The psychological impact of the COVID-19 epidemic on college students is an important topic. With the entry of the post-epidemic era, how universities can better improve students’ psychological resilience in teaching is the research topic of this article. In the form of a questionnaire survey, some entrepreneurial college students investigated the loneliness and psychological resilience of college students after the outbreak of the epidemic and explored the role of self-efficacy in it. The data is collected online through cooperation with (...) an entrepreneurial event, and the participating students are asked for background information such as colleges, grade, and majors. After collecting this information, they answered a series of simplified scale questions about loneliness, self-efficacy, and psychological resilience. In the end, a total of 200 questionnaires from different universities were collected, and the structural equation model was used to explore the role of self-efficacy. The results show that: loneliness has a significant negative effect on Self-efficacy, β = -0.292, p < 0.001; Self-efficacy has a significant positive effect on psychological resilience, β = 0.556, p < 0.0 01; loneliness has a significant negative effect on psychological resilience, β = -0.244, p < 0.01. Self-Efficacy has a significant intermediate effect in loneliness and psychological resilience, with an effective value of -0.111 and p < 0.01. The results show that this exploratory survey finds it important to provide targeted personal self-efficacy improvement activities for college students with a strong sense of loneliness and to combine school and family education organically to help college students form a healthy and upward mentality to better cope with the unknown and troubles caused by the epidemic, which will help improve the psychological resilience of college students in the epidemic. (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)

In the present times of globalization, the issues of a high level of proficiency in foreign languages are especially relevant in the context of the significant need for specialists capable of working in an international environment. Foreign language proficiency is a significant condition for establishing and maintaining international business contacts, intensifying professional interaction with foreign colleagues. According to the Bologna Convention, knowledge of foreign languages is an important component of today's mobility of students, teachers and scientists in the context of (...) access to education, innovative research and teaching opportunities in the postmodern European space. All these factors justify the economic value of a knowledge of foreign languages and become one of the key components of the professional competence of future specialists in the postmodern space. Competitiveness of specialists is directly dependent on on the ability to process professional foreign literature, as well as on the usefulness of the ability to listen to lecture material and reports in a foreign language during conferences, round tables and seminars; from the ability to take part in an idiosyncratic conversation on professional and business topics; as well as the ability to search for new information on the Internet or in theoretical scientific sources of the world level; from the ability to prepare and conduct a presentation on a selected topic in postmodern society. (shrink)

This paper re-examines the tension between professional and liberal education by revisiting The Idea of the University (1852), the seminal mid-nineteenth century treatise of John Henry Newman. In returning to Newman’s classic text, we are interested in the significance of his lectures for a contemporary Higher Education increasingly under pressure to be ‘useful:’ on this understanding, ‘useful’ denotes an arguably limited and utilitarian sense where the university guarantees its students a well-paying job on graduation. In pressing on this distinction between (...) ‘the useful’ and ‘the useless’ – a distinction that continues to plague discourse on the contemporary university – our paper focuses on the experiential and pedagogical aspects of education that find recurring emphasis in Newman’s classic work: aspects of place, of community, and of the teacher–student relationship. (shrink)

Moving education to Zoom, Microsoft Teams, and the many alternatives during the COVID19-pandemic raised the question of pedagogical form. In a sense, pandemic education in its two-dimensionality was a frictionless, sanitized reduction of education to pure form; it offered a more efficient transfer of knowledge and was marked by a heightened means-to-an-end logic. This has made the informal, unforming and deformational activity that Stefano Harney and Fred Moten call study even more difficult, if not impossible during pandemic (...) education. In this article, we consider the pitfalls of thinking in terms of pedagogical form and the formalization of education by engaging with Emile Bojesen’s work on education as (de)formation. Via Harney and Moten, we reflect on what the concept/practice of study by way of formless formation teaches us about (pre-)pandemic education and about pedagogical forms that might be in keeping with study in post-pandemic education. (shrink)

What does it mean to teach, live, and imagine one’s futures amidst a global pandemic? How to respond to the reality of unequal and overlapping crises, COVID-19 being one of them? Can alternative understandings of time help us create a more just post-pandemic university? Drawing on environmental humanities, disaster and critical time studies, in conversation with qualitative data, this article theorizes a ‘pedagogy of scale’: a practical and conceptual centering on multiple temporalities and diverse interpretative frames. (...) The analysis argues for the need to attend to overlapping, non-linear, and changeable scales of time, reference, and meaning that students draw on in order to make sense of crises: every crisis, even as unprecedented as COVID-19, is embedded in environmental processes, long-term vulnerabilities and injustices. These overlooked and overlapping scales interweave personal, planetary, and theological notions of time—from ecological deep time to the divine time—meaning, and self. In its focus on asynchronicity, overlap and multiplicity, the analysis extends current theorizations of temporality and crisis in higher education, challenges paradigms of mastery, advocates for epistemic plurality, and embraces decolonial notions of human subjectivity, providing a much-needed critical model for the post-pandemic university. (shrink)

The global pandemic caused by the spread of a novel coronavirus in early 2020 did more than transform the first one-and-a-quarter academic year that fell within its duration. It also transformed higher learning in its research and pedagogy. Like many misfortunes, COVID-19 has brought opportunity for growth and change. No doubt, there are many success stories of philosophers rising to the challenges of our time. In this contribution, I relate my own pandemic story, not as one of (...) success, but rather as a humble attempt to grapple with the question of the post-pandemic philosophy curriculum. What is the place of philosophy in the twenty-first-century university? What might "philosophy" mean in a post-pandemic context... (shrink)

