Ethnomathematics as a new look of mathematics involves its dimensions: cognition, conceptualization, education, epistemology, history and politics, which implies a change in the traditional educational paradigm. For this work, conceptual and historical instances are considered primordial, without prejudice to addressing the other dimensions. Mathematics Education in Ecuador has been assuming curricular contents emanating only from the Eurocentric source, not even the analysis of the spatio - temporal status of the generation of mathematical concepts has been considered, even worse, the knowledge has not been incorporated emanating from the pre-Hispanic root. Th e present work proposes to insert ethnomathematics in teacher training through critical historical content, making comparisons, analogies and contrasts between the diff erent places, environments and temporalities of mathematical development. Th e contents have been chosen based on diff erent readings and approaches to our Latin American reality. It is presented in the form of a methodological proposal with a preliminary statistical analysis, contemporary conceptualizations and a proposal of didactic activities, as a result of responding to the need to face the problem of poor mathematical education through the inherent sociocultural, epistemic and philosophical considerations to paradigms concerning ethnomathematics. ; La etnomatemática como una nueva mirada de la matemática entraña en sus dimensiones: cognición, conceptualización, educación, epistemología, historia y política, lo cual implica un cambio en el paradigma educativo tradicional. Para este trabajo se consideran primordiales las instancias conceptuales e históricas, sin perjuicio de abordar las otras dimensiones. La educación matemática en el Ecuador ha venido asumiendo contenidos curriculares emanados solamente de la fuente euro centrista, no se ha considerado ni siquiera el análisis de los status espacio–temporales de la generación de los conceptos matemáticos, peor aún, no se han incorporado los saberes emanados de la raíz pre hispánica. El presente trabajo propone insertar la etnomatemática en la formación docente mediante contenidos con carga histórica crítica, realizando comparaciones, analogías y contrastes entre los diferentes lugares, ambientes y temporalidades del desarrollo matemático. Los contenidos se han escogido en base a diferentes lecturas y aproximaciones a nuestra realidad latinoamericana. Se presenta en forma de una propuesta metodológica con un análisis estadístico preliminar, conceptualizaciones contemporáneas y una propuesta de actividades didácticas, producto de dar respuesta a la necesidad de enfrentar el problema de la defi ciente educación matemática a través de las consideraciones socioculturales, epistémicas y fi losófi cas inherentes a paradigmas concernientes a la etnomatemática.
The current society is in continuous change, and what a few years ago was valid, now it is not. Incessantly new interests, needs and goals arise, which condition, among other things, the teaching-learning processes. The world of education has the need and responsibility to adapt to these changes, assessing the motivation of students and making use of new methodologies that minimize their loss of interest in the study in general, and of sciences in particular, involving them and protagonists of their own learning. The curricular contents have ceased to be the only important thing giving way to the search of the best method to achieve that the students acquire and consolidate everything related to the studied subjects. Both the teacher and the student play a fundamental and decisive role to achieve the balance sought between what and how to study to achieve meaningful learning. With this objective in the present work are proposed activities based on the investigation and the theory of situated cognition, which, within the current legislative framework, aim to solve the main difficulties that have arisen in 4th grade students of Compulsory Secondary Education in the study of the kinematics, its magnitudes, units and equations, as well as the graphic representation of the of the uniform rectilinear, accelerated rectilinear and circular movements. ; La sociedad actual está en continuo cambio, y lo que hace unos años era válido, ahora ya no lo es. De forma incesante van surgiendo nuevos intereses, necesidades y metas, que condicionan, entre otras cosas, los procesos de enseñanza-aprendizaje. El mundo de la educación tiene la necesidad y la responsabilidad de adaptarse a estos cambios, valorando la motivación de los alumnos y haciendo uso de nuevas metodologías que minimicen su pérdida de interés por el estudio en general, y de las ciencias en particular, haciéndoles partícipes y protagonistas de su propio aprendizaje. Los contenidos curriculares han dejado de ser lo único importante dejando paso a la búsqueda del mejor método para lograr que los alumnos adquieran y consoliden todo lo referente a las materias estudiadas. Tanto el docente como el alumno desempeñan un papel fundamental y decisivo para lograr el equilibrio buscado entre el qué y el cómo estudiar para lograr un aprendizaje significativo. Con este objetivo en el presente trabajo se proponen actividades basadas en la indagación y en la teoría de la cognición situada, que, dentro del marco legislativo vigente, pretenden dar solución a las principales dificultades surgidas en alumnos de 4º de Educación Secundaria Obligatoria en el estudio de la cinemática, sus magnitudes, unidades y ecuaciones, así como la representación gráfica de los movimientos rectilíneo, rectilíneo acelerado y circular.
