Pedagogical Ideology Research Articles

Julia Keiner’s Universalism and the Question of Israeli style

Abstract The existence, or lack thereof, of a distinguishable Israeli style remains a central question in the historiography of Israeli art and design. This a examines tensions produced by this debate between the 1940s and 1960s—a formative period of Israeli nation-building—as manifested in the design and pedagogical ideology of handweaver Julia Keiner (1900–1992), who immigrated to Mandatory Palestine from Germany in 1936 and founded the textile department at the New Bezalel School of Art and Craft. I argue that, for Keiner, good design was based on objective, universal principles stemming from the interrelation of process and material, as well as the objective laws of nature. However, her work was ineluctably entangled with this search for a distinctly Hebrew or Israeli style. This essay shows how each of the textile department’s two fields of training—weaving and embroidery—reflected tensions between Keiner’s universalist approach and local efforts to establish such a national style.

Cultural Factors and Pedagogical Ideology in the Implementation of Educational-Organizational Change in the Arab Sector

The purpose of the study was to examine the relationship between teachers’ pedagogical ideology and certain cultural elements of Arab society in Israel, as well as the influence of both factors on the implementation of educational- organizational change based on pedagogical innovation. The study took place in an elementary school and featured an innovative pedagogical approach in which the student stands at the center, investigates, and discovers on his or her own; his or her positions are welcomed; and the teacher serves as a guide and mediator. The research population included the school principal and all of the school’s teachers. The study was conducted as a case study using quantitative and qualitative research tools. The findings showed that cultural factors characteristic of Arab society, such as traditionalism and conservatism, influenced the pedagogical ideology of the teachers; as such, it affected the implementation of change in practice. Other cultural factors at play included hierarchy, family, and the status of women. The study found and analyzed a correlation between the ideological aspect and the five components of Fox’s model of organizational change in educational systems: human, pedagogical, organizational, space and material, and mechanisms.

Information and communication space and pedagogical ideologies of the beginning of the 21st century: the Ukrainian aspect

Connections and relationships of pedagogical theories and pedagogical ideologies emerging on their basis are considered in the direction of modern philosophical approaches. Pedagogical ideology as an ethnocultural and cultural-historical phenomenon The modern information and communication space is a powerful mechanism of impact on the formation of public opinion and pedagogical consciousness, as well as a source and repository of pedagogical ideas, and therefore, pedagogical ideologues. Pedagogical ideologies, which make up the pedagogical content of the information and communication space of the beginning of the 21st century, form a polyphonic, polyparadigmatic, personally oriented discourse aimed at "overcoming the power" of the idealized political discourse.Is considered by many philosophers of education as a significant component of scientific and pedagogical thinking. Almost every culture is mythologemic, as it generates sociocultural matrices of various myths, in particular social and pedagogical ones, which affect the value-meaning aspects of pedagogically directed actions, the nature and content of the pedagogical process, mental processes of its participants. At the current stage of the development of education and pedagogical thought, the concept of "mythologeme" becomes close to "ideologeme", which strengthens socio-political influences on the course and development of scientific and pedagogical thought.At the current stage of development, the history of pedagogy includes many samples of the usage of the information and communication space, presented at different periods of times by various means of mass information, as a powerful mechanism of political and ideological influence on the development of the theory and practice of education. Thus, the problem of objective evaluation of the intellectual and spiritual heritage of world pedagogy, implementation of a modern reading of this valuable experience freed from ideological distortions arises.The relevance of the research is strengthened by the necessity to create a picture of the historical-pedagogical process exempted from ideological layers, which includes all the diversity of ideas of past pedagogical ideologies. Emancipated from political contexts, historical knowledge in the field of education determines the further development of pedagogical thought and becomes a scientific, philosophical and moral imperative for the formation of a modern pedagogical ideology.

РАЗВИТИЕ ПЕТЕРБУРГСКОЙ СИСТЕМЫ ПРОФИЛЬНЫХ КЛАССОВ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ НАПРАВЛЕННОСТИ: ПЕРСПЕКТИВЫ И РИСКИ ПРОЦЕССА

Currently, a large number of specialized classes with a psychological and pedagogical orientation are appearing in Russia, which indicates the active development of this area of pre-professional training for schoolchildren. The pedagogical ideology of their creation provides the possibility of achieving a variety of social and educational effects, the implementation of various models of their organization. The article analyzes the current situation of the development of the regional network of specialized classes of psychological and pedagogical orientation in St. Petersburg. Based on statistical data from urban monitoring and research data on the perception of the potential of pedagogical classes by St. Petersburg teachers the problem analysis of risks and necessary prospects for their further development in the region is carried out. The article can be useful both for representatives of the movement of psychological and pedagogical classes from Russian regions, and for teachers working in them, from the point of view of a comparative analysis of the situation.

Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching

Abstract Translanguaging practices in Chinese as a second language (CSL) classrooms have been a heated topic in recent years, despite the longstanding Chinese-monolingual ideology. Against this backdrop, we have explored the functions of translanguaging practices in CSL classroom and the interplay of translanguaging and learners’ participation, by comparing the language practices of a translanguaging-oriented classroom and a Chinese-monolingual classroom. We found the functions of classroom translanguaging include meaning-negotiation, peer-assisting, efficiency-increasing and communication encouraging. The findings also reveal that although multilingual practices can also be found in the Chinese-monolingual classroom, they are characterized by a norm-conforming pattern, in contrast to the norm-breaking pattern in the translanguaging-oriented classroom, and the latter can empower students and motivate them to become engaged in Chinese learning. Moreover, multilingual practices deliberately adopted by teachers can be regarded as pedagogical translanguaging and facilitate learner engagement only when there exists no discrepancy between their pedagogical ideology (i.e. advocating translanguaging) and practices. Based on our findings, we advocate a reflection and adjustments to the current monolingual policy in CSL classroom.

Exporting Journalism Culture to Vietnam: The Role of the Trainer in Two Swedish Media Aid Projects

ABSTRACT In this paper, I explored how two media aid projects from Sweden were used to intervene in the development of Vietnamese journalism between 1993 and 2007. Vietnamese journalism and media aid are contextualized in this paper by unfolding pedagogical ideology, journalistic culture, and the negotiation of professional ideals. Based on an interview study with Swedish trainers from the media aid projects and informed by document analysis, the main research question concerned the role of the trainers in negotiating journalistic practices during the aid projects and the implications of these. Furthermore, I explored the ways in which the aid influenced journalistic ideology in Vietnam, and how the projects fulfilled their political aim to contribute to the democratic development of media in Vietnam. The paper adds to the growing body of literature seeking to de-colonialize media theory to rethink the development of journalism in the Global South. The key findings demonstrate how social norms disrupted the implementation of the ideology of journalism being conveyed from Sweden, while the transfer of technological equipment and knowledge impacted journalism production.

Promotion of Social Values Among Young People as a Pedagogical Ideology (a Case Study of Russia and Kazakhstan)

The article deals with the promotion of national values among students in the context of pedagogical ideology. The authors are convinced that the understanding of ideology is not limited to politics and standards of sociality. In their view, ideology is broader than a means of legitimizing power claims or political expansion, it means having a core value. In the pedagogical context, ideology is a set of social and pedagogical values for building the desired society. In this context, the promotion of social values among students is a systematic set of tools for the realization of pedagogical goals and the formation of social ideals. In the era of globalization, social values are undergoing a significant rethinking. In this context, the problem of promoting universal and national values should be solved in their dialectical unity. In this regard, the authors of the given article have conducted a comparative study of the level of involvement in social values among representatives of universities in Russia and Kazakhstan. The authors have a little deeper outlined the features of the formation of social values in Kazakhstan, in which nowadays a system of social values has been set at the national level, which was set out in the program article of the First President of Kazakhstan, Nursultan Nazarbayev, «Looking to the future: modernization of public consciousness». This program, known as the «Rukhani Zhangyru» spiritual revival program, was launched in 2017. But so far, the values of the «Rukhani Zhangyru» program have not been given a pedagogical interpretation that would allow us to present a holistic conceptual picture of their promotion in the university environment. This is evidenced by a number of studies, including the study and analysis of various publications in the media (mass media, central and regional newspapers), a survey among teachers and students of a number of universities in Russia and Kazakhstan. The results of these studies, detailed in this article, allowed the authors to draw conclusions about the feasibility of developing a holistic concept for promoting the values of the «Rukhani Zhangyru» program in the university environment. Meeting the requirements of the pedagogical ideology, the proposed concept can be applied in any university in Russia and Kazakhstan with a certain degree of its adaptation to the specific conditions of each individual university