This paper reinvents Freire’s concepts of ‘banking education’ and ‘literacy’ within the context of the exponential growth of digital instruction in the 21st century. We argue that digital learning (i.e. online or technology enhanced) undoubtedly increases access to education globally, but also can intensify some of the worst problems described in Freire’s banking model. Accordingly, we draw from postdigital theory to scrutinize the specific structures and functions of common digital Learning Management Systems (LMSs) used by schools (i.e. Blackboard and Google (...) Classroom) to reveal a type of learning that further exacerbates the teacher-student dichotomy without liberating either party in a Freirean sense. We then use a Foucauldian lens to bring an awareness to how the accelerated use of these systems at scale, in part caused by the COVID-19 pandemic, can further entrench a data-driven, dehumanized educational experience which increases corporate profitability perhaps over the needs of students. Finally, we use these insights to modernize Freire’s concept of ‘literacy’ by building on Critical Medial Literacy (CML) in order to help educators address LMSs, (mis)information facilitated by digital content, and schooling in a (post)pandemic and postdigital world. (shrink)

Whether we are said to be living in the Anthropocene, the Capitalocene, or are witnessing the start of the Chthulucene, as feminist science studies scholar Donna J. Haraway (2016) would describe the current post-anthropocentric era, there is a demonstratable need for affective, entangled, transversal forms of thinking-doing today. Writing this editorial almost a year after the COVID-19 pandemic erupted, and that as inhabitants of Belgium and South Africa—countries with complex ongoing capitalist-colonial legacies, socio-political presents, and heavily but also (...) differently hit by said pandemic—we more than ever feel that these are times of entwined crisis, chaos, and hardship, overflowing with cravings for pedagogical-philosophical responses that are affirmative, productive, and future-oriented. Reactions that are moreover part theory, part praxis, counter the nihilistic, and are future-focused while still grounded in the present, as to not defer responsibilities to future times (see Geerts & Carstens, 2019). (shrink)

IntroductionThe COVID-19 pandemic was soon declared a global health threat and had significant economic and health implications. Unprecedented government measures brought massive shifts in teaching-learning pedagogy in nursing to curb the infection. The study was conducted to explore the predictors of pandemic fatigue among nursing undergraduates and mediating role of individual resilience and coping styles during the third wave in India.MethodsThis online survey included 256 undergraduate nursing students studying at Tertiary Care Teaching Hospital in North India. Lockdown/ (...) class='Hi'>Pandemic Fatigue Questionnaire, Brief Resilience Scale, and Coping Behavior Questionnaire were used to collect the information. Appropriate descriptive and inferential statistics were applied to compute the results.ResultsNursing undergraduates reported a moderate level of fatigue during the restrictions imposed at the time of the third wave. Students’ year of study, tested positive during pandemic, and post-COVID-19 hospitalization were found associated with higher fatigue status. Advanced age and higher personal resilience status were associated with lower fatigue levels. Resilience status and second year of study were reported as independent predictors of pandemic fatigue in students.ConclusionFindings suggest that lockdown-related fatigue was common in nursing undergraduates. Considering negative consequences on mental health, routine psychosocial screening of the nursing students should be conducted. Recommending stress-relieving measures should be enforced to help nursing undergraduates to combat lockdown-induced exhaustion. (shrink)

I argue that campus closures and shifts to online instruction in the early stages of the COVID-19 pandemic created an obligation to offer courses asynchronously. This is because some students could not have reasonably foreseen circumstances making continued synchronous participation impossible. Offering synchronous participation options to students who could continue to participate thusly would have been unfair to students who could not participate synchronously. I also discuss why ex post facto consideration of this decision is warranted, noting that (...) similar actions may be necessary in the future and that other tough pedagogical cases share important similarities with this case. (shrink)

