General Theory Of Education Research Articles

Формирование профессионального самоопределения будущих специалистов гостиничного сервиса средствами личностно-ориентированных технологий

The purpose of this investigation was to confirm the need of student professional self-determination formation and development as a pedagogical task while training of hotel service specialists. The relevance of this research is determined by the generalized interpretation of the term ‘hotel service specialist’. The list of opportunities for professional realization for graduates, actually, is not limited by the place of work as well as by the activity type. Proper assessment and timely diagnosis of aptitude for a particular specialization can contribute to effective self-determination of students, motivate them to successful academic achievements, and stimulate professional development. Methodology and methods. The methodology of the study consists on the basis of the general theory of education and upbringing, the theory of the unity of personality and activity, the foundations of a personality-oriented educational process. The research methods determine the analysis of psychological, pedagogical and methodological literature on the research topic, questionnaires, psychological and pedagogical testing, statistical data. The result of this research was the justification of the pedagogical task as a formation the professional self-determination of students — future hotel service specialists throughout their studies at the university. Theoretical and practical significance. The theoretical significance of the research lies in the construction, substantiation and approbation of the hotel professions matrix. The practical significance is determined by the proposed forms and methods of the educational process organization for the purpose of the professional self-determination formation by means of personality-oriented technologies. Conclusions. In order to maintain students’ interest in professional realization, it is necessary to diagnose their abilities for professional activity within the industry. The effectiveness of the professional self-determination formation will be higher if personality-oriented components are included in the content of scientific and methodological content.

Ecosocial approach to music education

ABSTRACT Collective cultural transformation is needed to save the Earth from the growing effects of the human-caused environmental problems. Music education, too, can take part in preparing future generations with the knowledge and skills needed to address the world's complex challenges and create a more sustainable future. Approaching music education from the perspective of ecosocial sustainability can foster students’ sensitivity to diverse sonic environments and support the overall appreciation of multispecies communities and mutually beneficial ways of interaction in the more-than-human world. Based on the general theory of ecosocial art education, this article presents three practical approaches to music education, which can promote a sustainable life orientation: (1) Attuning to sounds helps cultivate one's connectedness to more-than-human others. (2) Reconnecting with sound memories helps recognise how sonic environments affect and indicate the lives of humans and other beings. (3) Co-composing with the more-than-human world helps to embrace the generative powers of creativity in experiencing interdependence with others.

Fact-value discourses in 19 analyses of genetics in biology textbooks: A critical review

This study analyses research reports on textbooks in genetics education regarding the fact-value distinction. From the perspective of four possible fact-value-related discourses, I have conducted a content analysis of 19 research reports on genetics in textbooks after 2002 (articles, book chapters, and one paper based on a conference presentation.) The general background for this review is an underlying interest in combining and integrating academic achievements and value(s) education in the context of science education in the field of genetics and human beings, by, at the same time realizing the challenges in practicing the principle of interdisciplinarity. This “interest” has been illustrated both in the science education literature and in general educational theory during the last decades. Our study falls into two parts. First, we conducted a qualitative interpretative content analysis. Second, we used a quantitative approach by counting value-related words. We identified the discourses on a continuum, from single-academic-discipline-oriented discourse (based on the natural sciences) to interdisciplinary value-oriented discourse involving the social sciences and/or the humanities with their related concepts and debates. Based on our study we can recommend future researchers on textbooks to be aware of the discourses we have exemplified and therefore explicitly delimitate their study accordingly. In this context one research field could be to study what textbooks say about how to discuss value questions in the context of science and science education.

