The article deals with the most important factors which shape challenges for educational policy and directions of its reformation in transnational educational space. In context of global society formation educational policies of developed countries demonstrates experiences of development and implementation of transversal (transferable, transcultural) competencies as key competencies of the 21st century in order to generate collective nous, peace, social justice and sustainable economic development. As one of the main goals of key competencies development considered promotion (...) lifelong learning; It emphasizes the need for situational, contextualize, projective teaching and constructivist approaches. Particular attention is paid to analysis of key competencies in the trans-European educational space, of transferable competencies as US educational strategy and transversal competencies as the strategies proposed by UNESCO. (shrink)

This short paper responds to the essays by Shilpi Sinha, Shaireen Rasheed, and Lyudmila Bryzzheva. It considers how racial inequality between teachers and students affects the possibilities of educational hospitality, both in cases of white teachers teaching racialized students and in cases of racialized teachers teaching white students. The response takes a phenomenological turn, considering the relative vulnerability of bodies that encounter each other in educational spaces which, themselves, are not neutral.

This paper explores educational inequalities through an analysis of the educational aspirations and future expectations of British girls and young women who identify as Muslim. It draws on qualitative interviews and focus group discussions with teen girls (aged 13–19) and young women in their early 20 s living in the north and south of England, the first generation to be considering their future options in the immediate aftermath of the Brexit referendum. The analysis reveals contradictions at the heart (...) of the UK education system in that while Muslim girls are being encouraged to aim high, to be aspirational and successful, they are also tasked with accepting responsibility for the structural and racialised disadvantage that prevents many Muslim women from translating educational success into labour market advantage. The priority given to educational attainment within the current UK education system leaves little space to prepare young women to deal with the potential disadvantage they may face in the labour market. When it comes to the racialised disadvantage that Muslims and minorities face in a post-9/11 and post-Brexit referendum climate, the research revealed gaps and silences which have the effect of responsibilising Muslims students for terrorist incidents when they occur. (shrink)

This article addresses what appears to be a retrenchment into narrower forms of identification and an increased suspicion of difference in the context of educational policy in the UK – especially in relation to ‘Religious Education’. The adoption of standardized management protocols – ‘managerialism’ – across most if not all policy contexts including public educational spaces reduces spaces for encountering or addressing genuine difference and for discovering something new and creative. A theory of the ‘feminization of religion’ associated (...) historically with Barbara Welter, provides some useful insights as to why this might be, suggesting that those in British society who would prefer to see greater separation from ‘religion’ in ‘secular’ schools may well also be caught up in forms of gender stereotyping. (shrink)

Italian critical theorist Giorgio Agamben is well known for his rigorous attempts to redefine political, aesthetic, and theological concepts through messianic categories. For Agamben, the messianic is not concerned with perpetual waiting for a savior to come and redeem the world. Rather, it concerns the radically open potentiality for action within the contemporary moment. While the temporality of the messianic moment has been emphasized both by Agamben and by the vast secondary literature that has provided ample reflections on his body (...) of work, the important concept of messianic space has not been given equal treatment. Space and time must be thought together if we are to appreciate the unique qualities of .. (shrink)

Inspired by a new teaching initiative that involved a redesign of conventional classroom spaces at the University of Auckland’s Epsom Campus, this article considers the relationship between architecture, the built environment and education. It characterises the teaching space of the Epsom Campus as the embodiment of educational policy following its inception in the early 1970s. Heralded as a modernist work of architecture juxtaposing material and textural combinations, the Epsom Campus emerged as a metaphorical vanguard of teaching pedagogy that (...) stood as a symbol of a more progressive and culturally inclusive style of education. With consideration for a different kind of architectural space and pedagogy at the city-based business school, the article extends an understanding of spatiality and learning, and argues the structural architectonics of the teaching space and the built environment confer their own pedagogical value. By drawing on the critical stance of Nietzsche’s genealogical methodology for reading history, strands of historical discourse and ‘vibrant materialities’ are considered so that the ‘built pedagogy’ of both contexts can be activated and explored. (shrink)