Photo by Thought Catalog on Unsplash INTRODUCTION The coronavirus pandemic is a challenge to educators, policy makers, and ordinary people. In facing the threat from COVID-19, school systems and global institutions need “to address the essential matter of each human being and how they are interacting with, and affected by, a much wider set of biological and technical conditions.”[1] Educators must grapple with the societal issues that come with the intent of ensuring the safety of the public. To some, (...) “these are actually as important as the biological concerns of people.”[2] The current global crisis shows that “scientifically, socially, and politically the economy and technosphere are not just related, they are integral to a comprehensive response to major challenges.”[3] In developing these responses, scientists, government leaders, and policy makers need to consider the vulnerabilities of people, especially those in “thrown away” groups.[4] Jerome Ravetz explains that “microscopic viral predators cull our populations, as ever, but with a selection that is not natural but social and political.”[5] Educators must address the underlying vulnerabilities and evaluate the virus as a threat to academic experiences and access to a fair education. ANALYSIS • Critical Pedagogy By definition, the critical approach to teaching is about the problem-posing method of education developed by Paolo Freire. In his Pedagogy of the Oppressed, he proposed a paradigm shift away from the banking method of learning wherein teachers deposit knowledge into the minds of students. Critical pedagogy is an educational approach that challenges students to develop the ability to recognize and criticize dominating theories and evaluate them in their social context. Teachers press students to recognize oppression and try to remedy oppression in their culture.[6] Despite the lack of in-person interaction between the teacher and the students, the effort to use innovative teaching techniques like critical pedagogy should continue. Online learning is not just about the use of technology, although the internet is crucial in the delivery of content. Since human beings are creators of value, they determine the meaning and purpose of technology. In this way, the set of values people have will influence online learning. Teachers cannot be more concerned about outcomes than about the process itself. The process is crucial since the ability of the student to think critically is developed in the exchange between the student and the teacher. The teacher cannot simply dump loads of information (deposit knowledge) but must pose problems to test the analytical and critical skills of students.[7] Education is about how people humanize the world. Policy makers miss the point when they focus on the delivery but do not pay attention to the substantive aspect of learning, which is human empowerment. Education is meant to expand the freedom of people. Education should be seen as an integrative activity. Learning is a formative process that aims to develop the human person. Without the face-to-face encounter between teacher and students, the challenge is finding ways to make learning an effective means to mold the values of young people. • Online Critical Pedagogy & the Role of Technology Physical distance appears to be an impediment in realizing the ideals of learning. The lack of contact between the teacher and the students may prevent a more meaningful interaction since online instruction is impersonal. It can be argued that there is no alternative to some classroom activities, especially laboratory experiments in science courses. The total classroom environment naturally influences the behavior of students when it comes to academic work: the look in the eyes of the professor, the caring ways of a teacher, or the pressure while taking exams contribute to an experience that only a classroom setting can provide. If implemented properly, technology can facilitate the personal relationships between teachers and students while providing meaningful experiences. With the current need for online learning during the COVID-19 pandemic, gadgets are indispensable. Some would even consider gadgets an extension of the human body. A mobile phone is not just any instrument; it has evolved into a novel way of being in the world. Our gadgets are a means of seeing how the outside world unfolds. Modern technological tools allow the interface of people in many fields of experience in a globalized environment. Computers and other digital devices extend the meaning and value of human freedom. For example, a laptop provided to a poor child can redefine the meaning of and what the future might hold for that child. The device is crucial to the whole learning process. Modern tools are critical to self-discovery and greater freedom. The values that people embrace will matter in the new normal. The internet has provided a new democratic space that empowers groups and individuals to express themselves and to understand the world.[8] In an online class, students and teachers alike need to analyze big picture questions and layers of information. For example, the student in an ethics or philosophy class can reflect on the realities of life. With the proper guidance, online education should help define the meaning of moral commitment and human responsibility. CONCLUSION Before the pandemic, policy makers had been pursuing the goals of a globalized economy. They had been fashioning and promoting programs that cater to the interests of a consumer-driven world that has deprived the poor of opportunity. When the pandemic struck, globalization suddenly came to a halt and people realized the things that truly matter in life – family, love, and life itself. The new normal must now emphasize the role of education as a source of inner strength that can empower the person to live well reinforcing values based on a social consciousness. Critical pedagogy is possible under the new normal. The distance between the teacher and student does not make the educational process less real and in the absence of a vaccine, online learning is the safest strategy. Governments cannot freeze an entire school year since education is the only way out from poverty for millions. The COVID-19 pandemic provides a reason to re-imagine teaching using technology to encourage all students to question systems of oppression or greed, as the persistent pursuit of the truth is what education is all about. [1] Hartsell, Layne, Krabbe, Alexander, & Pastreich, Emmanuel. “Covid-19, Global Justice, and a New Biopolitics of the Anthropocene.” Social Ethics Society Journal of Applied Philosophy 6, no. 2 (2020), 3. [2] Ravetz, Jerome. “Science for a Proper Recovery: Post-Normal, not New Normal.” Issues in Science and Technology [Internet] July 15, 2020. https://issues.org/post-normal-science-for-pandemic-recovery/ [3] Hartsell, et al. “Covid-19, Global Justice, and a New Biopolitics of the Anthropocene,” 6. [4] Ravetz, “Science for a Proper Recovery: Post-Normal, not New Normal.” [5] Ibid. [6] Freire, Paolo. Pedagogy of the Oppressed. (New York: Continuum Books, 1993). [7] Freire writes that in such a situation “instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat.” See his Pedagogy of the Oppressed. [8] Bakardjieva, Maria. Internet Society. (London: Sage Publications, 2005). (shrink)

This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice. Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational sectors, unravelling educational (...) implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activisism and other emergent issues. The book examines the ongoing iterations of the entanglement of colonization, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds. Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, post humanism and new materialism, curriculum studies, and educational research. (shrink)

Loving-kindness meditation was first practiced by Buddhists and then developed by clinical psychologist. Previous studies on LKM have mainly focused on the impact of real person-guided meditation on depression, anxiety, and other negative psychology. During the COVID-19 pandemic, this study explored the effect and mechanism of media-guided LKM on the improvement of social presence, mindfulness, spirituality, and subjective wellbeing. From the viewpoint of positive psychology, this study compared the different media effects of animated pedagogical agent -guided LKM and audio-guided (...) LKM. A total of 82 flight attendants were recruited from airlines; then, they were randomly assigned to two groups: APA group and audio group, which both underwent an 8-week LKM training intervention. The aforementioned four main variables were measured pre and post the meditation experiment. The results indicated that both APA-guided meditation and audio-guided meditation significantly improved subjects’ spirituality and SWB. Compared with audio-guided meditation, APA-guided meditation significantly improved the subjects’ spirituality, SWB, and social presence. Audio-guided meditation has no significant effect on social presence. This study highlights APA-guided meditation has a positive effect on spirituality, SWB, and social presence, which may provide individuals with a simple and easy method to improve their mental health. (shrink)

