Quality Of Social Education Research Articles

Cartoon Art Genres as Catalyst of Social Revolution: A Critique

The thematic content and the functional value of cartoons are essentially expedient to achieve effective communication, especially in modern society. Cartooning is an art form which thrives on humour and satire. It is a popular mode of communication online and in the print media in Nigeria. The content of the cartoon message is a function of variables such as political, economic, education, socio-cultural, media and domestic matters. Functionally, cartoons are a means of criticizing undesirable behaviour pattern of individuals, groups and policies of the government, a source of entertainment and a diary of significant events. The formulation of the cartoon message is, therefore, a response to the needs of society. This study seeks to examine the influence of cartoon communication in the process of social revolution given the nature of volatility of today’s society. Findings revealed that cartoon could communicate best if the quality of social education is encouraged at formal and informal levels. It is also recommended that cartoon artists should maintain a balance between their contents and the reading audience to engage issues and policies in the most beneficial way. Keywords: Cartoon, Social revolution, Catalyst, Art genres. DOI : 10.7176/ADS/74-03 Publication date :June 30 th 2019

Review of “Dewey, Peirce, and the Learning Paradox”

First, let me note what I see as the strengths of this manuscript. Too often education scholarship is seen as a subset of psychological scholarship. While this has its value, it all too often leads to a reductiveness that is unfortunate. It does not sufficiently recognize the fundamentally social quality of educational acts, and it all too often assumes that theories developed within psychology are sufficient to have us think creatively about educational phenomena. As has been demonstrated many times, there is no necessary one-to-one correspondence between psychological theory and educational theories, decisions, and realities. While the author starts within psychology, he or she clearly recognizes the underlying social quality of education (e.g., the paper's discussion of the role of discourse communities and intersubjective learning communities). Of even more import, he or she situates what has been called the learning paradox back within the epistemological traditions and debates that have arisen to expressly deal with these kinds of issues. A good deal of psychological talk and research both in psychology and education occurs in the absence of such philosophical work. Even when it is technically quite sophisticated, a significant portion of psychologically based research in education is often relatively naive about the weaknesses in its underlying conceptual apparatuses and categories. Thus, the author's attempt to resolve the apparent paradox by turning to the historical discussions within philosophy about the development of new perspectives is not only wise, but productive. Such a philosophical turn is to be commended. Would that more research not only in psychology but in