Modern, Stevie At its annual general meeting in May this year, the Council of Australian Humanist Societies voted in support of volunteer ethics teachers entering public schools and teaching ethics programs to students as a secular alternative in religious education. The motion was put to the meeting by the NSW Society with the support of the Humanist Society of Victoria. The motion was opposed by the Queensland, Western Australian and South Australian Societies. Here is why the motion is (...) a grave mistake, and why Western Australia moved its own motion against it. (shrink)

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)

Originally published in 1939, this book contains the text of lectures delivered in 1938 to a conference of public school masters on a variety of topics concerning the changing role of education. The issues covered include the Christian movement in education, education and morality, and the role that broadcasting could play in teaching. This book will be of value to anyone with an interest in the history of education and in changes in the curriculum in the (...) inter-war period. (shrink)

The term ‘publicness’ is a keyword to explain the creation of a people in the history of modern education in Korea in which the relationship between the ruled and the ruling power rapidly changed from the perspective of continuity and discontinuity. In Korea, the term has been commonly used in three different contexts, and its meanings have changed since the 1894 Gabo Reform, the first reform for the modernization of Korea. Even when the ruling power changed in 1910 (...) with Japanese colonialism, the ruling class took the meaning of publicness as a governing institution, which had a very weak sense of publicness as an ethical principle of fairness or as public benefit and opinion. In contrast, the resisting power, which was fully established throughout the colonial era from 1910 to 1945, lacked the sense of publicness as a ruling institution, but embraced the two other concepts of publicness. This historical experience of the competing concepts of publicness materialized into the creation of a modern people through law and education even in the post-colonial period of modern Korea. Generally speaking though, the creation of a modern people in Korea has been strongly affected by the concept of publicness as a ruling institution through a nationalist education. (shrink)

In the article is examined a problem of system and complex approach to management of modern education. The authors emphasize that development of education technology is accompanied by formation of informational, telecommunicational and communicative systems. The development of informationaltechnologies entails the formation of in principle new educational system. This system can ensure millions of people accordance to new educational services. The use of modern computer, telecommunicational and communicative technologies in education intends re-engineering of educational activities, (...) considerablechanges in all its systems. The effectiveness of education is based on the modern technologies. It often depends on quality of use of these technologies for solution of one or another educational task. Innovations in technical system influence the development of educational process. (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)

Gert Biesta; How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal, Journal of Philosophy of Education, Volume 36, Issue 3, 16 Dec.

본 연구는 해방 이후 현대 교육의 이상적 인간상을 살펴보기 위하여 우선 해방 이후에서 90년대에 이르는 시기를 광복 이후 분단까지의 ‘전환기’와, 경제성장을 통한 현대 국가 발전의 기반이 된 ‘산업화 시기’, 그리고 다양한 계층의 사람들이 정치⋅경제⋅사회 참여를 요구하는 ‘민주화 시기’의 세 시기로 구분하고, 각 시기의 특성에 대해 정치·경제·사회·문화 등 다양한 측면에서의 접근을 시도하였다. 특히, 교육적 인간상의 추출을 위하여 이들 각 시기의 주요 가치를 탐색함으로써 이와 관련한 각 시기별 인간상을 고찰하였다. 시기별로 나타나는 주요가치와 인재상은 다음과 같다. 전환기의 주요가치로는 예의와 규범을 제시할 수 있으며, (...) 추구하는 인재상은 무실역행(務實力行)하는 자세가 강조되는 실천적 지식이었다. 산업화 시기의 주요가치로는 성실, 근면, 자조, 협동을 제시할 수 있으며, 추구하는 인재상은 경제발전에 필수적이고 강력한 직업능력을 갖춘 기능인이었다. 민주화의 주요가치로는 참여, 평등, 공존을 제시할 수 있으며, 추구하는 인재상은 경제성장의 둔화라는 위기감 속에서 국가의 생존과 번영을 위하여 이바지하는 우수한 과학인재상이었다. 각 시기별 인재상은 실용적이면서도 실천적인 유형의 인간상이 드러나고 있으며 공동체적 덕성을 중시하고 있는데, 이는 전통적인 가치관의 연속선상에서 시기별 특징을 보여주고 있는 대목이기도 하다. (shrink)

Philosophy seems to be an obsolete human interest today not because it is really obsolete but because its development comes into the full and thus becomes hidden into the scene in the name of development itself. The trend of this so-called modern time is technological and practical. This is so because philosophy in the history of mankind reaches its second level i.e. the level of praxis, the practical level. Even the trend in education as well as in the (...) field of industry is more on hands-on, manual, technological and practical level. Philosophy belongs to speculative science but is a perfect science which contains both the level of knowledge (philos) and the level of wisdom (Sophia). It also adheres to education as a lifelong process because it aims at learning new theories. Its ultimate aim is to turn thought into action, knowledge into wisdom, science into technology, theory into praxis, and faith into charity. And so its essence and spirit moves the current trend of modern education and industry in the process of development in search for the truth. KEYWORDS: Introduction to Philosophy, Foundation, Modern Education, Qualitative ResearchDesign, Philippines. (shrink)

As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journals articles on how computers and the Internet affect learning.