Currently, the repetition of a critical way of speaking results in a stagnating tendency in educational debates. This had led to the endeavour of developing a ‘post-critical pedagogy’. This paper employs Rortyan and Latourian language in order to tackle the question of how such a post-critical pedagogy should deal with critique. It argues that if one takes critique as what Latour calls a debunking activity, then post-critical pedagogy should leave critique behind. If however critique (...) means simply to say how something should not be, then post-critical pedagogy should remain critical. In addition, however, there is a need for enriching the critical vocabulary with more affirmative language. For accomplishing this need, in contrast to recent suggestions to go back to ontology, the paper suggests that new propositions developed by literary theorists like Sedgwick and Felski are more promising. All these arguments are framed by Rorty’s notion of philosophy as cultural politics. (shrink)

The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, in the last few years, already grown in relation to this theoretical project. The article invites readers to follow its authors on a stroll in ‘Post-Criticalland’. Moreover, the article raises the question of whether post-critique is a new paradigm or merely a different (...) attitude within the critical tradition. The authors conclude by arguing for a principle of complementarity and for practices of diplomatic negotiation, on the grounds that post-critique should not be construed as dependent on critique but as complementary to it and as deserving a time and space of its own. (shrink)

The COVID-19 pandemic forced higher educational institutions to an emergent transition to online education, which required that teachers and students were ICT literate enough to continue with their curricula. As most universities in Japan have already transitioned back to face-to-face lessons, this study aimed to analyze the process of acquisition and use of ICT knowledge in a pre, mid and post-pandemic scenario. Findings showed a drastic gap of ICT literacy between teachers and students. However, results suggest that (...) the acquired ICT knowledge remained and is currently being used in a face-to-face or hybrid environment. (shrink)

The aim of this paper is to use the approaches of the Korean philosopher Byung-Chul Han, on the one hand, to show the challenges that formulate and define our times and, on the other, to focus this view on education. In this sense, it is necessary to define the post-pandemic 21st century society marked by psychopolitics. Education is subject to a framework of unprecedented complexity, due to digitalisation and the acceleration of a world that is perceived as progressing, (...) and yet is becoming increasingly ill due to an excess of positivity. The pedagogy that operates through pleasure and the new relational plane of social networks, which formulate affine and disembodied encounters, eliminates negativity. Education lends itself to a demanding examination as the starting point of this society and is seen as the place where the possibility of transformation arises. In the latter sense it is argued that philosophy in our classrooms has a crucial role to play. (shrink)

Joe L. Kincheloe (1950-2008) was one of North America's leading critical pedagogy scholars. He defined post-formalist thought in terms of deconstruction, affectivity, and non-linearity. His deconstruction focused on the context of ideas, ideologies, and teaching. It was a form of sociological deconstruction, and as such, inspired by Derrida, but different from him as well. In effect, Kincheloe was trying to marry Derrida to Foucault by making deconstruction see power in thought, relationships, and the world. Kincheloe's 'turn to affect' (...) was inspired by feminism and radical pedagogy. It was 'affect' focused on (in)justice and the social practices of repression. His 'self-other' construct was inherently politicized by his identification of 'unfreedom' with capitalism and the assumption that this link determines affect. Kincheloe assumed that linear rationality was inadequate to understanding human needs and hopes. Freedom as dynamism was seen to be inherently non-linear. The prison of rationality (it can only repeat the same, over and over again) was the crux of his critique of Newtonian-Cartesian linearity. Kincheloe attempted to construct a concept of 'place'--such as the classroom. But it was a particular, concrete classroom and not an abstract or theoretical one. Here, the three concepts could come together. 'Place' is context, and to understand it, deconstruction is needed. 'Place' exists as it is felt and requires affectivity; it is eventful, alive, and dynamic. It requires non-linearity to be understood. Post-formalism, Pedagogy Lives (in memory of Kincheloe's contribution) encompasses each of the basic principles of Kincheloe's post-formal thought. (shrink)

The purpose of the article is to examine the post-pandemic business cycle in Poland and in the United States in the light of the Austrian business cycle theory. The study shows that this theory satisfactorily explains the post-pandemic business cycle. Moreover, it seems that the Austrian business cycle theory explains some important facts better than competing theories of business cycle. The analysis also indicates that the post-pandemic business cycle differs significantly in many respects from (...) previous business cycles – and that these differences could be explained within the framework of the Austrian business cycle theory. (shrink)

The current global COVID-19 pandemic has led to a deep and multidimensional crisis across all sectors of society. As countries contemplate their mobility and social-distancing policy restrictions, we have a unique opportunity to re-imagine the deliberative frameworks and value priorities in our food systems. Pre-pandemic food systems at global, national, regional and local scales already needed revision to chart a common vision for sustainable and ethical food futures. Re-orientation is also needed by the relevant sciences, traditionally siloed in (...) their disciplines and without adequate attention paid to how the food system problem is variously framed by diverse stakeholders according to their values. From the transdisciplinary perspective of food ethics, we argue that a post-pandemic scheme focused on bottom-up, regional, cross-sectoral and non-partisan deliberation may provide the re-orientation and benchmarks needed for not only more sustainable, but also more ethical food futures. (shrink)

