Separate Academic Discipline Research Articles

Challenging the clichés: How recent scholarship refreshes the interpretation of Adam Smith’s oeuvre

Abstract Adam Smith was born 300 years ago, in June 1723. The son of a Scottish lawyer and customs commissioner grew to become a great Enlightenment thinker who gained global fame for his writings in moral philosophy and political economy. His second major work, the “Wealth of Nations” (1776), enabled economics to establish itself as a separate academic discipline. In numerous countries, the book had not only a theoretical but also a practical policy impact. Yet many distortions crept into the reception history of Smith’s oeuvre. For some years now, an interdisciplinary group of Smith scholars has taken on the received wisdom to challenge the clichés. In this survey written on the occasion of the Adam Smith tricentenary, Karen Horn presents some insights from recent Smith scholarship and shows just how inspiring and fruitful an engagement with the great Scot continues to be – even for economists, who are so far remarkably underrepresented in this activity.

Interdisciplinarity as a Rhetorical and Epistemological Practice: Erasing Boundaries Between Humanities and Social Sciences or the Need for Unity of Knowledge?

The paper discusses the concept of interdisciplinarity from the perspective of humanities and social sciences. As both an idea and practice, interdisciplinarity is understood within the context of the complex dynamics of creating and reshaping institutional arrangements that regulate the processes of knowledge production, distribution, and instrumentalization in Western society, with universities, research centers, and departments at its core, organized according to separate academic disciplines. The paper questions the understanding of disciplines as closed, homogeneous, and static structures of knowledge organization. Instead, it reflects on the complex, multiple, and topological relationships of mutual interpenetration and constitution of disciplines, emphasizing their inherent hybridity, especially within the context of the synoptic identity of humanities disciplines. Furthermore, the paper highlights the moral assumptions underlying interdisciplinary research initiatives. The productivity of the conceptual framework concerning the centralistic, pluralistic, and integralistic models of interdisciplinarity is highlighted in analyzing the possibilities and outcomes of interdisciplinary approaches in social and humanities studies.

Adorno on Philosophy and Sociology

Philosophy and sociology appear to belong to separate spheres of thought, which might explain why they exist as separate academic disciplines. But in what way, if any, are philosophy and sociology different from, or related to, each other? In these series of lectures delivered at Frankfurt University in 1960, Adorno examines the relationship between philosophy and sociology and concludes that the subjects do not belong to separate spheres of thought. But Adorno has a bigger aim in mind. His attempt to reconcile philosophy and sociology takes the form of a wholesale attack on positivistic sociology, followed by a critique of philosophical idealism. There is, however, a debate as to whether the origins of Adorno’s critical sociology lie in Marx’s critique of political economy or philosophical idealism. These lectures throw further light on this question as they show the development of Adorno’s social philosophy and the critical theory.

Çokuluslu Eğitim İşletmelerinde İnsan Kaynakları Yönetiminin İncelenmesi

It is hoped that this study, which aims to examine the management of human resources in multinational educational enterprises in general, will make an important contribution to the literature in its field. Multinational training businesses in the past, in the field of education, especially educational institutions, educational administration, served on the subject of technological innovations in the education sector for a long time played an important role in the development of global culture and civilization. The development process of multinational education enterprises' enterprises under formal structure control in the education sector has continued with all its speed and dynamism at every stage of the information age and has been groundbreaking in terms of many related sectors, especially education. Educational enterprises owned by multinational structures, huge enterprises in which ownership and management are significantly separated, continued to be effective and competent even when they came to management. Even today, multinational educational enterprises significantly control many huge progressive sectoral enterprises with a large number of shareholders. Although multinational educational enterprises have existed and operated for centuries, they were not considered a separate academic discipline field until the last quarter of the twentieth century. When entering the twenty-first century, multinational educational enterprises were considered an autonomous academic field of study, but the lack of a definition of how they have characteristics has become a small obstacle to the fact that this sectoral field is betting on research. Key Words: Multinational, Educational Enterprises, Human Resources

Health professions education as a discipline: Evidence based on Krishnan’s framework