Can we learn about the art of living from sociology? Sociology teaches us that we are the part of a broader group called society. We are taught that society should be first described in order to be understood and/or explained, and that the cognitive function is the most important part in understanding the role sociology should play in a democratic and modern society. Is this understanding (cognition) enough? What more can we get to better our quality of life and live a wholesome life from studying sociology or society using a sociological perspective? Is sociology a tool for the art of living or is it just a play of the "sophisticated"? In this paper, we analyze the sociology from the philosophy of Zen Buddhism to show the connection between the work of mind and the sociological concepts that are used to analyze "society." Moreover, we analyze the approaches of George H. Mead, Robert Merton, and especially and separately Anthony Giddens that created, very important for our considerations, the concept of "ontological security." We also reconstruct the structural conditions of the art of living and happiness, analyzing the concept of greedy institutions by Lewis Coser. We analytically connect the structural conditions of work in contemporary greedy institutions (working on projects) with the loss of ontological security. We analyze the displacement of the meaning of work, career, autonomy, time structure, identity, privacy and happiness, and finally the sociology. We try to use a Buddhist inspiration to analyze issues of suffering and, associated with it, so called ontological insecurity and the welfare of the individual and/or society. ; Czy możemy nauczyć się sztuki życia z socjologii? Socjologia uczy nas, że jesteśmy częścią szerszej grupy zwanej społeczeństwem. Nauczono nas, że społeczeństwo powinno być najpierw opisane, aby mogło być zrozumiane i/lub wyjaśnione, a funkcja poznawcza jest najważniejszą częścią zrozumienia roli, jaką powinna odgrywać socjologia w demokratycznym i nowoczesnym społeczeństwie. Czy to zrozumienie (poznanie) jest wystarczające? Co jeszcze może możemy uzyskać od socjologii, by ulepszyć jakość naszego życia? Czy socjologia jest narzędziem sztuki życia, czy jest grą "wyrafinowanych" naukowców? W niniejszym artykule analizujemy socjologię z punktu widzenia filozofii buddyzmu zen, aby pokazać związek pomiędzy pracą umysłu a koncepcjami socjologicznymi, które są używane do analizy "społeczeństwa". Ponadto analizujemy podejścia George'a H. Meada, Roberta Mertona, a zwłaszcza i osobno Anthony'ego Giddensa, który stworzył bardzo ważne dla naszych rozważań pojęcie "bezpieczeństwa ontologicznego". Odtworzymy również strukturalne warunki sztuki życia i szczęścia, analizując koncepcję tak zwanych chciwych instytucji Lewisa Cosera. Analitycznie połączymy strukturalne warunki pracy we współczesnych chciwych instytucjach (szczególnie tych pracujących nad projektami) z utratą bezpieczeństwa ontologicznego. Analizujemy przesunięcie znaczenia pracy, kariery, autonomii, struktury czasu, tożsamości, prywatności i szczęścia, i wreszcie socjologii. Staramy się używać inspiracji buddyjskich do analizowania problemów cierpienia i związanych z nimi: ontologicznej niepewności oraz dobrostanu jednostki i/lub społeczeństwa.
Die kognizierten Selbstkonzept-Entwicklungen von Lehrern aus drei Alters-/Generationsgruppen (25-35, 40-50, 55-65 Jahre) wurden empirisch untersucht. Bei 182 Lehrern aller Schularten wurde ein faktoriell gewonnenes Selbstratingverfahren angewendet, das sowohl die Selbsteinschätzung als auch die Beurteilung der Selbstkognitionen fremder Personen (Fremd-Selbsteinschätzung) zu den Bereichen "Allgemeines, positives, leistungsbezogenes Selbstbild", "Soziale Kontaktfähigkeit" und "Anpassung an soziale Normen" erlaubt. Die Hypothesen, dass es zu einer fortschreitenden Realbild-Idealbild-Diskrepanzreduktion im Selbstbild der Lehrer kommt, fanden nur teilweise empirische Unterstützung.
Anotācija Izstrādātajā promocijas darbā "Klases audzinātāja darbība pusaudža pašaudzināšanas sekmēšanā" pētīta aktuāla problēma – pusaudžu pašaudzināšana kā savas attīstības vadība. Promocijas darba teorētiskais komponents veidojās, analizējot 18., 19., 20.gs. Eiropas filozofu, pedagogu, psihologu darbus un audzināšanas praksi, atklājot sakarību starp audzināšanu un pašaudzināšanu, kura pārbaudīta eksperimentāli. Konstatējošais eksperiments deva iespēju izzināt sakarības pusaudžu fiziskajā un intelektuālajā attīstībā. Pētījumā izdevās noskaidrot, ka pastāv sakarība starp straujām svara un garuma izmaiņām un sekmēm mācībās. Sociometriskā aptauja un tās rezultāti deva iespēju grupēt pusaudžus absolūtajos līderos, līderu grupā, aktīvajos izpildītājos, pasīvajos līdzdalībniekos, atstumtajos. Atklājās, ka līderpozīcijas klasē ieņem pusaudži ar līdzsvarotu fizisko un intelektuālo attīstību. Lai formulētu sakarību, vajadzīgs ļoti liels pētījums, tāpēc var runāt tikai par sakarības pazīmēm. Konstatējošais eksperiments atklāja, ka, no vienas puses, pusaudži nepilnīgi apzinās savas attīstības saturu un līmeni un, no otras puses, ka skolotāji, īpaši klases audzinātāji, nepietiekami virza skolēnus sevis izzināšanai un mērķtiecīgai pašaudzināšanai, netiek nodrošināta audzināšanas darba pēctecība. Tas deva iespēju projektēt veidojošo eksperimentu divos posmos. Lai mainītu reālās audzināšanas praksi, pirmajam posmam tika izvirzīts mērķis – izveidot pusaudžu pašaudzināšanas programmu un uzsākt tās īstenošanu sadarbībā ar klases audzinātāju. Otrajam posmam tika izvirzīts mērķis – noskaidrot attieksmi pret sadarbību un organizēt sadarbības pilnveidošanu klases audzinātāja vadībā: pusaudzis – vecāki – skolotāji. Pašaudzināšanas satura pamatkomponente – attieksme pret sevi, citiem, mācībām - veidojas mijsakarībā ar pašaudzināšanas prasmēm. Attieksmju attīstība pusaudžiem ir tas vienojošais komponents, kas veselumā saista audzināšanu un pašaudzināšanu, jo audzināšanas darba rezultāts - ir pusaudža attieksmju, t.i., viņa vērtību sistēmas veidošanās. Skolai demokratizējoties, pusaudžu savstarpējā un pusaudžu pieaugušo līdztiesīga, aktīva pedagoģiska sadarbība kļūst objektīvi nosacīta nepieciešamība, kurā audzināšana/pašaudzināšana ir vienots process; un sadarbība pusaudzis pieaugušais pusaudzim kļūst par vērtību, ja audzināšanas/pašaudzināšanas rezultātā mainās attieksme pret sevi, citiem cilvēkiem, mācībām. Promocijas darba apjoms ir 181 lpp., analīzē izmantoti 186 avoti, kuri apkopoti literatūras sarakstā. Saturs ilustrēts 44 attēlos un 57 tabulās. ; Annotation The elaborated promotion work "Class teacher's action in promotion of teenager's self-education" investigated very topical problem – self-education of teenagers as the management of one's own development. The theoretical component of promotion work was created through the analysis of works of the 18th, 19th and 20th centuries European philosophers, pedagogues and psychologists and their educational practice, revealing the connections between education and self-education which was tested experimentally. Fixing experiment allowed recognize the connections between the intellectual and physical development. It was possible to clarify during the research that there exists connection between rapid weight and length changes and academic achievements. Sociometric inquiry and its results allowed to group teenagers: absolute leaders, group of leaders, active performers, passive participants, castaways. The leader positions in the class are occupied by the teenagers with balanced physical and intellectual development. There is the necessity in wider investigation in order to formulate the connections therefore we can speak only about the indications of connections. The fixing experiment revealed that, from one side, teenagers partially are conscious of their development content and level, and, from the other side, that teachers, especially class teachers, insufficiently direct the students to self-cognition and purposeful self-education. There is no succession of educational work. It allowed design the forming experiment in two stages. In order to change the real educational practice, the first stage target was the following – to create the self-educational program for teenagers and to start its realization in cooperation with class teacher. The second stage target – to clarify the attitude towards cooperation and organize the improvement of cooperation under the supervision of class teacher: teenager – parents – teachers. Basic component of self-educational content – attitudes to oneself, other, studies – is forming in inter-connection with self-educational skills. Development of attitudes for teenagers is uniting component which in the whole joins education and self-education, as the result is common – teenager attitudes, i.e., his values as the basic component of attitudes. As the school becomes more democratic, the mutual cooperation between teenagers and equal, active pedagogical cooperation between teenagers adults becomes objective necessity where education/self-education is united process; and cooperation (Teenager Adult) becomes a value for the teenager in self-education if as the result of education/selfeducation changes the attitude towards himself, other people and studies. The amount of promotion work is 181 pages, 186 sources summarized in the bibliography. The content includes 44 pictures and 57 tables.
