Human Education Research Articles

Teaching the Italian Renaissance Romance Epic ed. by Jo Ann Cavallo

Reviewed by: Teaching the Italian Renaissance Romance Epic ed. by Jo Ann Cavallo Gloria Allaire jo ann cavallo, ed., Teaching the Italian Renaissance Romance Epic. Options for Teaching, vol. 44. New York: Modern Language Association of America, 2018. Pp. x, 382. isbn: 978–1–60329–383–9 (cloth), 978–1–60329–366–2 (paper). $45 (cloth), $29 (paper). [End Page 106] This is an ambitious collection of essays, forty-fourth in the MLA series for teaching specific texts or genres. The volume consists of thirty essays, grouped thematically, plus an introduction, summary of resources, and lengthy bibliography. Chapter topics include Franco-Italian and Italian medieval antecedents (Leslie Zarker Morgan, Maria Bendinelli Predelli); early editions (Giovanna Rizzarelli); readily available modern editions, English translations, and other resources (Marco Dorigatti, Joshua Reid, Jo Ann Cavallo); international reception of the three ‘Ferrarese Crowns’—Boiardo, Ariosto, and Tasso (Charles S. Ross, Phillip John Usher, Patricia E. Grieve); other Renaissance Italian authors of romance epic, such as Pulci and Folengo (Andrea Moudarres, Stefano Gulizia); and reworked and original epics by sixteenth-century Italian women poets (Julia L. Hairston, John C. McLucas, Julia M. Kisacky, Maria Galli Stampino). Contributors bring their specialized interests to bear on the genre and offer diverse pedagogical approaches. Gael Montgomery traces the transformation of Angelica from Boiardo’s incomplete poem to Ariosto’s continuation. Walter Stephens and Bryan Brazeau focus on specific Renaissance topoi (magic, monsters, the Earthly Paradise). Janet Levarie Smarr considers Orlando furioso under the rubric of ‘Madness in Renaissance Drama’ (pp. 118–27). Karina F. Attar offers a fine survey of Italian literary representations of Muslims. Moving beyond pure literature, several essays survey this genre’s impact on the visual arts (Chris Picicci, Morten Steen Hansen); madrigals (Grant Herreid, Barbara Russano Hanning); theater and performance (Evelyn Birge Vitz, Roberto Puggioni); modern retellings and comics (Stefano Nicosia); and even gaming theory in a course for non-literature majors (Andrea Privitera). Among such a crowded field of essays, some unevenness is inevitable. Contributors include scholars of all ranks, from ABD and lecturers to distinguished professors and emeriti. Contributions range in length from six to fifteen pages. Essays also vary in their use of endnotes. Some helpfully offer detailed content notes (Stephens, Levarie Smarr, Galli Stampino) or suggest readings and available sources (Zarker Morgan, Picicci), whereas other essays have only a single note or none at all. The Hansen article dedicated to visual arts would have benefitted from weblinks to images discussed, especially since many of this book’s readers will not be art historians. Similarly, the Herreid piece includes musical examples in score form, which may be incomprehensible to many instructors of literature, but only one CD is noted. There are several recordings of Monteverdi’s Combattimento di Tancredi e Clorinda, if not of the other madrigals discussed. By contrast, Hanning’s excellent musicological essay provides lyrics only, without musical transcription, and then glosses the details of text setting in layperson’s terms. Space does not permit detailed discussion of each contribution, but I would like to mention two that are strikingly original. Susan Gaylard employs materiality theory to analyze the role of ‘status objects’ (armor, swords, clothing) and performance in the construction of knightly identity. The strategies informed by the humanistic education of the nobleman and adopted by historical Italian Renaissance courts—notably idealized by Castiglione—are critiqued by Ariosto: ‘The Furioso’s continual emphasis on the representation of identity and status through material objects throws [End Page 107] into relief Ruggiero’s failed education as a worthy knight . . . which is framed through the impossibility of reading appearances’ (pp. 131–2). Gaylard extends her analysis to the literal ‘materiality of the poem’s early editions’ [which offer] ‘further insights into the representation and questioning of political power’ (p. 132). An equally provocative chapter by Stephen P. McCormick considers the notion of travel as depicted by Italian authors from Marco Polo to Boiardo and Ariosto. He acknowledges the expanding awareness of lands beyond the Mediterranean as a result of historical mercantilism. His essay furnishes ‘key examples of cartographic production between roughly 1350 and 1540’ as analogues which illuminate ‘many of the geographic references in Italian epic and provide a powerful visual...

