The main purpose of this study is to become acquainted with the educational institutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institutions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the questioning of the current madrasah system. Upon revising the educational system of (...) the madrasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These attempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was observed that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educational reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions.Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the superiority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportunities, to make people live more comfortable and peaceful, to have more power in the economic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the beginning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the importance given to thinking and the freedom of thought has been the main factor of the progress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ottoman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sciences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational institutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-ı Cedid movement, a number of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the reading and writing education compulsory, opening of Western-style junior high school, establishing medical and vocational schools that provide education at higher education level are considered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institutionalization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for education and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dâr al-Fünûn (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Meşrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Meşrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education. In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regulatory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and continued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as ‘reform’ in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westernization still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a competent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to operate in İstanbul in 1734 by Mahmut I; Mühendishâne-i Bahrî-i Hümâyûn, the school of the first military maritime was opened in 1775 in order to provide modern education; Mühendishâne-i Berrî-i Hümâyun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Menşe-i Küttab-ı Askeri, which was established to train military scribes, contributed to the contemporary construction of the army. In the mentioned period, the most important change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tıbhâne-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tıbbiye-i Mülkiye, started education and training. Another important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mülkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period. (shrink)

The process of the mathematization of physical situations through differential calculus requires an understanding of the justification for and the meaning of the differential in the context of physics. In this work, four different conceptions about the differential in physics are identified and assessed according to their utility for the mathematization process. We also present an empirical study to probe the conceptions about the differential that are used by students in physics, as well students’ perceptions of how they are expected (...) to use differential calculus in physics. The results support the claim that students have a quasi-exclusive conception of the differential as an infinitesimal increment and that they perceive that their teachers only expect them to use differential calculus in an algorithmic way, without a sound understanding of what are they doing and why. These results are related to the lack of attention paid by conventional physics teaching to the mathematization process. Finally, some proposals for action are put forward. (shrink)

This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, (...) where contextual issues and power interplays mediated the process. Furthermore, it is found that the participants? commitment to teaching was negatively influenced by their non-legitimate position in the teaching community and the discordance between their teaching beliefs and the norms and values of their workplace. This study suggests that complex inter-relationships between marginal status in and legitimate membership of the community, between historical and cultural background, present practice, and future expectations, between social discourse and personal location, are involved in the process of identity construction. Measures to legitimate these teachers? position and to transform the linguistic and cultural repertories of these teachers into valuable resources of the local schools are suggested. Implications for future research are outlined. (shrink)

The study aims to describe the process of implementing audiobooks and describe the various challenges faced by teachers. This research is qualitative research with a phenomenological approach. This research was carried out in 5 provinces, namely West Sumatra, the Special Region of Yogyakarta, North Kalimantan, Gorontalo, and North Maluku. Each province selected representatives from elementary, middle, high school, and special schools who have implemented audiobooks. Informants are teachers and students who have used audiobooks. The process of collecting data from teachers (...) was carried out using the interview method and students through FGD. Data analysis in this research uses a thematic analysis model. The results of this research indicate that the initial challenges in using audiobooks are variations in the availability of facilities, students' digital literacy, and students' learning styles. Before starting learning, teachers must ensure that they are ready to accompany (understand audiobooks technically and substantively), ensure that students understand the technicalities of using audiobooks, and design learning according to the student's profile. Things that should be ensured in the learning process with audiobooks are (1) ensuring students' psychological and substantive readiness, (2) facilitating students who are able to learn quickly or slowly, and (3) being ready to respond to situations of student boredom and maximizing audiobooks as supporting materials to study independently. The biggest challenge is minimizing the potential for boredom, maintaining concentration, and ensuring that the information presented can be understood by students. (shrink)

Switzerland has an excellent culture of medical research and is a melting pot for medical experts with international expertise. Nevertheless, as in other countries, the resources available to medical researchers are not being fully used. Biological samples, which enable a host of medical research studies to be carried out without invasive methods involving patients, are frequently left unused or forgotten. The aim of this study is to examine the experiences of biobank stakeholders regarding the use or underuse of biosamples, in (...) order to develop paths to optimize biosample research. Interviews were carried out with 36 biobank stakeholders in Switzerland concerning their experiences with biosample use, and the possible obstacles at each stage of the process. Interviews revealed that standard operating procedures were the most frequently cited obstacle, although these were not judged to be severe hindrances. Despite a stated desire to develop biosample research, skepticism of sharing networks and wariness of new partnerships were strong themes. Biobanking still functions as an emerging field, in which exchange practices have yet to be established at the national and international levels. Sample exchange continues to function largely based on personal contacts; while this is an inherent feature of competitive medical research, opportunities for large-scale studies may be lost due to excessive caution. (shrink)

BackgroundOrgan donation following brain death has become an important way of supplying organs for transplantation in many countries. This practice is less common in Iran for different reasons. Therefore, this study aims to explore the obstacles to organ donation following brain death in Iran.MethodsThis qualitative research was conducted following the conventional content analysis method. The study population consisted of individuals with a history of brain death among their blood relatives who refused to donate the organs. Snowball sampling was employed (...) to select the participants. In-depth semi-structured interviews were conducted for data gathering. Theoretical saturation was achieved through 20 interviews. Data analysis was done following the steps proposed by Graneheim and Lundman. Lincoln and Guba’s criteria were used to ensure data rigor and transferability of the study.ResultsData analyses revealed 185 codes, 23 categories, and seven themes including, poor knowledge about brain death and organ transplantation from a dead body, cultural beliefs, religious beliefs, deficiencies of requesting process, fear and concerns, inability to make a decision, and social learning.ConclusionThere were several factors in families’ reluctance to donate organs of a brain-dead patient. Through improving knowledge and changing cultural beliefs in society, it is possible to take large steps towards promoting organ donation from brain-dead patients. (shrink)

In this research article I reconstitute portfolio assessment of my work as a new faculty member in the form of critical reflexive dialogue. I reassemble artifacts of my works-in-process in a vocational portfolioin order to signal that quality in my work is nuanced as a calling to serve. This metaphor entails portfolio assessment that does not isolate the adult learner and worker from self-assessment and others’assessment. I structure my portfolio dialogically so that my evaluators and I can respond critically to (...) the processes and products of my teacher, researcher, and service worker identities. My artifacts ofdialogical occasions denaturalize the feminine in work and disrupt the hierarchy of knowledge over service. I reassemble my quality moments to support my espoused theory and theory-in-use that servingothers in response-able relationship constitutes the linked resemblance of quality across the three traditional evaluative categories of teaching, research, and service. (shrink)

Turkey has been hosting a large number of Syrian refugees since 2011 and has allowed Syrians to integrate into the general education system alongside Turkish students since 2016. This situation suggests that Turkey offers a unique experience in the education of Syrian refugees. However, Syrian girls may face disadvantages in their education due to traditional gender roles. Based on this premise, this study aims to examine the educational processes of Syrian girls during the COVID-19 pandemic from the perspectives of teachers, (...) parents, and the students themselves. Therefore, this research seeks to identify the educational experiences of Syrian girls during the pandemic period in Turkey and to evaluate the contribution of religious culture and ethics (RCE) teachers to their ability to receive proper education. The participants of this research, which followed a qualitative design, included 10 students, 5 parents, and 5 RCE teachers selected through snowball sampling. The study's findings reveal that Syrian girls encountered difficulties in accessing and continuing distance education effectively. The data obtained were analyzed by considering the educational challenges experienced by refugee girls during the quarantine period from the perspectives of students, parents, and teachers, and discussed within psychological, social, and cultural contexts. Among these challenges, economic hardships, technical deficiencies, inadequacies in the physical environment, and social adjustment problems emerged as prominent issues. It was found that Syrian refugee girls struggled with limited financial resources, a lack of technological devices such as tablets and computers, inadequate internet access, and a shortage of appropriate learning environments. They also experienced psychological challenges, including isolation and a longing for social interaction, along with shifts in family dynamics. On the other hand, it was observed that Syrian girls and their parents frequently communicated with religious, cultural, and moral education teachers to address these issues. A significant finding that distinguishes this study from similar ones is that Syrian refugee girls, through their participation in both distance and face-to-face education, began to adapt to Turkish culture and lifestyle. According to the perspectives of both students and teachers, Syrian refugee students have become more socially integrated compared to their parents. As a result, it can be concluded that RCE teachers have assumed new, supportive roles in the education of Syrian refugee students. (shrink)

In 1932, as America struggled to overcome the great economic depression and Hitler was taking power in Germany, Dewey issued a challenge to teachers. Based upon what he viewed as the principle by which to judge "the processes of education, formal and informal," he urged teachers to embrace the following goal: "Education should create an interest in all persons in furthering the general good, so that they will find their own happiness realized in what they can do to improve the (...) conditions of others" (LW 7: 243).In setting this challenge to teachers, Dewey has in mind helping students develop their character in two ways. First, teachers should nurture students' sensitivity to the impact of their speech and actions .. (shrink)

