Pub Date : 2022-08-18DOI: 10.31874/2520-6702-2022-13-55-69
S. Kalashnikova, I. Vlasova
European strategic documents and analytical reports of international organizations are analysed. Authors found out that expansion of university financial autonomy and increase of university social responsibility is a trend of the European Higher Education Area (EHEA). Strategic documents in Ukraine, which is directly related to the development of higher education, are analysed. Authors defined that ensuring the autonomy and promoting social responsibility of higher education institutions are important for enhancement of the management efficiency in Ukraine’s higher education system. Authors proposed the definitions of the concepts “university financial autonomy” and “expansion of university financial autonomy”. Key features / dimensions / contexts, which are essential in terms of expanding university financial autonomy, are identified. They include: industry and institution management characteristics; state role in higher education management; types of governance in higher education; models of modern universities; paradigms of social development; level of university financial autonomy; efficiency of activity; approaches to funding; mechanisms and instruments for expanding of university financial autonomy. Factors, determining / limiting the level of financial autonomy of Ukraine’s universities are clarified. Conceptual frameworks, approaches and possible scenarios for expansion of financial autonomy of Ukraine’s higher education institutions in terms of their social responsibility increasing are proposed. The first scenario involves a combination of low level of university financial autonomy and low levels of resources providing and university impact on social development. The second scenario includes a combination of low level of university financial autonomy and high levels of resources providing and university impact on social development. The third scenario involves a combination of a high level of university financial autonomy and low levels of resources providing and university impact on social development. The fourth scenario includes a combination of a high level of university financial autonomy and high levels of resources providing and university impact on social development. Authors clarified the connection between the concepts: university autonomy and university social responsibility; university social responsibility and funding; university social responsibility and accountability of universities.
{"title":"Expansion of University Financial Autonomy as an Instrument to Increase the University Social Responsibility","authors":"S. Kalashnikova, I. Vlasova","doi":"10.31874/2520-6702-2022-13-55-69","DOIUrl":"https://doi.org/10.31874/2520-6702-2022-13-55-69","url":null,"abstract":"European strategic documents and analytical reports of international organizations are analysed. Authors found out that expansion of university financial autonomy and increase of university social responsibility is a trend of the European Higher Education Area (EHEA). Strategic documents in Ukraine, which is directly related to the development of higher education, are analysed. Authors defined that ensuring the autonomy and promoting social responsibility of higher education institutions are important for enhancement of the management efficiency in Ukraine’s higher education system. Authors proposed the definitions of the concepts “university financial autonomy” and “expansion of university financial autonomy”. \u0000Key features / dimensions / contexts, which are essential in terms of expanding university financial autonomy, are identified. They include: industry and institution management characteristics; state role in higher education management; types of governance in higher education; models of modern universities; paradigms of social development; level of university financial autonomy; efficiency of activity; approaches to funding; mechanisms and instruments for expanding of university financial autonomy. Factors, determining / limiting the level of financial autonomy of Ukraine’s universities are clarified. \u0000Conceptual frameworks, approaches and possible scenarios for expansion of financial autonomy of Ukraine’s higher education institutions in terms of their social responsibility increasing are proposed. The first scenario involves a combination of low level of university financial autonomy and low levels of resources providing and university impact on social development. The second scenario includes a combination of low level of university financial autonomy and high levels of resources providing and university impact on social development. The third scenario involves a combination of a high level of university financial autonomy and low levels of resources providing and university impact on social development. The fourth scenario includes a combination of a high level of university financial autonomy and high levels of resources providing and university impact on social development. \u0000Authors clarified the connection between the concepts: university autonomy and university social responsibility; university social responsibility and funding; university social responsibility and accountability of universities.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124094498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-18DOI: 10.31874/2520-6702-2022-13-26-36
Olena Orzhel
The article is dedicated to the growing social role of universities under knowledge society and its revision during wartime and post-war revival. This role has not received due attention of Ukrainian scholars and higher education stakeholders; on the contrary, in western academic discourse university third mission (also referred to as social mission) is actively discussed and several studies on university roles during conflict and post-conflict recovery are available. The article aims at conceptualization of university third mission relevant for Ukraine’s higher education of today as the country is striving towards knowledge society, higher education modernization and its alignment with European Higher Education Area, as well as fighting against Russian Federation aggression and planning economic recovery and national revival. Knowledge is a key concept in interpretation and definitions of three university missions: knowledge is generated or produced via research (second mission); it is disseminated and