Humanistic Education in Abdurrahman Wahid’s

Human values are one of the main components of concern in the education field. One of the Muslim scholars who had very high concern for issues related to humanity was Abdurrahman Wahid or who was familiarly called Gus Dur. For Gus Dur, appreciation of human values is at the core of the teachings of Islam. The emphasis on understanding humanity provides a basis for the humanistic attitude that Gus Dur wanted to build. Humanistic education in the concept of Gus Dur is a discussion of human values voiced by Gus Dur which includes universal humanity, human rights and justice. Therefore, this paper intends to discuss humanistic education in Gus Dur's perspective. Keywords: Nilaihumanistic education, human right, justice, Abdur Abstrak rahman Wahid nilai kemanusiaan adalah salah satu komponen utama yang menjadi perhatian di bidang pendidikan. Salah satu cendekiawan Muslim yang memiliki kepedulian yang sangat tinggi terhadap masalah yang berkaitan dengan kemanusiaan adalah Abdurrahman Wahid atau yang akrab disapa Gus Dur. Bagi Gus Dur, penghargaan terhadap nilainilai kemanusiaan adalah inti dari ajaran Islam. Penekanan pada memahami kemanusiaan memberikan dasar bagi sikap humanistik yang ingin dibangun oleh Gus Dur. Pendidi kan humanistik dalam konsep Gus Dur adalah diskusi tentang nilainilai kemanusiaan yang disuarakan oleh Gus Dur yang mencakup kemanusiaan universal, hak asasi manusia dan keadilan. Oleh karena itu, makalah ini bermaksud membahas pendidikan humanistik dalam perspektif Gus Dur.

PENDIDIKAN HUMANIS DALAM PERSPEKTIF HADIS (KAJIAN KITAB SHAḤĪH AL-BUKHĀRĪ)

This study aims to describe of humanist education in the perspective of hadith (Sahih Al-Bukhari). This research used the library method. The results of this study indicate that the relevance of humanist education is the perspective of hadith on the development of character education, namely the existence of the same spirit between the goals of humanist education and character education. Character formation is provided through all subjects, self-development, and school culture. The application of the question answer method, discussion, and appreciation that is commonly used in humanist education and to be applied in the character education.

El El arte de la educación integral

La investigación presenta la reflexión educativa-pedagógica desde el enfoque de la educación humanística bajo el modelo pedagógico del aprendizaje como un arte en contextos sociales en oposición al enfoque educativo instruccionista del modelo pedagógico de la educación programada. Desde la investigación cualitativa y el método hermeneutico y de la historia social de la educación se establece la comprensión integrada de la persona humana: el individuo y la colectividad; lo cognitivo, emotivo y volitivo; lo espiritual y lo psicosomático; la política en la sociedad y la multiculturalidad. Exige, también, aplicar en la resolución de problemas la teoría, la práctica y la poiesis. Para alcanzar este objetivo se propone la confluencia de un conjunto de artes, en el gran arte de la actual sociedad del conocimiento: el aprender a aprender desde un nuevo modelo pedagógico.