Health professions education (HPE) emerged as a specific domain of higher education in the 1960s. The interim decades brought the development of advanced training in health professions education and the implementation of HPE offices at many institutions of healthcare and education across the world. Despite these advancements, organizations considering the establishment of HPE offices, or advanced HPE training programs are still challenged by approving authorities to demonstrate that HPE is a discipline and not simply a branch of higher education. Although other scholars have proposed defined characteristics to guide the recognition of study fields as separate academic disciplines, Krishnan’s framework is easily operationalized and its use has been broadly reported in the management, education, and intelligence studies literature, among others. Krishnan contends that an academic discipline generally presents the following characteristics: (1) an object of study and research that, although particular to the discipline, can be common to others; (2) a body of specialized knowledge, relative to the subject of study and research, typically unique to the discipline; (3) theories and concepts that frame and organize the specialized knowledge of the discipline; (4) specific terminologies or technical language related to the subject of study and research; (5) research methods adapted to the particular demands of the discipline; and (6) an institutional presence demonstrated by teaching at the graduate level of subjects specific to the discipline, and by the existence of academic departments and professional associations. The purpose of this paper is to present arguments in support of the status of HPE as an academic discipline using Krishnan’s framework. It is our hope that these arguments will facilitate the efforts of organizations planning for the establishment of HPE offices or advanced HPE training programs at their institutions.

Ballroom dance in the education system: past and present

The purpose of the article is to reveal the features of ballroom choreographic education in the dynamics of historical development and to characterize promising directions for optimizing the educational process in the context of the professional training of the future choreographer. Methodology. The method of theoretical analysis was applied, which contributed to the study of published scientific sources devoted to the problems of professional choreographic education and related problems in accordance with the topic of the article; the method of systems analysis to identify the goal, task, content, volume and rational methods of teaching ballroom choreography, as well as assess the effectiveness of training industry specialists; methodological analysis of the leading pedagogical directions of teaching ballroom dance in the education system, etc. Scientific novelty. The dynamics of the development of ballroom choreographic education in a historical retrospective is investigated and its features are revealed in the context of the artistic culture of the 20th century; analyzed the theoretical and practical foundations of teaching ballroom dance in the context of transformational processes of pedagogical practice; considered the problems of promoting ballroom choreographic education in the development of art, aesthetic and cultural education in Ukraine; the criteria used for an objective academic assessment of ballroom choreographic education in professional educational institutions of Ukraine at the present stage are considered; identified and characterized promising ways of further development of ballroom dance as a performing art and a separate academic discipline. Conclusions. Socio-cultural changes and transformations in the system of training ballroom choreography specialists require optimization of the educational process, in particular in the following aspects: orientation to practical requests; complication and expansion of the structure of professional training of coaches, teachers, and ballet masters of ballroom dance; democratization of the system of choreographic education; integration and adaptation of leading methods of European education; strengthening of structural social and functional interaction within the framework of the system of choreographic education. The study has shown that the development of ballroom dance in Ukraine at the present stage requires the creation and provision of an appropriate level of a specific professionally-oriented education system, the basis of which would be the integrated use of the best traditional and innovative technologies in the field of pedagogy of choreographic art, developed by Ukrainian and foreign theorists and practitioners of dance education. as a backbone element of training specialists.

From Antagonism to Acknowledgment: Development of Gender and Women’s Studies as Academic Discipline in Pakistan

This paper aimed to analyze historically the development of Gender and Women’s Studies as a separate academic discipline in Pakistan. We employed to the secondary data resources that included archives, official gazettes of the Government of Pakistan, notifications and, organizational records for data collection. The historical analysis with the feminist research method focused on the evolution of the discipline. The research revealed that gender and women’s studies on an academic discipline have been established in different public sector universities after international pressure and the struggle of Pakistani women’s movement. Further, the research documented the discipline’s voyage from resentment to an acknowledgement of gender studies as academic field. Thus, it can be concluded that there is a potential for transformation in the everyday lives of the students and teachers, nevertheless braced with limitations, challenges, and prospects for the growth of this as a discipline. Although discipline does reflect a commitment to the contribution towards the society concerning to the subject matter, these are; however, not rooted in feminist ideology. There are bigger questions rather than concluding thoughts that require additional research related to discipline, its scope, and local knowledge production and so forth. Besides, it requires sincere efforts from a policy planning perspective to generate research and theory on gender issues in a local context.

Formation of Humanistic Values of Future Foreign Language Teachers in the Process of Studying Social and Humanitarian Disciplines: Empirical Findings

The paper is aimed at analysing the current state of humanistic values formation of future foreign language teachers in the process of studying social and humanitarian disciplines. The research was carried out at Pavlo Tychyna Uman State Pedagogical University (Ukraine). The experiment involved 268 students, majoring in 014 Secondary education (Language and literature (English)). The following methods were used: analysis, comparison, classification and systematization of theoretical data, observation, methods of mathematical statistics and complex pedagogical diagnostics, generalisation, etc. The results have showed a low level of humanistic values formation of future foreign language teachers. It is explained by the fact that the disciplines, containing humanistic elements, are studied as separate academic disciplines without their tight correlation and applied format; humanistic potential implementation of social and humanitarian disciplines is not provided in syllabi of those disciplines and information on humanistic ideals is only illustrated. The results of the study reveal the essential difficulties in students’ humanistic values formation. The identified difficulties have led authors to the conclusion that there is a need for developing new approaches to improving the process of humanistic values formation in future foreign language teachers by means of social and humanitarian disciplines. The ways to overcome the difficulties have been suggested.