Teaching – educate, educating – teach: theory and practice of general education of persons sentenced to imprisonment

Teaching – educate, educating – teach: theory and practice of general education of persons sentenced to imprisonment

‘삼육교육’ 구성 요소 표기에 관한 고찰 - 엘렌 G. 화잇의 ‘참교육 이상’에 근거하여 -

This article aims 1) to critically examine the existing notation of ‘Sahmyook Education’ (Korean version of Adventist education, literally meaning ‘nurturing of the three’) and 2) to suggest a notation of different character and sequence, based on Ellen G. White’s vision of ‘true education’. The notation of holistic dimensions of Sahmyook education is currently expressed in various ways such as: ‘zhī dé tǐ(知德體 transliterated to the preceding Pinyin and translatable to knowledge-virtue-physical health),’ ‘zhì dé tǐ(智德體, wisdom-virtue-physical health),’ ‘dé zhì tǐ(德智體, virtue- wisdom-physical health),’ ‘líng zhī tǐ(靈知體, spirituality-knowledgephysical health),’ ‘zhì líng tǐ(智靈體, wisdom-spirituality-physical health).’ This complicated phenomenon is due to the influence of the general
 Sahmyook education theory based on ‘knowledge-virtue-physical health,’ and the progress of Adventists in their understanding White’s vision of ‘true education.’ This article presents ‘líng zhì tǐ(靈智體 ‘spiritualitywisdom- physical health’ as an alternative notation which represents White’s vision of ‘true education’ most appropriately. This alternative more meaningfully represents the characteristics of the Adventist’s educational theory differentiating it from the general educational theory of ‘knowledge-virtue-physical health.’ In addition, this study also makes an important point that the notation integrating ‘spirituality-wisdomphysical health’ does not espouse the tripartite concept of three part human being with ‘mind, body and spirit’ as separate entities. White clearly uses mind-body-spirit as inseparable human dimensions in education or growth by using adjectives ‘spiritual, mental and physical’ together to describe holistic human experience.

Edu-Larp as Revision of Subject-Matter Knowledge

The paper presents theoretical foundations of the author's approach to the design of edu-larps. It is deliberately steering away from cross-disciplinary teaching, artistic education or soft skills training in order to advocate larps tailored to single school subjects, focused on integration and consolidation of curricular knowledge. Putting larp in the context of applied drama, or Drama in Education, the text argues that well-designed edu-larp is likely to be accepted by the average teacher, not just by dedicated and trained drama educators. The concept of print-and-play “larp for dummies” downplays the importance of preparation, acting and immersion, while emphasising the game-like structure of goals and conflicts: gameplay set to work alongside role-play. Therefore, the ideas and tools borrowed from video games and board games design can be useful in the creation of edu-role plays, breeding a form which might be called 'gamified drama'. The recommended function for edu-larps is final revision of a large textbook unit, an idea discussed on the example of high-school history classes. The suggested model for classrom larp is a negotiation game between conflicted but cooperating factions, divided into three stages: a) preparation of all factions separately; b) informal meeting of all factions shortly before the official talks; c) official negotiation session which is supposed to bring forward all major (textbook-based!) issues for public debate. The paper ends with a section on troubleshooting, i.e. an overview of risk factors frequently pointed in the discussion of game-based learning, with ideas of how to eliminate or minimise the risks through careful design. Referenced sources come from the fields of edu-larp, edu-drama, game-based learning, and general educational theory.

For a pedagogy of summaries values

The title of the article is inspired by the work of J.S. Bruner, “For a theory of instruction”, built on the psychological theories of learning approached from a formative perspective, through an “effort to help and shape the development” of the personality of the educated (student) [3, p. 11]. By analogy, the study aims to design a pedagogy of values based on the higher formative resources offered by the concept of value, determined philosophically, sociologically, anthropologically, politologically, psychologically, historically. The analysis promotes a “tripartite vision” on the subject investigated with the means of fundamental pedagogical research (historical and theoretical), oriented in epistemological, methodological and practical plan. Such a “tripartite vision” refers to: 1) Defining and analyzing the concept of pedagogical value, reconstructed and fixed from a historical, (evolutionary) and theoretical (epistemological) perspective. 2) Deepening the value meanings of education in the postmodern (contemporary) society, specifically reflected, at the level of general theory of education, through the “model of pedagogical values in private education”, built in conditions of fundamental research, on the axiological continuity line between: purpose-values, norm-values, means-values, valence-values, utility-values. 3) The implementation of the technology for the promotion of pedagogical values in private (primary) education, evaluated in conditions of operational research, which constitutes a distinct final subject, approachable in conditions of empirical, experimental investigation.