Ukrainian national pedagogy has always been based on the organic combination of national and Christian ideals. Christian humanity was the norm of interpersonal, interethnic, and everyday social existence of our people. The modern Ukrainian society needs spiritual improvement, which is obviously, according to the author, only in the interaction of four fundamental factors: the state, the Church, the system of education and the family. The features of Ukrainian spirituality and mental characteristics were the object of research by M.Kostomarov, V.Antonovich. P. (...) Kulis, T. Shevchenko, M. Hrushevsky. I.Franko, V.Lipinsky, O.Kulchytsky, G.Vaschenko, A.Richinsky and V.Yaniva. Today it is right to recall the words of the outstanding Ukrainian teacher G.Vaschenko, who insisted, first of all, on the implementation of the principle of educational education, which should follow the slogan "service to God and the Motherland", and therefore it is necessary to ensure the unity of national and Christian ideals in the present titular nation [Vashchenko P General principles teaching. In 4 parts - Munich: B.V., 1948. - 4.1. - 285 s.]. The bitter prophecy is the saying of the Ukrainian enlightener A.Richinsky: "The result of spiritual fatigue is that the life of the people becomes too materialistic. With the decline of national shrines and unifying ideology, everyone cares only about the private interest, the provision of material well-being, feeling already impotent to dream of the higher ideals of the nation "[Rychinsky A. Problems of Ukrainian religious consciousness. - Ternopil, 2002]. (shrink)

This paper states that modern education and utopian discourse share one common trait, that of being structurally founded on the promise of human betterment. The changing relations between concepts of education and utopianism will be developed through conceptual analysis of the dynamics of the promise in their interweaving process. This shall be discussed through three main topics. The first is the appropriation of space in early modern education (sixteenth century onward), with particular emphasis on the influence of print technology (...) on framing a new conception of educational spaces and practices. Second, the promise of the idea of progress in the Enlightenment period, which will become the further technological promise of a society-to-come, no longer spatially but temporally presented. Finally, the promise of autonomy through and against the modern subject, in which such autonomy is presented like the end of the journey through education, supposed that there is an end to such a journey. The key frame uniting the three topics is that utopian discourse journeying towards a normative conception of human society, as well as modern educational schemes journeying towards a normative conception of adulthood, are limited insofar as their respective promises, which are more impatient than the slow project of creation, more than often outruns it. The paper thus inquires whether or not there is a way to uphold the creative and imaginative possibilities of utopia in education, by acknowledging the pervasive effects of the promise on the social imaginary. (shrink)

Ukrainian national pedagogy in its development was based on the organic combination of national and Christian ideals. Christian humanity was the norm of interpersonal, interethnic, and everyday social existence of our people. Modern Ukrainian society needs spiritual rehabilitation, which is obviously only possible in the interaction of four fundamental factors: state, church, education system and family. Today it is right to mention the outstanding Ukrainian educator G.Vaschenko, who insisted, first of all, on the implementation of the principle of educational (...) education, which should go under the slogan "service to God and the Motherland", and therefore it is necessary to ensure the unity of national and Christian ideals in the present being of the titular nation. The words of the Ukrainian enlightener A.Richinsky sound like a bitter prophecy: "The result of spiritual fatigue is that the life of the people becomes too materialistic, with the decline of national shrines and unifying ideology, everyone cares only about private interest, the provision of material well-being, feeling already unable to dream about the higher ideals of the nation ". It is the religious worldview that gives a believer a certain amount of values ​​through which he solves the question of the meaning of his existence, his attitude to the world, to the state in which he lives. (shrink)

Some of the most pressing and emergent societal challenges are often exposed by researchers in the field of educational research. Education Research and Schooling in Rural Europe by Cath Gristy, Li...