СПЕЦИФІКА ПЕДАГОГІЧНОЇ ТА ПРОФЕСОРСЬКОЇ ДІЯЛЬНОСТІ ВОЛОДИМИРА ЛЕВИЦЬКОГО

The content of V. Levitstky’s pedagogical activity is analyzed in the article, his place and role as a sincere youth advisor and teacher of Lviv educational institutions, professor in the development of Ukrainian pedagogical thought are determined. The process of the formation of the scientist’s pedagogical ideology is also characterized. It was found out that in 1890, as a student of Lviv University, he began his scientific work. The author of the article pointed out that Volodymyr Levitsky, being in love with his favorite activity, was not satisfied only with his personal interest in mathematics, but tried to spread this curiosity among his students. In addition, it is noted that the aspects of higher mathematics, in particular differential equations and the theory of functions of a complex variable were the range of his scientific and mathematical interests. The content of Volodymyr Levitsky’s scientific works and pedagogical ideas in the conditions of problematic use of the Ukrainian language of the first half of the XX century in Ukraine during the Polish rule in Galicia and the domination of the USSR, the provisions of which are used not only by domestic but also foreign scientists. It is generalized that the scientist was the author of the first scientific article on mathematics in Ukrainian, the editor of the first scientific journal of the natural sciences in Ukrainian, the first author of materials on Ukrainian terminology in mathematics, physics and chemistry, author of Ukrainian textbooks of mathematics, physics and physics. taught in the name of Peter Mohyla, the founder, pedagogue and teacher of mathematics in Lviv educational institutions, but also an outstanding scientist-mathematician of Ukraine, in particular the West. The author of the article noted that Volodymyr Levytsky lived a life full of pedagogical activity, during which he worked tirelessly and sincerely in the field of the Ukrainian science and education, as well as the fact that the scientist was the first to raise mathematical culture on Ukrainian soil during his work in Galicia.Key words: inspector of secondary schools, mathematical culture, Scientific Society named after Taras Shevchenko, pedagogical activity, teacher, natural section, terminology commission, professional instructor.

La educación desde la perspectiva de Tomás de Aquino en el contexto de la cibercultura

En este artículo se ofrece una reflexión sobre la educación en el siglo xxi, desde la perspectiva de Tomás de Aquino. De esta manera, propicia una actualización de las cuestiones decisivas de la práctica pedagógica desde una perspectiva realista, humana y ética, basada en el ideario educativo y pedagógico de Tomás de Aquino, en el contexto de la cibercultura. Para esto, se exponen las implicaciones antropológicas, epistemológicas y axiológicas del pensamiento de Tomás de Aquino, con el fin de aplicarlas a la práctica educativa con base en el realismo pedagógico. Con esta finalidad, se optó por realizar un diseño cualitativo de corte hermenéutico, en el que se triangulan los textos de Santo Tomás frente a los textos clásicos de la cibercultura y la convergencia cibercultural. Con base en esto, se proponen algunas líneas de acción para estimular la reflexión del diseño curricular, según los conceptos de persona, verdad y virtud, propios de Santo Tomás, ampliamente emergentes en la llamada sociedad digital.

Professional learning, positioning, and institutional power

ABSTRACT This study uses positioning theory to explore the reasons for Chinese learning assistants’ misalignment with school pedagogical ideology and their resistance to professional learning at an international English-Chinese dual-language school. This study reveals that inconsistencies between three types of positioning practices (other-positioning, self-positioning, and second-order positioning) created tension in the ongoing identity work of Chinese learning assistants – ultimately hampering their professional learning, which is essential for these learning assistants to adapt to a school’s new operational model. Findings also bring to light influential factors within the institutional structure that contribute to the conflict between the three types of positioning practices. This study suggests international schools should move beyond fixing issues at the individual level (such as cultural differences), especially when challenges occur in teachers’ professional learning, and should re-examine whether the institutional structure aligns or misaligns teachers’ duties and rights with their institutional position.

ДИДАКТИЧНЕ ПРОЄКТУВАННЯ ЯК УМОВА ПРОФЕСІЙНОГО РОЗВИТКУ МАЙБУТНЬОГО ІНЖЕНЕРА-ПЕДАГОГА

The article deals with projecting that is an important component of the formation of a new pedagogical ideology - lifelong learning. Projecting as an educational function of the pedagogical system, becomes an important factor in human success, generating new ideas and continuous updating of outdated knowledge. It is analyzed that the practice of projecting is so widespread that in a relatively short period of time within the pedagogical system project types of work at different levels of government are actively implemented. In particular, teachers project educational programs, pedagogical technologies, including educational, upbringing, development subsystems. Thus, the preparation of teachers for design activities becomes relevant, and this in turn determines the understanding of the productive application of projecting logic, the formation of technologies for such activities. Project activity is multifaceted and multifunctional, as it allows to form both engineering skills and abilities, as well as psychological and pedagogical. The psychological basis of didactic projecting is the readiness of the individual to constantly improve their competence, mobility of professional functions. In fact, it is a question of training at the university of an engineer-teacher-professional, competent in the main spheres of pedagogical activity. Training of vocational training establishment students, that is aimed at developing the projecting activity related knowledge, skills, and abilities among prospective engineer-educators is supposed to essentially scale up the vocational training quality with high education establishment graduates, to foster development of their professional mobility and competitiveness in the labor market. Hence it is necessary to ensure high level of professional competence among the graduates, which, in turn, is supposed to provide for involvement of each student into high-quality educational and learning; to provide for building up the core research activity features with prospecting professionals, for building up the skills to gain individually up-front knowledge and put it efficiently into practice. The so called educational projecting, being an option for the implementation of high-quality education concept, fully complies with the said requirements.