The Byzantine-Poetic Path of the Works of St. Maximus the Greek (Mikhail Trivolis, *Arta, ca. 1470 – St. Maximus the Greek, †Moscow, 1556)

Maximus the Greek has been frequently misunderstood because of his individual use of the Slavic language. Born as Mikhail Trivolis in the Greek town of Arta, he received his humanist education in North Italy, particularly in Florence and Venice, where he was engaged in the process of the first editions of printed books and where he would constantly deal with manuscript samples. His original, authorial work, as preserved in his manuscripts, reflects his awareness of firm Orthodox theology and at the same time a special attention to grammatical rules. The paper shows how his use of the (Slavic) language was at all times intentional and at the same time profoundly influenced by the metrical rules of liturgical emphasis. Through such attitude, Maximus the Greek managed to create his own, deeply personal language and to express the complexity of Byzantine patristic, hagiographic and iconographic issues. Finally, he successfully established his Orthodox theological system, significantly marked with the poetic effect that strongly inspired his theological works.

Humane Attitudes and Empathic Tendencies in Chinese Young People: Implications for Humane Education

This is the first study to investigate humane attitudes toward animals and empathic tendencies toward humans among Chinese adolescents and young adults. The present study administered two scales, the Animal Attitude Scale (AAS) and Interpersonal Reactivity Index (IRI), to 471 Hong Kong secondary school and university students who were between the ages of 14 and 25. The findings of the present study suggest that Chinese secondary school and university students tend to consider the instrumental value of animals used for the benefit of humans. Animal use for luxury purposes was most unacceptable, while animal use for survival purposes was most acceptable to these students. The many undecided responses on animal welfare issues might reflect students’ lack of knowledge regarding the availability of non-animal alternatives in our lives. The results also show that there is a strong link between humane attitudes and human empathy in the young people in Hong Kong. Gender and education level were found to be significant factors of a humane attitude as well as human-directed empathy. The current study implies that a humane education (HE) program could be particularly beneficial to the empathy development of male adolescents.

FOREIGN EXPERIENCE AND UKRAINIAN REALITIES OF MASS OPEN ONLINE COURSES USE IN INTERNATIONAL EDUCATION AREA

The article deals with the problem of influence of information and communication technologies on the higher education development. The peculiarities and dynamics of the MOOC expansion in the international educational space are determined, the experience of MOOC usage in the conditions of transnational education has been analysed, and the MOOC functions in Ukrainian educational reality have been investigated. The following methods were used in research: content analysis of scientific literature to clarify the essence of the research main categories; online courses netnography for studying their specifics; questionnaire, statistical processing and graphical representation of the study results concerning the MOOC functions in domestic educational practices. The essence of the term “MOOC” is clarified, the concept of their construction as well as features of technological functioning is revealed. The history of MOOC development in foreign countries (USA, Australia, Japan, Europe) and Ukraine is analysed. MOOC emergence and expansion is associated with digital humanities development and digital humanistic pedagogy establishment in the international educational space. The research results, which define the MOOC functions in the Ukraine educational practices, namely, ensuring openness, enriching the content of learning, individualization and inter-activation are characterized. Five main problems of the MOOC implementation are highlighted and investigated: 1) the presence of two different MOOC types; 2) the role of a teacher in MOOC; 3) participation of students in MOOC; 4) understanding and usage of the “mass” character of MOOC; 5) the boundary between the MOOC openness and control over them. Unprecedented popularity and opportunities for reaching the student audience have prompted international organizations and their education departments to initiate global forums to discuss the urgent economic, social, technological, psychological and pedagogical issues that arose during the MOOC introduction, as well as to adopt regulatory documents to ensure the quality of MOOC provision.

Exploration of video-based medical humanity course for clinical medical students

According to the standards of undergraduate medical education, humanistic education has been gradually attached great importance in medical schools. To explore education of medical humanities, our school carried out a new course for clinical medical students, which combined video-based learning, problem-based learning (PBL) and group discussion together. This article introduces the background, teaching design, practice and assessment of the course, and also summaries the strengths and limitations, put forward solutions to specific problems. Through our study, new course has been proved to be helpful to improve both the medical humanities and English levels of medical students. Key words: Medical humanities; Medical students; Video-based medical humanity; Problem-based learning (PBL)

Componente humanístico y formación universitaria en estudiantes de Derecho de UNIANDES Santo Domingo

