Educational Ideas Research Articles

واقع إلمام معلمات الدراسات الإسلامية بأساليب مكافحة الأفكار الهدامة بالمرحلة الثانوية بالعاصمة المقدسة

The study aims to evaluate the level of female Islamic Studies teachers familiarity with methods of combating destructive ideas in high school education in the Holy Capital of Makkah. To achieve this, the study used the descriptive analytical survey method, the study sample included (86) female Islamic Studies teachers, and used a questionnaire consisting of 12 items. The study had come to several conclusions, most importantly being: That female Islamic Studies teachers are highly familiar with destructive ideas combating methods, the study scored an arithmetic mean of (3.59), a standard deviation of (.86), and a high level of familiarity. In light of these results, the study made several recommendations.

Exploration and Research on the "Dual Teacher" Classroom Teaching and Training Model

Classroom teaching is a key link in achieving talent cultivation goals. It is a necessary process to enhance students' professional knowledge and job competency. In the process of classroom teaching, teachers should arrange the content and process of teaching and training reasonably based on the differences in students, knowledge, and skills, research and explore effective classroom teaching and training models, and effectively improve the quality of classroom teaching and training. There are many factors that can improve the quality of classroom teaching, and one of the most important ones is how to guide students to follow the teacher's ideas and maintain their enthusiasm for learning. During classroom listening or training, one can engage in active thinking, interaction, and communication with the teaching teacher. In order to better improve the quality of classroom teaching and training, adapt to the new requirements of teaching and training in the new era, a "dual teacher" classroom teaching and training model is adopted for the same classroom. The main lecturer is responsible for imparting and teaching the main knowledge and skills. During the teaching process of the main lecturer, the auxiliary lecturer acts as a dual identity of both the teacher and the student in the classroom. At key teaching stages and knowledge points, they timely guide students to learn and think through various means, so that students can deepen their understanding and mastery of knowledge and skills.

K.D.UŞİNSKİNİN PEDAQOJİ ANTROPOLOGİYA TƏLİMİNİN ÇAĞDAŞ DÖVRDƏ ƏHƏMİYYƏTİ

The Importance in the Modern Period of Teaching Pedagogical Anthropology by K.D.Ushinsky Summary The article re-clarifies the scientific and pedagogical ideas of K.D. Ushinsky. Ushinsky believed that pedagogy should be formed, first of all, on the concept, especially with the concept of “education of Man in man.” For this reason, one of the most important tasks for us, educators and researchers of the modern era, is to protect our national and moral values, take responsibility for our culture and work with all our might to preserve these values. Key words: K.D.Ushinsky, educational anthropology, development of education, modern educational institutions, moral values

Enhancing Young Learners’ Peer Collaboration: Pedagogical Ideas for Language Teachers

AbstractAn increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enhancing peer collaboration is a powerful pedagogical tool that promotes communication among peers and mutual support, thus positively affecting learners' performance during classroom work. At the heart of the article, it discusses some practical pedagogical ideas for teachers which focus on teaching collaborative principles and strategies during classroom work. Although it pays particular attention to the context of primary school English foreign language teaching, its content may also be relevant to primary school teachers of other foreign and second languages.

An Equilibrium of Education Policy by Dr. Ambedkar - A Visionary Aim with Landmark Change Over in India

His words become true, as proved by Dr. Ambedkar with his unstoppable efforts to eradicate the weeds in our country by drafting the Constitution of India and subsidizing various policies and measures. He was the one who paved the way for revolutionary moments on education in India and also believed that “Education is a key to attaining uniformity and regularity to fulfil human needs”. The major obstacles to obtaining the fruit of wisdom were rejected on the grounds of unequal practices and untouchability’s, racialism, upper and lower class people were diverged by the name of case, religion, etc., he is the one who broke up the chain of inequality by framing the “Rule of law” concept under Article 14 - Every person should be treated equally before the law, also by guaranteeing their freedom of expression under Article 19 and protect their right to live with dignity under Article 21 of Indian constitution. He worked tirelessly to provide equal access to education for all Indian people during the constitution's drafting process, free from discrimination or repression. The educational ideas of Dr. Ambedkar, and the laws that were created in accordance with his vision of an ideal society are then the subject of this research paper. Education not only educates the citizens about their rights and how to exercise them, but also about human dignity & justice. Keywords: policy, education, human rights, dignity, and justice.