Upon its recent publication in Portuguese, Paulo Freire’s newest book became an instant success. This English translation is sure to meet with similar acclaim. In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. No other book so cogently explains the implications for classroom practice of Freire’s latest ideas and the pathbreaking theories found in Pedagogy of the Oppressed and other treatises.This book challenges all who (...) teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. Freire shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By observing the curiosity of students and the manner through which students develop strategies for learning, the teacher is helped in discovering doubts, successes, and the teacher’s mistakes. When teachers open themselves to recognize the different roads students take in order to learn, they will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Anthony J. Palmer, “A Philosophical View of the General Education Core”Nico SchülerAnthony J. Palmer's paper is not only an interesting one but it also continues an absolutely necessary discussion on the general education core curriculum for American undergraduate students. Initially, Palmer summarized the global conditions with which we are presently confronted. This discussion led him to the re-examination of the general education core at the undergraduate level. (...) The goal of such education should be to "prepare students to develop a world where haphazard processes be minimized.... To accomplish that goal, the student must be enabled to integrate a wide variety of facts and ideas, theories, and applications that will become holistic in substance and unified in practice." More specifically, he then focused on the general education courses for music education students and finally, since the current concept is failing in presenting integrated knowledge, he proposed a new philosophy of the general education core. This new philosophy contains three steps: (1) cultivating personal qualities, (2) understanding multiculturalism, and (3) understanding the complexities of humanity itself and its relationship to the earth. [End Page 198]This philosophy is intriguing and does indeed deserve a broad discussion. To start that discussion, I would like to raise several fundamental issues. First, such a philosophy of general education cannot exist as a pure philosophy of the undergraduate general education core (nor can it specifically focus on music students). The ultimate goal of such a philosophy must be to turn toward the general education core of all levels of education, especially beginning with the youngest age groups. A student, educated according to existing philosophies up to age eighteen, will have the hardest time in suddenly connecting the various areas and fields of study in a globalized worldview. The reasons for this problem are cultural. At eighteen, students are culturally so formed that a new cultural opening is hardly possible. The philosophy should, instead, focus on the spiral that professors stimulate: our graduates are the teachers of the next generation, some of whom become teachers and will educate the following generation, and so on. Palmer's goal can, in my opinion, only be reached if we first focus on the general education of all ages, and then stimulate a slow but continuous change throughout the next generations. This change may exploit the cultural open-mindedness of students of all ages within the educational and cultural limitations that were set by their previous education. Indeed, such cultivation in early adulthood can benefit our university students, as Palmer states, but cultivation at such a late stage is limited.Second, the philosophy suggested by Palmer may be hard to realize practically. All mass media would work against such a realization. The organization of classes is, with our current commercialized course offering system, impractical in terms of Palmer's suggestions. Academic units within universities generate money through large general education classes. Who would pay for smaller classes? (I am not speaking about the small, private liberal arts colleges that Palmer mentions but about public colleges and universities, many of which are very large.) If general education were to be moved to a newly created academic unit, as Palmer suggests, who would reimburse the academic units that would lose the credit hours? How could we create the additional classes that would be needed to bring all the areas together that he suggests (music, art, religion, myth, history, language, philosophy, psychology, paleontology, archeology, anthropology, biology, and zoology)? In addition, some of his philosophy is based on Carl Roger's view of personal relationships, which parents as well as teachers have to establish. But how are the parents of our students to establish such relationships? And who is going to educate the parents? American culture itself would certainly be an obstacle for the realization of such an educational philosophy. Furthermore, how do we select the students who are unsuccessful in becoming self-initiated learners? How do we identify those who are not well-read? Should they not be removed? Much of the current educational system is based on the assumption that all, or most, [End Page 199] students are very talented. Realizing Palmer's philosophy would mean... (shrink)

This study examined whether scaffolded lesson study might contribute to the emergence of a shared professional teaching knowledge culture among 4th grade social studies teachers. The study reports findings from a three-year lesson study professional development project that sought to develop professional teaching knowledge for problem-based historical inquiry among participating teachers. Participants included six 4th grade State History teachers from three different schools and three different school systems. Using qualitative data collected during three yearlong lesson study cycles, we present evidence (...) that suggests that lesson study can be used to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. We suggest, however, that a combination of factors might contribute to variations in teachers' participation in that shared professional teaching knowledge culture including the degree to which the teachers embraced the public nature of lesson study. These factors include the teachers' idiosyncratic views of teaching and learning, the teachers' individual tolerance for socially constructing curricula, and the degree to which teachers acceded to cultural obstacles within elementary schooling. (shrink)

It is thought that determining which methods and techniques are used by teachers to teach concepts, which is one of the important dimensions of religious teaching, will contribute to the science of religious education and practice of religious teaching. In this context, the problematic of the study is based on the question of the methods preferred by the Religious Culture and Moral Knowledge teachers in their concept teaching activities. Therefore, the aim of the study is to try to reveal the (...) qualities of the methods preferred by the Religious Culture and Moral Knowledge teachers in the concept teaching process with a descriptive perspective. To serve this purpose, a case study was preferred as one of the qualitative research methods in the methodology of the study, and 20 Religious Culture and Moral Knowledge teachers were selected in the study group with maximum variation sampling, which is one of the purposeful sampling methods. Since the study focused on teachers' opinions, a semi-structured interview technique is used as a data collection tool, and descriptive analysis method, envisaging coding of the data according to the pre-determined themes and titles in the context of the problematic of the study, has been preferred. As a result of the study, it has been observed that teachers preferred that supporting teaching methods such as story and game, induction in line with the approach of reaching definition with students, deducting from the definition. In addition, despite the teachers' attempts to enrich the concept teaching process and increase the quality of the process, it has been found that their knowledge and skills regarding concept teaching methods and techniques were not sufficient. (shrink)

This study points out the importance and meaning of apologizing as a moral value in compensating the imperfections committed by individuals in social relations and correcting the deteriorating relationships. Accepting that every person can make mistakes is the most essential element that paves the way for the emergence of apology as a virtue. It teaches one to accept that he/she may be wrong, not to consider himself superior to anyone, and arouses the will and will not to make such mistakes. (...) Apology tells the necessity to be respectful and to value other people as well as to be honest. Apologizing is like forcing a person to be honest, and it tells you about the need to care about other people and to be respectful. It is seen that different kinds of apologies are made according to the culpable, guilty person, the environment, the victim, and the situation of the defect. This study discusses the meaning of the words used in apologizing whether they mean full apology or not, the meaning of the apology, its moral dimension, and its relationship with repentance. It also discusses the reasons for the apology, apologizing strategies, accountability, assuming responsibility, proposing repairs, and making promises on not doing something wrong again. The similarity of repentance in religious traditions with apologizing was emphasized, and the relationship between forgiveness and apology was evaluated in terms of the attitudes that the parties should adopt. Finally, as a rule of value and courtesy, suggestions were made on how to provide apologies education in the family.Summary: This study draw attention to the meaning and importance of apologizing as a moral value in compensating for the imperfections that individuals have committed against each other in social relations and in correcting broken relationships. Acknowledging that every person can make mistakes is the most important element that paves the way for the emergence of an apology as a virtue. Accepting that one can be wrong teaches that one should not think of himself as superior to anyone and arouses the will and desire not to make such mistakes. Apologizing leads people to be honest and tells them about the need to care about other people and be respectful.Apologizing is admitting that the rhetoric, actions, and practices that lead to apologies are not fair, accurate, and legitimate. First, apologizing means that the person to whom we made a mistake is a human being. It means that accepting anyone can make a mistake, and we can be wrong. It gives this person the understanding that s/he should not be superior to anyone else. It also arouses a desire and will not make such mistakes anymore. Apologizing tells you the necessity of caring and respecting other people as well as forcing people to be honest. The person who apologizes to him is undoubtedly respectable. The respected person will surely appreciate to others. The basis of social order and life is mutual respect. Being able to apologize draws the individual's point of view to the end where he or she should be and provides the basis for the healthy functioning of the social order by gaining the understanding of respect for other people. Also, being able to apologize is an expression of confession, honesty, and sincerity. Apologizing in this respect is a virtue and merit. The society that values are lost and surrounded by selfishness and nihilism must be turned into virtues, and people who know the value of human beings.The good and virtuous person is not without fault, s/he is the one who apologizes for the mistakes, s/he has committed or seeks ways to redeem that mistake, s/he is the one who returns from his/her mistake. Apologizing should be not only a responsibility but also an indicator of self-confidence. It should not be forgotten that conscientious accounting is a self-judgment. S/he can quickly apologize for stepping on someone else's feet, soiling his clothes, but s/he does not think of a full apology consisting of remorse, compensation, and repair for the person who has taken away a person's right, poisoned his life and tarnished his future.When the parent says that the child should apologize, a process will be initiated for the child to consider. If the child apologizes in front of his or her parent, who points to the necessity of this, it is an important step in the child's moral education, and this indicates that the child internalizes these norms and engages in independent moral accounting. Because s/he now realizes that a value s/he defends without dictating from the outside has been violated, and therefore, has the motivation to make an apology.Arrogance is the biggest obstacle to apologizing. In men-women relations, it can be seen that women are more easily able to apologize, they do not consider apologizing as an indicator of as powerlessness and insulted as men. A manager, a boss, a leader, or a president can delay or fail to realize that his/her authority and dignity will diminish when s/he apologizes to his/her subordinate and those under his/her command. Men in the family, teachers at school, managers in the institution, boss and so on leader and authority persons refrain from apologizing by going to show and bless what they say and do to legitimize the past, to forget or reject mistakes, to prevent them from being questioned morally. This tells us the importance of internalizing the understanding of apologetics as a social culture starting with the family.Individual mistakes should be apologized for in daily life, institutional errors, as well as for some unfortunate incidents. Apologies have the potential for establishing a suitable basis for the establishment of a culture of dialogue in inter-communal relations and sharing some common values and interests. Apologies can contribute significantly to the development of a culture of tolerance, cooperation, and peaceful coexistence among communities.When a defect requiring a committed apology, the event must be evaluated not only from a unilateral perspective, but from a whole context and sides so that the perpetrator can adopt the feelings and understanding of the victim.In the apology, there should be a strategy such as an expression of regret, accountability, taking responsibility, offering repairs, and making promises on not happening again. Repentance in religious traditions is similar to an apology. In the face of apology, the victim reduces negative feelings towards the offender by forgiving and repairs the relationship. Apologies are a reputation-protecting action for the victim, while a discreditable step is taking place for the wrong person. It is also important to forgive and protect the reputation of the person who made a mistake. Like the cultural past, gender causes men and women to choose different apology strategies. Various forms of apology are also influenced by factors such as age, income status, occupation, and ethnicity. The time to apologize, the environment, the mood of the interlocutor must be well calculated. If enough care is not given to them, the apology may not reach its purpose, and thus, there is no possibility of correcting the broken relationship. Since childhood, it is important to teach individuals that a person may have been guilty by making mistakes towards others, society and the environment. Also, individuals should be educated on apologizing from others when needed. The child should apologize when he/she makes a mistake by taking the model in his / her family and the people around him and should be forgiving in cases made against him/her. (shrink)

