thinks through the construction of other, emancipated, spaces of learning in arts education through the methodological approach of institutional analysis and the work done by the Institutional Pedagogy movement in post‐war France. Drawing from this movement, the work of Fernand Oury and Aïda Vasquez and Félix Guattari, ‘institution’ here is understood loosely as anything that institutes forms of sociability. As such, institutional analysis seeks to radically transform institutions from within and without by creating spaces to facilitate the reconfiguration of desire. Our analysis will be grounded in our own pedagogical practices in universities where we have made use of the techniques of Institutional Pedagogy.

Hooke’s law experiment using an electronic speckle pattern interferometry

This paper presents an approach based on a laser interferometer set-up to perform an experimental study of Hooke’s law for the case of the bending of a cantilever beam. We used weights and a pulley to deform the beam laterally and measured displacement with an electronic speckle pattern interferometer (ESPI). The ESPI set-up was built using items commonly found in an undergraduate optics laboratory and the software used for the measurement as presented in this paper is available for anyone to use. This represents an attempt at content development with an ESPI; development of various types of content with ESPIs can broaden the horizons of higher education and enhance classroom environments.

What is educación intercultural bilingüe in Latin America nowadays: results and challenges

ABSTRACT This article offers a critical appraisal of educación intercultural bilingüe, an educational model with at least five decades of implementation. When this term was coined, Indigenous populations were mostly monolingual and their settlements mostly rural and distant from the seats of cultural hegemony and power. The situation is now different; Indigenous individuals have also reached the centres of power, reclaiming their indigeneity. With these profound social, cultural and economic changes in mind, the evolution of EIB is examined to determine whether it still responds to the varying needs and expectations of Indigenous individuals, as well as to different sociolinguistic settings, since they may now be either passive or active bilinguals or even, increasingly, monolingual in the hegemonic language. We look at EIB through the lens of language ideology, policy and planning, and also through an educational one. Its main contributions to public policy vis-à-vis cultural and linguistic diversity are outlined and examined through a twofold perspective: a top-down one characterising official EIB, and a bottom-up one resulting from Indigenous agency. We close with an analysis of the challenges and possible new horizons for intercultural bilingual education and other Indigenous political-pedagogical undertakings.

From “education for sustainable development” to “education for the end of the world as we know it”

In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development” to “education for the end of the world as we know it.” We contend that the predicament we face is not primarily rooted in ignorance and thus solvable with more knowledge, nor primarily rooted in immorality and thus solvable with more normative values; rather, it is rooted in denials that stem from harmful desires for and investments in the continuity of the securities and satisfactions promised by modernity-coloniality. Faced with these denials, we emphasize a collective need to “grow up” so that we might “show up” differently to do the work that is needed as we face unprecedented global challenges.

Psychopedagogy and guidance in educator training in Colombia

The purpose of this research is to reflect on the development of psychopedagogy and orientation in Colombia, from the historical perspective in the training of educators, a study that is carried out as a prelude to a prospective work on psychopedagogy in Latin America. In fact, in these educational horizons with which psychopedagogy develops in Colombia, it is glimpsed in the work and meaning of the psychopedagogue profession, from the pedagogical and psychological supports that have characterized it during these times. As such, this work is supported from the historical-documentary methodology, based on the social history and the educational institutions, with primary and secondary sources found in the main libraries and archives of the country.

Searching for Educational Ideas for Children in F. W. Parker's Life Path and Its Implications for Taiwan's Education

F. W. Parker was born in New Hampshire, New England, USA, in 1937. Parker's experiences of nature during the time he spent on a farm as a young boy comprise an important period in his life. Moreover, his practical experience of enrollment into teaching positions after graduation, his travels and study in European countries, his tenure as the Superintendent of the Quincy area, and, finally, his appointment as the Principal of Chicago Cook County Normal School are all important life events that shaped Parker's philosophy of children education. By reading and analyzing related literature, this essay searches for educational ideas for children in Parker's light of life path and investigates its implications for Taiwan's education. Parker's educational ideas for children are as follows: (1) children need to be closer to nature, (2) play can ensure a happy life for children in the future, (3) nature music should be integrated into children's learning, (4) teachers should integrate stories into their teaching, (5) teachers need to motivate children's learning interests, (6) children's attention requires cultivation, (7) children should enjoy freedom of expression, and (8) children should be at the center of education processes. Finally, ideas inspired by Parker's life path are applied to contemporary education in Taiwan. The author discusses enlightenment from three aspects: experimental education, adaptive education, and the practice of educational love. This essay hopes to broaden the understanding of Parker's educational ideas for children and utilize this knowledge to expand the horizon of Taiwanese education.

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model

Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model