The article covers the simulation approach as a part of communicative-oriented teaching, where its main task is to remove psychological barriers in education leading to the fast and effective language learning. The main aim of this method is to provide a life experience through the modern educational environment. Modeling creates situations which helps us to try other strategies while sinking into screenplay. An example in the article we consider a linguo-didactic resource "Время говорить по-русски". The research relevant is vivid: (...) the traditional forms of education are being replaced by the modern technologies. (shrink)

A middle-school classroom of English as a Second Language (ESL) for Somali and Vietnamese refugees is examined here. With Lefebvre's (1991) theory of the production of space and an additional help of postcolonial criticism (Fanon 1967; Willinsky 1998), this article first reviews how interplays among national flags, teaching and learning activities, and classroom arrangements served to nationalize a curriculum that ?walls? (Marcuse and von Kempen 1995) these students in national margins. Second, to further critiques and practices, the author argues (...) that an Other is critical in making a triad for becoming and the emergence of alternative transnationalism. More than defending differences in terms of originality, such transnationalism and the purpose of its pedagogy (Said 1994; Spivak 1997) reconceptualize the relations among culture, people, and place (Gupta and Ferguson 1992), and pursues more diverse trajectories of Becoming Others. (shrink)

This article analyses the role of discussion in university studies in the context of Socrates’ philosophy of education. The article begins with a discussion of the relevance and continuity of Socrates’ ideas on philosophical education in the contemporary educational space and highlights the importance of Socratic discussion in university studies. It is argued that discussion contributes to the development of one of the most essential skills of the 21st century, i.e. critical thinking, which encompasses the totality of analytical, (...) social and personal skills. The paper also points out that Socratic pedagogy of discussions and humanistic education contribute to organising student-centred studies and enable the consolidation of lifelong learning. These competencies and skills are becoming a priority educational objective in the current age when knowledge, technology and the world are constantly changing and renewing.The second part of the paper deals with the specificities and polarities of the discussion process. The distinction between authentic and inauthentic discussion is made in the context of Socrates versus the Sophists. Much attention is paid to highlighting the difference between authentic discussion and inauthentic one as pseudo-discussion to provide pathways and guidelines for the implementation of authentic dialogue in the study process. (shrink)

In the scientific literature, there are accents that emphasize certain changes in the functioning of philosophy, which took place in connection with the establishment of the postulates of postmodernism as a new period in the development of culture, as a style of post non-classical scientific thinking, in fact, the content and hierarchy of values positions itself with a sophisticated departure from the classical and non-classical philosophical reflection. Philosophical and educational understanding of the methodology of research of dialogue and tolerance (...) testified to the relevance of their research in the development of the potential of today’s multicultural education and its growth in the cultural and educational space. Dialogue, dialogics and tolerance are represented by the mechanisms of meaning-making, axiology and praxeology: dialogical cognition of the interpersonal, social-group, societal, planetary world provides a certain "breakthrough" in the worldview-value coordinate system, in external-internal control of growth efficiency and its spiritual dimension. The axiological, ontological, educational-epistemological aspects of “fitting” a person into a new world context are precisely in the plane of philosophy, enriching the cultural fields of today’s education through integration in goal-setting, content, organizational and managerial conditions for teaching and upbringing value ideals, principles, methods of holistic study of a person and those that are relevant today and provide Homo educandus with a meaning-making knowledge. (shrink)

The article presents a philosophical understanding and real interpretation of the existence and evolution of pedagogical (educational) discourse in the postmodern space. The results of scientific research are analyzed and the structural-semantic relationship of the concepts, terms and categories associated with the terminological field “discourse” is defined. The authors raise the problem of the postmodern significance of discourse in the period of the global transformation of the educational environment, caused by the pandemic COVID-19, which has put humanity (...) before the fact of actualization of remote communication and receipt of educational services. The authors believe that distance learning should be provided with strong technical and technological support on the one hand and the use of this vector set of educational, pedagogical, learning and development technologies in the preparation of future specialists in the system of higher education on the other. The article deals with new approaches to the application of discourse-supporting technologies and methods. Thus, the emphasis is placed on the relevance of an open informational and educational environment of higher education institutions in the postmodern space where the role of discourse as a constructive tool of postmodernism is determined by the new interpretation, and the teacher becomes a generator of innovations in this context. (shrink)