This essay asks how we can explain why, in contrast with Western responses, a large number of Chinese citizens from all walks of life appear to have little sympathy with the spate of recent cases of dissidents having fallen foul of government regulations pertaining to public political criticism. The answer proposed in the essay is that there are cultural obstacles to the emergence of political dialogue in China beyond the well-canvassed official strictures on political critique. The essay addresses two (...) of these obstacles under the headings of the Confucian meta-rule of obedience and normative nominalism, argued to be characteristic of traditional Chinese conceptions of language. The reasons why these two cultural features are able to contribute so effectively to the retardation of political dialogicity in China, this essay claims, are to be sought in their deep roots in Chinese thought and the political unconscious of China to this day. (shrink)

The article aims to shed light on teaching the Arabic language in non¬-Arab countries, especially since the Arabic language it is the main gateway to learning the Qur’an and its sciences, the current reading also aspires of the Arabic language and the reality if its teaching methods to non Arabic speakers, and the obstacles the prevent the educational process from being achieved. The article also shows the role of reading in teaching the Arabic language to non-native speakers, reading is (...) on one of transferring knowledge, and reading enriches perceptions and expands knowledge and information, The current reading aspires to know the different types of reading, as each has characteristics that differ from the others, Therefore, knowing the types of reading and methods of teaching them contributes to the status of teaching Arabic as a foreign language, and constitutes a means to understand and communicate it correctly and soundly.The work was divided into axes. In the first axis, the research will reveal the status of the Arabic language, whether for its speakers or for non-native speakers，It gained this status from being the language of the Qur’an, In addition to the fact that it contributes to the throne of languages by speaking them and using them to understand religious, economic, cultural and commercial matters.The second axis will focus on the meaning of teaching the Arabic language to non-native speakers, and teaching it by transmitting it to them by helping another individual to communicate with it and learn it as a second language.Then, the reality of Arabic language teaching curricula and the problems they face were discussed. Especially with the presence of a large number of these curricula, with their different plan, method, and time duration, the teacher here finds himself faced with confusion in choosing the appropriate curriculum for the group - non-Arabic speakers - he is entrusted with teaching, and which suits their abilities and intellectual inclinations.The article also shows that there are good curricula that have been highly successful in delivering and transferring the academic content to the learner. This is due to its respect for a set of pedagogical rules and controls and the hierarchy of the curriculum. The clearer the curriculum is and built on specific foundations and elements, the more effective and profitable it is.There is no doubt that it is not possible to download and teach any educational curriculum without a teacher who has several scientific methods and skills. That is, he must have a set of skills and be armed with a variety of methods in teaching the Arabic language to non-native speakers. Something that contributes to the success of the educational process.A good professor is one who diversifies his methods while teaching non-Arabic speaking students. Therefore, the article aims to pay attention to the teacher and train him according to certain basics, including the cultural basis of the country in which he will study, and the cognitive and professional basis. The research also recommended the need to hold training courses and workshops to train teachers of the Arabic language to non-native speakers.The research has confirmed that reading has an important and fundamental role in teaching the Arabic language to non-native speakers, and that this skill contributes to providing the learner with a large linguistic resource, as well as benefiting from the depths of Arabic books, and also helps in improving the level of pronunciation and communication with a good master of the Arabic language.The article also explains that teaching the Arabic language to non-native speakers suffers from several obstacles and obstacles that prevent achieving the goal of the educational learning process, including reading weakness among learners, especially at the level of pronunciation, in addition to inversion, substitution, and lack of distinction between similar sounds in pronunciation.The current reading shows that despite these problems and obstacles; However, the experiences related to teaching the Arabic language to non-native speakers are moving in the right direction.The article relied on the descriptive and analytical approach. To describe and analyze the phenomenon of teaching the Arabic language to non-native speakers, with the need to point out that the proposed reading is not final and does not claim to have the final say or possess the “truth”, as long as it is one among other possible readings. (shrink)

Differentiated instruction is an approach that centers on the fact that every student is different and shapes the teaching process according to this reality. Students in the learning environment differ from each other in terms of characteristics such as prior knowledge, interest, needs, learning style, socio-cultural background, cognitive-affective-psychomotor readiness. In order for students with different characteristics to benefit from education in the best way, it is necessary to diversify education in terms of content, teaching-learning process and measurement-evaluation dimensions, taking these (...) differences into account. In this diversification, students' readiness, interest and learning profiles are taken into account as a whole. Although educational programs are prepared by taking the similarities between individuals into account in practice, teachers are expected to diversify the process by taking the individual differences of the students into account and design different learning paths for students with different characteristics. One of the areas that needs to be planned and implemented with a differentiated teaching approach within formal education is religious education. Differentiated religious teaching is to diversify religious teaching in terms of content, learning-teaching process and measurement and evaluation dimensions, taking the individual differences of students into account such as their prior religious knowledge, interest and attitudes towards religion, cultural affiliations and learning profiles. In this study, the self-efficacy perceptions of Religious Culture and Moral Knowledge (“Din Kültürü ve Ahlâk Bilgisi”, abb. DKAB in Turkish) teachers towards differentiated teaching were examined. Determining the self-efficacy perceptions of DKAB teachers regarding differentiated instruction is important in terms of providing information about their success in planning, implementing and evaluating according to differentiated instruction in the Religious Culture and Moral Knowledge course. The research sought answers to the following questions: 1. What are DKAB teachers' self-efficacy perceptions towards differentiated instruction? 2. Is there a significant relationship between DKAB teachers' self-efficacy perceptions towards differentiated instruction and teachers' gender, age, years of service, graduated higher education program and the type of school they work in? The research is a descriptive study and is of quantitative type and survey model. The population of the research consists of DKAB teachers working in primary and secondary education institutions in the 2nd semester of the 2021-2022 academic year. The sample of the research consists of 425 DKAB teachers selected from the population using the appropriate sampling method. Differentiated Instruction Self-Efficacy Scale developed by Mutlu, Öztürk and Aktekin was used to collect the data used in the research. The data collected in the study was analyzed using the SPSS 25.0 package program. According to the findings obtained in the study, DKAB teachers' self-efficacy perceptions regarding differentiated instruction are at a high level. The characteristics of DKAB teachers' age, years of service, and the type of school they work in do not have a significant effect on teachers' self-efficacy perceptions regarding differentiated instruction. There is a significant relationship between DKAB teachers' gender and the characteristics of the higher education program they graduated from and their self-efficacy perceptions. Male teachers consider themselves more competent in differentiated instruction. The self-efficacy perceptions of the teachers who graduated from the primary education DKAB Teaching program are at a higher level than the teachers who graduated from the theology (Ilahiyat) program, which is described as the faculty of theology. It is thought that the research will contribute to the field of differentiated religious teaching. (shrink)