Este artículo ofrece una propuesta para favorecer la formación humanística de los estudiantes a través del proceso de divulgación que se lleva a cabo en el proyecto integrador de la universidad. Partiendo de las preguntas ¿por qué es importante hablar de formación humanística de los estudiantes de Derecho? y ¿Cómo contribuir en el desarrollo humanístico de los estudiantes de la carrera de Derecho en la Universidad Regional Autónoma de los Andes, extensión Santo Domingo? Nuestro trabajo se centró en mejorar los indicadores de la formación humanística de los estudiantes y, ante todo, su inclusión en actividades prácticas tanto dentro del proceso educativo como fuera de la Universidad con el fin de que los estudiantes reconozcan el papel importante de la formación humanística en el proceso de enseñanza-aprendizaje de los profesionales de Derecho, desde una perspectiva integral.

중등교육에서 인본주의 교육관에 기반한 사회과학 교육의 필요성과 교육 방안

중등교육에서 인본주의 교육관에 기반한 사회과학 교육의 필요성과 교육 방안

Culturally aware but not yet ready to teach the “others”

Purpose In this paper, the authors focus on a professional development programme in Cyprus aiming to enhance teachers’ intercultural understanding, awareness and competencies. This paper aims to focus on trainers’ and teacher trainees’ reflections upon a teacher professional development programme in the primary school in Cyprus with the largest number of Roma children. Design/methodology/approach The training was provided by a small team of six trainers. Immediately after each training session, each trainer participated in an interview, while three of the trainers participated also in a focus-group interview at the end of the training. The trainers’ data were complemented by semi-structured interviews with a number of trainees either before or after the training. All interviews were transcribed, while interview questions comprised the framework for the qualitative analysis. The findings are presented by means of content analysis which formed the basis for emerging themes. Findings The authors claim that trainee teachers appeared culturally aware and sensitive, as well as knowledgeable about intercultural education; furthermore, they seemed to implement different teaching methodologies and curriculum interventions to support Roma children’s inclusion in the local school community. At the same time, they seemed to adopt instrumental approaches towards the content and purpose of the programme, seeking explicit instructional guidelines, plans and heuristics to deal with Roma inclusion. Considering the mis-recognition of teachers’ efforts by stakeholders outside the school and the expectations of the educational authorities – voiced via their school inspectors – teachers desperately asserted the need for tangible strategies to help them cope with difference in their classrooms. Research limitations/implications The authors argue that such professional development programmes should aim at facing, deconstructing and bringing to the fore prejudices and discrimination against the Other/s by valuing teachers, first, as reflective individuals and, second, as professionals with their own cultural backgrounds and identities, on which any training programme, of the kind presented in this paper, could start from and build on. Practical implications Even though there is no tailored magic recipe to make teachers’ daily professional enterprise in multicultural settings easy, to help teachers master the necessary knowledge, skills and confidence, the authors suggest that training should be directly linked to classroom practice and acknowledge stress and helplessness that accompany work in multicultural school settings. Social implications The inclusion strategy in many educational systems needs to become more comprehensive to cope with varying sources of social exclusion, faced by vulnerable groups of a different cultural background, such as Roma. Teacher training thus needs to meet the challenges of working in a diverse and multicultural environment in general and with Roma children in particular. In view of the multicultural character of local societies, a more critically oriented humanistic education is needed based on tolerance and understanding. Originality/value The limited participation of Roma in the school system could be related to teachers’ (mis)conceptions about the Roma culture and that the widely different ways in which Roma relate to schooling are often disregarded by the school.

Study on Students’ Team Management Mode in College Education Environment

In order to realize the revival of Chinese excellent traditional culture, some universities of China began to explore the education mode of college system. The team management in college can promote team building elements and team effectiveness, motivate the team members by creating a positive image, carry out independent activities for the team, Motivate the team establishing the common goal and accomplishing these tasks. A system of interdependence, mutual promotion and common progress of team will be generated, which can change the way of thinking and behavior habits of students, such as daily life, study, communication, improve various aspects ability and quality, Promote the comprehensive development of team members and reach the role of humanistic education. The achievements of team building in a reasonable manner, open, fair and impartial assessment and incentives, can arouse the enthusiasm of students, exert students’ intelligence, excavate the potential of students, strengthen the humanistic education effect in college.