Preface: teaching reason and the unreasonable / by Michael H. Morris and Eric Liguori -- Part I leading edge research perspectives -- 1. What I've learned about teaching entrepreneurship: perspectives of five master educators / Jerome S. Engel, Heidi M. Neck, Minet Schindehutte, Ray Smilor, and Bill Rossi -- 2. What entrepreneurship educators don't understand about creativity and how to teach it / Jeff Stamp -- 3. Does entrepreneurship education change minds?: a multinational analysis of mandatory and voluntary entrepreneurial training / Carlos Albornoz and Jose Amoros -- 4. Bridging entrepreneurial cognition research and entrepreneurship education: what and how / Susana C. Santos, Silvia Fernandes Costa, Xaver Neumeyer and António Caetano -- 5. Weighing in: reflections on a steady diet of lean startup / Elissa Grossman -- 6. Competency based education in entrepreneurship: a call to action for the discipline / Rebecca White, Giles Hertz and Kevin Moore -- 7. The art of case teaching / David W. Rosenthal, -- 8. The experiential learning portfolio and entrepreneurship education / Minet Schindehutte and Michael H. Morris -- 9. Deliberate opportunity design: a practical integrative product and business design framework to enable new frontiers in fostering innovation and entrepreneurship / Alex Bruton -- 10. New venture creation as a learning agenda: experiences, reflections and implications from running a venture creation programme / Leigh Morland and John Thompson -- 11. The principles and practices of delivering experiential entrepreneurship education to mega-classes / Christopher Pryor -- 12. Entrepreneurs in action: an authentic learning experience / R. Wilburn Clouse, Terry Goodin and Joseph Aniello -- 13. Using the SEE model in entrepreneurship consulting courses and programs / Michael H. Morris -- 14. Integrating the A-GES framework into a family business course / Erik Markin, Clay Dibrell and Richard J. Gentry -- 15. Entrepreneurial ecosystems and entrepreneurship education: the role of universities in fostering ecosystem development / Diana M. Hechevarria, Amy Ingram and Justin Heacock -- Part II: model university entrepreneurship programs -- 16. Entrepreneurship at University of Southern California / Kathleen R. Allen -- 17. Entrepreneurship at Lancaster University / Eleanor Hamilton -- 18. Baylor University: entrepreneurship for everyone through innovative programming / Kendall Artz -- 19. Entrepreneurship education at the University of Maryland / Elana Fine -- 20. Entrepreneurship at Syracuse University / Alexander Mckelvie and John M. Torrens -- Part III: best practice innovations inside and outside the classroom -- 21. Teaching entrepreneurial foresight / Sam Miller -- 22. Teaching lean: value creation (for students and faculty) in the classroom / Doan Winkel and Jeff Vanevenhoven -- 23. Games for the entrepreneurship classroom / Jim Hart -- 24. A unique student angel investing fund / Sara L. Cochran -- 25. Teaching entrepreneurial sales skills: a co-curricular approach / Eric Liguori, Birton Cowden, and Giles Hertz -- 26. Entrepreneurial consulting courses: increasing benefits to students in the new economy / Nathalie Duval-Couetil and Kris Taylor -- 27. University collaboration: the New Jersey state business model competition / Susan Scherreik -- 28. CUNY's STEM virtual enterprise program / Christoph Winkler, Stuart A. Schulman and Edgar E. Troudt -- 29. UCCS entrepreneurial identity project / Thomas N. Duening and Matthew M. Metzger -- 30. The campus-linked accelerator program in Canada / Francine Schlosser, Margaret Cichosz-Grzyb, Martin Croteau, Donovan Dill, Valerie Fox and Annette Markvoort -- 31. Social media - a powerful tool for entrepreneurship students / Gene Poor and Kirk Kern.