EFL Teachers’ Voices in Differentiated Instruction

Abstract: All children in Indonesia have an equal right to education at their level, and the curriculum acknowledges the diversity of Indonesian classrooms. Teachers must consequently incorporate this into the design of their lesson plans. In order to give students alternative possibilities for obtaining information, differentiated instruction involves rearranging classroom instruction and learning methodologies. Teachers may be familiar with the idea of varied education, but they frequently struggle to incorporate difference in terms of content, method, and output in their classrooms. In the framework of differentiated education, this thesis investigates the points of view and experiences of EFL (English as a Foreign Language) teachers. The purpose of this study is to hear these teachers' voices as they discuss the opportunities and difficulties that varied education methodologies in various classroom contexts bring. The study highlights the perspectives of EFL teachers on how differentiated instruction should be implemented. The results show how different educational approaches, assessment methods, and classroom management strategies are used by teachers to meet the various learning demands of their students. The study reveals the struggles and obstacles faced by EFL teachers as they attempt to strike a balance between the demands of a standard curriculum and the particular needs of each of their students. It also underlines how important professional development is in giving teachers the abilities and information required for successfully implementing differentiated instruction. The study's conclusion emphasizes the importance of administrative policies, administrative support systems, and teamwork in determining the overall success of courses for differentiated instruction. Keywords: differentiated instruction, challenges, EFL Classroom, Professional Development.

Sex Trafficking Perspectives among High School Students and School Personnel in the Midwest: A Focus Group Study to Inform Sex Trafficking Prevention Programming

Sex trafficking among youth is a growing concern, however, we know very little about how youth perceive sex trafficking, nuances of sex trafficking among youth, or how to work with youth or supportive adults to prevent sex trafficking among youth. Thus, we conducted focus group discussions with racially and ethnically diverse high school students and school personnel in an urban Midwestern city to delineate their knowledge and understanding of sex trafficking and to explore ideas for sex trafficking prevention education. The findings provide critical information necessary for the refinement of a sex trafficking prevention program and rigorous programmatic evaluation.

REPRESENTATION OF ETHICAL IDEAS IN AVORIF UL-MAARIF BY SHIHOBIDDN SUHRAVARDI

In this article, one of the main works of Shihobiddin Abuhafs Umar Suhravardi, “Avorif-ul Maarif”, is discussed about the moral and educational ideas in it. Also, the ethical standards that form the basis of the behavior of Sufis, their views on teacher-disciple etiquette are analyzed. KEYWORDS: “Avorif-ul Maarif”, cheerfulness, contentment, renunciation of hatred and anger, behavior, moral qualities, internal and external culture, external and internal purification of the soul.

A prominent Russian public figure of the XIX century N.V. Shelgunov and his pedagogical views. To the 200th anniversary of his birth

Annotation. The relevance of the research lies in the characterization of the pedagogical ideas of the prominent Russian pedagogical figure, progressive publicist of the second half of the XIX century N.V. Shelgunov (1824-1891), which are currently of theoretical and practical interest to workers in the field of education in connection with the reform of this most important sphere of the spiritual life of society. The purpose of the study is to analyze the content of Shelgunov's pedagogical views; critical assessments expressed by him in relation to a number of works by figures of Russian education of his time (I.I. Paulson, L.N. Tolstoy, V.I. Vodovozov, etc.) are given. An assessment of Shelgunov's contribution to Russian pedagogical thought is shown. The article was prepared in connection with the 200th anniversary of his birth. Materials and methods. The author uses methods of analysis of scientific and pedagogical literature and the biographical method, as well as historical and axiological (value) methodological approaches. During the work on the material, a number of sources of Russian and foreign researchers, as well as N.V. Shelgunov himself, were used. Results. N.V. Shelgunov entered Russian history as a prominent social democratic figure, as the author of deep, acute and interesting publications that were discussed by the advanced part of Russian society and to a certain extent contributed to the formation of public opinion in Russia in the second half of the XIX century, expressed both in the formulation of consciously expressed demands to the authorities from the progressive part of society, in particular, in the issue of opening new educational institutions, and in connection with the assessment of the quality of textbooks and teaching aids produced for the national school. Shelgunov noted positive sides of school books and their disadvantages. His sharp criticism of activities of the ministry of public education and its head, D.A. Tolstoy, stimulated the advanced part of the then Russian intelligentsia to practice in the interests of educational development. Up to the present time, Shelgunov's articles are of interest, characterizing in historical terms the path traversed by Russian education. Discussion and сonclusions. In his writings, Shelgunov analyzed methodological manuals and study books by I.I. Paulson, V.I. Vodovozov, L.N. Tolstoy and other scientists, gave them an objective, and sometimes critical assessment. He criticized also the state of women education in Russia, although by that time many educational institutions for women had opened. His articles "Letters on education", "What women don't know", etc., were highly appreciated by experts; they became the starting point for subsequent generations of Russian scientists and teachers to develop problems of education, including family education. Public figure and pedagogical publicist N.V. Shelgunov proved himself as one of the most prominent representatives of the revolutionary democratic movement in Russia in the second half of the XIX century. Having joined the organization "Land and Freedom", he carried out practical activities aimed, as he believed, at improving the lives of the people. His pedagogical works made a significant contribution to the treasury of pedagogical knowledge, primarily in the field of the history of education and organization of education of Russian citizens.