ОСОБЕННОСТИ ПРЕПОДАВАНИЯ УЧЕБНОЙ ДИСЦИПЛИНЫ «КОНТРОЛЛИНГ» В ПРАКТИКЕ ВЫСШЕГО ОБРАЗОВАНИЯ

The article highlights the approaches to teaching the discipline "Controlling". Issues related to the relevance and relevance of its study as a separate academic discipline in the course of the implementation of educational programs of higher education are highlighted, the goals of the discipline, its place in the curriculum of educational programs, the approach to the formation of the structure of the discipline, the need for providing educational literature are determined.

Методологічні засади побудови захищених гарантоздатних інформаційних систем дистанційного навчання закладів вищої освіти

The principles and methods of building secure reliable information systems (SRIS) for distance learning in higher educational institutions are investigated. The analysis of the current state of scientific re-search, practical development and application of SRIS in the processes of distance learning in universi-ties, the methodological foundations of building SRIS for distance learning at a university, formulated the main tasks of SRIS to ensure full compatibility of distance learning with full-time and part-time forms of student training, the ontology of entities is proposed for the first time educational process, based on the requirements of the legislation on higher education, the central element of which is a vir-tual learning environment. Based on the application of the constructed ontology, the priority objects of protection in SRIS are determined. In terms of building a threat model for SRIS, the components of its dependability have been analyzed, a characteristic of their possible defeat in the event of the implemen-tation of various threats is given, the factors that flow into the academic virtue of the participants in the educational process have been identified, and SRIS mechanisms have been proposed to counteract such negative factors. By the method of analogy, a model of the learning procedure for a separate academic discipline was built, a methodology for the formation of the content of test control tasks of SRIS was developed, for which an assessment of the rational number of questions in a test task was obtained, an assessment of the probability of a correct answer to one test question and random coincidence of an-swers for applicants different levels of competence (high, sufficient, medium), and the border of random coincidence of test results was calculated, the excess of which may indicate a violation of the norms of academic virtue. Application of the proposed methodology in SRIS can help to increase the level of aca-demic virtue.

Beyond the Mainstream

Analyzing the work of Max Schmidt (1874-1950), especially his 1917 book Die Aruaken. Ein Beitrag zum Problem der Kulturverbreitung [The Arawak: A Contribution to the Problem of Cultural Dissemination], this article deals with methodological and theoretical trends among German ethnologists carrying out expeditions in the Amazon region at the turn of the nineteenth century. The approaches outlined are placed in the context of the institutionalisation of ethnology as a separate academic discipline in Germany. The focus is on the development of modern fieldwork methods; the critique of diffusionism by Schmidt and other South America researchers; and the specific approaches of Max Schmidt who, in spite of the contemporary emphasis on "material" and "intellectual" culture, also considered sociological issues in his analysis.

Development finance as an emerging discipline: Perspectives from the South African context

ABSTRACT It has never been assessed whether development finance is regarded as a distinct and autonomous professional or academic discipline. This qualitative study explored the current perspectives on development finance from within the South African development finance context. Key individual informants (n = 31) were purposively sampled and surveyed in order to capture their perceptions, and to maximise the variance in perspectives identified. The findings revealed pervasive disagreement regarding the defining characteristics of development finance, its pedagogy, and professionalisation. Furthermore, the majority of informants perceived a shortage of local experts and agreed that practitioners should possess qualifications in development finance explicitly. The majority of informants regarded development finance as a separate academic discipline; and agreed that universities should offer undergraduate development finance education. It is recommended that future research and pedagogy address obvious epistemological issues: what counts as development finance knowledge and who has authority to define and produce it?