Toward the end of his monograph The Craftsman, the American philosopher Richard Sennett describes two different ways of building a house.1 The designer of the first house is the philosopher Ludwig Wittgenstein, and the designer of the second house is the architect Adolf Loos. Though both men embrace the same principles of the New Realism—"purity," "simplicity," and "honesty"—the results of these two builders are fundamentally different. Wittgenstein was not satisfied at all with his abode in the end. Though he says (...) it has "good manners," he accuses it of lacking a great deal of "primordial life." Therefore the Jewish philosopher will never build a house again, apart from his hut in Norway and his one house on the .. (shrink)

The uniqueness of the teaching profession is revealed in the article, a teacher professiogram is given and the content of such basic scientific concepts such as educational activities, pedagogical culture, pedagogical competence is specified. The content of the article is related to the change of the educational paradigm, which assumes an orientation on the work of teachers. The mission of the teacher is defined as the creation of the individual, the assertion of man in a man. Drawing on (...) theoretical sources, a portrait of a modern teacher personality is created. The article also focuses on the concept of professional self-development, indicating internal and external sources of self-development activity. To deploy the processes of self-development is of great importance level of development of self-esteem. The author reveals the methods of formation of true self-esteem necessary to form in one's mind the image of the ideal teacher. (shrink)

1024x768 Normal 0 21 false false false PT-BR X-NONE X-NONE O presente estudo tem como objetivo discutir sobre o diálogo necessário entre comunidade e escola para o projeto da Educação Integral. Parte-se inicialmente da noção da jornada ampliada e a proposta da formação do sujeito, nas suas dimensões afetivas, social, política e cultural. Formação esta que transcende a sala de aula e ocupa o território, os saberes comunitários e as diversas instâncias sociais. E nas entrelinhas reflete-se de fato que ambas, (...) comunidade e escola, estão preparadas para este desafio.  . (shrink)

This book foregrounds postcolonial theory as a lens through which to explore the concept of 'global heritage' and argues that the meso-level spaces of institutional ethos and cultural pedagogy must take an active role in the pursuit of cultural equality. Through interviews and accounts of observational, eampirical data, chapters draw attention to how the cultural capital of Global Majority students is institutionally positioned as a racialised and inferior cultural capital that is constantly required to 'prove itself' in the Western school. (...) Ultimately, the book contributes to international discussion on decolonising education and the spaces within in order to enact change, further the field, and more precisely to recognise the importance of global heritage as vital to a transformative understanding of the West's cultural identity within a globalised world. This book will appeal to scholars, researchers, and post-graduate researchers in the fields of multicultural education, school leadership, management and administration, and education policy and politics more broadly. Those interested in social justice, ideas of cultural and racial equality, and the sociology of education more broadly will also benefit from the volume. (shrink)

An enduring concern for educational policy in many affluent countries is the endemic nature of educational inequalities that are predominately located in poor urban contexts. Given the inabilities of school reform per se to deal with these inequalities, the paper focuses on issues of scarcity and spatial processes that are implicated in the formation of young people's educational identities – identities that then mediate the conversion of educational resources into educational attainments or achievements.