IMPLEMENTATION OF AN EDUCATIONAL PROJECT AS A SOCIAL EDUCATION TECHNOLOGY FOR TRAINING BACHELORS IN THE FIELD OF SOCIAL WORK

Background. The problem is becoming urgent in the demand for the implementation of educational projects that allows increasing the competence of bachelors in the field of social work as a technology that will eliminate the dissonance with an insufficient number of presented model range of the final product. Purpose. The purpose of the article is to present the implementation of the educational project model as a technology of pedagogical activity improving the competences of university students which includes the possibility of transforming the final product according to the chosen type of literacy in the context of social education. The subject of the analysis is the design of educational projects. The authors aim to present the experience of implementing an educational project model that proves the success of developing professional skills and meta competencies of students. Research methodology is based on the experimental search work and the technological level of pedagogical research methodology that consider the pedagogical conditions for implementing the technology of project activities for training bachelor students in the field of social work. Results. This study has identified the pedagogical conditions that ensure the possibility of developing high and average level competences defined by the Federal State Educational Standard for Bachelors in the field of Social Work through the types of literacy that make up social education. The authors present product evaluation criteria that make it possible to draw conclusions on the formation of declared competencies among the participants. The results of the experimental search work are presented, which allows to track students’ recognition and understanding of the main theoretical units of the course. The authors justify the use of project activities as a pedagogical technology for improving systematically the professional and meta competences, for consolidating theoretical knowledge and developing skills, for expanding the cognitive capabilities of students and providing opportunities for fulfillment of their creative abilities, etc. Practical implications. The results of the study can be applied for training bachelors in social sciences, for implementing the idea of lifelong education, for providing conditions of creative self-development and professional self-improvement in solving practical problems of specialists in the field of social work.

The Role of Parents in Providing Lessons and Sermons on Islamic Educational Ideas from The Perspective of Children in Jordan

The Role of Parents in Providing Lessons and Sermons on Islamic Educational Ideas from The Perspective of Children in Jordan

Vasyl Sukhomlynskyi’s Philosophy of Education: Human-Centred Dimension

Purpose. The basis of the presented study is a methodological and human-centred analysis of the philosophy of education of the outstanding Ukrainian educator Vasyl Sukhomlynskyi as a relevant anthropological-intellectual strategy for understanding and comprehending the educational process in the context of civilisation challenges. This implies a sequential solution to the following tasks: 1) to review the conceptual content and human-centred load of Vasyl Sukhomlynskyi’s pedagogical position in the discourses of philosophical anthropology and social philosophy; 2) to analyse the theoretical knowledge of the anthropo-existential concept of the outstanding teacher in the context of the transformation of Ukrainian education; 3) to determine the main parameters of the cognitive field of Sukhomlynskyi’s philosophy of education in the development of values of patriotic education of young people. Theoretical basis. The dynamic process of Ukraine’s unfolding struggle for the preservation of its nation and territorial integrity brings Sukhomlynskyi’s philosophy of education to a new level of understanding of human life and society. The human-centred dimension in interaction with the philosophy of education allows us to define Sukhomlynskyi’s pedagogical concept in the fullness of its metaphilosophical, existential and axiological content. The relevance of the problem under study is due to the crisis of values in the situation of civilizational transformations, which, as a result of information and digital technologies, have a cumulative impact on all spheres of people’s life and their attitude to the world. In the process of implementing the educational ideas of the Ukrainian teacher, the development and transformation of the individual’s self-awareness takes place in accordance with the intellectual challenges of the modern socio-cultural environment. Originality. It is substantiated that the philosophy of education of Vasyl Sukhomlynskyi largely determines the strategy for the transformation of Ukrainian education both in the context of digitalisation of the educational space and in the situation of a full-scale war against Russian aggression, which opens up new prospects for the implementation of identity dimensions in interaction with a qualitatively different level of national subjectivity. Conclusions. The approval of the conceptual provisions of Sukhomlynskyi’s philosophy of education gives rise to a new type and method of paradigm of thinking and cognition in the implementation of strategies for the transformation of modern education, which determine the qualitative theory of the educational process in the context of human-centrism. It is characterized by the level of modern philosophical reflections, which allows preserving and at the same time changing the system of education and upbringing of the young generation in the context of universal values. On this basis, the philosophy of education of the prominent Ukrainian educator appears as a way of renewing all aspects of human life, which deconstructs itself in the situation of a human-centric dimension.