This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding (...) such reflection end up, camouflaged and smuggled, taxing the current debates regarding generally accepted education strategies. The characteristic feeling of the currently accepted model of education being in chronic crisis is less a testament to an absence of alternative approaches than to a lack of thorough self-reflection. (shrink)

The core objective of this article is to advocate for the cultivation of philosophical thinking, a pivotal element that fosters a profound understanding of the evolutionary trajectory of the information society and the human role within this paradigm. An examination of the unique attributes of the information-communicative educational space, coupled with the tenets of post-classical knowledge, underscores the imperative for nurturing human capabilities and personality traits essential for efficacious self-identification within the information society. The anthropological nature of philosophy focuses on (...) understanding that rational, abstract-universal, theoretical thinking is fundamentally value-laden, not free from human interests. These interests determine the directions of scientific research and, if necessary, limit freedom of choice. The philosophical perception of communication, seen as a wellspring of new knowledge generation aimed at pragmatic problem-solving and emerging from human solidarity, promotes the cultivation of creativity, an intrinsic quality of the persona. A favorable factor for the successful development of dialogical thinking is the transformation of the previously dominant written culture into an oral one, where natural spoken language plays an increasingly important role. The exigency for a high degree of personal individualization and thought individualization, prerequisites for successful self-identification, calls for the fostering of stereoscopic and pluralistic thinking. Such thinking, inherent to the philosophical discourse, inherently possesses an authorial essence and proffers diverse interpretative responses to identical queries, thereby catalyzing the development of contextual thinking adept at unraveling the meaning of events in situational contexts. Globalization, accompanied by an increase in the world’s diversity, contributes to the development of global thinking – the ability to solve local problems considering global patterns. As a counterbalance to informational pluralism, the visual turn emerges, epitomized by the capacity to encapsulate voluminous data into intricate montaged images and to adeptly interpret such constructs. This paradigm shift necessitates the enhancement of visual thinking, which, as contemporary philosophy posits, is oriented toward assimilating social experience, laying the groundwork for self-identification. The presented arguments substantiate the conviction that the development of philosophical thinking in the educational process is not an auxiliary factor, but an imperative of the modern information society. (shrink)

Modern schooling in Korea, which was officially established by law in 1949, is well known for its function as an engine of economic success in modern Korea. Although this fact seems to be world-wid...

A new phenomenon emerged in Walisongo modern Islamic Boarding School, namely the process of integration of multicultural Islamic education values. Its become more established and plays more functions in the context of a global society. This paper focuses on the concept of multicultural education developed and implemented in the learning process of Walisongo modern pesantren. This paper employed a qualitative approach using a phenomenological type of research, and the technique of purposive and snowball samplings in gaining (...) the data. Spradley model was applied to analyze the data; whereas the triangulation strategy and member check were implemented to gain data validity. This study concludes, the formation of the multicultural characters of santri uses the approach of integrating philosophical, spiritual, psycho-philosophical, and socio religious-philosophical values. (shrink)

: As a master of Neo-Confucianism, Zhu Xi’s unique educational philosophy plays a certain role in promoting the development of contemporary education and teaching. BaseFuxing Rend on the situation of requiring talents in feudal society, Zhu Xi took Confucian orthodoxy as the starting point to make innovative attempts on educational methods and teaching content. He believed learning from things to know. By learning from the ideological resources of ancient and modern Chinese and non-Chinese educational philosophy, and integrating ancient (...) philosophical ideas with modern teaching methods, this paper offers some important innovative ideas for contemporary models of education. Resumo: A filosofia educacional única de Zhu Xi, enquanto mestre do neoconfucionismo, desempenha um certo papel na promoção do desenvolvimento da educação e do ensino contemporâneos. Com base na situação de exigência de talentos na sociedade feudal, Zhu Xi tomou a ortodoxia confucionista como ponto de partida para fazer tentativas inovadoras em métodos educacionais e conteúdos de ensino. Ele acreditava que o conhecimento de objetos é uma maneira importante de adquirir conhecimento. Ao aprender com os recursos ideológicos da filosofia educacional chinesa e não chinesa antiga e moderna, integrando ideias filosóficas antigas com o método de ensino moderno, este artigo oferece algumas ideias inovadoras importantes para os modelos contemporâneos de educação. (shrink)

The Modern School Movement traces the efforts made by the Anarchist movement to abolish all forms of authority and usher in a new society through a different form of education. Between 1910 and 1960 anarchists established more than twenty schools in the United States where children might study in an atmosphere of freedom and self-reliance in sharp contrast to the discipline of the traditional classroom. The prominent participants of this movement, including Emma Goldman, Margaret Sanger, Alexander Berkman and (...) Man Ray are discussed. (shrink)

Creativity is an imperative need of the twenty-first century, and it seems to be a skill that will monopolize interest for many years. It is, in substance, a newly established scientific field and despite attempts to encroach on the science of psychology, its origin and functions have not been probed yet. Still, it continues to be researched, with ever-increasing vigor, almost in every area of science and action, with the main scope of potential exploitation being education. The philosophical foundation (...) of creativity has not reached the depths that one would expect, and most scientists-thinkers (and... (shrink)

Based in sociologist Zygmunt Bauman's theory of liquid modernity, this volume describes and critiques key aspects and practices of liquid education--education as market-driven consumption, short life span of useful knowledge, overabundance of information--through a systematic comparison with ancient Greek "paideia" and medieval university education, producing a sweeping analysis of the history and philosophy of education for the purpose of understanding current higher education, positing a more holisitic alternative model in which students are embedded in a (...) learning commutity that is itself embedded in a larger society. If liquid modernity has left a vacuum where, according to Bauman, the pilot's cabin is empty, this volume argues that no structure is better positioned to fill this vacuum than the university and outlines a renewed vision of social transformation through higher education. (shrink)