In the field of Conflict Transformation, Restorative Justice is often perceived as a transformative process focused on healing relationships after a specific harm. The parties considered in a RJ setting are those harmed, those responsible and the community impacted. This is particularly true in the field of criminal and transitional justice, and in an extended and spiritual view, there is reconciliation with the parties and God. Despite cultural differences, RJ theory and concepts have been accepted favorably in the many countries. (...) From a viewpoint focused on methodology and process, however, cultural differences have a significant effect for implementation. For example, important concepts such as control, choice, harm, responsibility, apology, shame, reconciliation and forgiveness vary greatly in the manner in which they are perceived from culture to culture and may create obstacles for successful implementation of a successful process when one culture’s process and definitions are forced upon another. Therefore, promotional factors and the implication of semiotics are an absolute consideration in developing a RJ process within a particular culture. This paper discusses the cultural differences between the United States and Japan with regard to semiotic obstacles in the implementation of a RJ model in the Japanese criminal justice system. While the exploration of cultural differences, particularly between the United States and Japan is not new and has been the focus of many disciplines, little has been considered regarding the assimilation and implementation of a Western RJ model into the Eastern culture of Japan. In sum, is an attempt to clarify and integrate the effects of cultural differences for some factors as they apply to a RJ based reconciliation process focused in Semiotics, Social psychology and the Sociology of law as they apply to the United States and Japan. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Masafumi Ogawa, “Music Teacher Education in Japan: Structure, Problems, and Perspectives”Peggy WheelerMasafumi Ogawa's paper presents challenge after challenge facing the teacher and the teacher educator in Japan. One has the sense that a lifetime of frustrations with the national curriculum, the set-up of student teaching, and the definition of music as a school subject each made its way into the paper. Even choosing to (...) focus on teacher training still leaves a very broad topic for a relatively short paper. The central challenge seems to be the curriculum. How does the curriculum impact the teacher and the teacher training process? How does the underlying definition of music as well as the purpose that definition implies affect the curriculum? His paper also identifies a series of dualities or tensions that exist between two important components: the curriculum or teacher education. The fact that Japanese and American music education systems seem to be at opposite ends of some of these dualities is a compelling reason for exploring and discussing them.In the arena of teacher preparation, the dualities as they appear in their relative proportion of the teacher education curriculum are (1) performance versus academic music courses, such as history, theory, and composition, and (2) education versus music courses—a familiar lament among music education students. In student teaching, modeling in the classroom by the cooperating teacher is contrasted with providing opportunities for the student teacher to experiment with the teaching process. Evaluation of student teaching is a three-way tension involving the student teacher, the cooperating teacher, and the university professor.In his discussion of the school curriculum, Ogawa deplores the triumph of attitude over skill, and pleads for discernment in the application of national standards to meet the needs of the community and students. He returns to the nature of music and music education at several points in his paper, expanding the meaning and function of music beyond music as art. His dissatisfaction with the seemingly teacher-proof curriculum peaks when he advocates for the autonomy of the teacher in the classroom. Giving teachers the opportunity to devise their own curriculum seems to go to the other extreme. Having taught with colleagues who had virtually no training in music, a standard curriculum at the district or national level provides some essential boundaries.Ogawa's discussion of the impact of the national Course of Study on Japanese music education was particularly intriguing. As teacher certification in the United [End Page 205] States has begun to promote and reward National Board Certification, it is striking to consider the restrictions and disempowerment that Ogawa describes and credits to the omnipresent Course of Study. For someone unfamiliar with the Japanese system of education, some of the descriptions were enticing but brief. Other descriptions were a bit confusing, but after visiting the MEXT website, I think most of this confusion is due to translation. It is difficult to take any phrase that is packed with meaning in one culture and find a suitable phrase in another culture that will convey the associations that are connected with it. I would recommend quoting complete descriptions or including an appendix. A reference to the history of Japanese music education on Kensho Takeshi's website would also provide more context, particularly for the connection between emotion, music, and ethics.I want to thank Ogawa for stimulating me to consider issues of curriculum including how I have changed my views of curriculum since I returned to school teaching. First, I will describe my change of perspective. Then I would like to close by describing an aspect of curriculum and teacher education that has surfaced this past year. I would call this the meta-curriculum, and I wonder how we can prepare new teachers for this part of teaching. It seems to me that the world of philosophy is the quintessential and perhaps the only appropriate arena for this preparation.Beyond Curriculum in the ClassroomLike the first spring rain on newly cut grass, music education has a fresh and vital look to me. I returned to public school teaching this year after a hiatus of seventeen years. After focusing on viola performance and liberal arts... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Randall Allsup, “Music Teacher Quality and Expertise”Bennett ReimerI am delighted to have this opportunity to reflect on Randall Allsup’s excellent, incisive, and wise paper. The issues he raises reach to the core of who we have been, where we are now, and how we must adapt ourselves to new challenges that deeply question both our ideals and our practices.Allsup’s opening questions relate directly to the most (...) pressing matters our profession is now facing—questions philosophical in essence. What kind of music teachers do our students deserve? What is the purpose of public education? And how do we get beyond our continuing and understandable desire for better-trained music teachers to ask the more pertinent question of what constitutes effective music teaching and learning in what the musical world is swiftly becoming. He has the courage to address this level of complexity seriously, and to make significant progress toward clarification. That deserves my respect and, I am quite sure, the respect of all of us.Allsup approaches his central premise on the significant changes needed in our professional identity by reminding us that we have “a long and distinguished [End Page 108] commitment to teaching and teachers.” That commitment, however, is based on the established assumption that music education is founded on excellence of performance as its ultimate goal and its greatest value. To achieve this musical end, he points out, requires mastery, attained through prolonged, careful apprenticeship. This “long running pedagogy of mastery and excellence appears closed to, or at least hostile to, innovation and popular input.”In addition, he argues, this belief system embroils all of us, teachers and their students, in the dichotomy of, on the one hand, replication of existing excellence as our goal, and, on the other, the need for emancipation from what was and what is, toward what might be; the need, that is, for transformation. The past, he recognizes, cannot simply be ignored: it is too precious for that. The future, however, also cannot be excluded. Within this antinomy we must find our way, honoring the past while not allowing it to constrict our future.At this point in his exposition Allsup approaches the proposition he is harboring, a proposition I want to explore for its potential in both clarity and complication. The basis of his key proposal is our need for teachers who are able “to think openly and less certainly about the design and implementation of musical instruction. Our pluralistic society,” he continues, “makes it imperative that we multiply the methods employed in the pursuit and construction of knowledge.”To accomplish this, Allsup presents a foundational dichotomy. There are “open forms of music” relating to “new and evolving ways of aesthetic participation that break with our traditional processes and our established codes and standards.” Contrasting with open forms are “closed forms,” representing the authoritative, the certain, and the canonic. “Closed forms,” he says, “represent culturally-structured and norm-driven literacies, where valuations of goodness pre-exist any aesthetic encounters.” Closed forms, he argues, are based on culturally agreed-upon modes of participation that are rigid in nature, such as in the prescribed and proscribed sequence of musical events proceeding inexorably in the order of composer-conductor-performer-audience.Such past (and present) rigidities, he points out, have become increasingly irrelevant. In every dimension of our lives significant and fast-occurring changes have become dominant, even expected, leaving us, as citizens and as educators, in confusion and uncertainty, and therefore in distress. We encounter aesthetic forms that are open-sourced and de-authored, unconnected to shared standards of practice. Technologies of music making and taking, he points out, have overthrown tradition to a startling degree, erasing distinctions among expert and amateur, between master and apprentice, between process and product, specialist and generalist, the classical and the vernacular.All this, and much more, is argued cogently and, I think, persuasively. It leads us to a central conception influencing how we must act as professionals. Our [End Page 109] obligation is to not only incorporate openness of musical engagements into our present culture of musical “closedness,” but to recognize the advent of openness as being a... (shrink)

How do we alleviate the cultural obstacles to dialogue? The answer, we argue, is by using Socratic dialogue as the architecture for the design of social systems, societies can overcome the cultural obstacles to inter-cultural dialogue of imposed insider-outsider social divisions, of imposed social hierarchies, and of imposed social walls around cultures. We elaborate on how Socratic Dialogue removes those cultural obstacles to intercultural dialogue when used as social architecture or as a blueprint for institutions that open (...) the social gates to all “outsiders” through the social levelling of hierarchies, and through the creation of social bridges among all “parallel” cultures. (shrink)

Literature on categorization often invokes historical legacies to explain why states adhere to statistical categories that inadequately capture their population, and especially minority groups. The failure of the 2011 German census to produce reliable numbers on the country’s largest religious minority, Muslims, could be viewed as a case in point. However, this ignores the fact that in the late 1980s officials successfully counted Muslims. This article traces how officials changed their approach to Muslim enumeration over the course of designing the (...) 2011 census. Drawing on internal ministerial documents and interviews, I show that the reversal of statistical visibility was the result of a recoupling process. Through this process, old state-religion laws that officials had previously ignored now became rigorously applied to the census. An extra-statistical debate on religious education triggered this recoupling by reviving narrow, legal categories of religion and alerting church representatives and legal experts to imprecise census terms. Using the German case and other empirical examples, I describe a more uneven influence of historical legacies than commonly suggested by research on categorization. Rather than viewing legacies as having a stable, or even growing, influence on categorization, I argue that they only take effect when they become politicized and enforced by powerful actors. I call for a more nuanced analysis of the role historical factors play in determining trajectories of census categorization, especially those that are invoked to explain the reluctance of European states to collect ethno-cultural data. (shrink)

ABSTRACT The aim of this study was to investigate ethical problems caused by teachers accepting gifts in schools. The viewpoints of teachers, administrators, and parents who were involved in the process of gift giving at schools in Turkey were recorded. To facilitate a deeper investigation of ethical problems caused by gift culture in schools, qualitative research methods were used in the study. Data collected through interviews with the participants were analyzed using content analysis techniques largely based on inductive reasoning. The (...) results of the study revealed that gifts affected teachers’ objectivity and prevented them from treating students equally. (shrink)

El kitsch no es solo una categoría que ha definido una de las posibles gramáticas estéticas de la modernidad, sino también una dimensión antropológica que ha tenido diferentes configuraciones en el curso de los procesos históricos. El ensayo ofrece una mirada histórico-crítica sobre las transformaciones que condujeron desde el kitsch de principios del siglo XX hasta el neokitsch contemporáneo: desde la génesis del kitsch hasta su afirmación como una de las manifestaciones más tangibles de la cultura de (...) masas. Integrándose con la estética posmoderna, el kitsch se transforma en neokitsch, una estética que utiliza el kitsch como su propia sintaxis en el complejo escenario de la estética contemporánea. /// -/- Kitsch is not just a category that has defined one of the possible aesthetic grammars of modernity, but also an anthropological dimension that has had different configurations in the course of historical processes. The essay offers a historical-critical look at the transformations that led from the early twentieth century kitsch to the contemporary neokitsch: from the genesis of kitsch to its affirmation as one of the most tangible manifestations of mass culture. Integrating with postmodern aesthetics, kitsch turns into neokitsch, an aesthetic that deliberately uses kitsch as its own syntax in the complex scenario of contemporary aesthetics. (shrink)