FILOSOF A PEDAGOG KULTURY SERGEJ HESSEN A IDEA UNIVERZITY

This analytical study is dedicated to notable Russian philosopher in exile and theoretical pedagogue of culture Sergei Iosifovich Gessen (1887-1950), who is a somewhat forgotten personality in Czech pedagogy today. It aims to elaborate on those of Hessen's ideas which are at the heart of his concept of pedagogy and of the university as an institution, and which can provide an important frame of reference for the criticism of today’s instrumental approach to education and university reform. Gessen is presented as an ever-inspiring, timeless thinker who developed his philosophical anthropology and general theory of education on the principles of neo-Kantian critical philosophy, and as a representative of humanist educational ideals. The analysis is supplemented by a contradictory perception of Gessen's legacy in the Czech pedagogical environment, which has been negatively impacted by the social and political conflicts of the 20th century. The study employs theoretical analysis of primary and secondary sources, as well as hermeneutic-interpretive methods.

The Philosophy Basis Of Educational Technology

Philosophy is a general theory of education. In other words, it can be deemed as a very important basis for how education is carried out, so that the goals of education are fully achieved. This is the background why an educational technology science has a philosophical foundation. Educational technology as a scientific discipline has a philosophical foundation that can be studied on educational technology that meets three philosophical studies, which are ontology, epistemology, and axiology.
 
 Based on insights retrieved from this article, it is stated that the philosophical foundation of educational technology concerning its ontology is a field of scientific study. Meanwhile, if we look at the etymology of educational technology, it is an approach used in a science. When it is viewed from an axiological point of view, educational technology emphasizes on its benefits, both in general and in particular, directly, physically and abstractly.

»Philosophy […] Is the Theory of Education in Its Most General Phases«

Abstract »Philosophy […] Is the Theory of Education in Its Most General Phases«. Critical Remarks On Some Relationships between Philosophy and Education Following John Dewey In contrast to the widespread view that education is a subfield and field of application of practical philosophy, John Dewey understood philosophy altogether as a general theory of education. The article reconstructs this perspective in Dewey’s main pedagogical work »Democracy and Education« as well as in his 1929 paper »The Sources of a Science of Education«. Afterwards, two other relationships between philosophy and education will be contrasted, the so-called Isms approach and the configuration in which philosophy is one of the so-called ›foundation disciplines‹ dealing with education as an applied field. In an outlook, current changes in the relationship between philosophy and education will be discussed.

Virtual Learning in Graduate Medical Education: Applying Learning Theory for Effective Educational Videos.

Virtual Learning in Graduate Medical Education: Applying Learning Theory for Effective Educational Videos.

국어교육의 새로운 내용론 - 학습의 본질 구현을 위한 초학문 융합 패러다임 설계 -

Most educational researchers focus on transdisciplinary convergence education, an alternative to subject divisonalism or interdisciplinary education, in which all students solve problems independently. To realize the importance of this transdisciplinary convergence education, a brand new paradigm, which is present in moments of teaching and learning, should be designed considering essential learning features. Such trials can be made possible only in Korean language education. In other words, the paradigm should cover the elevation of the role of language in learning and increase learning potential in other subject domains with linguistic repertoires. Finally, these paradigm must be established by creating a new contents system in the Korean Language Education field. This new paradigm should set up the educational goal and contents in respect of linguistic and language development perspectives. The educational goal is to establish academic literacy as linguistically defined. The educational content provides metalanguages according to each students’ grade or school level, and students can use these when identifying problems. While abstract language enables elementary students to jump into the theoretical world, metaphoric language makes secondary students meet the technical world. ‘A new paradigm’ plays a key role in Korean Language Education. Furthermore, a new paradigm is essential in general educational theory for pre-service teachers in all subjects. The content of the new paradigm will thus create essential teaching and learning tools to help students and teachers freely inquire and navigate the rigorous contents-based world.