promoted via teaching and learning (first mission); the essence of the third / social mission is to apply knowledge for problem-solving and general societal benefit. Application of knowledge is not limited to technological innovations and know-hows and covers social, humanitarian, cultural, business and entrepreneurship, economic, political and other domains. Knowledge is becoming the major problem-solving tool; and demand for knowledge is growing among different categories of knowledge workers engaged in problem definition, decision-making and implementation in different economic sectors and spheres of life. Problems and challenges incurred by war make them the most serious grievances of today’s Ukraine. Multiple challenges faced by Ukrainian society, economy, territories, industries will require the wisdom of all Ukrainian higher education institutions and knowledge workers and can only be addressed effectively via innovative approaches and mobilization of many partners: local and international, academic and non-academic, private and public, non-profit and commercial. Due to their specific features (multidiscipline expertise, access to international knowledge sharing and good practices exchange, non-profit focus, multiple perspectives and diversity of opinions), universities like no other institutions are well-positioned to establish and run partnerships, project consortia, lead innovation ecosystems, catalyse and contribute to reconstruction and revival processes.
{"title":"University Social Mission in the Wartime under Knowledge Society","authors":"Olena Orzhel","doi":"10.31874/2520-6702-2022-13-26-36","DOIUrl":"https://doi.org/10.31874/2520-6702-2022-13-26-36","url":null,"abstract":"The article is dedicated to the growing social role of universities under knowledge society and its revision during wartime and post-war revival. This role has not received due attention of Ukrainian scholars and higher education stakeholders; on the contrary, in western academic discourse university third mission (also referred to as social mission) is actively discussed and several studies on university roles during conflict and post-conflict recovery are available. The article aims at conceptualization of university third mission relevant for Ukraine’s higher education of today as the country is striving towards knowledge society, higher education modernization and its alignment with European Higher Education Area, as well as fighting against Russian Federation aggression and planning economic recovery and national revival. Knowledge is a key concept in interpretation and definitions of three university missions: knowledge is generated or produced via research (second mission); it is disseminated and promoted via teaching and learning (first mission); the essence of the third / social mission is to apply knowledge for problem-solving and general societal benefit. Application of knowledge is not limited to technological innovations and know-hows and covers social, humanitarian, cultural, business and entrepreneurship, economic, political and other domains. Knowledge is becoming the major problem-solving tool; and demand for knowledge is growing among different categories of knowledge workers engaged in problem definition, decision-making and implementation in different economic sectors and spheres of life. Problems and challenges incurred by war make them the most serious grievances of today’s Ukraine. Multiple challenges faced by Ukrainian society, economy, territories, industries will require the wisdom of all Ukrainian higher education institutions and knowledge workers and can only be addressed effectively via innovative approaches and mobilization of many partners: local and international, academic and non-academic, private and public, non-profit and commercial. Due to their specific features (multidiscipline expertise, access to international knowledge sharing and good practices exchange, non-profit focus, multiple perspectives and diversity of opinions), universities like no other institutions are well-positioned to establish and run partnerships, project consortia, lead innovation ecosystems, catalyse and contribute to reconstruction and revival processes.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127559788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-138-147
V. Kaluha
Modern education involves the assimilation of a certain number of facts by students. These systematized facts relate to various areas of human activity. The educational directions are formed in this way. One of them is «international relations, public communications and regional studies». However, mastering the facts is not effective when it comes to training a highly professional. Thus, a trained specialist has a low level of intellectual operational capabilities. He is not able to identify the real causes of certain processes and events. As a result, it is unable to establish valid causal relationships. Consequently, he is not able to make quality decisions and act as usefully as possible. Shifting the emphasis from fact in the educational process to the functional load of phenomena, processes, institutions and individuals in the life of man and the community significantly contributes to increasing the level of operational capabilities of the future specialist. In particular, this article proposes to reconsider the essence of such large-scale phenomena as world politics and international relations. World politics is seen as a «road map» of the historical progress of humankind. The trigger mechanism of human progress is determined by the permanent interaction of the globalizing and individualizing principle. These principles are mediated by four key factors. The author of the article includes war, trade, technology and equipment, religion. A special place in the proposed scheme is given to art. Art is the key to any transformational activity, as it is directly related to creativity - the ability to «produce» or contemplate an image or idea; and skill - the ability to embody in one way or another image or idea. In addition, art is immediately equally characterized by the functions of consolidation, transformation, translation, accumulation and mobilization. It permeates all aspects of being. In turn, from a functional point of view, in a concentrated sense, war mixes, trade operates in surplus, technology (and technology) determine measures and limits, and religion distracts and/or targets.