: When we look at the research done on the history of education, it is possible to come across different ideas about personality-education relation, approaches and theories. Human feelings, thoughts, behaviours, material structure and personality characteristics that are evolving making it necessary to handle him in multi-dimensions. As a result of this situation both in Islamic geography and in the West, many thinkers elaborate the affecting factors on personality development and education, they evaluate the physcial environment and the conditions that (...) change depending on it as an active element influencing personality education. In this our study, we try to put out the ideas that point to the place of physcial environment in personality education of Muhammad Iqbal who has a distinct place in the tradition of Islamic thought with unique ideas about man. In this context, the starting points of our research will be determination the conceptual framework of the personality word and to recognize the physcial environment that Iqbal brings to the agenda in personality education and pointing to the move of the school and the teacher in the personality education process instead of Ikbal's views in connection with the physical environment and to determine the role give place by Iqbal in the physcial environment in terms of its impact on the development of human personality will be the starting points of our research. Summary: The education aims to develop the human being as a whole by the mental characteristics, emotions, personality and spiritual structure. Man is in a network of dialectical relationships with an environment that surrounds him from physical, social and cultural aspects constantly. Personality forms the center of human structure. Therefore throughout history, the way of thinkers, writers, systems and theorists who have developed ideas about education has intersected the concept of personality at some point in the efforts to understand people. The word "personality", which is a infinitive derived from the root of "şhs" which means "ascending, seeing, growing, growing" in Arabic, comes to mean "individuality". The concept of personality, "the structure of a person's whole attributes, attitudes, abilities, appearance and appearance of adaptation to the environment"; "Consistent patterns of behaviors stemming from the individual and intrapersonal processes", "a person's view of other people and their behavior as a whole" etc. differently defined. According to this, it’s possible to say that there is no common definition of the concept of personality, which is the subject of modern psychology and pedagogy. What is the element that has the primary influence in shaping and training the personality is discussed; in this sense, various factors such as "environment, inheritance and cultural values" are emphasized. The history of research on personality education in the West does not go very far. Whereas in the Islamic thought tradition, the examination of laws related to personality is much older and rooted than in the West, and the starting point of these examinations is accepted as the beginning of the analysis of the nafs. Eventually, the reality is that it is a being that can transform the material periphery of a person be accepted. Muhammad Iqbal, a Pakistani thinker, is one of the Islamic thinkers who stand out with their own ideas about personality development and education. Iqbal prefers "human" in education and deals with all these determinative elements in human education because human beings do not live in a space and in general have the characteristics of the material circumstance, culture, understanding and system in which the personality is developed and shaped. To make the people conscious, to prepare actions, to make them equipped; to make arrangements for its change, development and transformation is the common point of education philosophies and understandings in general terms. Accordingly, thinkers have historically dealt with humanity in their approach to education throughout history and moved from its reality. Muhammad Iqbal's view of humanity and imagination is nourished from this point. While putting forth his ideas about humanity, Iqbal has put concepts such as "personality, individuality, self, what is human being ie matter-spirit relation, person-society relation" and his understanding of education has built on this basis. According to Iqbal, education should give individual personality and should show ways of using mind and constructing personality. Iqbal sees personality as the center of the organization of human life and sees the most important goal of education as developing personality. Although individual basis takes, education should not isolate it from the concrete environment. Iqbal strongly opposes the educational attitude which removes the person from the concrete environment. Because human personality has a tendency to invade and dominate the environment. According to Iqbal, this direction must be used in person's personal education. "Concrete environmental knowledge" for personality development is an undeniable reality. The only way to obtain the knowledge of the concrete environment is through the struggle from confrontation to confront with his powers freely. According to İqbal, the most important thing that is indispensable for human beings is to be able to communicate with the concrete environment freely in this process. However, this freedom is not limitless freedom but also includes a certain discipline. It is a concrete environmental relationship that can pass on these principles for human should be seen as an area of activity that allows for a series of observations and experiments in order to build personality According to İqbal, the main thing for the human being is not to adapt to the environment but to dominate it. The constant change in the material world forces the person to rebuild and renew his personality continuously. The most important task to be undertaken human to research material world because nature is created in accordance with human nature. The mind, the senses, the imagination, the desires, the aesthetic values are the most important motivation sources of man in observing and realizing the material world. By observing nature, human beings embrace both the reality of their personality and the divine qualities of its founding elements. In addition, the mental and aesthetic values to be achieved through the discovery of the material circle should be seen as very valuable and important for personality education. The concrete environment, which renews itself again and again with each creation, inspires man to constantly renew himself and to have an active, dynamic personality. Discussing the effects of the school on the personality education perspective, Iqbal takes a stand against an independent, individualized school building. The most important characteristic of Iqbal's dream school is that it can be trained in material and spiritual education. Iqbal recommends implementation in schoools methods such as "project method, learning method by doing, active method" and liken the teacher a skillful gardener who raises children delicately as a delicate flower. According to him, the teacher is a soul architecture that guiding students, removing obstacles in front of their personality development, and not locking their freedoms. Through such teachers, dynamic individuals and perfect people who will discover the secrets of nature, obtain personality integrity and create a new world will surely exist at all times. (shrink)

This study seeks to investigate the perceptions of elementary school 4th grade students related to the lesson and teachers of religious culture and moral knowledge via metaphors. In this study, the phenomenological design, one of the qualitative research designs, was used. Data was analysed through content analysis, and the study group was comprised of 234 elementary school 4th grade students. The sampling of the study was determined through criterion sampling, which is one of the purposeful samplings. The data of the (...) study were collected via a semi-structured form composed of two questions asked as “Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”. The analysis of metaphors was conducted considering the stages including data encoding and extraction, the compilation of sample metaphor image, the development of themes/categories, the configuration of data based on codes and themes, the reliability and validity analyses of data, carrying out quantitative data entries and analyses and interpreting findings of the study. Considering the results of the study as a whole, it was determined that the metaphors developed by elementary school 4th grade students were largely positive related to the lesson and teachers of religious culture and moral knowledge. Summary: Metaphors are tools that try to clarify how people see life, the environment in which they live, phenomena, events and objects with different metaphors. Metaphor can also be described as meaning or experiencing something according to something else. It can be said that metaphors are mental images that help individuals to perceive their environment and to illuminate complex structures. Metaphors are tools that describe abstract events, facts, principles and rules using concrete expressions, examples and similes. Some of the basic functions of metaphors can be counted in the fact that a large number of data, revealing, interpreting, transferring information, discerning new knowledge and eliminating uncertainties. Metaphors have the characteristics of being simulation tools that make complex structures understandable, diversify perceptions about education, describe the roles of teachers and reveal the views of teachers and students about education.The aim of the current study is to examine the perception and reactions of 4th grade Elementary School students about the lesson and teachers of Religious Culture and Moral Knowledge through metaphors based on their experiences. The metaphors produced for the teacher and the lesson have the potential to give important ideas about the students' perceptions about educational activities. From this point of view, the aim of this study is to analyse the students’ perspectives about education and teaching practices by questioning the meaning that the students develop in their emotions and thoughts about the lesson and the teacher of Religious Culture and Moral Knowledge.There is no scientific study relating students’ perceptions of Religious Culture and Moral Knowledge lessons and teachers. This makes the current study unique. Considering that the perceptions of the students are formed especially during the elementary and secondary school periods, it can be said that the perceptions of the students about the lessons and teachers at early ages are necessary and important. It is thought that this study will contribute to the literature in terms of students' perceptions about a lesson and the teacher of the lesson by means of metaphors. It is thought that the fact that metaphors produced by the students in the scope of this research are answers to the questions of “what kind of teacher” and “what kind of lesson.”The current study used the phenomenological pattern among qualitative research designs. The study group consists of 234 elementary school 4th grade students. The study group was determined by criterion sampling method. Data was collected through a structured form consisting of two questions (“Religious culture and moral knowledge lesson is like … because …” and “Religious culture and moral knowledge teacher is like … because …”.) and the data obtained in the research was analysed by content analysis. Analysis of participants’ metaphors was done by taking into account the steps of coding and sorting the data, compiling the sample metaphor image, developing the themes/categories, arranging the data according to the codes and themes, conducting validity and reliability analysis of the data, quantitative data entry and analysis, and interpreting the findings.In the research, it was found out that the students produced 46 metaphors related to the lesson of Religious Culture and Moral Knowledge and the most frequently repeated metaphor related to the lesson was “the love of Allah” metaphor. It was determined that the metaphors produced in the category of the lesson of Religious Culture and Moral Knowledge were gathered in 6 categories and the category with the highest frequency was the category of “Peaceful lesson”. Regarding the teachers of Religious Culture and Moral Knowledge, it was found out that the participants produced 52 metaphors and the most frequently repeated metaphor related to the teacher was the metaphor of “Hoca” (teacher). The metaphors produced for the teacher of Religious Culture and Moral Knowledge were gathered in 7 categories and the category with the highest frequency in these categories was “the Peaceful Teacher” category.Metaphors produced in relation to the lesson of Religious Culture and Moral Knowledge can be considered as snapshots of the aims, content, learning-teaching processes and measurement-evaluation activities of the lesson. The metaphors produced about the lesson can determine the direction of the attention of preparers and decision makers in these subjects by pointing to the importance of the lesson, the importance that the student attach to the lesson, their emotions towards the lesson, the students' interests and expectations of the lesson. Metaphors produced by students in this study can be evaluated as answers given to the question of “what kind of lesson?” Metaphors produced about the teacher of Religious Culture and Moral Knowledge are important tools that reveal who the teachers are, where they stand, how they teach and how they are defined. The metaphors produced by the students can be considered as definitions from another point of view, which will enable the teacher to recognize himself/herself in many ways and to recognize him/herself more impartially. In this study, metaphors produced by the students can be evaluated as answers to the question “what kind of teacher?” When the results of the research are evaluated as a whole, it is seen that the 4th grade students' metaphors about the lesson and teacher of Religion Culture and Moral Knowledge are generally positive. In this context, it can be said that the students have positive perceptions and thoughts about the lesson and the teacher. The less negative metaphors and explanations show that the students also have negative feelings and thoughts about the lesson and the teacher. Considering the fact that students' positive feelings and thoughts about the lesson and the teacher have a significant effect on the success of the students, precautions should be taken to eliminate negative perceptions of the students by evaluating the negative metaphors about the lesson and the teacher of Religious Culture and Moral Knowledge in detail. (shrink)

What is the responsibility of the physician when a capacitated patient assigns decision-making authority to a surrogate who does not act in the patient’s best interest?