The article is a presentation and analysis of the main provisions of 16 works of the world's leading experts on religious tourism and pilgrimage, published in a special issue of the International Journal of Religious Tourism and Pilgrimage. 2020. Vol.8. This special issue was dedicated to the impact of the COVID-19 pandemic on religious tourism, and in particular pilgrimage, in the world. Religious tourism has a strong socio-cultural potential and demand - it is the value status of any person (...) who feels the need for cultural, religious and recreational facilities important for spiritual, ideological and physical existence. It is also the availability of opportunities to meet the social and cultural needs of people in tourism services, because it has such a socio-cultural characteristic as a social practice that changes a person and positions him in the social space. Religious tourism became in the XXI century. significant, socially significant phenomenon. But the current pandemic has dealt a very painful blow to the entire tourism sector of the world economy, including religious tourism. Under the influence of the pandemic, the country banned pilgrimage. So the question arose: what's next? Is there a radical transformation of the religious life of mankind, including religious tourism? Isn't this the beginning of the end of religions, as some sociologists of the past predicted? This article is devoted to finding answers to these and other, no less complex, questions. The author set a goal - based on the analysis of the latest research on the impact of the COVID-19 pandemic on religious tourism to identify and present those important points that are already relevant for religious tourism in Ukraine, as well as those that are just beginning to appear and will be relevant in the post. -pandemic era. In almost all articles of this Special Issue, the authors emphasized that religious tourism and pilgrimage are very sustainable and will meet the challenges posed by the pandemic. The question for the religious tourism and pilgrimage industry is how they will develop and transform new approaches that will help the growth strategies of key stakeholders. However, due to pandemic restrictions, it may not be possible to resume travel to holy sites and pilgrimage sites and trails without the assistance of national governments, international agencies, and relief organizations. Thus, the authors predict that the religious tourism industry will face very difficult circumstances in the near future. All articles in the special issue of this journal express extremely relevant, deep and valuable opinions of scientists, which make us all think about what lessons Ukraine should learn about religious tourism, and in particular pilgrimage, and what should be its state policy and public opinion in this regard. further. And the author in the conclusions expresses her point of view on the content of these lessons, based on the views set out in this article of the world's best experts in religious tourism and pilgrimage. (shrink)

As the post-COVID world order necessitates a radical overhaul of the ways in which we understand the very notions of “health”, “care” and “security”, one must revisit Michel Foucault and his works in these shifting times to rethink biopolitics as a category viz-a-viz contemporary globalectics. Keeping that in mind, while reviewing two very interesting books by and on Foucault – South Asian Governmentalities: Michel Foucault and the Question of Postcolonial Orderings and Archives of Infamy: Foucault on State Power in (...) the Lives of Ordinary Citizens – the article attempts to highlight certain core Foucauldian concerns in different domains of human existence that the... (shrink)

Discipleship is a responsibility of the Church. It is an outlet in which the regeneration of Church leadership to the younger generation is conducted. Before the COVID-19 pandemic, discipleship and mentoring of youth leaders, especially key persons of GKII (Gereja Kemah Injil Indonesia) youth were provided by means of in-person activities. During the pandemic, digital media has been utilised for various church activities, including mentoring these key persons. Hence, this research intends to explore: (1) the method by which (...) key persons practise digital discipleship and (2) the benefits of digital media in youth discipleship to facilitate faith growth. This research is a qualitative research. Data were collected by means of interviews and observations on several key persons’ digital media accounts. The research shows that social media significantly benefits the discipleship process. It was found that digital discipleship was quite often carried out during the pandemic, especially in urban areas, with WhatsApp and Zoom meetings as its two primary means. However, it slightly declined along with the lifting of social gathering restrictions. The main themes explored in the mentoring sessions were discipleship, soteriology, spiritual life, motivational and digital media materials, and youth ministry in the digital era. The discipleship practice used was the NM-SM (Nurtured, Matured, Served, Mission) pattern.Contribution: The results of this research contribute to the development of knowledge, especially in the field of youth discipleship, and digital media-based discipleship. This research also shows that digital media has become an effective theological space during the pandemic and post-pandemic periods. (shrink)

The pandemic motivated nutrition and healthy living to maintain a healthy lifestyle. The objective is to analyze and describe the perspectives of post-pandemic lifestyles of university students, using the quantitative cross-sectional method with non-probabilistic sampling and survey that measures the nutritional level and level of physical activities, 1033 university students participated. The results showed that the measurement instrument in the Peruvian context is acceptable and that the level of lifestyle is moderate. In conclusion, nutritional policies and physical (...) activities should be considered in universities so that university students practice a healthy lifestyle and take care of their health. (shrink)

In this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical-negative attitude of poststructuralist thought, the (...) significance of the subject-matter in education and an interpretation of pedagogical hermeneutics (a key notion of post-critical pedagogy) through the lens of the Rortyan idea of edification. In the conclusion, by distinguishing two views of hope – an eventist and a transitionalist – it is argued that it is precisely in this theme, which seems to be a privileged meeting ground for Rorty and post-critical pedagogy, that there may lie a major fault line. (shrink)