Metodologia para abordagem do estigma social das doenças no curso de medicina: relato de experiência

Introdução: De acordo com as Diretrizes Curriculares Nacionais, o egresso do Curso de Medicina deverá ter formação generalista, humanista, crítica e reflexiva, com senso de responsabilidade social e compromisso com a cidadania, como promotor da saúde integral do ser humano. Diversas doenças são estigmatizadas na nossa sociedade contemporânea, o que resulta em deterioração da identidade social, agravamento das limitações funcionais e redução das possibilidades de reabilitação. Objetivo: Relatar a experiência da abordagem do Estigma Social das Doenças no Curso de Medicina. Metodologia: Após sensibilização com um documentário sobre o estigma social da hanseníase, seguida por breve exposição dialogada sobre o tema, os discentes de três turmas do quarto semestre do Curso de Medicina (50 alunos/turma) foram convidados a elaborar mídias audiovisuais combatendo o estigma social de quaisquer doenças estigmatizadas, para divulgação nas redes sociais. Resultados: Os discentes se revelaram bastante sensibilizados com o tema, partilhando suas impressões e alguns depoimentos sobre o estigma vivenciado por si mesmos e por seus familiares portadores de doenças estigmatizantes.Todas as 30 equipes de 5 alunos aderiram à proposta, de caráter facultativo, sendo produzidas 30 mídias (flyers ou vídeos) que, através das redes sociais, poderão ajudar à sociedade a desconstruir o estigma social das doenças. Conclusão: A metodologia utilizada mostrou-se eficaz na sensibilização dos estudantes de Medicina sobre o tema e culminou na produção de mídias audiovisuais, veiculáveis nas redes sociais, como estratégia de redução do estigma social das doenças e promoção do reconhecimento da cidadania e da dignidade humana dos portadores de tais doenças.

Preconditions of Young Learners’ Humanistic Education during Physical Education Lessons

Research background and hypothesis. Favourable conditions for children’s humanistic education will occur after the implementation of the programme of junior schoolchildren’s humanistic education in physical education lessons.Research aim was to analyze the background for junior schoolchildren’s humanistic education theoretically and to determine the tendencies of changes in the relationship between schoolchildren and teachers in physical education lessons.Research methods. Literature review and questionnaire survey.Research results. After the implementation of humanistic education program for junior schoolchildren in physical education lessons, their behavior became more humanistic, their relationship with classmates and teachers improved. Our fi ndings coincided with those of the other authors. Junior schoolchildren’s relationship particularly lack sensitivity. The fi ndings of Group E have shown that children of that age group can already understand moral concepts and base their behavior on them. The experimental program had an effect not only on the behavior of children in Group E, but also on their teachers’ behavior, which became more humanistic.Discussion and conclusions. Junior schoolchildren’s education in a humanistic, safe and functional environment which fosters sincere relationship changed the relationship between pupils and teachers, so it can be assumed that the experimental program has proved to be successful in pedagogical practice. The study shows the changes of behavior of Group E teachers who participated in the educational experiment.Keywords: humanistic education, physical education lesson, relationship among junior schoolchildren.