The quality of education in Vocational High Schools (SMK) faces significant challenges, particularly concerning teacher leadership, work environment, and motivation. This study aims to investigate the influence of these factors on teacher performance and the overall quality of education in vocational schools throughout Malang Raya. Employing a quantitative research method, data were collected through surveys administered to teachers, focusing on three exogenous variables: Leadership (Teacher Learning Leadership), Work Environment, and Motivation (Internal/Intrinsic Motivation), alongside the endogenous variable of (...) Teacher Performance and the intervening variable of Quality of Education. The results indicate that effective leadership, a supportive work environment, and high levels of motivation significantly enhance teacher performance, positively impacting the quality of education. Leadership (X1) contributes 4% to teacher performance (Y), while the work environment (X2) has a significant impact, contributing 39.4%. Additionally, motivation (X3) accounts for 11.4% of the variance in teacher performance. The overall model demonstrates a coefficient of determination (R²) of 0.549, indicating that approximately 54.9% of the variability in teacher performance can be explained by the combined effects of leadership, work environment, and motivation. In conclusion, The study emphasizes how crucial it is to create a positive work atmosphere and boost teacher motivation by utilizing effective leadership techniques. The implications of this research provide evidence-based recommendations for developing programs that support teacher performance and improve educational quality in vocational schools. By prioritizing these factors, educational institutions can better equip teachers to fulfill their diverse roles and responsibilities, ultimately benefiting student learning experiences. (shrink)

As a sub-realm of Language Teacher Psychology, teachers’ professional agency has gained significant attention from educational practitioners and teachers. The aim is to better discern teachers’ professional development and teaching effectiveness with a view to ensuring the quality of language teaching. International literature concerning teachers’ professional agency has noted a shift from knowledge training to vocational development in relation to teachers’ experience in decision making. Yet, little research so far has scrutinized this specific issue in Chinese university settings, and (...) the real picture of teacher agency needs further exploration. Besides, the multidimensional and complex nature of agency identifies the overwhelming research work in understanding its contents in detail based on the previous perspectives from individuals, society, and time. To this end, the ecological understanding of professional agency reframed the theoretical basis of this study, prone to explore how teachers’ experience could be examined in relation to individual capacity, resources, and structural and contextual variables. The study was conducted in Chinese university settings in response to the research gap related to understanding professional agency. Quantitative and qualitative data from questionnaires, interviews, and classroom observations with 116 university teachers in China demonstrated that the enactment of professional agency rested on the interplay between temporal contexts, teacher capacity, and beliefs, especially in the instructional community. The findings revealed that university teachers at different stages of career development manifested variability in exercising their professional agency in relation to adapting or adopting existing teaching concepts, methods, or approaches. Mounting evidence revealed some enablers and constraints in relation to formative assessment, time impact, classroom interaction, and school culture. Emphasizing the interaction between individuals’ ability and their engagement with the professional environment, the findings provide insights into theoretical implications associated with ecological theory and enhance the practical discussion about promoting professional development for novice, mid-career, and veteran English teachers at the university level. (shrink)

This is a guide to the use of films, television, and other mass media objects as subject matter in the classroom. The unassuming thesis of the book is that the mass media products vary in their excellence, within their genres, and that a responsible teacher should introduce them into the classroom, so that the student may learn better "taste" and acquire generally better critical skills. Apparently, The Popular Arts is written for members of the British educational system. American educators (...) and critics have been succeeding, for several years, with the sorts of curricular innovations these authors desire so strongly. Hall and Whannel are pleading their cause before a less "progressive" cultural establishment, and, in order to dignify the mass media, they feel compelled to undergo elaborate agonies of scholarly definition. In order to distinguish art from kitsch they rely on notions about the purity of the motivation of the creator, and make some elementary aesthetic blunders. This study, by the authors' own admission, is concerned with criticism and not with the vast research into the process and effects of mass communications. This same research, though, is intimately connected with new and experimental techniques in education. As a consequence, The Popular Arts tends to be a manual on the use of exceedingly modern subject materials in a rather old-fashioned classroom.—E. W. (shrink)

This study aimed to compare teaching practice before and after 1998 in Turkey. Participants were 10 academics from the Department of Educational Sciences, Vocational Education Faculty, Gazi University and nine vocational high school cooperating teachers. Semi?structured interviews were analysed by using content analysis. The most significant findings were that the preparation, practice, observation, counselling and evaluation processes were more efficient before 1998 due to the smaller number of preservice teachers. After 1998, the cooperating teachers were legally included in the process (...) and took more responsibility. A new model which combines the positive aspects of both practices is suggested in the article. (shrink)

As there are contradictions in the digital technology: 1) a tool for professional growth and 2) a tool for imposing a prepared scenario of achieving success on the subject, ignoring the principle of environmental compliance, our study aims to substantiate and experimentally test the effectiveness of the model of realization of modern student’s mental experience. Moreover, the technology of programming as philosophizing in the BSL format is considered to be an element in the humanization of geeks culture in the situation (...) of supposed technological singularity. In accordance with the goal, we have created a regression-correlation design for the study of the influence of the predictor variable on the criterion variable. The exploratory methodology of our experimental study is determined by the content of bite sized-approbation of the author's model ‘Flipped Class’. Its conceptual idea is self-learning as creativity, which is realized in the didactics of performative action. The results of the tasks have revealed the relationships and differences in the implementation of indicators of students’ mental experience of joint e-Learning and BSL, which are visualized in correlation galaxies for future clustering. They have confirmed the leading idea of ​​our study: the disclosure of the resources inherent in human nature in the process of learning is the way for the relentless cognition of the sense of placement with a view to achieving dignity and making free choices in life. (shrink)

The paper is based on the findings of an empirical research on the application of information and communications technology in vocational schools in Zagreb and the Zagreb County. The authors analysed the interviews with vocational school teachers and students arranged in 6 focus groups. The analysis focussed on the objectives and manners in which the teachers and students usually use ICT, the perceived advantages and disadvantages of the use of ICT for educational purposes, and their suggestions for advancing the application (...) of ICT in schools. The analysis also discussed whether the application of ICT benefited the constructivist teaching, as well as the potential obstacles and stimulating factors for implementing ICT in teaching. The findings indicate that even though the teachers use ICT almost on daily basis, the teaching process is still largely dominated by traditional teaching methods. According to the findings, lack of computer equipment in schools, inadequate teacher training, inadequate curricula for vocational education, and the inadequate study programmes where the teachers are educated for the application of ICT in the teaching process are considered as obstacles for implementing ICT in education. In addition, teachers emphasised the lack of time and low income which often leads to their lack of motivation for the use of ICT in education. (shrink)

The article explicates new conceptual approaches to the study of culture, language, semantic, and communicative processes, focusing on the importance of the role of the natural environment and various living systems in cultural semiosis. The author substantiates the relevance of the main biosemiotic approaches in the study of sign systems of culture and the problems of semiosis, and also determines their specificity, main problems and prospects for use. The author explicates the biological roots of sign formation and meaning, establishes the (...) main mechanisms for their formation, draws attention to similarities, rather than differences, in the manifestations of culture and the natural world, reveals the local contexts of the functioning of the process of semiosis, which are related to the interests of living organisms, their interactions with the environment. The article considers the possibility of using biosemiotics as an interdisciplinary basis that unites the natural and human sciences in the field of studying semiotic processes, identifies the main obstacles to the development of this direction. The perspective of the research proposed in the article allows us to talk about new prospects for the use of biosemiotic approaches in the study of culture and society, taking into account the influence of the natural environment and living systems on the process of sign formation. It also makes it possible to establish the integrative and explanatory functions of biosemiotic positions associated with the unification of the biological and sociocultural aspects of semiosis. The results of the study may be important for the development of modern cognitive sciences and non-classical epistemology, focused on the study of various forms of cognition, for the search for ecological methods and approaches to the study of sign systems of culture, for the creation of new hybrid methods and models for the study of semiotic systems, for the solution of a number of epistemological and metaphysical issues that require philosophical reflection. (shrink)

This article will present my autobiographical journey: from communism to capitalism, from the banking system and the pedagogy of the oppressed to problem-posing education. My personal experiences are seen as a way of emigrating internally and as part of the struggle through the process of self-actualisation and self-understanding. In effect, the practice of intellectual freedom shifts from a personal to a civic perspective. My wish for social justice, especially for children from diverse cultural and ethnic backgrounds living in a global (...) society, will be considered, with reference to the voluntary work in the Romanian community. Thus, from a postmodern perspective, the autobiographical process is not just about self, but also about the Other. (shrink)