Drawing upon the concept of thirdspace (Soja 1996), this article extends sociocultural theorizations of space in relation to alternative educational programs: programs designed to re-engage youth who have been pushed out of mainstream schools. Snapshots of educational programs, provided by ethnographic research gathered in the United States, Australia, and Canada, foreground the contradictions inherent in these alternative spaces: on one hand, the possibilities obtained for youth through participation, and on the other, the production of these programs through (...) displacement. Alternative educational programs expose the tensions between a democratic ideal of engaging all young people in excellent and equitable public schools and a neo-liberal economic rationality that currently fuels the ?sorting machine? function of compulsory schooling. (shrink)

In this article, I explore the impact of the contemporary culture of measurement on education as a professional field. I focus particularly on the democratic dimensions of professionalism, which includes both the democratic qualities of professional action in education itself and the way in which education, as a profession, supports the wider democratic cause. I show how an initial authoritarian conception of professionalism was opened up in the 1960s and 1970s towards more democratic and more inclusive forms of professional action. (...) I then show how, in the wake of the transformation of the welfare state and the rise of neo-liberal forms of governing, the democratic dimension of professionalism became distorted. I discuss three distortions: having to do with the position of clients, the nature of accountability and the status of professional knowledge. While at first sight, the developments in each of these areas can be seen as furthering the democratisation of the professions, I argue that in fact they have eroded the democratic dimension of the professions and show the contribution of the culture of measurement to this erosion process. In the final step of my argument, I suggest how a more democratic mode of professional action might be regained and how such a mode of professional action might contribute to wider processes of democratisation. (shrink)

Background Nursing students must graduate prepared to bravely enact the art and science of nursing in environments infiltrated with ethical challenges. Given the necessity and moral obligation of nurses to engage in discourse within nursing ethics, nursing students must be provided a moral supportive learning space for these opportunities. Situating conversations and pedagogy within a brave space may offer a framework to engage in civil discourse while fostering moral courage for learners. Research Objective The aim of this research (...) is to explore the influence of a structured self-assessment tool called the ESA “Engagement Self-Assessment” on the alignment and creation of a brave space in a nursing ethics course. Research Design This study used an exploratory, cross-sectional survey design. Participants and Study Setting Data from 39 undergraduate nursing students enrolled in a nursing healthcare ethics & law course using the ESA were recruited. Ethical Considerations Participation was voluntary and informed without coercion. Written consent was obtained prior to participation. Research ethics approval was obtained by the Institutional Research Ethics Board of the recruited participants (Ethics # 2022-23-03). Findings The ESA provided structured self-reflection on the impact of shared vulnerability within a brave space. However, commitment to a brave space was not strongly influenced by the ESA, but rather by a mutual “commitment to others.” Conclusion A teaching tool such as an ESA can be used to facilitate instructor expectations of civil discourse and discussion of difficult topics. Rules of engagement such as those found in brave spaces can help transform fear of vulnerability into authentic growth for learners. A morally supportive learning space can support critical opportunities for ethical development. This study provides insight into how self-assessment and the use of a brave space in nursing ethics education can facilitate a morally supportive learning space. (shrink)

This study examines how and why peoples of African descent access and utilize community-based pedagogical spaces that exist outside schools. Employing a theoretical framework that fuses historical methodology and border-crossing theory, the researchers review existing scholarship and primary documents to present an historical examination of how peoples of African descent have fought for and redefined education in nonschool educative venues. These findings inform the authors? analysis of results from an oral history project they conducted into how Black Bermudian men utilized (...) learning spaces outside schools, such as the family, Black church, and athletics clubs, to augment their personal and scholastic development. Based on their historical and empirical research findings, the authors argue that educational actors (including teachers, administrators, policy makers, and researchers) focused on school-based issues like the academic achievement gap would do well to recognize the impact learning spaces outside of schools may have on student scholastic success, particularly for minority men. (shrink)

There is a variety of way to organize and manage spatially knowledge in literature. In this present inquire only a few type relating to the context of education will be analyzed: two of the most widespread and oft-used in the field of didactic pedagogy and one that has recently been scientifically affirmed—though its study dates back twenty years. The parallel—and sometimes intertwining—analysis of these three interpretive perspectives could serve as an epistemological scaffolding allowing us to look out on a holistic (...) experimental paradigm on the topic of spatialization in/of cognitive processes. (shrink)