COMPUTER VISUALIZATION IN TEACHING GENERAL TECHNICAL DISCIPLINES: THEORETICAL AND PRACTICAL ASPECTS

The article investigates the development of visual aids and visualization ideas in the organization of the educational process, particularly in teaching general technical disciplines. The article aims to review the development of visual aids and visualization ideas in education, clarify the essence of computer visualiza- tion, classify its types and kinds, and determine the directions of computer visualization usage in teaching general technical disciplines and the software applications that ensure their development for educational purposes. The study operates methods of retrospective, content, and semantic analysis, classification, gen- eralization, and modelling. The historical context of introducing electronic visualization tools in education has been considered in the study, starting from the first projectors in the 1930s to modern computer visualization technologies such as 2D and 3D visualization, stereoscopic 3D, virtual reality (VR), and augmented reality (AR). The es- sence of computer visualization as a general term for graphic methods of creating, analysing, and transmit- ting information has been defined. Differences between the didactic principles of visual aids and visualiza- tion have been clarified. It has been highlighted that visualization has a more complex structure since it in- cludes actions for constructing images of investigated objects or phenomena. The article identifies the directions for implementing computer visualization, including scientific, soft- ware, and information visualization. It has been established that all visual content can be divided into three subgroups: structured, artistic, and demonstrative visual objects, which can be static or dynamic, in one plane or three-dimensional space. The impact of computer visualization on the methods of teaching general technical disciplines has been analysed. It has been shown that modern approaches to using computer visualization provide new opportunities for more effective and interactive learning, promoting the development of students’ technical and spatial imagination, which is crucial for future engineers and technical specialists. An approximate list of software for creating computer visualization tools, which can be useful in teaching general technical disciplines, has been provided. Among them are applications for creating presentations and infographics, 3D modelling, VR and AR-based applications and services, simulators, and emulators. The main directions for using computer visualization aids in teaching general technical disciplines are identified, including auxiliary synopsis, diagrams, tables, block diagrams, graphs, frames, word clouds, domain structures, memory cards, comics, heuristic sketches, knowledge animation, infographics, multimedia presentations, educational videos, static and dynamic 2D and 3D models, VR and AR objects. It has been concluded, that the didactic effectiveness of computer visualization in teaching general technical disciplines is ensured by certain provisions, namely: the focus on the quick and complete memorization of studied concepts, theories, and ideas by students; adherence to the principles of reliability, quality, completeness, sufficiency, logic, simplicity of perception, optimality, unity of graphics and text, and emphasis on key points; encouraging students to independently analyse and construct new, non-trivial didactic tasks allowing them to explore concepts, phenomena, or objects in terms of independent search and educational experimentation.