Zugriffsoptionen:
Die folgenden Links führen aus den jeweiligen lokalen Bibliotheken zum Volltext:
The article reveals the peculiarities of the use of new information technologies in teaching humanitarian subjects. The author shows not only the positive, but also the negative consequences of global digitalization in the domestic education system. The dominance of information technology in humanitarian cognition creates new problematic situations. In particular, traditional communications, characteristic of the domestic educational system, are being transformed. The author draws attention to such an important feature of Russian education as the inseparability of the educational process and the upbringing. The implementation of such trends has traditionally been entrusted to the humanitarian training unit. History has always been the basis for the formation of the sociocultural worldview. Despite the fact that the introduction of digital technologies in the humanitarian sphere has allowed to expand the visual learning space, there are more and more cases of falsification of Russia»s historical past. The author shows that the reliability of information is often sacrificed to efficiency. Military-historical computer games often distort the true picture of history, which is much more complex and requires deep reflection. Unfortunately, students get used to visual aids, but they unlearn to analyze educational material because they rely on Internet resources. Excessive use of modern information technologies in the educational process significantly transforms subject-object relations. This is due to a significant change in the functions of the teacher, who is no longer perceived as the bearer of truth. The article shows how to optimize the learning process with new information technologies in mind. The author argues that humanitarian education can benefit if the digitalization of the educational process has limits conditioned by the author»s methods. ; В статье раскрываются особенности использования новых информационных технологий в процессе преподавания гуманитарных учебных дисциплин. Автор показывает не только положительные, но и отрицательные последствия глобальной цифровизации в отечественной образовательной системе. Господства информационных технологий в гуманитарном познании создает новые проблемные ситуации. В частности, трансформируются традиционные коммуникации, характерные для отечественной образовательной системы. Автор обращает внимание на такую важную особенность российского образования, как неразрывность учебного и воспитательного процесса. Реализация подобных тенденций традиционно была возложена на гуманитарный учебный блок. Основополагающим базисом для формирования социокультурного мировоззрения всегда выступала история. Несмотря на то что внедрение цифровых технологий в гуманитарную сферу позволило расширить визуальное учебное пространство, однако все чаще встречаются случаи фальсификации исторического прошлого России. Автор показывает, что достоверность информации часто приносится в жертву оперативности. Военно-исторические компьютерные игры часто искажают истинную картину истории, которая является намного сложнее и требует глубокого осмысления. К сожалению, учащиеся привыкают к наглядным пособиям, однако отучаются при этом анализировать учебный материал, поскольку надеются на интернет-ресурсы. Чрезмерное использование современных информационных технологий в учебном процессе значительно трансформирует субъект-объектные отношения. Это связано с значительным изменением функций учителя, которого уже не воспринимают как носителя истины. В статье показаны пути оптимизации учебного процесса с учетом новых информационных технологий. Автор доказывает, что гуманитарное образование может выиграть, если цифровизация учебного процесса будет иметь пределы, обусловленные авторскими методиками.
Целью государства, по Аристотелю, является общее благо, достижение счастья каждым гражданином. При этом полис рассматривается как политическое общение свободных и равных людей. Самая правильная форма правления – это полития, в которой средний класс доминирует во всем. ; In this article there is an analysis of Aristotle's views on the best government system. Some attention is paid to criticism at Plato's project of an ideal state (Plato was Aristotle's teacher). Also, in the article there is an analysis of this thinker's statements on the right and wrong government systems; we also elicit any state's aim and nature, politics' tasks; in the article we describe the philosopher's views on the slaveholding system and private ownership. Aristotle's political and legal views found their reflection in his works: "Athenian politia", "Nickomakhov's ethics", "Politics". In Aristotle's judgment, the aim of state is common good and happiness of its every citizen. At the same time, city-state (polis) is considered as a political communication of free and equal people. The most correct form of government is politia where the middle class of people predominates in all spheres, to be precise, the middle class as the majority rules in the interests of common good. Politia is a specific kind of confusion of oligarchy and democracy deprived of extremes and disadvantages. Aristotle was one of the supporters of the organic theory of state's origin; he pointed out that state was the product of natural development that was conditional on the nature of a man himself: "The man is a political and social being". The state itself is the end of genesis of the man's political nature. Aristotle criticizes Plato's project of an ideal state ("Plato is my friend, but I appreciate truth more") because of his attempt to make a state "excessively united". So, community of ownership, wives and children proposed by Plato will result, in the last analysis, in degeneration of the state itself, the philosopher thought. Plato was against private ownership, but Aristotle advocated the maintenance of ownership; he pointed out that "private ownership is rooted in the human nature, in the man's love to himself". So far as Aristotle was an aristocrat, he had rather determined views on the slavery as well. Slavery was ethically justified; the relations between master and slave had a family nature. Moreover, the notion of a citizen itself is formed by the philosopher from the person's ability to participate in the legislative and judicial activities of the state. Aristotle was one of the most universal philosophers in the history of mankind. The appearance of metaphysics as a method of cognition and the tradition of Athenian school – a lyceum – are connected exactly with his name nowadays. Really, in Aristotle's works there is interpretational synthesis of all the ancient theories that is of especially great interest in our time. As never before the critics of democracy is actual now (in Aristotle's view, it is one of the worst government systems along with tyranny), in the period of global crisis and fall of universal values. Thanks to his incontestable authority, Aristotle's views became starting points for the whole political and legal thought not only on the West, but on the East too, right up to the beginning of XVIII century.