PSYCHOLOGICAL PORTRAIT OF THE GOOD MOTHER AS IT IS CONSTRUCTED BY FEMALE STUDENTS

В статті досліджується вплив едукаційних технологій (наприклад, психологічних занять в рамках школи майбутніх батьків) на зміст уявлень про «достатньо добре материнство», які є одним з вирішальних факторів становлення материнської ідентичності. Показано, що центральною материнською функцією усі без винятку досліджувані вважають емоційну чутливість та віддзеркалення сигналів немовляти як її поведінкову похідну і на цьому ґрунтують власні виховні ідеї. Однак розуміння сутності цієї функції може кардинально різнитися в сенсі оптимальної міри близькості-дистанції в діаді, при цьому воно формується аж ніяк не раціонально, а інтуїтивно, з внутрішніх імпліцитних знань про природу стосунків, здобутих в досвіді і закарбованих у вигляді особистісної компетенції до емпатії. &nbsp

Ideários da Educação Feminina na Primeira República Brasileira

Resumo Partindo das propostas políticas e científicas que nortearam os caminhos da Primeira República brasileira, duas questões inter-relacionadas se projetaram nesta pesquisa: resgatar as ideias básicas relacionadas à educação e à instrução da mulher, que começavam a se institucionalizar no Rio de Janeiro, e compreender os diferentes graus de adesão desse ideário pedagógico às formulações normatizadoras, higiênicas e eugênicas, que construíram o discurso hegemônico no período.

La formación inicial de Pedro Henrí­quez Ureña en República Dominicana (1884-1901)

Este artí­culo describe la etapa menos conocida en la vida de Pedro Henrí­quez Ureña (1884- 1914), uno de los humanistas latinoamericanos más importantes del siglo XX. Describe los primeros pasos de este intelectual en la literatura, sus lecturas infantiles, escritos inaugurales y el influjo que tuvo en su formación el ambiente cultural y educativo de República Dominicana de finales del siglo XIX. Asimismo, incursiona en la vida familiar y el ideario pedagógico de Salomé Ureña y Francisco Henrí­quez, padres de Pedro, quienes formaban parte del sector ilustrado dominicano que contribuyó al desarrollo nacional con su labor educativa y literaria. Pedro Henrí­quez Ureña creció acompañado de esta élite y fue influido por la búsqueda de la identidad cultural dominicana, que tuvo sus fundamentos en la reforma educativa propuesta por Eugenio Marí­a de Hostos.

Actualidad de la renovación pedagógica en la Comunidad de Madrid: un estudio a través de centros escolares representativos

Resumen La historia de la renovación pedagógica española alberga una extensa y plural actividad que constata la búsqueda de una escuela configurada no solo con finalidad académica, sino también entendida como motor de transformación personal, cultural y social. Son numerosos los centros educativos que a lo largo de la historia española evidencian esta búsqueda, construyendo una mirada socio-educativa crítica e innovadora sobre la educación. A lo largo del artículo se estudian once centros escolares de educación primaria, representativos de la renovación pedagógica, que estaban activos durante el curso académico 2012-2013 en la Comunidad de Madrid. La investigación se ha realizado a través del estudio de bibliografía destacada, entrevistas a miembros significativos, observaciones de centros y análisis de contenido de proyectos educativos. Se establecen dos ejes de análisis: metodología e ideario pedagógico de los centros y principales dificultades en la realización de su proyecto educativo. Los resultados muestran que cada uno de los centros refleja una singularidad educativa propia. Sin embargo, todos revelan múltiples aspectos educativos comunes que ponen en cuestión elementos muy arraigados en la cultura pedagógica española, a saber: libro de texto como material exclusivo de trabajo, escasa participación de padres y madres, y por último, clase magistral como único método de relación pedagógica.

