Hasil untuk "History of education"

J. Hargreaves

F. Connelly, D. Clandinin

Bryan G. Cook, S. Odom

Nataliia POSIKIRA-OMELCHUK, Tymur IVANNIKOV, Ulyana MOLCHKO et al.

The subject of this research is the essence of performing interpretation, which is considered an integral part of the functioning of a musical work from its creation to its presentation to the audience. The research methodology is based on a comparative analysis of historical and music-theoretical sources, an analysis of approaches to the definition and classification of different types of interpretation. The research compares the performing interpretation with other types of interpretation of contemporary music – composer’s and sound director’s interpretation. Interpretation is considered in relation to the concept of performance – if performance implies the physical act of playing a musical instrument or singing, the concept of interpretation is the ideal image of a musical work formed by the performer in the process of studying it. A comparative analysis of various definitions of the concept of interpretation allows us to conclude that the basis of interpretation is a thought process, understanding of its intonational features, including the analysis of the musical text, studying the circumstances of the composition of the work, stylistic and genre features. The issue of the correlation between the individual and the traditional in the course of forming an interpretation is important: the performer must take into account all the features of the musical text, the traditions of performing music of the relevant era and the relevant genres, while within the framework of traditions, the performer always has the space to bring his or her own individual understanding and performance characteristics. The issue of objective analysis of interpretations based on sound recordings is raised. Given the complexity of objective auditory analysis, we believe that the development of software that will allow us to identify agogic and dynamic features of performance at the level of individual sounds in musical phrases is a promising direction.

Maryam Amini, Seyed Hossein Marashian, Amin Khatibi et al.

Purpose: With the emergence of new and extreme sports, it is very important to examine their various aspects. This research deals with the design of the business model in extreme sports clubs with the approach of capital and financial interactions.Methodology: This qualitative research has used the thematic analysis approach to investigate components, communication, and business model design in extreme sports clubs. Data were collected through semi-structured interviews with specialists and experts in extreme sports. The thematic analysis approach of Brown and Clark (2006) was used for data analysis.Findings: The findings show that the business model in extreme sports clubs has three basic elements: tangible assets, intangible assets, and stakeholders. Through the two-way relations of these elements with extreme sports clubs, capacities, and dynamics are created for business. According to the type of participants, styles and levels of extreme sports, financial interactions, and social capital formation can be witnessed. This model has a cyclical nature that depends on the interactions between its components.Originality: This research presents an original business model framework for extreme sports clubs.  Prior research on business models has yet to delve into the unique characteristics of this industry. This is the first study to explore the interplay between tangible and intangible assets, stakeholders, and the specificities of extreme sports participation (types, styles, and levels) to understand financial interactions and social capital formation within this domain.  By highlighting the cyclical nature of this model.