PRACTICE OF STEREOTYPES IN THE TEXT: EXAMPLE OF TRAVEL NARRATIVE

Intertextuality refers to a "pre-text", which a text is already given. It often happens to a traveler that several second-hand texts, which arise from his cultural universe, furnish the materials of his travel narrative. Indeed, travel writing consists not only of seen things, but also of read things, of already learned texts, already written texts. Travel writing is the place of storage of second-hand knowledge, a pre-acquired knowledge about seen reality. The travel narrative often goes hand in hand with a heterogeneous text. Indeed, the narrator is in possession of a certain knowledge of the country visited which originates in a pre-trip: visiting museums, galleries, reading of other travel stories, tourist guides, History of the country visited before the traveler arrives there; Let us add to this list the humanist education that a Western traveler will use in front of the mythological sites, in front of Troy for example, and the fashion of the journey to the Orient in the nineteenth century which gave birth to several voyages and clichés, Or commonplaces, the smallest forms of second-hand knowledge often introduced into the text without quotation marks. The travel narrative largely draws its materials from other works or repeats images already known to the public. Here we do not intend to study all intertextual phenomena in the travel narrative, but rather to dwell on one of the processes of intertextuality: the stereotype. Stereotyped discourse does not take into account the reality of the object on which it bears, or of the original and personal subjectivity which expresses it. Only the conformity to an earlier model which is faithfully reproduced a model that is not in reality, fluctuating and unstable, but in a fixed rhetorical tradition. This double characteristic of the topos - belonging to rhetoric, a tendency to repetition - also shows its fundamental incompatibility with the realistic writing of the travel narrative, which calls for a completely different style: the effacement of rhetoric in favor of the observation of the real. Allegiance of the writing to all the modifications that can know the outside world. Our text of reference will be Theophile Gautier’s Constantinople. The elevation often assumed by Th. Gautier shows that he is not always a fervent supporter of description, and he has not set himself the task of restoring reality in its totality with minute accuracy. His mimetic discourse often uses a stereotyped discourse, a second-hand knowledge. Article DOI: https://dx.doi.org/10.20319/pijss.2017.32.608614 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

THE DEVELOPMENT OF RELIGIOUS HUMANIST EDUCATION IN ELEMENTARY SCHOOL-ISLAMIC PRIMARY SCHOOL (SD/MI)

This research is aimed at: 1) Studying the concept of religioushumanistic aducation 2) analyzing to develop of religious humanisticattitude in elementary school, and 3) analyzing to develop religioushumanistic cultural in elementary school. This research is qualitativeresearch using naturalistic paradigm. This research was conducted in MINJejeran Bantul and SD Jejeran Bantul. The research findings in general are:1) The concept of humanistic education is educational concept based onfive basic values, they are: freedom value, cooperation, creativity, honesty,and selfactualization, where as the concept of religious education based onfive dimentions, they are knowledge dimension (religious knowledge),faith (aqidah), Religion practice (syaria), religion real practice (akhlak),and religion reflection (ma’rifah). 2) Religious humanistics attitudedevelopment in elementary school is done by providing adequate facilities,conducting comfortable learning atmosphere, building strong character,conducting constructive education process, and developing conducivelearning environment. 3) religious humanistic cultural in elementaryschool is conducted through teaching learning proces developing value,giving many experiences to the students and creating conduciveenvironment.

Research on improving the humanistic quality of medical students based on national traditional sports

The transformation of medical models requires higher humanistic quality of medical students. National traditional sports contain rich humanistic connotations, advocating the idea of harmony between man and nature, which demands a high sense of teamwork, including the spiritual pursuit of hard work and hardship, and a high degree of fit with medical humanities. The important way to improve the hu-manistic quality of medical students is giving full play to the function and value of humanistic education of traditional sports, and improve the ability of traditional sports teaching staff to cultivate medical students' hu-manistic quality. It is an important way to improve the humanistic quality of medical students by integrat-ing the humanistic spirit of medicine into the teaching practice of traditional national sports, so as to make stu-dents perceive the humanistic quality of medicine in traditional national sports competitions. Key words: Traditional national sports; Medical students; Humanistic accomplishment

THE ESSENCE OF CONSUMER EDUCATION IN ELEMENTARY SCHOOL

Social changes associated with joining the European Union, opening Latvia’s borders, accession to international organizations, exchange of intellectual and material values challenge the targeted improvement of education system for creation and consumption of values. This process is focused on development of a personality who is capable of self-deter-mination, therefore, able to choose independently own strategy of develop-ment and self-realization in the market economy relations, especially in terms of today's changing circumstances of global economic crisis. The 21st century comes with modernization of equipment, increasing amount of information, new opportunities for mobility and growth of globalization processes; as a result, people's attitudes change, respected values and goals of life transform, which, in turn, puts forward new requirements for education in connection with basic principles of humanistic pedagogy.