{"title":"A dynamic approach to understanding the essence of world politics and its basic constituents as a system for comprehensive development of the subject of research interest","authors":"V. Kaluha","doi":"10.31874/2520-6702-2021-12-2-138-147","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-138-147","url":null,"abstract":"Modern education involves the assimilation of a certain number of facts by students. These systematized facts relate to various areas of human activity. The educational directions are formed in this way. One of them is «international relations, public communications and regional studies». However, mastering the facts is not effective when it comes to training a highly professional. Thus, a trained specialist has a low level of intellectual operational capabilities. He is not able to identify the real causes of certain processes and events. As a result, it is unable to establish valid causal relationships. Consequently, he is not able to make quality decisions and act as usefully as possible. \u0000Shifting the emphasis from fact in the educational process to the functional load of phenomena, processes, institutions and individuals in the life of man and the community significantly contributes to increasing the level of operational capabilities of the future specialist. \u0000In particular, this article proposes to reconsider the essence of such large-scale phenomena as world politics and international relations. World politics is seen as a «road map» of the historical progress of humankind. The trigger mechanism of human progress is determined by the permanent interaction of the globalizing and individualizing principle. These principles are mediated by four key factors. The author of the article includes war, trade, technology and equipment, religion. A special place in the proposed scheme is given to art. Art is the key to any transformational activity, as it is directly related to creativity - the ability to «produce» or contemplate an image or idea; and skill - the ability to embody in one way or another image or idea. In addition, art is immediately equally characterized by the functions of consolidation, transformation, translation, accumulation and mobilization. It permeates all aspects of being. In turn, from a functional point of view, in a concentrated sense, war mixes, trade operates in surplus, technology (and technology) determine measures and limits, and religion distracts and/or targets.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114703238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-263-272
O. Lytovchenko
The article is devoted to the problems of formation and popularization of social responsibility, which is considered as one of the ways to improve the welfare of society. Social responsibility of universities is seen as an important tool for building partnerships and community development. The paper analyses the domestic scientific publications on the social responsibility of universities and their interaction with the community. The main substantive dimensions of existing research are identified, which include the relationship between social responsibility of universities and their competitiveness, as well as the impact of social responsibility of universities on the quality of higher education. The need to strengthen the applied aspect in the study of social responsibility is emphasized. There is a lack of research aimed directly and comprehensively at the problem of interaction between universities and local communities. The relevance of the study of social responsibility of universities is due to trends in society as a whole (sustainable development) and the process of reforming higher education (competitiveness of institutions, expanding university autonomy and financial autonomy, in particular, strengthening the social mission of higher education). Domestic experts in the study of social responsibility of universities are more focused on theoretical aspects. The applied aspect of research on the implementation of social responsibility of higher education institutions in Ukraine needs to be strengthened. The main content vectors of the study of social responsibility of universities by domestic scientists include: the relationship between social responsibility of universities and their competitiveness; the impact of social responsibility of universities on improving the quality of higher education.