Values formed in culture, reflecting social relations, fulfilling a regulatory role, are defined as norms fixed in the culture of society. Moral norms that combine such properties of morality as normativity, imperativeness and evaluativeness act as significant foundations of culture. Values and norms enshrined in culture contribute to the integration and spiritual development of society The transformational processes taking place in modern society have influence on the value system. The relevance of this study is determined by the dialectic of emerging (...) contradictions in modern Russian culture caused by the formation of ambivalent values, norms, and attitudes in mass culture that have a negative impact on collective consciousness, on changing the value foundations of culture in modern society, which jeopardizes the safety of culture. In the focus of the analyzed problem, kitsch culture as a phenomenon of mass culture acts as the subject of research. The purpose of the study is to identify threats to cultural security coming from kitsch culture, which transforms the value foundations of culture, and to identify strategies to protect Russian culture. The study of the voiced issues is carried out through the prism of socio-cultural, structural-functional, interdisciplinary approaches. The novelty of the studied problem lies in the fact that kitsch culture acts as a pseudo-culture, which is devoid of aesthetic and artistic value and moral content, as one of the sources that creates certain risks and poses threats to cultural security. In particular, we are talking about the organization of joint activities of government agencies, public organizations, scientific, cultural and educational spheres, based on the principles of optimizing the constructive impact on the consciousness of the younger generation through the mediation process and inculturation. (shrink)

Few studies examine plagiarism in a Middle Eastern context, specifically from the perspectives of preservice teachers. As future gatekeepers of academic integrity, preservice teachers need to understand plagiarism. This study surveyed 128 female preservice teachers in one university in the Gulf Cooperation Council (GCC) countries. The survey explores preservice teachers regarding their understandings and reasons for academic plagiarism and their responses to particular scenarios. Findings indicate that preservice teachers have a thorough comprehension of plagiarism and suggest a lack of knowledge (...) of citing sources, weak writing skills, a lack of time, and not knowing the research process as reasons for plagiarism. Informants' responses to six scenarios are presented to illustrate their perspectives further. Discussion addresses language and cultural issues to contextualize the study. (shrink)

Re-working the Gramscian idea of the ‘organic’ intellectual from the cultural-political sphere to Higher Education (HE), suggests the need to develop critical and questioning ‘counter hegemonic’ ideas and behaviour in community education students. Connecting this reworking to the Habermasian theory of communicative action, suggests that these students also need to learn how to be constructive in developing such knowledge. Working towards critical and constructive capacities is particularly relevant for students who learn through acting in practice settings where general principles and (...) purposes acquired in the academy need to be interpreted in response to the unique demands of specific situations. From a Gramscian perspective, enabling students to develop the qualities of organic intellectuals means that lecturers have a duty to teach critical knowledges which the student will be unfamiliar with and unlikely to possess. If teaching is not to become simply didactic, however, there is also a need to acknowledge Habermas’s contention that all knowledge is contingent. This does not mean that knowledge is merely relative, subjective, or essentially interest serving, as some postmodernists would have it. In Habermasian terms, knowledge is developed through a rigorous process of contesting validity claims according to procedures appropriate to discipline areas. In these procedures, contestation occurs to the point where there is general agreement about the best current understanding, until such time as this is overtaken by ideas with a better claim. The danger is that over commitment to contestation in the classroom undermines subject knowledge and ultimately the authority of the educator. Speaking Habermas to Gramsci, and vice versa, helps socially and politically committed educators to construct a space in which didactic and discursive moments purposefully alternate. (shrink)

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz glazbu (...) i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

This study aims to determine the opinions of teachers of Religious Culture and Ethics Course (DKAB) about subject-based classroom application in-depth. The research has been carried from qualitative research methods with a case study design. In order to determine the working group of the study, criteria sampling was used in the first stage, and the maximum diversity sampling method was used in the next step. The sample of this research consists of 8 DKAB teachers working in Ankara province. A semi-structured (...) interview form has been used as a data collection tool in the study. The data of the qualitative of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used. When the research data were analyzed, four themes were formed: positive opinions about the application, negative opinions and problems related to the application, contribution of the practice to religious education and training, and recommendations about the application. DKAB teachers find the application more positive than the classroom system. It has been found that the practice of subject-based classrooms is a motivational tool for Primary School students, while it causes some problems for lower secondary school and upper secondary school students.Summary: Learning environments are among the key elements in the acquisition of 21st-century skills. Classrooms are also a part of the learning environment. Classes are the learning environment in which teachers and students spend most of their education and training process. In this context, subject-based classroom application is one of the preferred methods in the arrangement of classrooms.Subject-based classroom application means that the teachers have a special classroom related to their branches in the school building, and students attend the teacher's classroom according to the syllabus. In this practice, the teacher can decorate walls, floor, ceiling, column, and beam of the classroom with students’ study materials such as banner, poster, painting, cartoon to make the course more effective and efficient and to create a psychological atmosphere called classroom atmosphere-air.This application aims to activate the student by enriching the classroom and make learning effective and efficient. The classroom equipped with appropriate equipment and materials provides a favorable environment for the implementation of effective teaching strategies. The application can create “class/classroom culture” by using ordinary meanings and symbols related to the course. It provides students the opportunity to exhibit their products and contributes to students' self-regulation skills development. Besides, real-life practices or practices close to reality can be brought into the classroom. As a result, permanent learning can be realized with the possibility of creating a shared living space and the number of sensory organs participating in learning.This current study aims to address in-depth information about the opinions of Religious Culture and Moral Ethics (DKAB) teachers in primary, secondary, and high schools regarding the subject-based classroom application. When the studies in the literature are examined, it is seen that the studies related to the subject-based classroom application have increased since 2010. However, it is clear that this research is directed towards social studies, geography, science, and mathematics courses and is based on the opinions of students, teachers, and administrators at the secondary school level. In the context of DKAB course, there has been no research including the views of teachers, students, or school administrators regarding the application of subject-based classrooms. This study is carried out revealing perspectives of DKAB teachers by examining their opinions on the subject-based classroom application and contribute to the field. The research was conducted with a case study design from the qualitative research methods. The participants consist of 8 DKAB teachers working in Ankara province. A mixed purposive sampling method was used to determine the study group. In the first stage, the teachers implementing the DKAB classrooms application were taken as criteria. In the next step, the study group was determined within the framework of the maximum diversity sampling method by considering the variables such as school level, gender, age, education level, duration of teachers' work. The data were collected through a semi-structured interview form with expert opinion. In the form, there are nine main questions and probe questions, which include questions related to subject-based classrooms application, the contribution of the application to religious education and training, the contribution of teachers to professional and personal development, the effect of teachers' belonging to the school, the effectiveness, and improvement of the application. Permission has been obtained from the Ankara Provincial Directorate of National Education and participants via consent form for the interview. The interviews were recorded in audio, 169.58-minute audio recording transcripts, and 52-page interview data obtained. The qualitative data of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used.When the data of the research were analyzed, the opinions of DKAB teachers about the subject-based classrooms application categorized under four themes; positive and negative opinions/problems about the practice, the contribution of the practice to religious education and teaching and practical suggestions. Under the theme of positive opinions on the application, positive aspects for the teacher, student, parents, and comparison with the classroom system were formed. According to the participants, the practice of DKAB classroom is a “facilitation” element for the teacher because of the factors such as the teacher not moving around the classroom, not carrying material, having freedom to organize the classroom, and material regularity. In this application, since the teacher has a class of his own, the teacher adopts and owns the classroom and the sense of belonging to school increases. This sense of belonging is felt so strongly that there is even a participant who plans to retire if the application is abandoned. The positive aspects of the application for the students are that; a classroom is a motivating tool, the boards and walls can be used, and the student has the opportunity to exhibit their activities. When compared with the classroom system, it was stated that as a result of the branch classroom practice, the school equipment could be better protected, class order and cleaning easier, and the success of the students would be increased.The negative views of the participants on the application were grouped under the categories of students, teachers, and parents. Not having a fixed class of their own, continually relocating and losing time in recess, staying in the classroom door when the classroom is locked, not adopting the classroom and lack of lockers constitute the negative aspects of the application for the students. The overuse of classrooms, less use of teachers' rooms, lack of communication between colleagues are the negative aspects of the application for the teachers. It was stated by (75%) most of the participants that branch classroom application contributed to the continual learning of students in religious education and teaching. To make the application more functional, DKAB teachers have proposed arrangements such as improving physical infrastructure, enriching teaching materials, and arranging school syllabus and keeping classrooms open. As a result, teachers find the application more positive than the classroom system. While it is a motivation tool for primary school students, it causes some problems for secondary and high school students, such as carrying bags, staying at the door, and wasting time. In this sense, the application is recommended to be applied in primary schools that have a sufficient number of classrooms. Also, the system should be applied in secondary and high schools where the number of students is low, or the number of classrooms is sufficiently provided that the problems experienced by the students are eliminated. School administrations and teachers need to take necessary measures to make the application effective and efficient. (shrink)

In conditions of post-pandemic reality, the creation of optimal psychological and pedagogical conditions for the formation of future specialists, raising the level of their professional training, socialization and adaptation to work in the work collective requires appropriate psychological support, the development of cognitive and psychological support technologies for the constructive implementation of practical social psychological assistance in the pedagogical process, as well as the use of modern cognitive-psychological approaches by teachers, the development of psychological recommendations on the style of pedagogical (...) impact and the like.The article highlights the important socio-psychological conditions for preparing a future teacher for socio-pedagogical activity in the context of post-pandemic realities. The necessity of using cognitive psychology technologies in the process of forming professionally speaking competencies of future psychologists and their speech culture in the process of professional speech training is substantiated. The technologies and conditions for the organization of the pedagogical process for the preparation of future practical psychologists who have undergone changes as a result of recent events related to the implementation of the educational process in a remote mode are described. The structure of the seminar on the basics of speech competence of a psychologist is presented as a result of using a dialogical approach in the system of professional training at a university.In our opinion, the materials in this article will be of interest to educators, practical psychologists, and social educators of the vocational education system, since they will help not only better understand the psychological characteristics of the professional and personal development of future specialists, but also constructively solve the urgent problems of their professional training. (shrink)