This Open Access book shows how value sensitive design (VSD), responsible innovation, and comprehensive engineering can guide the rapid development of technological responses to the COVID-19 crisis. Responding to the ethical challenges of data-driven technologies and other tools requires thinking about values in the context of a pandemic as well as in a post-COVID world. Instilling values must be prioritized from the beginning, not only in the emergency response to the pandemic, but in how to proceed with (...) new societal precedents materializing, new norms of health surveillance, and new public health requirements. -/- The contributors with expertise in VSD bridge the gap between ethical acceptability and social acceptance. By addressing ethical acceptability and societal acceptance together, VSD guides COVID-technologies in a way that strengthens their ability to fight the virus, and outlines pathways for the resolution of moral dilemmas. This volume provides diachronic reflections on the crisis response to address long-term moral consequences in light of the post-pandemic future. Both contact-tracing apps and immunity passports must work in a multi-system environment, and will be required to succeed alongside institutions, incentive structures, regulatory bodies, and current legislation. This text appeals to students, researchers and importantly, professionals in the field. (shrink)

The article analyzes the new conditions and institutions of socio-economic dynamics developing under the influence of COVID-19 and overcoming its consequences. New directions of the macro-management system are actualized by the economic recession that arose under the influence of COVID-19 and the previous depressive rates of economic growth. Social conditions and tensions have predetermined the growth of the state's participation in socio-economic development, the formation of new institutional trends. Transformation of public administration institutions is due to the long-term influence of (...) the characteristics of the information society and the conceptualization of modern sustainable growth in the areas of welfare, poverty reduction, and ecology. In the Russian Federation, a transition is underway to a new form of institutional regulation of socio-economic dynamics based on a system of medium-term strategic planning in the range from the development of key long-term development strategies to the operational management of specific projects. The modern national development goals and their indicators are presented, the existing risks of strategic planning are structured, which require consideration when developing subsequent system solutions. The current principles of the welfare state have been clarified, institutional innovations in the organization of social protection of the population are shown in the context of strategic planning, the interaction of federal and regional authorities in the problem field of social assistance and social insurance of the population. (shrink)

Situated in the larger collection of Psalms 51-72, also known as the second Davidic Psalter, the smaller group of Psalms 65-68 is found. This smaller collection of psalms can be classified mostly as psalms of praise and thanksgiving. The relation and compositional work in this cluster of psalms become apparent on many points in the pious expressions between groups and persons at prayer, especially in the universal praise of God, and in the imagery referring to the exodus, the Jerusalem cult (...) and blessing. Such piety becomes most discernible in the imagery and expressions in Psalm 66. The psalm's two main sections may be described as praise, with verses 1-12 being praise by the group or the 'we', and verses 13-20 being praise by the individual or the 'I'. Personal or individual piety and private piety are expressed by the desire of the 'we' and the 'I', and the experienced immediacy to God by transposing the past into the present through the memory of the exodus narrative, the Jerusalem cultic imagery and the use of body imagery. In this research article, an understanding of piety in Psalm 66 in terms of the memory of past events and body imagery is discussed from a perspective of space and appropriated for a time of pandemic where normal or traditional ecclesiological formal practices cannot take place. CONTRIBUTION: This article makes an interdisciplinary contribution based on knowledge from the Psalms in the Old Testament, social anthropology, literary spatial theories and practical theological perspectives on the church in order to contribute to the relevance and practice of theology today, during a time of turmoil and a global pandemic. (shrink)

I develop Levinas’s analysis of “proximity” to explain how successful faceless class dialogues are possible despite physical social distancing during the COVID-19 pandemic. I first examine features of Levinas’s notion of proximity within his idiosyncratic approach to “ethics.” Second, I turn to Levinas’s examination of intentionality and questioning in relation to the hermeneutic priority of questioning. Third, I detail some successes and failures in attempts to embody Levinasian proximity in online or masked discussions with students. I draw out contrasts (...) between experiences at two different institutions as well as between curricular and extracurricular experiences. I do this to expose my own vulnerability in this essay itself. Given pandemic conditions as well as Levinas’s theory of proximity, I found that many masked or virtual class discussions—but especially extracurricular group discussions, such as a philosophy club and the Black Student Union meetings—maintained a closeness of community despite social distancing. (shrink)

ABSTRACTThe paper is a response to the articles published in the current issue analysing Rorty’s philosophy of hope. In these articles, Bianca Thoilliez, Stefano Oliverio and Kai Wortmann highlight the pragmatist characteristics of post-critical pedagogy. Taking a poststructuralist perspective, I propose to examine some limits of the association between Rorty’s philosophy of hope and post-critical pedagogy. I will discuss, in turn, their take on the definition of hope, on the place of critique in post-critical (...) class='Hi'>pedagogy and on the affirmative ethos of post-critical pedagogy. (shrink)

Today, in a post-pandemic space, all types of art, comprehending, due to their figurative specificity, certain spheres of objective reality, already as a result of this, circumstances have their own, only inherent laws. Using the inexhaustible possibilities of the plasticity of the human body, choreography has refined and developed expressive dance movements for many centuries. As a result of this complex process, a system of choreographic movements arose, that is, a special artistic and expressive speech of plastics, constitutes (...) the creative material of dance imagery. Choreographic art includes various types of arts: music, choreography itself, drama, painting. Each of them, changing in accordance with the requirements of this type of art, becomes a necessary component of choreographic figurative thinking. Each type of art is achieved thanks to its own figurative specificity, patterns and certain pictorial and expressive means. Choreographic activity dictates its own laws of reflection of reality, is based not on the correspondence of life and artistic material, but on the degree of devotion to the metaphorical reflection of life. A comprehensive study of social constituting dance art in today's post-pandemic space is a complex and versatile task, it mainly involves the study of all its components. Moreover, each of them should be considered not in isolation, but in the general system of their internal connections - in the aspect of their rhythmic and metric, that is, motor organization. (shrink)