DEVELOPMENT OF THE ABILITY OF FUTURE DOCTORAL LEVEL SPECIALISTS TO IMPLEMENT AN INDIVIDUAL EDUCATIONAL RESEARCH TRAJECTORY: CONTOURS OF PEDAGOGICAL DISCOURSE

The article highlights some of the results of the conducted pedagogical discourse regarding the development of postgraduate students' ability to realize an individual educational and scientific trajectory; the latter is considered as a factor in the formation of image features of the future scientist. The exceptional importance of the goal-oriented process of forming the individual educational trajectory of a PhD student is substantiated; it is about the decisive factor in the success of personalized mastery as both an educational and a scientific component of post-graduate training, as well as about the optimality of professional support for the preparation of the applicant's own dissertation project, which, as a rule, is characterized by originality both at the level of the topic and from the perspective of tools for solving key contradictions, which increase the relevance of the research problem raised by him, in the aspect of the spectrum of manifestation of the creative individuality of the future Doctor of Philosophy. In particular, the constructive Polish experience in terms of stimulating personal and professional activity and increasing the personal responsibility of the scientific supervisor of graduate students is taken into account (during the fourth semester of study, Polish doctoral students undergo an intermediate certification before a commission, which must include a doctor with a habilitation or a professor from the scientific specialty chosen by the graduate student, and does not work at the institution where postgraduate training of the future doctor of philosophy takes place; in case of successful attestation of the applicant, his postgraduate scholarship is significantly increased). It was established that the historical and pedagogical origins of the chosen approach are laid in the fundamental research of the construct "measures of European success – a chance for Ukraine". As for modern scientific and pedagogical ideas about the content of the concept of "individual educational trajectory", it is noted that such diverse dimensions as: "path", "style", "and program" and "movement" are emphasized. It has been proven that for graduate students, it is legitimate to leave an individual educational and scientific trajectory, where attention is mainly focused on the processes of self-realization and self-regulation. Subjective self-realization is interpreted as the manifestation of a specific form of activity by the student, aimed at acquiring the status of a subject of his own development in the field of the chosen profession. As for self-regulation, it is understood as an important aspect of self-improvement of the future Doctor of Philosophy, because it occurs through the involvement of mechanisms of self-evaluation, self-control, and reflection; the activity of professional self-regulation is both directly and indirectly related to the process of self-creation. Therefore, the ability of the acquirer to "be" simultaneously in the content of formal, non-formal, and informal education is assumed.

UNIVERSITIES OF THE THIRD AGE (U3A) IN UKRAINE: HISTORY OF DEVELOPMENT

The article analyzes the foreign experience of founding Universities of the Third Age (U3A), as a prerequisite for the implementation of the activities of U3A in Ukraine. Universities of the third age are identified as the most common form of implementation of the idea of informal education of the elderly, which is aimed at stimulating the activity of the elderly people in various aspects. The main stages of implementation of the idea of functioning of such social institutions at the level of legislative and regulatory framework governing the activity of the educational sector are outlined. Unification of the U3A into groups according to the level of activity both at the state and private level, as well as their cooperation with institutions of higher education are presented. It has been proven that universities of the third age implement the function of educational and cultural hubs for adults aged 50–60+ years. Also, it has been established that, thanks to the wide variety of educational programs and intensive extracurricular activities, U3A are able to ensure the active life of this category of adult population through continuous sustainable education. It is substantiated that through their mediation, the category of the adult population under study has the opportunity not only to acquire new knowledge, abilities, skills and competence, but also to take a direct active part in public life. It was found that universities of the third age function based on corresponding institutional formations, including HEIs, cultural and educational centers, houses of culture, libraries, independent educational institutions, which are perceived as a space for the organization of targeted events, active communication, travel opportunities, which contributes to personal development. It has been proven that U3A have a beneficial effect on socio-intellectual progress, motivate the elderly to physical activity, deepen skills and abilities, optimize the system of interaction within the field of health care and rehabilitation centers, cultural hubs, and environmental activities. It is substantiated that universities of the third age are endowed with a significant functionality in terms of maintaining social ties and active interpersonal communication among older people.

Research on Talent Training Model from the Perspective of Post-Course Competition and Certificate: Taking Finance and Trade Majors as an Example

The country is presently in a period of rapid social and economic transformation, and the demand for talent in various sectors of society continues to rise. In the process of the construction and optimization of the personnel training model, higher vocational colleges should adapt to the trend of time and reform educational ideas according to students’ needs and employment orientation. In the process of the comprehensive promotion of the integration of production and education, higher vocational colleges should adhere to the integrated development mode of post-course competition certificates to improve the quality of talent training and promote the deepening integration and scientific application of educational resources and enterprise resources. In this context, this paper carries out research and proposes the reform strategy and practice path of talent training mode by analyzing the current situation of financial and commercial professional talent training under the integrated vision of post-course competition and certificate.