The Role of Social Microenvironment in Spiritual and Moral Upbringing of Young People as a Subject of Reflection in Pedagogy of Russian Émigrés in the 1920s–1930s

Introduction. The article is concerned with the impact of social microenvironment on the spiritual and moral upbringing of young people and its reflection in philosophical and pedagogical legacy of Russian émigrés in 1920s-1930s. The relevance of the problem is given by the fact that spiritual upbringing nowadays becomes one of the leading directions in the educational policy of the state. The study of positive historical and pedagogical experience in upbringing the young generation can greatly assist in the implementation of the policy of spiritual and moral education of children and young people. The purpose of this article is to analyze the spiritual and moral upbringing and its emotional and value aspects, as well as the influence of the social microenvironment (church, school, family, children’s and youth organizations) on the process of spiritual and moral upbringing of children in the works of philosophers and educators of Russian émigrés in 1920s-1930s. Materials and Methods. The methodological basis of the research was a systematic approach to understand the holistic pedagogical process and the scientific research devoted to the study of the philosophical and pedagogical heritage of Russian émigrés in 1920s-1930s. The main research method is the theoretical analysis of documentary and archival sources; pedagogical, psychological philosophical and historical literature on an investigated problem; the retrospective method, the method of interpretation (explanation, comparison, analogy), methods of synthesis and generalization, questionnaire. Results. The review of theoretical works and practical experience of philosophers and teachers of Russian émigrés convinces us that while working in the 1920s-1930s, they anticipated some areas of contemporary humanistic pedagogy with its focus on education based on universal moral values, humanization of education, and the focus on the emotional sphere of children in the education process. The leading methodological approach to spiritual and moral education, as it reflected in many philosophical and pedagogical works of Russian émigrés in the 1920s-1930s, is the stimulation of the moral feelings of the child, the actualization of his emotional sphere in the process of upbringing. This occurs in the process of organizing emotional and moral educational milieu which is conducive to the development of moral feelings. Discussion and Conclusions. The creation of the emotional and evaluative milieu was conceived in pedagogy of Russian emigration as an organization of pedagogically targeted influence of church, school and family on the development of the moral feelings, and as the organization of the life and work of children’s and youth organizations with the same objectives. The study of education and development of pedagogical theory and practice of the Russian émigrés will add to the historical context of culture and pedagogy of Russia unjustly forgotten ways of solving problems spiritual and moral education and patriotic upbringing of youth. It will make available to pedagogy ideas and concepts, reflecting universal and spiritual and national values.

Ecological Training of Future Natural Sciences Teachers in Higher Education Institutions Abroad

Abstract The problem on ecological training of future natural sciences teachers in Ukrainian and foreign higher education institutions was comparatively analyzed. Novel approaches to ecological education based on the systemic and personality-oriented learning were considered. The forms and methods used to promote ecological education of the individual in Ukraine and abroad were outlined. The studies of individual scholars on the foreign experience in creating an ecologically rational research and educational environment in the UK, Germany, the USA, Moldova and other countries were justified. It was indicated that West European countries created relevant conditions for transforming a model of humanistic education into an eco-humanistic one since it should be considered as a wide-scale educational achievement. It was found that the education process in British universities was targeted at ecological education organization and focused on its practical aspect, namely ecological environment preservation. In the country, there is a national system of ecological education aimed at eliminating the negative effects of the industrialization and the progress of science and technology. The education process in this country employs the forms and methods, which promote ecological education of the individual such as observations, discussions, laboratory work, fieldwork, presentations, etc. In some German universities, considerable attention is paid to regulating the negative changes in nature and mastering the skills for their prevention and elimination. Although there is no a federal standard for ecological education in the USA, it is mandatory in many states and considered not as an abstract phenomenon, but a concrete regional activity. In the country, they also conduct numerous researches on regional ecological problems and actively search for the ways to solve them. It was concluded that the foreign research and educational environment aims to discover the ways to optimize the knowledge of the relationship between man and nature and protect and preserve the environment.