Milovanović Milan, Bikić Vesna

In the process of establishing the Institute of Archaeology, the role of Vladimir Petković turned out to be crucial. Starting in the Kingdom of Yugoslavia and ending in the post-war Federal People’s Republic of Yugoslavia, the process had a constant which was contained in the idea and intention to organize and coordinate archaeological research in Serbia under the umbrella of a scientific institution. The initiation of the process, regarding that, lasted a little more than ten years and had several stages. The beginning was marked by a change at the head of the main museum institution - the History and Art Museum, in the spring of 1935. Instead of Vladimir Petković, that year Milan Kašanin was appointed as the director of the museum, and the change did not take place in a peaceful manner and without controversy. The decision to leave the museum after several years probably influenced Petković to implement the first attempt to form the Institute of Archaeology. It can be assumed that he, together with Nikola Vulić, during the summer of 1935, prepared a plan for the formation of an archaeological scientific organisation that would be a counterpart to the museum, and certainly have a role in coordinating planned scientific studies of archaeological sites, monuments, and material culture in the territory of Serbia. The strongly emphasised need for the coordination of archaeological work in the country was stated very concisely first in the Decree on the establishment of the Institute of Archaeology of the Kingdom of Yugoslavia in the summer of 1939. It can even be stated that within some of the proposed articles of the document, the predetermined dominance of the Institute over other institutions can be observed. The reason that led the Minister of Education, Stevan Ćirić, to convene the Commission in order to take further steps towards the formation of a scientific organisation is currently unknown. In this paper, a well-founded assumption was made that one of the main reasons could be a reflection on the work of the Kondakov Institute in Belgrade, primarily due to the intention of its collaborators to conduct research in Yugoslavia. Petkovic’s position on the issue of expeditions carried out independently by foreigners was expressly negative. In addition, the arrival of the “Kondakovs” in Belgrade and the strained relations with the museum, where the former director was still on the sidelines, created a new opportunity for Petković to open the issue of establishing the Institute of Archaeology. Probably together with other Byzantologists (Grujić and others), Petković, as a leading figure in this field in the country, was able to influence representatives of the Ministry of Education to bring up the issue of forming a scientific archaeological institution. The proposed Founding Regulation lists certain tasks that the future scientific organisation would undertake. One of them was the supervision of fieldwork, but also a note that all research managers in the country would be obliged to submit a report to the Institute after the research has been completed. Such suggestions indicate that the Establishment Decree was written under Petković’s influence. The third attempt to establish the Institute of Archaeology based on Petković’s initiative would take place after the Liberation. Under the auspices of the new state leadership, the Academy implemented a programme for the formation of scientific institutions based on the example of the USSR. According to the programme, one of the first institutes that was supposed to be formed was the Institute of Archaeology, based on the proposal of Vladimir Petković, which was presented at the end of 1945. At the sessions, where the future manager was present, it was noted that the Institute of Archaeology should have the task of supervising field studies and coordinating the work of all professional institutions in the country. It seems that Petković once tried to officially found the Institute in 1946 after he requested a loan for excavating Caričin Grad and the necessary material for fieldwork in the name of war reparations. However, this idea was not realised, probably due to the writing of the Memoir on the establishment of academy institutes, which was compiled by Aleksandar Belić, the president of the SAS at that time, for the Presidency of the Government of the Republic of Serbia. In January 1947, Aleksandar Deroko’s Elaboration on the establishment of the Institute of Archaeology SAS was completed, in which one of the prominent tasks was to organise “collaboration” with all related scientific institutions in the country and abroad. In the context of the circumstances at the time, we assumed that the Elaboration was compiled under Petković’s supervision or influence. The content of this document was the basis used to draw up the statutes of the Institute of Archaeology SAS, which were handwritten by the future manager. The documentation for establishing the institution was intended for the Committee for Scientific Institutions, University and Higher Education Institutions of the Republic of Serbia. This social institution, specially formed by the state, aimed to approve budget funds and control the work of scientific organisations. On May 31, 1947, Vladimir Petković was appointed director of the Institute of Archaeology SAS by decree of the Committee. The formation of an archaeological scientific institution at SAS is a legacy from the interwar period. Numerous attempts to establish the Institute of Archaeology, whose leading initiators were Miloje Vasić and Vladimir Petković, bore fruit only after the Second World War. The work of the newly founded institution in the new state during the time of its first administrator, Vladimir Petković, was established on the old idea of coordinating archaeological works within the country, which was an attempt to organise the complex situation in the sector of monument and archaeological heritage both inter-institutionally on domestic soil and with interested foreign partners. The systematic study of monument complexes and archaeological sites throughout the country is organised using a multidisciplinary approach and in conjunction with carefully designed research topics and appropriate field activities. The Institute of Archaeology tries to maintain the same approach even today, constantly improving it with the help, above all, of methods from natural sciences and remote sensing.

Jared McDonald, Eleanor Bernard, Zachary Simpson

In this editorial, the guest editors and SOTL4theSouth conference organisers reflect on the significance of the theme of the conference and special issue, and present an overview of the papers included. 

Dr. Noh Ibrahim Boiliu

The problem with this research is that the level of the practice of Christian religious education in Indonesia, which has taken place so far, is dogmatic. The pattern of Christian religious education is dogmatic in terms of content and approach. In terms of content, dogmatic themes are taught and passed on to others (children and adults). This model is a top-down model—for example, catechetics material. In the Catechetics curriculum, the material taught is generally about Confession of the Faith, the Ten Commandments, the Biblical canon, the prayer of our Father, the history of the church, and the ordinances of the church. In terms of content, it is apparent that the approach is thematically dogmatic. This approach does not lead to critical, constructive, and solution bringing ideas. This research aims to establish the concept of Christian education based on Biblical theological approaches. The result of the analysis is that the present theology of the book of Deuteronomy provides valuable and essential educational material.