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923–2017) as a free-space theory of education, as a way of grasping the problematic nature of ‘pedagogical protection.’ The theoretical potential of Henssler’s thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler’s theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the (...) possibility of reading Henssler’s thought of asylum as a theory of ‘pedagogical protection.’ Thirdly, I consider whether it is possible to interpret ‘free space’ in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education. (shrink)

This chapter contains sections titled: Introduction ANT, After‐ANT, and Educational Reform Network Readings and Educational Reform A First Reading of Reform: Extending the Network Re‐thinking the Reading: Centrality and Otherness A Second Reading: Mobilizing and Sustaining Reform Re‐reading Reform: Fluid Spaces and Ambivalent Belongings Conclusion Notes References.

Manifest in this writing experiment is a proposition that traversing theoretical dispositions as a new infinity (nod to Deleuze, 1994) brings our attention to the qualification of vibrancy, or as D...

Mindsets are shifting where the work areas of the students vary. The class furniture will vary from size and shape of tables, to couches, to a variety of chairs. Students must have the freedom to make choices to take ownership of their learning. This means that mistakes will happen. The classroom should be a comfortable learning environment.

Although the idea of nature has allbut disappeared from recent discussion ofeducation, it remains highly relevant to thephilosophy and practice of education, sincetacit notions of human nature and whatconstitutes underlying reality – the `natural'order of things – necessarily orientateseducation in fundamental ways. It is arguedthat underlying our various senses of nature isthe idea of nature as the `self-arising' whoseintrinsic integrity, mystery and valueimplicitly condition our understanding ofourselves and of the reality in which we live.I argue that the acknowledgement of nature (...) soconceived opens up a perspective on educationthat requires us to review currently dominanttechnological notions of truth and knowledge,and also of what should characterize theprocess of education, reasserting the properplace of more intuitive, local and dialogicalknowledge and relationships. (shrink)

Buber’s distinction between the ‘I-It’ mode and the ‘I-Thou’ mode is seminal for dialogic education. While Buber introduces the idea of dialogic space, an idea which has proved useful for the analysis of dialogic education with technology, his account fails to engage adequately with the role of technology. This paper offers an introduction to the significance of the I-It/I-Thou duality of technology in relation with opening dialogic space. This is followed by a short schematic history of educational (...) technology which reveals the role technology plays, not only in opening dialogic space, but also in expanding dialogic space. The expansion of dialogic space is an expansion of what it means to be ‘us’ as dialogic engagement facilitates the incorporation, into our shared sense of identity, of aspects of reality that are initially experienced as alien or ‘other’. Augmenting Buber with an alternative understanding of dialogic space enables us to see how dialogue mediated by technology, as well as dialogue with monologised fragments of technology, can, through education, lead to an expansion of what it means to be human. (shrink)

The article deals with the main problems connected with the process of institutionalization of theological education in the educational field in the scientific space of our country. At the same time, the necessity of forming effective mechanisms of cooperation between representatives of secular and religious circles in the development of spiritual education is outlined.

This article studies the participation of a group of elder females in a local health promotion association. The research is based on fieldwork carried out between 2004 and 2007 in an Andalusian agro-town. Drawing on ethnographic data collected, the participation of the women in the association and its influence on and significance for them are examined in terms of sociability, the public sphere and empowerment. The association serves as a special space for these women, who have highly gendered roles (...) and thus a limited social sphere. It encourages them to have their own relationships, time and space. Their participation in the association promotes a consciousness of their particular needs and brings new interests into their lives. (shrink)

This article is devoted to the actual problem of multicultural education, reveals its essence and justifies its importance in the development of ethno-pedagogical competencies of future primary school teachers. The ethnopedagogical competence developed in the multicultural educational space will allow primary school teachers to prepare the younger generation for intercultural interaction in the conditions of complex social relations of the modern world in their further pedagogical practice.