“Antiquity” and “Archeology”: the Evolution of Concepts and its Using in an Educational Process (on the Example of Kharkiv University 1805–1884)

The article is devoted to the formation of historical education at Kharkiv Сlassic University especially such academic discipline as «Archeology». The author aims to discover the terminology of educational courses and the development of its concept for tracing the process of beginning teaching the elements of archeology and its formation as a separate discipline in the educational courses of the University. It is mentioned that from the first half of the ХІХ century the term «Archeology» was only appeared in scientific turnover and rarely appeared in the names of an educational courses. The term «antiquity» was used for the academic disciplines which were connected with the distant past. In this period the courses with the similar names had literary-philological and historical character and nearly connected with the archeology in its modern meaning. From the second half of the ХІХ century the situation changed. The question about the development of archeology was sharply rose in the Russian Empire, Archeological Congresses were conducted. Systematic archaeological excavations began, so qualified specialists were needed. But there were not such separate academic discipline as «Archeology» because of the lack of the specialists and teaching staff. The basis for archeology knowledge was the teaching of the disciplines of philological profile. Particular attention to the ancient languages oriented students to the acquisition of ancient social and cultural values. In the second half of the ХІХ century, there were qualitative changes in the archeological science itself. The first generalizations appear, but teaching has fallen short of scientific achievements. The author points that professor M. Aristov (1834–1882) was the first who taught the courses which had archeological specialization, but there were no term «archeology» in its name.

Проблемы обучения географии: обзор зарубежных исследований

The article concerns the difficulties of learning geography in junior high school students and adolescents as they are reflected in foreign publications. It also discusses the effective teaching methods to be used by educators. Research results obtained by scientists from the United States, Ireland, Finland, Germany, the Netherlands, China, Japan and other countries are analyzed in comparison with data of Russian researches. The article substantiates that people today need the knowledge of geography and therefore this subject must be present in the primary school curriculum as a part of an integral course, and in primary school as a separate academic discipline. It is possible to develop spatial and systematic thinking in students and to shape their worldviews by means of a school course in geography. However, the current state of this school subject does not meet the expectations of educators and scientists. The analyzed studies demonstrate the drop of interest to learning geography, as it is thought to be difficult. Particular attention is paid to the analysis of possible difficulties that students with mild disabilities may confront with in the course of their study of geography. We describe how to cope with potential problems and describe the teaching methods which are the most efficient and effective in improving the quality of geographical education. All studies are of great importance for the practice of education, because geographically literate person is able to take care of our planet, appreciate it, live harmoniously in a closely interdependent world

Przesunięcie koncepcyjne w studiach granicznych

Dynamic (re)development of the border studies in Europe and North America after the collapse of communism proved both (geo)political relevance of disappearing and reappearing boundaries, as well as academic interest in describing, explaining and categorizing the above-mentioned processes. Thy have been however homogeneous neither in empirical dimension, nor in analytical reflection. What have been observed is growing conceptual shift in border studies. It is manifested in more and more multidisciplinary approach to the field as well as new focus: social practices instead of geopolitical perspective. Consequently border studies look for their own identity and aspirate to be a separate academic discipline.

Изучение и преподавание тюркских диалектов сибирской группы в Университете Анкары

В статье дан обзор основных направлений исследований и преподавания тюркских языков сибирской группы в Университете Анкары, начиная с организации первых коллективов с 1930-х гг., вошедших в состав вуза (открыт в 1946 г.). Это первое учебное и научно-исследовательское заведением Турции, где начали преподавать современные тюркские языки в качестве самостоятельных учебных предметов и заниматься их изучением. Процесс в целом делится на два периода.Первый период — со времени основания университета и до создания в 1992 г. кафедры современных тюркских языков и литератур. Исследования по тюркологии начались с 1936 г. С 1940 г. в учебной программе появились предметы по ответвлениям тюркского языка. Отмечены вклад профессора Абдулкадира Инана (1889–1976), профессора Саадет Чагатай (1907–1989), профессора Хасана Эрена (1919–2007). Рассказано о создании профессором Мустафой Джанполатом и Ф. Семой Барутчу Озондер отдельной кафедры, которая стала называться кафедрой современных тюркских языков и литератур.Второй период — с 1992 года и продолжается по сей день. В первые годы преподавательский состав кафедры современных тюркских языков и литератур полностью состоял из иностранных специалистов: Ю. И. Васильева, Ч. М. Доржу, М. В. Оюн, М. Б. Кунгаа, Т. Н. Боргояковой, А. Т. Тыбыковой и др. Названы наиболее интересные публикации этих специалистов, важные как для самой науки, так и для учебного процесса. Перечислены защищенные в 1990–2000-е годы диссертации, в т. ч. К.-М. Симчита, Г. Килли и др. Названы важные работы — монографии, статьи преподавателей, работающих на кафедре сегодня. Перечислены учебные программы. Отмечена важная роль журнала «Modern Türklük Araştırmaları» (Современные тюркологические исследования), выходящего на базе университета с 2004 г. С 2002 г. ежегодно проводится симпозиум «Современные тюркологические исследования» с участием ученых из разных научных центров Турции.Отмечен в целом растущий интерес академических кругов Турции к тюркским языкам, к истории, культуре, системе верований тюркских народов Сибири.