Leena Isosomppi, Minna Maunula, Minna Maunumäki

Tutkimuksemme kohteena ovat korkeakoulupoliittisissa visioteksteissä rakentuvat yliopistopedagogiikkaa suuntaavat diskurssit ja niiden tuottamat tiedon, oppimisen ja asiantuntijuuden representaatiot sekä digitalisoituvan yliopiston opettajan ja opiskelijan asemoinnit. Tutkimusaineisto sisältää 1) opetus- ja kulttuuriministeriön käynnistämän Korkeakoulutus ja tutkimus 2030-luvulle -visiotyön keskeiset, vuosina 2017–2019 julkaistut dokumentit, 2) korkeakoulujen yhdessä laatiman Digivisio -hankehakemuksen (2020) ja 3) korkeakoulu- ja tutkimusyhteisön kansallisen linjauksen oppimateriaalien avoimesta saatavuudesta (2020) koulutuksen digitalisaatiota koskevilta osin. Tutkimuksen tavoitteena on diskurssien paikantamisen ja kuvaamisen lisäksi tehdä kriittisen diskurssianalyysin lähtökohdista näkyväksi, miten ne määrittävät yliopistopedagogiikan kehittämisen ehtoja. Tunnistimme aineistosta seuraavat diskurssit: alustatalouden, valtionhallinnon, tietojärjestelmän, teknologian kaikkiallistumisen, palvelumuotoilun ja tiedeyhteisön diskurssit. Teknologis-taloudelliset diskurssit ja valtionhallinnon diskurssi rakentavat yhdessä kansallista visiota koulutuskilpailussa menestyvästä oppimisen ekosysteemistä. Oppimisen ja asiantuntijuuden merkitykset pelkistyvät mitattavaksi yksilön osaamispääomaksi samalla kun opettajan ja opiskelijan asemat määrittyvät talouden ja teknologian logiikoin. Visiotekstien diskurssit kaventavat pedagogisten lähtökohtien tarkastelun uuspedagogiikan mukaisesti opetuksen ja opiskelun sekä digivälineiden hyödyntämisen tehostamispyrkimyksiksi. Vahvistuessaan nämä diskurssit edellyttävät teknis-taloudellisia kielenkäyttötapoja myös pedagogiikkaa koskevassa keskustelussa. Kestävän koulutuksen kehittämisen tueksi tarvitaan vahvaa yliopistopedagogista tutkimusta ja sen lähtökohdista perusteltua, digitalisaatiota hyödyntävää pedagogiikkaa sekä moniäänistä neuvottelua yliopistopedagogisen tutkimuksen argumentein.

Heri Susanto, Hieronymus Purwanta

The use of history textbooks is one of the keys to achieving the goals of historical education. Textbooks play an essential role in building students' historical empathy. A textbook present a reflective narrative that historical empathy. This study analyzes its narration in history textbooks has represented the aspect of historical empathy. The literature study method was used in this study. The object of research and data sources consist of 4 books from 3 publishers. Data analysis in this study was carried out by content analysis. The reliability used in this study is stability reliability, namely the reliability obtained by rereading the research data to understand the document. The results show that the books used by students had not fully the reflective narrative achieving historical empathy. There is no interrelation point of view. The textbook does not explore the thoughts. In addition, overall, books published by the Ministry of Education and Culture more reflective narratives that support the achievement of historical empathy compared to published by private publishers.

Halah Ahmed Alismail

Cayetano Espejo-Marín

Como señala el título del libro, el trabajo se centra en los procesos y aprendizajes que alcanzan los alumnos mediante los temas que elaboran, los comentarios de texto que realizan y trabajos que llevan a cabo como confeccionar una charla o expresar las emociones que sienten al terminar sus estudios. Asumen los autores que esos resultados hay que entenderlos dentro del marco en el que suceden: el centro, el aula, las relaciones entre compañeros, el currículo que tienen que desarrollar, los procesos de enseñanza y las interacciones que se generan dentro y fuera del aula, las ayudas que el profesor proporciona a los alumnos, los recursos que manejan (fundamentalmente el manual y los apuntes del profesor) los trabajos que los alumnos llevan a cabo, bien en el ámbito formal (temas y comentarios de texto), como en el informal: preparar una charla sobre un tema y describir las emociones sociales que han podido generarse en el estudio de esta asignatura. Es igualmente destacable que, a cada uno de esos ámbitos -seis en total- le dedican unas conclusiones sobre los aspectos más importantes analizados y las proyecciones de futuro que tienen.

T. Willems, E. Witvrouw, Jan Verstuyft et al.

Stephen Devries, A. Agatston, Monica Aggarwal et al.