In modern Ukrainian society there is a problem of professional training of students, which depends on the quality and features of methods of teaching professional disciplines. Also in recent years, the specialty of social work is gaining importance and almost no state can do without qualified social workers who not only provide assistance to various groups, but also participate in the development of regulations and legislation. Social work as a branch of social knowledge that is actively developing, covers both global social technologies and certain methods of working with specific types of social problems. The subject «Methods of social research» is based on modern methods of collecting and processing information and sociological data, which will undoubtedly help the sociologist and social worker in solving social problems. The purpose of the article is to identify and study the features of teaching the subject «Methods of Social Research», the material of which is necessary for future social workers in working with different groups and social problems. General scientific and sociological methods of cognition of social phenomena and processes were used, namely: logical-historical, structural-functionalist and comparative analysis − to study the peculiarities of teaching sociological disciplines; analysis and synthesis − to highlight the content of teaching methods; classifications − for typology of methods of teaching disciplines; structural-functional analysis − to clarify the structure of teaching. The following features of teaching the subject «Methods of social researches» can be revealed: studying of the modern SPSS program which is necessary for social workers during research work; the teacher uses different teaching methods depending on the level of knowledge of students and the complexity of the topic; teachers involve students in writing research papers, which are an integral part of training of future bachelors and masters; in addition to the material according to the curriculum, students also study general competencies. ; У сучасному українському суспільстві виникає проблема професійної підготовки студентів, що залежить від якості та особливостей методик викладання фахових дисциплін. Також за останні роки спеціальність соціальна робота набуває значущості та майже жодна держава не може обійтись без кваліфікованих соціальних працівників, які не тільки надають допомогу різним групам населення, а й приймають участь у розробці нормативних та законодавчих актів. Соціальна робота як галузь соціального знання, що активно розвивається, охоплює одночасно глобальні соціальні технології та певні методики роботи з конкретними різновидами соціальних проблем. Навчальна дисципліна «Методика соціальних досліджень» ґрунтується на сучасних методах збирання та обробки інформації і соціологічних даних, які безсумнівно допоможуть соціологу та соціальному працівнику під час вирішення соціальних проблем. Метою статті є виявлення та дослідження особливостей викладання навчальної дисципліни «Методика соціальних досліджень», матеріал якої є необхідним для майбутніх соціальних працівників в роботі з різними групами населення та соціальними проблемами. Для вирішення мети статті використано як загальнонаукові, так і соціологічні методи пізнання соціальних явищ і процесів, а саме: логіко-історичний, структурно-функціоналістський і порівняльний аналіз – для вивчення особливостей викладання соціологічних дисциплін; аналіз та синтез – для виокремлення змісту методики викладання; класифікації – для типологізації методик викладання дисциплін; структурно-функціональний аналіз – для з'ясування структури викладання. Виявлено наступні особливості викладання навчальної дисципліни «Методика соціальних досліджень»: вивчення сучасної програми SPSS, яка є необхідною для соціальних працівників під час науково-дослідницької роботи; викладач застосовує різні методи навчання в залежності від рівня знань студентів та складності теми; викладачі залучають студенів до написання наукових робіт, які є невід'ємною частиною підготовки майбутніх бакалаврів та магістрів; окрім матеріалу згідно навчальній програмі, студенти вивчають і загальні компетентності.
In modern Ukrainian society there is a problem of professional training of students, which depends on the quality and features of methods of teaching professional disciplines. Also in recent years, the specialty of social work is gaining importance and almost no state can do without qualified social workers who not only provide assistance to various groups, but also participate in the development of regulations and legislation. Social work as a branch of social knowledge that is actively developing, covers both global social technologies and certain methods of working with specific types of social problems. The subject «Methods of social research» is based on modern methods of collecting and processing information and sociological data, which will undoubtedly help the sociologist and social worker in solving social problems. The purpose of the article is to identify and study the features of teaching the subject «Methods of Social Research», the material of which is necessary for future social workers in working with different groups and social problems. General scientific and sociological methods of cognition of social phenomena and processes were used, namely: logical-historical, structural-functionalist and comparative analysis − to study the peculiarities of teaching sociological disciplines; analysis and synthesis − to highlight the content of teaching methods; classifications − for typology of methods of teaching disciplines; structural-functional analysis − to clarify the structure of teaching. The following features of teaching the subject «Methods of social researches» can be revealed: studying of the modern SPSS program which is necessary for social workers during research work; the teacher uses different teaching methods depending on the level of knowledge of students and the complexity of the topic; teachers involve students in writing research papers, which are an integral part of training of future bachelors and masters; in addition to the material according to the curriculum, students also study general competencies. ; У сучасному українському суспільстві виникає проблема професійної підготовки студентів, що залежить від якості та особливостей методик викладання фахових дисциплін. Також за останні роки спеціальність соціальна робота набуває значущості та майже жодна держава не може обійтись без кваліфікованих соціальних працівників, які не тільки надають допомогу різним групам населення, а й приймають участь у розробці нормативних та законодавчих актів. Соціальна робота як галузь соціального знання, що активно розвивається, охоплює одночасно глобальні соціальні технології та певні методики роботи з конкретними різновидами соціальних проблем. Навчальна дисципліна «Методика соціальних досліджень» ґрунтується на сучасних методах збирання та обробки інформації і соціологічних даних, які безсумнівно допоможуть соціологу та соціальному працівнику під час вирішення соціальних проблем. Метою статті є виявлення та дослідження особливостей викладання навчальної дисципліни «Методика соціальних досліджень», матеріал якої є необхідним для майбутніх соціальних працівників в роботі з різними групами населення та соціальними проблемами. Для вирішення мети статті використано як загальнонаукові, так і соціологічні методи пізнання соціальних явищ і процесів, а саме: логіко-історичний, структурно-функціоналістський і порівняльний аналіз – для вивчення особливостей викладання соціологічних дисциплін; аналіз та синтез – для виокремлення змісту методики викладання; класифікації – для типологізації методик викладання дисциплін; структурно-функціональний аналіз – для з'ясування структури викладання. Виявлено наступні особливості викладання навчальної дисципліни «Методика соціальних досліджень»: вивчення сучасної програми SPSS, яка є необхідною для соціальних працівників під час науково-дослідницької роботи; викладач застосовує різні методи навчання в залежності від рівня знань студентів та складності теми; викладачі залучають студенів до написання наукових робіт, які є невід'ємною частиною підготовки майбутніх бакалаврів та магістрів; окрім матеріалу згідно навчальній програмі, студенти вивчають і загальні компетентності.