The Interplay of Law, Economics and Culture in the Modern Era and Its Influence on the Development Prospects of Educational Institutions. The Screeching Wheels of Social Machines

This article is a response to Georgy Lyubarsky’s profound and farsighted speculations about the functioning of educational institutions in the new social context, where conventional approaches cannot be applied anymore. In a situation where mass media take over the school’s function of producing meanings for the public, it becomes impossible to speak about the “majority” and, consequently, about any classical culture common for that majority. Meanwhile, it appears a good idea to create a new mythology (perhaps, a university mythology) that would allow elaborating the theory of general education, first of all in universities, at a new level. If the concepts proposed are considered as viable, development models should also be proposed for institutions of secondary education, where it would make sense to use traditional western and pre-Soviet models of school organization, in much the same way that investors in a recession turn to conservative assets.

Education theory and education sciences applied to the criminology: a renewal propose

In the interest of various authors shown during reading, it will be noted that the work of articulation between the general theory of education and criminology, already has history. These work is resumed here to apply them mainly to areas of opportunity in pedagogical criminology and educational criminology, highlighting processes that can be improved for a renewal in educational chores, ways to teach, and research. In the beginning, the scientific, philosophical and projective dimensions of education are briefly adapted to criminology, this gives rise to continue the theme of improvement in educational criminology and pedagogical criminology, contextualizing the processes of the general theory to these others. Finally, the importance of the social work of criminology and its professionals, when expected, is highlighted, to provide knowledge to state agents who are in need of understanding the criminal problem, to determine public policy.

Catastrophe, commemoration and education: On the concept of memory pedagogy

Dealing with memories of catastrophes is undoubtedly important for education. Yet, how is such an education possible? On which theoretical basis can we describe it? In this article, I build a bridge between ‘Memory Studies’ and educational studies with regard to the topic of ‘catastrophe’ and thus present a provisional general theory of education, such as ‘Memory Pedagogy’ in analogy to ‘Memory Studies’. After describing the category ‘catastrophe’, I outline the basic differentiation between ‘communicative memory’ and ‘cultural memory’ in the field of Memory Studies. I will demonstrate how this basic differentiation can be connected to education through the concept of ‘Bildung’ in German philosophy. On the basis of these preliminary remarks, I highlight the potential of Memory Pedagogy by interpreting a case of catastrophe education, the project ‘Picture of Atomic Bomb’ (PAB). Based on the analysis of the PAB project, I insist that functions as a generator of communicative memory concerning catastrophes through education. Additionally, I point out that the transition from communicative memory (kommunikatives Gedächtnis) to cultural memory (kulturelles Gedächtnis) in the meaning of Jan and Aleida Asmann can also be observed in the PAB project.

ELECTRONIC LEARNING TOOLS AS A MEANS OF INCREASING THE EFFECTIVENESS OF INCLUSIVE EDUCATION

Today, the education of young people with disabilities is given special attention. Therefore, inclusive education becomes the main focus of teaching such children. It is based on the use of learning technologies allowing for all children to obtain knowledge in ordinary schools, taking into account the peculiarities of their development. This opportunity is provided by the active use of electronic learning tools. Therefore, there is a need to create and implement integrated electronic educational resources that will have the focus of tasks on a specific subject for the purpose of teaching children with special needs. The authors indicate a comparative analysis of thematic sites as one of the leading methods in the study of this problem; the limitedness of use of electronic educational resources in inclusive education was revealed on the basis of this method. The main results of the study include the development of an electronic educational resource on the topic "Number Systems" and methodological recommendations on the organization of the educational process with its use in inclusive education. Their significance lies in the fact that they can be recommended for use by teachers, and can also become a tool for self-study of this topic. The results of the research fill in the existing gaps in the theory of general education, contribute to the solution of questions about the motivation of teaching computer science to special needs children