Samanta Vanz, José Edimar de Souza

O estudo investiga a cultura material escolar para o ensino primário no município gaúcho de Caxias do Sul, RS, entre 1890-1930. A perspectiva teórica e metodológica sustenta-se na História Cultural, dialogando com autores como Burke (1992), Chartier (1990) e Pesavento (2014), para atribuir sentido à cultura escolar e às escolas para o desenvolvimento do ensino primário. Nesse sentido, a análise documental histórica mobilizou conceitos de culturas escolares a partir de Escolano Benito (2017). A construção do corpus empírico envolveu fontes documentais como as correspondências de professores, inspetores escolares e intendentes municipais, solicitações e inventários escolares, relatórios da intendência, atos e decretos, assim como jornais da época. Desse modo, identificou-se que nas escolas públicas municipais os objetos mediaram o processo de escolarização, baseados na perspectiva do projeto republicano positivista de civilização, pátria e progresso. Dentre os artefatos identificados, destaca-se o papel do mobiliário escolar nas evidências de modos de fazer e produzir uma cultura escolar. Observa-se a importância da cultura escolar como constituinte do espaço escolar e mediadora das relações entre sujeitos: alunos, professores, inspetores escolares e comunidades. Palavras-chave: Mobiliário escolar. Ensino primário. Caxias do Sul/RS. Furniture for public schools of primary education in Caxias do Sul / RS (1890-1930): traces of school culture ABSTRACT The study investigates the school material culture for primary education in the city of Caxias do Sul, RS, between 1890-1930. The theoretical and methodological perspective is based on Cultural History, dialoguing with authors such as Burke (2008), Chartier (1990) and Pesavento (2014), making it possible to give meaning to the school culture attributed to schools for the development of primary education. In this sense, the historical documentary analysis mobilized concepts of School Cultures from Escolano Benito (2017). The construction of the empirical corpus involved documentary sources such as: correspondence from teachers, school inspectors and city councilors, school requests and inventories, reports from the council, acts and decrees, as well as newspapers of the time. Thus, it was identified that in municipal public schools, objects mediated the schooling process, based on the perspective of the positivist republican project of civilization, homeland and progress. Among the artifacts identified, the role of school furniture in the evidence of ways of making and producing a school culture stands out. It is observed the importance of School Culture as a constituent of the school space and mediator of the relationships between subjects: students, teachers, school inspectors and communities. Keywords: School furniture. Primary school. Caxias do Sul/RS. Muebles para escuelas públicas de educación primaria en Caxias do Sul / RS (1890-1930): huellas de cultura escolar RESUMEN El estudio investiga la cultura del material escolar para la educación primaria en la ciudad de Caxias do Sul, RS, entre 1890-1930. La perspectiva teórica y metodológica se basa en la Historia Cultural, dialogando con autores como Burke (2008), Chartier (1990) y Pesavento (2014), lo que permite dar sentido a la cultura escolar atribuida a las escuelas para el desarrollo de la educación primaria. En este sentido, el análisis documental histórico movilizó conceptos de Culturas Escolares de Escolano Benito (2017). La construcción del corpus empírico involucró fuentes documentales como: correspondencia de maestros, inspectores escolares y concejales de la ciudad, solicitudes e inventarios escolares, informes del consejo, actos y decretos, así como periódicos de la época. Así, se identificó que en las escuelas públicas municipales, los objetos median el proceso de escolarización, basado en la perspectiva del proyecto republicano positivista de civilización, patria y progreso. Entre los artefactos identificados, se destaca el papel del mobiliario escolar en la evidencia de formas de hacer y producir una cultura escolar. Se observa la importancia de la Cultura Escolar como componente del espacio escolar y mediador de las relaciones entre las asignaturas: alumnos, docentes, inspectores escolares y comunidades. Palabras clave: Muebles escolares. Escuela primaria. Caxias do Sul/RS.

Erika Luciano

This paper describes the structure and consistency of Emilio Artom’s miscellany, which represents a documental patrimony of historical relevance and one of the most interesting collections of offprints held in the Special Mathematical Library at the Department of Mathematics ‘G. Peano’ of the University of Turin.

María Eugenia Bolaño Amigo

Este trabajo se aproxima a las representaciones de la Galiza imaxinada que, mediante textos e imágenes relacionados con la educación y la infancia, se trazan a través de la prensa gallega de la emigración. Con esta finalidad, se parte del análisis de contenido de una muestra que comprende la totalidad de números publicados entre los años 1915 y 1936 por las revistas Céltiga (Buenos Aires, Argentina) y Eco de Galicia (La Habana, Cuba) atendiendo, en particular, a las representaciones identitarias que traspasan las nociones de género, clase social y nación.  

Sándor Király

A Debreceni Egyetemi Atlétikai Club (DEAC) története nem választható el a debreceni sport történetétől. Az egyetemi ifjúság máig népszerű sportegyesülete éppen száz esztendővel ezelőtt alakult

W. Rüegg

J. S. Andrews, J. Bale, Jennifer Soep et al.