Drawing both on cultural-historical activity theory and on a dialogical approach to discourse, this article expands a method of analysis developed by Engeström & Sannino to capture discursive manifestations of contradictions in an activity system. The data consist of recorded meetings of an interprofessional team working with persons living with both a mental handicap and psychiatric disorders. The mission of this team is to coordinate socio-educative and psychiatric work. A sequence taken from one of these meetings was submitted to a (...) step-by-step discourse analysis and examined how the participants negotiated and managed the obstacles met with in their daily work. The analysis showed how an initial obstacle presented as a conflict was gradually turned into a critical conflict and finally into a dilemma between two rules: professional confidentiality and transparency towards the patient. It showed how the participants collectively coped with this dilemma, and came to define it as a problem related to work organisation, and not only to interpersonal relationships. The study shows the importance of discourse processes in collaborative work and in fostering professional learning and focus upon discourse processes through which team members deal with obstacles in their daily work and to provide a fine-grained analysis of systemic contradictions. (shrink)

Research in the field of Chinese as a foreign language education has been increasing in the past decades. However, the number of studies on CFL teacher identity is limited. To bridge the gap, this study employed a qualitative method to explore Chinese CFL teachers’ identity formation and reformation in Australian contexts. A Chinese-Australian language program was studied to examine the challenges, struggles and developments of Chinese CFL teachers who came to Australia to pursue professional growth. Five Master’s theses and (...) three interview participants were included to paint a picture of how Chinese CFL teachers interact internally and externally with a new environment. Guided by Mead’s theory of self and other, we found that Chinese CFL teachers’ identity formation and reformation in Australian classrooms are deeply influenced by their self-identification and their integration with others in the community. Cultural connectedness is a key for organizational attitudes in the relationship of self and other. Chinese CFL teachers were found lacking the wholeness of self in Australian contexts, which led to obstacles in teacher identity construction. Insufficient communication between self and other resulted in their positioning crisis. (shrink)

Neoliberal educational reforms include extensive use of standardized tests. We examine the Program for International Student Assessment (PISA) initiated and developed by the Organization for Economic Cooperation and Development (OECD). Examining previous research on teachers’ reactions to neoliberal reforms altering their work context, we have identified three theoretical frameworks in use: labour process theory, derived from structural Marxism; post-structuralism, relying primarily on Foucault’s conceptualizations; and ‘new professionalism’, which has emerged from the theory of professions. A major weakness in these frameworks (...) is their inability to account for different reactions to the same structural and cultural conditions. Therefore, we suggest utilizing Archer’s theories of reflexivity and reflexive modes to understand these reactions. Presenting one Norwegian lower secondary school teacher’s reflexive engagement with PISA in the Norwegian school context as an example, our mixed methods case study indicates autonomous reflexivity as the prevailing mode. Meta-reflexivity rates second in prevalence. (shrink)

Burnout was recently declared by WHO as an “occupational phenomenon” in the International Classification of Diseases 11th revision, recognizing burnout as a serious health issue. Earlier studies have shown that feelings of guilt appear to be involved in the burnout process. However, the exact nature of the relationships among burnout, guilt and psychosomatic disorders remains unclear. The purpose of this study was to investigate the mediator role of feelings of guilt in the relationship between burnout and psychosomatic disorders, and perform (...) a cross-cultural validation of the multi-dimensional model by Gil-Monte in two samples of teachers. The study sample was composed of 1,266 teachers, 1,062 from Spain, and 204 from Portugal. Burnout was measured by the Spanish Burnout Inventory. Hypotheses were tested together in a path model. The results obtained provide empirical evidence for the mediator role of guilt in the relationship between the Burnout syndrome and psychosomatic disorders in the sample of teachers from Spain and Portugal, and they contribute to the empirical validation of the model by Gil-Monte. The results indicate that guilt should be incorporated as a symptom of burnout in order to identify individuals affected by burnout and profiles or types of burnout to differentiate it from other pathologies like depression. (shrink)

My research focuses on developing a pragmatist model of utopia informed by certain elements of contemporary feminist thought. I believe this model is more productive than previous end-state and anarchist models of utopia. Specifically, this pragmatist model is able to address the issues of diversity, difference, and social stability without requiring, as many models of utopia do, conformity or central control. Rather than seeing the issues of gender, race, and cultural plurality as the obstacles to making a better world, (...) on the pragmatist model these are the very components necessary for developing a more enriching human experience. ;The philosophical issue that prompts this research is the question of how we should live--the question of what comprises the good life. Utopian writing takes up this very question and presents various pictures of the "good life" as an ongoing live concern, not just as a theoretical concern. Utopian visions have been denigrated for being, among other things, authoritarian, manipulative, and static visions. While many of these criticisms are warranted, I present what I take to be a more constructive model that answers these criticisms. ;My dissertation draws on the work of John Dewey to develop a pragmatic model of utopia and then on the work of several contemporary feminist writers to explore what feminist thought can contribute to this model. While Dewey does not consider himself a utopian theorist, and his individual works do not necessarily qualify as utopian literature, I believe his work as a whole does. His theory of democracy and education pulls together his view of how the world could and should be. Similarly, the feminist writers I draw on do not necessarily consider themselves utopian theorists but their work focuses on problems with how the world has been and they propose hypotheses for making it different and, in their eyes, better. I believe my use of these works to develop a model of utopia will allow people to once again see utopian thought as a useful tool of political philosophy and social reform, and no longer just as proposing threatening dreams of manipulation and control. (shrink)

Teachers perform the duty of imparting knowledge and educating people, and undertake the important task of cultivating socialism builders and successors and the mission to improve the quality of the nation a whole. Therefore, teachers should set an example in abiding by teachers’ professional ethics, intensifying construction of teachers’ morality, and improving level of education. This article proposes the constructive thought in teachers’ morality construction in vocational education, that is, to try to improve the overall quality of a teacher (...) in vocational education. Improvement of moral trait is the foundation, improvement of cultural awareness the key, improvement of innovative quality the core, and improvement of health and psychological quality is the basis. (shrink)

The importance of the outlined problem lies in the fact that professional training of future fine arts teachers should take into account the trends of recent general scientific, socio-cultural and moral-aesthetic processes. Analysis of the professional training system in the context of the requirements of postmodern society gives grounds to claim that it requires significant updating. In particular, individualization and democratization of education, interdisciplinarity, departure from traditional patterns of professional training, rethinking of pedagogical ideas and postulates in the context of (...) quality assurance, etc. are paramount. The article defines the structure of artistic and pedagogical competence of a fine arts teacher. Its structural elements ) and pedagogical component and ways of their formation are determined. Ways to improve professional training of future fine arts teachers taking into account the postmodern features of higher education development (ensuring continuity of creative education; updating the scope of professional training; the use of information technology in the process of professional training of future fine arts teachers; emphasis of the educational programme on personal and creative development, self-fulfilment of students of artistic specialties. Development of pedagogical conditions for formation of artistic and pedagogical competence in future fine arts teachers and organization of a pedagogical experiment in order to determine their effectiveness seems promising. (shrink)

The work "Taboos on the teaching vocation" was read by the German social philosopher and representative of critical theory Theodor Adorno as a report on May 21, 1965 at the Berlin Institute for Educational Research. In this report, Adorno considered the socio-psychological and socio-cultural reasons that in the context of Western European culture have historically led to the social emergence of many psychological taboos on the pedagogical work of the school teacher. The philosopher theoretically deduced the dialectical connection (...) between human hostility and disgust for the work of the teacher from the cultural tradition of German society, which historically developed as late bourgeois. A characteristic feature of the attitude of the overly materialistic socio-cultural system was aversion to the work of the teacher as a "hungry job", that is, to a poorly paid profession. Another factor of public disgust for the work of teachers, the philosopher called the socio-cultural tradition of society, which as a closed society willingly practiced physical violence as a means of social coercion. According to this tradition, through the use of violence, the teacher must subordinate students to his authority, subordinate to social and school ideology. The historical result of such dialectics was the socio-cultural distortion of the image of the teacher, the castration of his image in social psychology, his self-alienation from the professional vocation and the ideological elimination of the power of his spirit. As an ideological alternative, Adorno suggested that society, if it consciously seeks democratic change, first of all take into account such young teachers who demonstrate the impulse of their individual spirit in the performance of their profession. According to the philosopher, only the spiritual freedom of such a young educator, a man who is capable of self-understanding, conscious of himself and his vocation, who reflects and is socially active, can democratize schools, devalue society and destroy dehumanized social traditions. First of all – in order to overcome the barbaric tradition of violence. (shrink)

This study comprehensively analyzes Hakka music culture education in Jiangxi. It more specifically surveys the performance and presents certain evaluations for the future directions. The study employed a qualitative research methodology, which involved conducting interviews, administering questionnaires and making observations. According to results from student and teacher polls at Gannan Normal University, students had various levels of familiarity and involvement with Hakka music and an acknowledged need for its inclusion in the music curriculum. At Jiangxi Science and Technology Normal (...) University, an organized teaching strategy combining theoretical and practical components has resulted in remarkable successes in Hakka music education. Similarly, Jiangxi Normal University's comprehensive curriculum in the Hakka music and dance studies program stresses the inheritance and creation of regional cultural history despite ongoing obstacles to promoting traditional forms such as the Gannan Tea Picking Opera. Evaluating student knowledge and performance in Jiangxi Hakka music culture finds a generally favorable reception and competency among students; nonetheless, there are places for growth, particularly in mastering performance skills and addressing individual learning requirements in big class settings. These findings highlight the necessity of specific efforts, such as improving educational resources, recruiting skilled instructors, and utilizing creative teaching methods to efficiently preserve and advance Jiangxi Hakka music. (shrink)