Promocijas darba mērķis ir izveidot problēmmācību modeli Latvijas vēstures apguvei vidusskolā, kas nodrošinātu skolēnu izpratni un pieredzi par personību un sabiedrības attiecību attīstības sakarībām. Autors uzskata, ka laika, kad skolēnu zināšanas, kā to rāda centralizēto eksāmenu rezultāti pēdējos gados par Latvijas vēsturi, ir vājas, nevajag meklēt izeju no problēmām politizējot Latvijas vēstures mācīšanas jautājumus, bet apgūstot un pielietojot jaunas mācību metodes, kas veicina skolēnu patstāvību, radošu pieeju mācību procesam. Analizējot savu pedagoģisko pieredzi un 30 gadu laikā gūtās atziņas, autors piedāvā skolotājiem izmantot darbā problēmmācību metodi, kā arī uzsākt nopietnu diskusiju par Latvijas vēstures satura mācīšanas veida maiņu – pakāpeniski pāriet vidusskolā no hronoloģiskā secībā sakārtota vēstures izklāsta uz tematiski veidotu vēstures apskatu. Promocijas darba struktūru veido ievads, divas daļas, nobeigums, literatūras saraksts, pielikumi. Promocijas darba ievadā definēta promocijas darba pētījuma joma, pamatota pētījuma zinātniskā un teorētiskā aktualitāte, raksturota risināmā problēma, noteikts pētījuma mērķis, objekts, priekšmets, uzdevumi, izvirzīti pētījuma jautājumi, norādītas promocijas darba izstrādē izmantotās pētījuma metodes, raksturota pētījuma bāze un posmi, zinātniskā novitāte un praktiskā nozīmība.1.nodaļa ir apskatīta teorētiskā bāze lai noskaidrotu personības un sabiedrības attīstības sakarību filozofiskos, sociālos un pedagoģiskos aspekts. 2.nodaļā balstoties uz autora pedagoģiskās prakses laikā veiktajiem novērojumiem un to analīzi, empīriskiem pētījumiem, aplūkots vēstures mācību process kā līdzeklis skolēnu izpratnes veidošanā par sevi un cilvēkiem sabiedrībā – dzīvē, dzīves darbībā, socializācijā. Skolotāja kā līdera loma skolā mācību procesā pārmaiņu laikā ir ļoti svarīga, jo nepieciešama mācību procesa maiņu vadīšana, kur pats skolotājs apgūstot demokrātisku darba vadīšanas metodi, māca skolēniem mācīties, būt atklājējiem mācību laikā. Izmantojot problēmmācību metodi vēstures, un īpaši Latvijas vēstures mācīšanās laikā, skolēni izzinot patstāvīgi vēstures notikumus, paši kļūst par līderiem, jo labāk izprot savu, kā pilsoniskas sabiedrības locekļa lomu mūsdienu sabiedrībā. Darba noslēgumā autors rosina sākt nopietnu diskusiju par nepieciešamām izmaiņām Latvijas vēstures mācīšanas saturā, pārejot pakāpeniski no vēstures satura hronoloģiskā izklāsta mācīšanas veida, pāriet uz vēstures tematisko izklāstu. Promocijas darbs sastāv no 149.lappusēm teksta, to ilustrē 13.tabulas, 8.attēli, literatūras sarakstā iekļauti 263.bibliogrāfijas avoti latviešu, krievu, vācu un angļu valodās, un 27.pielikumi. Atslēgas vārdi – Latvijas vēsture, problēmmācības, problēmmācību metode. ; The aim of the doctoral dissertation is to create a problem-based learning model for the acquisition of Latvia's history at the secondary school that will enable pupils' comprehension and experience on the personality and community relationship development consistency. The author considers that during the time when the pupil's knowledge in Latvia's history is poor, as it is revealed by the National Centralized examination results, there is no need to search solutions to the problems by politicising the issues of the Latvia's history teaching, but by acquiring and introducing new teaching/learning methods, which encourage the pupil's autonomy, creative approach to the study process. By analyzing the author's own pedagogical experience and the cognitions gained during thirty years of practice, the author offers the teachers to implement the problem-based approach into teaching, as well as to start a serious discussion on the change of the teaching of Latvia's history contents – to start a gradual transition from the chronologically rearranged history survey to a history survey based on the thematic topics at the secondary school studies. The structure of the Doctoral dissertation consists of an introduction, two parts, conclusion, references and appendices. In the introduction of the Doctoral dissertation the research area of the dissertation is defined, substantiated the topicality of the scientific and theoretical research, characterized the research problem, set the aim of the research, the object, tasks, set the research issues, described the research methods used in the doctoral dissertation, characterized the research basis and stages, scientific innovation and practical significance. In the first part the theoretical basis is researched to establish the philosophical, social and pedagogical aspects of the personality and community relationship development consistency. The second part reveals the history teaching/learning process as a means for development of the pupil's comprehension shaping on oneself and human community – in life, life performance and socialisation based on the author's observations during his pedagogical performance and their analysis. The teacher's as a leader's role at school during the changes taking place in the teaching/learning process is very important due to its necessity to lead the change process, where the teacher himself acquires democratic methods of leadership, teaches the pupils how to learn, how to be discoverers during the learning process. By use of the problem-based method in teaching/learning of history, especially, the history of Latvia, the pupils exploring the historic events autonomously, become leaders themselves as they better understand their own role as a member of the civic community in the contemporary society. In the conclusion part the author encourages to start a serious discussion on the needed changes in the contents of Latvia's history teaching, gradually changing from the chronological explanation teaching of the history contents to the history explanation based on the thematic topics. The Doctoral dissertation consists of 149 pages, it is illustrated by 13 tab., 8 pictures, the references include 263 items, followed by 27 appendices. Keywords – History of Latvia, PBL, modeling.
Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at the same time, might or might not contribute to the promotion of inclusive learning. There are well-established policy statements that encourage change and moves towards the use of team-teaching to promote greater inclusion of students with special educational needs in mainstream schools and mainstream classrooms. What is not so well established is the practice of team-teaching in post-primary settings, with little research conducted to date on how it can be initiated and sustained, and a dearth of knowledge on how it impacts upon the students and teachers involved. Research questions and aims. In light of the paucity and inconclusive nature of the research on team-teaching to date (Hattie, 2009), the orientating question in this study asks 'To what extent, can the introduction of a formal team-teaching initiative enhance the quality of inclusive student learning and teachers' learning at post-primary level?' The framing of this question emerges from ongoing political, legal and educational efforts to promote inclusive education. The study has three main aims. The first aim of this study is to gather and represent the voices and experiences of those most closely involved in the introduction of team-teaching; students, teachers, principals and administrators. The second aim is to generate a theory-informed understanding of such collaborative practices and how they may best be implemented in the future. The third aim is to advance our understandings regarding the day-to-day, and moment-to-moment interactions, between teachers and students which enable or inhibit inclusive learning. Sample. In total, 20 team-teaching dyads were formed across seven project schools. The study participants were from two of the seven project schools, Ash and Oak. It involved eight teachers and 53 students, whose age ranged from 12-16 years old, with 4 teachers forming two dyads per school. In Oak there was a class of first years (n=11) with one dyad and a class of transition year students (n=24) with the other dyad. In Ash one class group (n=18) had two dyads. The subjects in which the dyads engaged were English and Mathematics. Method. This research adopted an interpretive paradigm. The duration of the fieldwork was from April 2007 to June 2008. Research methodologies included semi-structured interviews (n=44), classroom observation (n=20), attendance at monthly teacher meetings (n=6), questionnaires and other data gathering practices which included school documentation, assessment findings and joint examination of student work samples (n=4). Results. Team-teaching involves changing normative practices, and involves placing both demands and opportunities before those who occupy classrooms (teachers and students) and before those who determine who should occupy these classrooms (principals and district administrators). This research shows how team-teaching has the potential to promote inclusive learning, and when implemented appropriately, can impact positively upon the learning experiences of both teachers and students. The results are outlined in two chapters. In chapter four, Social Capital Theory is used in framing the data, the change process of bonding, bridging and linking, and in capturing what the collaborative action of team-teaching means, asks and offers teachers; within classes, between classes, between schools and within the wider educational community. In chapter five, Positioning Theory deductively assists in revealing the moment-to-moment, dynamic and inclusive learning opportunities, that are made available to students through team-teaching. In this chapter a number of vignettes are chosen to illustrate such learning opportunities. These two theories help to reveal the counter-narrative that team-teaching offers, regarding how both teachers and students teach and learn. This counter-narrative can extend beyond the field of special education and include alternatives to the manner in which professional development is understood, implemented, and sustained in schools and classrooms. Team-teaching repositions teachers and students to engage with one another in an atmosphere that capitalises upon and builds relational trust and shared cognition. However, as this research study has found, it is wise that the purposes, processes and perceptions of team-teaching are clear to all so that team-teaching can be undertaken by those who are increasingly consciously competent and not merely accidentally adequate. Conclusions. The findings are discussed in the context of the promotion of effective inclusive practices in mainstream settings. I believe that such promotion requires more nuanced understandings of what is being asked of, and offered to, teachers and students. Team-teaching has, and I argue will increasingly have, its place in the repertoire of responses that support effective inclusive learning. To capture and extend such practice requires theoretical frameworks that facilitate iterative journeys between research, policy and practice. Research to date on team-teaching has been too focused on outcomes over short timeframes and not focused enough on the process that is team-teaching. As a consequence team-teaching has been under-used, under-valued, under-theorised and generally not very well understood. Moving from classroom to staff room and district board room, theoretical frameworks used in this research help to travel with, and understand, the initiation, engagement and early consequences of team-teaching within and across the educational landscape. Therefore, conclusions from this study have implications for the triad of research, practice and policy development where efforts to change normative practices can be matched by understandings associated with what it means to try something new/anew, and what it means to say it made a positive difference.
В данной статье освещаются взгляды основателя немецкой классической философии Имманиула Канта по вопросам природы и сущности государства, а именно: рассматривается концепция государства как «ночного сторожа», анализируется проект правового государства, раскрываются понятия категорического и гипотетического императивов, из которых мыслителем выводится суждение о моральности и легальности поступков людей. Кант впервые обращает внимание на необходимость соблюдения ряда условий (основных и прелиминарных) при заключении мирных договоров между государствами. И. Кант, сторонник договорной теории происхождения государства, видел цель государства не «в достижении счастья каждым гражданином общества», как Аристотель, а в формировании состояния наибольшего соответствия государственного устройства правовым предписаниям. Кант стал основоположником ценностного подхода к праву. Понятие права трактуется мыслителем исключительно как сочетание принуждения со свободой лица: право - это совокупность условий, при которых произвол одного лица совместим с произволом другого с точки зрения всеобщего закона свободы. Таким образом, право у Канта сводится к системе законов, т.е. к праву объективному. При этом естественное право именуется мыслителем правом частным, а право позитивное - публичным правом. ; In this article there is an analysis of Aristotle's views on the best government system. Some attention is paid to criticism at Plato's project of an ideal state (Plato was Aristotle's teacher). Also, in the article there is an analysis of this thinker's statements on the right and wrong government systems; we also elicit any state's aim and nature, politics' tasks; in the article we describe the philosopher's views on the slaveholding system and private ownership. Aristotle's political and legal views found their reflection in his works: "Athenian politia", "Nickomakhov's ethics", "Politics". In Aristotle's judgment, the aim of state is common good and happiness of its every citizen. At the same time, city-state (polis) is considered as a political communication of free and equal people. The most correct form of government is politia where the middle class of people predominates in all spheres, to be precise, the middle class as the majority rules in the interests of common good. Politia is a specific kind of confusion of oligarchy and democracy deprived of extremes and disadvantages. Aristotle was one of the supporters of the organic theory of state's origin; he pointed out that state was the product of natural development that was conditional on the nature of a man himself: "The man is a political and social being". The state itself is the end of genesis of the man's political nature. Aristotle criticizes Plato's project of an ideal state ("Plato is my friend, but I appreciate truth more") because of his attempt to make a state "excessively united". So, community of ownership, wives and children proposed by Plato will result, in the last analysis, in degeneration of the state itself, the philosopher thought. Plato was against private ownership, but Aristotle advocated the maintenance of ownership; he pointed out that "private ownership is rooted in the human nature, in the man's love to himself". So far as Aristotle was an aristocrat, he had rather determined views on the slavery as well. Slavery was ethically justified; the relations between master and slave had a family nature. Moreover, the notion of a citizen itself is formed by the philosopher from the person's ability to participate in the legislative and judicial activities of the state. Aristotle was one of the most universal philosophers in the history of mankind. The appearance of metaphysics as a method of cognition and the tradition of Athenian school a lyceum are connected exactly with his name nowadays. Really, in Aristotle's works there is interpretational synthesis of all the ancient theories that is of especially great interest in our time. As never before the critics of democracy is actual now (in Aristotle's view, it is one of the worst government systems along with tyranny), in the period of global crisis and fall of universal values. Thanks to his incontestable authority, Aristotle's views became starting points for the whole political and legal thought not only on the West, but on the East too, right up to the beginning of XVIII century.