ObjectiveSome people experience post-traumatic growth, entailing positive changes such as a greater appreciation of life following traumatic events. We examined PTG in the context of the negative consequences of the COVID-19 pandemic, notably working from home and social distancing. We aimed to assess whether distinct sub-groups of individuals experiencing PTG could be identified by how they appraised and coped with the COVID-19 pandemic.MethodFor this cross-sectional study, we used convenience sampling. In total, 951 participants from the general population (...) completed an online questionnaire with items focusing on primary and secondary appraisal, positive reappraisal, rumination, and coping flexibility. For the latent profile analysis, we selected a sample of 392 individuals who had experienced moderate degrees of pandemic-related PTG, reporting at least two of the 10 positive changes in the PTG Inventory-Short Form.ResultsWe identified two distinct profiles among people experiencing PTG. The first was characterised by low levels of primary appraisal and stressfulness and higher levels of secondary appraisal, increased coping flexibility and greater use of positive reappraisal. The second was characterised by higher levels of stressfulness and primary appraisal and greater use of rumination.ConclusionThe two sub-groups evidently appraised and coped with the COVID-19 pandemic differently. Therefore, future research should account for these different profiles of people experiencing PTG. (shrink)

The pandemic brought new norms and techniques of pedagogical strategies in formal education. The synchronous/ asynchronous video streaming brought an emphasis on virtual and augmented realities, which are rapidly replacing textbooks as the main medium for learning and teaching. This transformation requires more extensive online and interactive content with simpler user interfaces. The aim of this study is to report on the design, implementation, and testing of a game based on low-cost and user-friendly content for digital cultural heritage. In (...) this project, a game aimed at inclusive and equitable education was developed using 360° images of the targeted architectural heritage geographically distributed in a pilot site. We promote lifelong learning opportunities for all, following the SDG4, aiming for quality education with the easy-to-use online platform and easy access to immersive education through mobile platforms. Towards a post-carbon future without the need for travel, computational design methods such as using 360° videos and images in combination with virtual reality (VR) headsets allow a low-cost approach to remotely experiencing cultural heritage. We propose developing and testing a GIS-based educational game using a low-cost 360° virtual tour of architectural heritage, more specifically, caravanserais of Anatolia. (shrink)

Social contract theories serve a twofold purpose: by addressing acute crises, they elaborate solutions to long-standing social paradoxes. The article reinterprets the stakes of the Covid pandemic from this perspective. Firstly, the long-lasting structural paradoxes of late modernity are linked to the acute crisis of the pandemic with the help of critical theories of late modernity. It is argued that the pandemic provides opportunity for revaluating those social contracts, which are based on universalist principles of justice. Secondly, (...) two paradigmatic historical examples (Hobbes, Rawls) are overviewed in a meta-theoretical fashion, so that the dimensions of revaluation could be highlighted. Thirdly, the foundations of a post-pandemic social contract are outlined. As the pandemic is inseparable from the structural paradoxes caused by unconstrained systems based on universal principles of justice, the post-pandemic social contract aims at preventing the system paradoxes by revaluating their universal principles in a ‘trial of particularity’ (Derrida, Levinas). (shrink)

By incorporating the conservation of resource theory, this study examines how high-performance work practices (HPWPs) affect the employee's in-role performance (EIRP) and employee's task performance (ETP) during the coronavirus disease 2019 (COVID-19) pandemic. Furthermore, this study investigates how organization-based self-esteem (OBSE) and positive psychological capital (PPC) affect the relationship between HPWPs and outcomes of employees such as EIRP and ETP. A quantitative technique based on the survey method was used to gather the primary data of the investigation. Two hundred (...) and eleven bank employees working in different banks of Punjab and Pakistan participated in the survey process. The PROCESS-macro was used to test the relationship among the study constructs. Our results supported all the study hypotheses, however positive psychological capital did not moderate the indirect effect of high performance work practices on employee's task performance via organization based self-esteem. This study is the earliest of its kind that focuses on HPWPs and outcomes of employees amid the COVID-19 pandemic in a developing country like Pakistan. The findings of this study provide practical implications in the post and continuing pandemic situation for organizations to human resource management to redesign workforce strategies to increase their contribution and responses to realize organizational priorities. Although researchers have explored the topic in different sectors, scant studies have investigated the potential impact, barriers, and enabling mechanisms that function as a catalyst in HPWPs during the pandemic situation. (shrink)

In this eloquent collection of essays, Rebecca Martusewicz positions a philosophy of education that relies on what transpires between teachers and learners in various contexts. She thoughtfully analyzes how, in the relationship between teachers and learners, all kinds of ideas, beliefs, interpretations, and meanings are generated as a result of potent generative forces that depend, as she demonstrates using post-structuralist theories, on difference as their fuel. Ultimately she argues that to become educated requires an attention to the welfare of (...) self and others and a willingness to confront and shift one’s own habits, practices, and beliefs for that purpose. This work contains: clear translations of post-structuralist theories such as those of Deleuze, Serres, and Derrida; well-written essays that blend good storytelling, theory, and ethical analysis to reconceptualize education as the means toward social justice; and a clear argument for the drawing together of analyses of difference introduced by post-structuralism with attention to ethics and social justice as they apply to education. (shrink)