ГЕОЕКОЛОГІЯ В НАУКОВО-ОСВІТНЬОМУ ВИМІРІ

Geoecological paradigm incipience has formed an interdisciplinary geoecology, which purpose is to optimize the nature using on the basis of geoecosystem interconnections study and integration of the acquired knowledge into the practice of territorial planning and management. An important sphere of geoecological research practical application results is the creation of an optimal structural and functional organization of the territory for substantiation of various nature management projects. With the help of estimating and predictive research methods, the degree of geoecosystems suitability for the projected nature using kinds is established. Forecast geoecological researches are aimed at preventing possible destructive natural processes, identifying anthropogenic influences and caused by the negative changes in the natural environment. On the results of evaluative and forecast geoecological research, the adoption of final design and planning decisions should be based. Based on the results of the conducted research the following conclusions have been made: The priority task of applied geoecology is to prevent the emergence of crisis and emergency geoecological situations. Therefore, in the near future, it would be expedient to teach applied geoecology a separate academic discipline. Solving the constructive tasks of geoecological research requires the corresponding specialty and education of researchers. Basic geoecological knowledge is laid out by the educational system with the use of innovative active methods in the educational process, in particular, the project method. For this purpose, the discipline «Geoecology of Ukraine» is taught at the Faculty of Geography of the Kyiv Taras Shevchenko National University for masters of the first year of study. The lecturer stimulates the project activity, directing the work of students to achieve the final result – the geoecological project presentation. For example, the implementation of the project on discipline «Geoecology of Ukraine» involves students fulfilling such basic tasks – search, analysis and systematization of information; choice of research methods; drawing up of maps, diagrams, charts; formulating the conclusions of the study and developing the presentation of the project. The topic of the project is most often associated with specific practical issues relevant to real life. The study of the discipline «Geoecology of Ukraine» promotes the orientation of students for the specialty of the environmental manager, designer, expert on environmental projects, etc.

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland—a country highly valued for its education—as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process.

Research on the concept of role a bridge between the concept of structure and architectural

Architectural once, had concealed in own combination, integration and compilation of various theoretical and practical knowledge, while today we are witnessing demotion in the activities that almost all are focused on structural design and built form branching and taking special flavor of such as constructions, installations, interior design etc. in the form of separate academic disciplines that even taught in different colleges and have changed the position and of architectural and have followed consequences such as identity loosing , increasing energy consumption, resources and natural wasting , etc. However, due to the conditions of modern times continues the process of branching and being special in the field of construction, in the other hand, in order to counter the effects of the mentioned consequence have been done and are done researches and theoretical studies that some of them trying to explain the concepts and relations of structure and architecture. In this regard, the authors began a research with the aim of investigating of structure in architecture. Fundamental question was raised in the route of doing this research, what is the exact purpose of the of role basically ?and whether we can use this as a concept in order to compilation and convergence concepts of architectural structures? In order to achieve a theoretical framework to answer the mentioned issues, and with enjoying some research techniques by grounded theory method was launched to data reviewing and categorization which have been presented their summary in this article . This study explains the of the structural elements is acquisition with other structural elements and giving relationship between these elements has created anattribution status and will be caused divergence of these elements.

Tourism as a discipline in light of the non-classical sociology of science

ABSTRACTEmbedding the issue of the recognition of tourism by the academia in the context of the scientific identity of the researchers of tourism can bring valuable insights into the debate. Moreover, such an approach is aligned with the main assumptions of social constructionism and the non-classical sociology of science (knowledge) stemming from the paradigm theory of science formulated by Kuhn. These concepts served as the foundations for the present research, allowing for the formulation of its main hypothesis: that every academic community has the right to decide whether it accepts tourism as a separate academic discipline or not, and that there is no reason why any opinion on this matter should be imposed on everyone. Another useful piece of information can be gained by adopting an epistemological perspective in the form of the questions: will separating tourism from other disciplines make it possible for us to learn more about it? Or should we continue considering it through the prisms of other disciplines? These were the premises which drove both parts of the present research: literature query and empirical study (which featured results from researchers from all around the world), and were addressed in the conclusion.