Moot Court Competitions and their Role in Practice Oriented Training of Law Students

The paper explores the issues that are rarely dealt with by Russian Universities and their Faculties in the context of the methodology and general theory of legal education, whereas the issue of mooting (legal competitions) is rather well covered under the common law system. The primary goal of any moot competition is to facilitate both the study of the subject matter (e.g. international commercial law as in the annual Vis moot competition) and the existing dispute resolution processes (e.g. arbitration as the dispute resolution process of choice for international business disputes). Thereby, mooting trains future law leaders in dispute resolution. The most common approach is that a perfect team of mooters needs an equal combination of both outstanding legal arguments (both in oral and written forms) and effective presentation skills. Based on our coaching experience and the discussions we have conducted with our colleagues and students involved in mooting we show that there are numerous different views among moot competitions participants, judges, coaches, and the most experienced “real” professional advocates as to the most effective advocacy tools. Mooting and clinical work represent the key skills-oriented approaches to training lawyers. However, mooting prevails in the context of globalisation of legal education and the development of cross-cultural competences.

MOOT COURT COMPETITIONS AND THEIR ROLE IN PRACTICE ORIENTED TRAINING OF LAW STUDENTS

The paper explores the issues that are rarely dealt with by Russian Universities and their Faculties in the context of the methodology and general theory of legal education, whereas the issue of mooting (legal competitions) is rather well covered under the common law system. The primary goal of any moot competition is to facilitate both the study of the subject matter (e.g. international commercial law as in the annual Vis moot competition) and the existing dispute resolution processes (e.g. arbitration as the dispute resolution process of choice for international business disputes). Thereby, mooting trains future law leaders in dispute resolution. The most common approach is that a perfect team of mooters needs an equal combination of both outstanding legal arguments (both in oral and written forms) and effective presentation skills. Based on our coaching experience and the discussions we have conducted with our colleagues and students involved in mooting we show that there are numerous different views among moot competitions participants, judges, coaches, and the most experienced “real” professional advocates as to the most effective advocacy tools. Mooting and clinical work represent the key skills-oriented approaches to training lawyers. However, mooting prevails in the context of globalisation of legal education and the development of cross-cultural competences.

Dewey’sDemocracy and Educationin the age of digital reason: the global, ecological and digital turns

Dewey was perhaps the foremost theorist and advocate of participatory democracy as an ethical ideal based on a belief and faith in human experience as a general theory of education that would gener...

INTERACTIVE COMPUTER SIMULATION AS A RESPONSE TO CONTEMPORARY PROBLEMS OF TECHNICAL EDUCATION

The theory of teaching, commonly referred to as didactics, is gaining increasing recognition in the work of a teacher immersed in the present-day reality of education. It appears right to assume that familiarity with the changing world should inspire innovativeness aimed to eliminate unnecessary or inadequate phenomena. For this reason, it is advisable to treat didactics as a theoretical discipline with practical implications for teachers, especially in the process of transforming and perfecting the educational system to make it meet the real social and economic challenges. The paper presents empirical studies conducted in the period 2010-2015 among full-time and weekend students of Safety Engineering at Jan Dlugosz University in Czestochowa, Poland. The studies were aimed to test the hypothesis that using deterministic computer simulations in the didactic process fosters learning effectiveness in the field of technological education as compared to traditional methods applied in a laboratory. The investigation employed extended methodology including verifying detailed hypotheses by means of empirical studies proved to be significant by the c2 (chi-squared) test. It was also situated within the general theory of education, additionally addressing the postulates of constructivist and cognitivist paradigms of learning.