The mechanism of how the COVID-19 global pandemic has affected the entrepreneurial intentions of college students remains unknown. To investigate the impact of the entrepreneurial environment on entrepreneurial self-efficacy and entrepreneurial intentions in the post-pandemic era, 913 college students were invited to complete a questionnaire. The data were analyzed with structural equation models. The conclusions revealed by the questionnaire are as followed: college students have retained some entrepreneurial intention in the post-pandemic era; the factors influencing (...) the entrepreneurial intention include sex, family entrepreneurial history, major, and education background; and entrepreneurial self-efficacy can play a major role to mediate the impact caused by the post-pandemic entrepreneurial environment on entrepreneurial intentions. The research conclusions provide important insights to improve college students’ entrepreneurial intentions in the post-pandemic environment. (shrink)

Due to digital transformation, technology advancements, telework, we can no longer pretend that traditional work offers high incentives and efficiency, but on the contrary, traditional work falls behind each year, deeming organizations and individuals to adopt the agile work. Rapid technological developments have altered the way businesses operate, with the goal of producing viable solutions in an environment fraught with unpredictability. This paper is a theoretical narrative review on the general topic of agile work. The present paper addresses the issue (...) of determining the best international practices for implementing agile methodology at work, carrying out a theoretical narrative review. Basing on literature on present-day theory the authors make an attempt to explain the implications of implementing agile methodologies into organizational culture, summarize existing approaches to classifying the main effects on implementing agile methodologies at work, consolidate and document best international practices for agile methodologies development among employers. After defining the concepts of agile method tailoring and agile maturity, the data obtained in the theoretical narrative analysis reveal that the implementing agile methodologies have a direct impact on management style, on teams, on learning environments, and on employee’s mental health. An overall conclusions and discussions section is presented along with the personal opinion of authors. This work is intended to open a post-pandemic agile work research methodology, since there are no systematic approaches to this topic. (shrink)

In today's post-pandemic reality, human capital plays one of the leading roles in ensuring economic growth. The intensification of innovative processes in the context of post-pandemic social constructivism, the widespread use of information technology, intellectualization of labor, etc. In the context of post-pandemic social constructivism, transformations of the content and structure of human capital take place, make adjustments to the process of its formation, accumulation, use and change the nature of the impact of human (...) capital on economic development. In today's post-pandemic reality, there are many problems both in the field of the formation of innovatively oriented human capital and in the sphere of its use, which necessitates the search for ways to effectively manage these processes in order to ensure the balanced development of production factors in the context of the formation of an innovative economy in the country. The article analyzes the main methods and aspects of cognitive psychology that can be useful in the development of human capital. In particular, special attention was paid to the development of emotional intelligence and emotional competence. The reason for choosing precisely such elements of cognitive psychology as the level of emotional intelligence and emotional competence is that they are a prerequisite for successful self-realization of a person and, as a result, an important prerequisite for successful management of human capital in the conditions of post-pandemic social constructivism. (shrink)

The modern world space, which is affected by the post-pandemic consequences, is noted by the globalization of society, the increasing role of citizenship in making important state and international decisions has become possible in the context of the information revolution and has its own characteristics of communication in information and communication networks. The importance and need for a thorough study of the chosen topic is that the widespread use of various forms and methods of civil communication, free access (...) of citizens to information at all stages of decision-making and the functioning of central and local governments, the participation of civil society institutions in the work of expert, consultative, and advisory public councils on the expression and protection of the rights and freedoms of citizens, public control, direct electronic receipt of public services, etc. are important factors in the democratization of government in post-pandemic modern times. After all, we are talking about a deliberate orientation to new values - the person and the collective, their direct participation in the democratic organization of life of the state and society. The main thing in this context is that the rational consensus of civil society and the state is a factor in universal social discourse and a strategic resource for democratic development in the context of post-pandemic modernity. The aim of the article is to consider the epistemological and sociocultural aspects of the functioning of the communication capabilities of civil society institutions in the context of revealing the possibility and significance of their involvement in the processes of implementing state security policy. (shrink)

This investigation looks into important questions in a postpandemic world. Humans are resilient beings who have overcome great catastrophes in the past. In this Covid-19 pandemic, I happen to visit a depressed community in Sitio Malipayon in which people seem to go on with their lives even with the existential threat from the pandemic. At the outset, the prejudices against the poor point to a lack of discipline. Yet, it is critical to understand that a return into the (...) ordinariness of human life may possess the answers that can save modern society in a post-pandemic world. The Plague, written by Albert Camus, is considered as “a kind of laboratory for studying attitudes towards itself.” This observation is demonstrated in the attitude of the priest, who sees the disease as a “punishment of God againstthe wickedness of modern life”; of Rambert, who has been separated “from the woman he loves”; and of Tarrou, “for whom it becomes the occasion of realizing his passion to correct an injustice at the center of society.” Perhaps, the present pandemic may not end modern society as it is, but it makes obvious what modern society actually lacks. The coronavirus pandemic, which has infected 13,238,448 and taken the life of 575,547 as of July 14, 202029, stirs fear among the people, especially in developing countries such as the Philippines. But what people dread does not come from the virus itself. It is the fear of the lack of clarity in terms of what the government wants to do given the circumstances millions are in. Some reports reveal a mismanagement of data. People are facing a bleak and an uncertain future as there are no guarantees in terms of the return to the normal states of affairs. The experience of stress and boredom, the loss of a job or source of income, have a negative impact in the lives of the people. (shrink)