ІСТОРИКО-ПЕДАГОГІЧНА РЕКОНСТРУКЦІЯ РАННЬОМОДЕРНОЇ ІДЕЇ ЦІЛІСНОЇ ОСВІТИ ОСОБИСТОСТІ: КОНЦЕПТУАЛЬНО-ЕПІСТЕМОЛОГІЧНІ ІНТЕНЦІЇ ДОСЛІДЖЕННЯ

The article is devoted to the analysis of the epistemological foundations of the historical and pedagogical study of the development of the idea of a holistic education of the individual in the European worldview systems of the early modern period. The author's vision of the research tools for the formation of historical and pedagogical knowledge is proposed, presented according to four conceptual and epistemological intentions: epistemes, concepts, priorities and risks. The author's definition of the concept of "conceptual and epistemological intentions of historical and pedagogical research" is given, which is considered as a system of methodological values, attitudes, priorities and scientific and ideological visions that allow for historical and pedagogical research, the result of which is a legitimized historical and pedagogical research. The epistemes of the study are identified and analyzed, in particular, methodological diffusion and interdisciplinary synthesis; continuity of empirical, rational and intuitive structures of the formation of historical and pedagogical knowledge; gnoseological legitimation of historical and pedagogical discourse The heuristic possibilities of the concepts of paradigmality; comparability; anthropologization are named and outlined, contributing to a comprehensive and systemic consideration of the idea of holistic education of the individual, allowing us to identify its humanistic nature and human-creative content. The priorities of the epistemology of the study are analyzed: historical primary sources; historical context; historical interpretation, which allow us to build the research process on historically correct and correct facts, contribute to their scientifically correct interpretation. Methodological risks are named, in particular, the modernization of pedagogical phenomena of the past; mechanical extrapolation of pedagogical phenomena of the past to modern educational practice; the risk of "idols". Conclusions are made on the implementation of the proposed epistemology in the study of the early modern idea of holistic education of the individual. Key words: holistic education, historical and pedagogical discourse, epistemology of the history of pedagogy, methodology, conceptual and epistemological intentions, early modern times.

Maneuvering constellations of valuation: a critical investigation of the edtech startup sector

ABSTRACT This article provides a critical investigation of the edtech startup sector. Edtech startups are companies that are in the first stages of their operation and that seek to provide a newly developed edtech product or service to the education sector. To date, there is hardly any critical research present that seeks to disentangle what the characteristics and modes of operation of this sector are precisely. Through ethnographic research of an edtech startup summit, and by making use of a conceptual framework inspired by the field of valuation studies, the present article seeks to address that gap. Our analysis shows four interrelated constellations of valuations, namely valuations around temporality; expertise; reach; and pedagogical ideas. As we show, each constellation is characterized by various internal tensions, in which edtech startups (and startup investors) need to operate and (constantly re)maneuver themselves. This not only supports an empirical understanding of the edtech startup sector shaped by considerable complexities, contextualities, and ambiguities; it equally provides an analytical framework for nuancing contemporary edtech critique and future analysis of edtech practices.

Evolution of the concept of inclusivity in architecture

The evolution of the concept of inclusivity in architecture is examined. The issue is studied in conjunction with an analysis of the historical context, namely the attitude of the state, society and church towards people with special needs of psychophysical development. Each of the five stages of this process was reflected in the development of architecture of its time. The first three were purely isolating in nature. The result of the first was the emergence of shelters and almshouses for people with special needs. At the end of the second, the first specialized hospitals were created. The third stage became important for the idea of inclusive education, when the first schools and universities for people with disabilities were founded. The fourth period became a turning point in the process of evolution; society abandoned the isolation of the population group being studied and set a course for its integration, leaving the concept of architecture “for the anomalous” in the past. The result of the current fifth stage can be considered the final formation of the idea of inclusiveness in architecture, taking into account the needs of each person and the characteristics of his perception of the world.

Analysis of Confucius and Dewey's Educational Ideas for Vietnam's Education

Presently, numerous educators both domestically and internationally have made significant contributions to the formation and advancement of educational ideas. Notably, Confucius from China and John Dewey from the United States have exerted a profound impact on modern educational practice and theory. This paper aims to analyse and contrast the educational philosophies of Confucius and Dewey in order to identify the similarities and differences in their theories within various national and social contexts. The objective is to extract the essence of their educational thoughts to benefit Vietnam's educational endeavours and offer valuable perspectives for educational reform in the country.