What are we educating towards? Socialization, acculturization, and individualization as reflected in home education

This article examines the educational objectives of parents who homeschool (or practice home education) in terms of the widely accepted division of primary educational objectives, namely, socialisation, acculturation, and individualization. Using qualitative methodology and in-depth interviews, 30 homeschooling mothers were interviewed about their educational goals. The findings indicated that a significant number of the objectives cites by the interviewees were associated with the primary objective of individualization. In some cases, parents were interested in achieving goals of socialisation and acculturation in their children’s education. This analysis may help identify the pedagogical ideology of parents who chose to homeschool, thus informing the policy-making. In addition, the case of homeschooling offers an example of the struggle among the three primary objectives of education, against the backdrop of far-reaching changes underway around the world in the post-modern era, which poses a challenge for educational policymakers, as well as school systems.

Effects of pedagogical ideology on the perceived loudness and noise levels in preschools.

High activity noise levels that result in detrimental effects on speech communication have been measured in preschools. To find out if different pedagogical ideologies affect the perceived loudness and levels of noise, a questionnaire study inquiring about the experience of loudness and voice symptoms was carried out in Iceland in eight private preschools, called “Hjalli model”, and in six public preschools. Noise levels were also measured in the preschools. Background variables (stress level, age, length of working career, education, smoking, and number of children per teacher) were also analyzed in order to determine how much they contributed toward voice symptoms and the experience of noisiness. Results indicate that pedagogical ideology is a significant factor for predicting noise and its consequences. Teachers in the preschool with tighter pedagogical control of discipline (the “Hjalli model”) experienced lower activity noise loudness than teachers in the preschool with a more relaxed control of behavior (public preschool). Lower noise levels were also measured in the “Hjalli model” preschool and fewer “Hjalli model” teachers reported voice symptoms. Public preschool teachers experienced more stress than “Hjalli model” teachers and the stress level was, indeed, the background variable that best explained the voice symptoms and the teacher's perception of a noisy environment. Discipline, structure, and organization in the type of activity predicted the activity noise level better than the number of children in the group. Results indicate that pedagogical ideology is a significant factor for predicting self-reported noise and its consequences.

Re-envisioning Social Studies with the Community School Model of Elsie Ripley Clapp

Given the current marginalization of social studies education in schools, this paper explores the social studies centered community-school model of Elsie Ripley Clapp, who was a significant educator, scholar, and leader within progressive education. A former graduate assistant of John Dewey, Clapp put progressive pedagogical ideology into practice in the 1920s and 1930s through her curriculum development and administrative leadership in rural schools such as: the Ballard School in Kentucky and the Arthurdale Schools in West Virginia. She developed a social studies focused, experiential curriculum rooted in her vision of schools as democratic spaces. First, biographical information about Clapp’s life, educational experiences, and commitment to social justice is provided. Second, Clapp’s community school model at the Ballard School is explored. The model, which united people across social class and centered on local history, geography, and economics, provides implications for how we might re-envision our current approaches to social studies education.

Como a escola pode ser mais justa e mais eficaz?

Recorrendo a um amplo levantamento de pesquisas e estudos de grandes pensadores do campo da educação, Marcel Crahay discorre neste artigo sobre a relação entre opções éticas e os dispositivos e práticas educacionais que estruturam o processo de ensino e aprendizagem. O autor trata dos tipos de dispositivos e práticas educacionais que têm gerado melhores resultados em termos de uma distribuição mais justa do conhecimento. Analisa ainda a relação entre tais práticas e princípios éticos e de justiça. Conclui que a igualdade de conhecimentos adquiridos, cuja base é o princípio de justiça corretiva, é a ideologia pedagógica mais adequada à educação básica porque contempla vários requisitos que as pesquisas indicam necessárias à aprendizagem de todos tais como o respeito aos distintos ritmos de aprendizagem e a necessidade de adequação e mudanças contínuas do processo de ensino, com base em avaliação formativa. Além disso, essa ideologia pedagógica considera as provas científicas de inexistência de dons naturais, colocando-se contrária aos dispositivos e práticas educacionais que oferecem oportunidades de ensino desiguais devido ao princípio meritocrático.

GURU: IDEOLOGI DAN PROFESI

Teaching profession is not a common job, it carries certain sets of ideology. A teacher who is committed to certain ideology will likely to be more successful and highly appreciated in pursuing her career. It has already been proved through the history that best teachers are born among individuals who possessed pedagogical ideology. Great cares have been continuously given by the Government to improve teachers’ lives and positions through Law number 14 year 2005 dealing with teacher and lecturer. The improvement of teacher’s status as professional staff has brought about wide impacts. Its positive impact is that teacher position becomes more prestigious and it affects to the betterment of their welfares. However, there is a critique to the procedures of certification that it doesn’t provide significant impact to the quality improvement of education. Copyright © 2013 by Al-Ta'lim All right reserved DOI: 10.15548/jt.v20i2.32