While the focus in Germany was initially on disabled children only, the promotion of gifted and talented children has become increasingly important. Different organisations and institutions, ranging from parents' associations to foundations, offer a large variety of measures catering for the special demands of gifted and talented children, enabling the exchange of information on giftedness and the cooperation of different institutions. Talented children are also provided with access to scholarships as well as to special academies and competitions on different topics. Furthermore, educators and researches involved in the promotion of giftedness can attend conferences as well as gaining qualifications as specialists in gifted education and talent support. In addition to these nationwide, extracurricular measures, the individual federal states offer various acceleration and enrichment activities for children with high abilities at school. Overall, this leads to a diverse system of gifted education and talent support in Germany. It does, however, mean that Germany lacks a common national strategy of gifted education and talent support due to the lack of networking of the individual federal states. By exchanging ideas and information on their applied concepts of ability promotion, the federal states could benefit from each other's expertise and experiences. Further improvement could be achieved if concepts of gifted education and talent support were to become an integral part of various discussions, such as those on inclusive education or on the results of international comparative studies (e.g., PISA, PIRLS or TIMSS). (DIPF/Orig.)
Introduction. During the last decades the politics of gender equality in society and in educational sphere, in particular, has become one of the key directions in Turkey and the USA. It is proved that society cannot be democratically if there are any forms of discrimination, taking into account gender discrimination. Scientific conferences that are devoted to the problems of gender equality in the sphere of higher education that are conducted in Turkey and the USA prove special importance of this problem. At the beginning of the XXI century vital interest raised in Ukrainian Pedagogic to unstandardized methods, forms and techniques of teaching. It is connected with the needs of society development, fulfillment of every personality educational needs and with enactment of certain acts that regulate functioning of educational institutions and provide integration of Ukraine in UNESCO educational programs for creation of educational links with foreign countries in the field of education. Women's education is fundamentally traditional, for it was created certain centuries ago and innovative, because it is based on the methodology of gender and personalized approaches. National Academy of Science, National Research Foundation, and Ford's Fund are the main establishments, which order gender studies.Purpose. The aim of our article is to analyze gender approach in procedural characteristics of education in the USA and Turkey. The main assignments of the article are to characterize banking model of teaching and active model of teaching; trace differences between interdisciplinary and traditional disciplinary specialization of educational process; single out principles of gender education. Results. Nowadays gender education is the main form of constructive interaction of different educational directions. Problems of educational content and methods of teaching are viewed in this constructive interaction. Education is not finished by acquiring certain knowledge. It is reflexive, for it is finished due to understanding of action process, vision and assessment of its forms. Changing of different subjects approaches of teaching is important aspect of gender education in high school. Usage of innovative techniques is necessary, for gender education is aimed not only at providing students with knowledge, but also at destroying stereotypes of their thinking and behavior. In developed countries enactment of gender approach in education is viewed as broadening of life experience for development of every personality individual talents, obliteration of sex stereotypes in teachers' thinking. One of the important ways of gender education fulfillment is development of women's educational establishments system.J. Klein and S. Sjolander analyzed principles, which are methodological basis of gender approach enactment in education. Having made comparative analysis of J. Klein and S. Sjolander works we can trace differences and uniformities in educators' vision. Both J. Klein and S. Sjolander stressed that basic principles of educational process in the borders of gender approach are principles of interdisciplinary, democracy, participation and context. J. Klein stressed that usage of students' experience as an educational source and orientation at investigation are additional factors that reinforce efficacy of educational process. At the same time S. Sjolander stated that efficacy of educational process can be raised due to usage of such principles as collaborative teaching and socialization.As a result we single out the following principles that are basic methodological features of gender approach fulfillment in the USA and Turkey. Principle of triangle that is combination of several teaching forms such as groups with raised conscience, collaborative writing, lectures and visual techniques that helps to raise educational process efficacy due to diversification and enacting of cognitive activity of every student. Collaborative teaching, which presupposes interaction of educational process participators not in the format of teacher-student, but giving every student power that depends on contribution and interest in knowledge. This principle helps to form individual learning way and correct it due to achieved results. Interdisciplinary orientation of educational process which presupposes learning of every educational topic in interdisciplinary context. Due to this principles students can trace interdisciplinary links, that help to learn educational material more fundamentally. Democracy is the basis of good psychological climate creation that helps to raise efficacy of educational process. Participation principle helps to form individual learning style. Principle of context presupposes creation of knowledge that is relevant to experience of those who study and is an effective way of reinforcing inner motivation of those who study. Desocialisation presupposes critical approach to dominating educational conceptions and moving to dialogue that is a necessary element in formation of analytical skills. Orientation at research presupposes that teacher studies students and students investigate educational material. Mentioned principle helps to learn educational material actively and raise teacher's pedagogical skills.Conclusion. Conducted research showed that during the last decades the politics of gender equality in society and in educational sphere, in particular, has become one of the key directions in Turkey and the USA. Nowadays gender education is the main form of constructive interaction of different educational directions. Changing of different subjects approaches of teaching is important aspect of gender education in high school. Usage of innovative techniques is necessary, for gender education is aimed not only at providing students with knowledge, but also at destroying stereotypes of their thinking and behavior. In the USA and Turkey enactment of gender approach in education is viewed as broadening of life experience for development of every personality individual talents, obliteration of sex stereotypes in teachers' thinking. Basic principles of gender education are collaborative learning, interdisciplinary orientation, democracy, participatory, context and orientation at research. Application of ten-stage model of interdisciplinary principle realization helps not only trace interdisciplinary links and personalize learning process, but also perfect teaching style and make adequate correction of individual learning way. Basic parts of active learning model are concrete experience, mirror observation, abstract conceptualization and active experiment. Kolb's model of active learning is one of the important ways of every student cognition activation, development of his critical and creative skills.