{"title":"Social responsibility of universities as a tool for community development (analysis of domestic scientific publications)","authors":"O. Lytovchenko","doi":"10.31874/2520-6702-2021-12-2-263-272","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-263-272","url":null,"abstract":"The article is devoted to the problems of formation and popularization of social responsibility, which is considered as one of the ways to improve the welfare of society. Social responsibility of universities is seen as an important tool for building partnerships and community development. The paper analyses the domestic scientific publications on the social responsibility of universities and their interaction with the community. The main substantive dimensions of existing research are identified, which include the relationship between social responsibility of universities and their competitiveness, as well as the impact of social responsibility of universities on the quality of higher education. The need to strengthen the applied aspect in the study of social responsibility is emphasized. There is a lack of research aimed directly and comprehensively at the problem of interaction between universities and local communities. The relevance of the study of social responsibility of universities is due to trends in society as a whole (sustainable development) and the process of reforming higher education (competitiveness of institutions, expanding university autonomy and financial autonomy, in particular, strengthening the social mission of higher education). Domestic experts in the study of social responsibility of universities are more focused on theoretical aspects. The applied aspect of research on the implementation of social responsibility of higher education institutions in Ukraine needs to be strengthened. The main content vectors of the study of social responsibility of universities by domestic scientists include: the relationship between social responsibility of universities and their competitiveness; the impact of social responsibility of universities on improving the quality of higher education.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121814773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-66-75
A. Aina, Emmanuel Ola Akintona
One of the social ills in contemporary Nigeria state is the abusive condition of the girl child. She has been abandoned, starved, beaten, enslaved and sexually molested by the society that ought to care about her but instead tames and guides her. Hence the paper attempts a social re-engineering process through philosophy for children dimension in higher education with a view to minimising, if not curbing, this ugly tragedy. The study employed both philosophical analysis and descriptive survey type. Philosophy for children is not an effort at teaching children the philosophical jargons but rather towards enablement of philosophical skills and its applications to questions of personal significance to the student. Findings revealed that the girl child abuse, though on the rise recently, but could be reversed where she is well trained in philosophical mindset at early age. Also, justice prevails when the abuse is timely reported to the law enforcement agents. Further, the establishment of victim-friendly court system would go a long way in facilitating quick dispensation of justice. Nevertheless, the vigorous pursue of ethical genuine poverty alleviation programmes would undoubtedly reduce the trend of the abuse in the society. The paper concluded that society should endeavour to nip the problem in the bud through conscientious philosophical guidance of Nigerian girl child at all time by all stakeholders. It is stated that the involvement of higher educational system will assist the parents, guardian, girl child, law enforcement agents, the law makers, the clinicians, the theoretician, the researcher and all other concerned with children’s welfare in such a way to shed light on a path of progress in decreasing and preventing this affront on our girl child in particular and children in general.
{"title":"The Nigerian Girl Child and Reality of An Abusive Absurdity: A Reflection on Philosophy for Children in Higher Educational System","authors":"A. Aina, Emmanuel Ola Akintona","doi":"10.31874/2520-6702-2021-12-2-66-75","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-66-75","url":null,"abstract":"One of the social ills in contemporary Nigeria state is the abusive condition of the girl child. She has been abandoned, starved, beaten, enslaved and sexually molested by the society that ought to care about her but instead tames and guides her. Hence the paper attempts a social re-engineering process through philosophy for children dimension in higher education with a view to minimising, if not curbing, this ugly tragedy. The study employed both philosophical analysis and descriptive survey type. Philosophy for children is not an effort at teaching children the philosophical jargons but rather towards enablement of philosophical skills and its applications to questions of personal significance to the student. Findings revealed that the girl child abuse, though on the rise recently, but could be reversed where she is well trained in philosophical mindset at early age. Also, justice prevails when the abuse is timely reported to the law enforcement agents. Further, the establishment of victim-friendly court system would go a long way in facilitating quick dispensation of justice. Nevertheless, the vigorous pursue of ethical genuine poverty alleviation programmes would undoubtedly reduce the trend of the abuse in the society. The paper concluded that society should endeavour to nip the problem in the bud through conscientious philosophical guidance of Nigerian girl child at all time by all stakeholders. It is stated that the involvement of higher educational system will assist the parents, guardian, girl child, law enforcement agents, the law makers, the clinicians, the theoretician, the researcher and all other concerned with children’s welfare in such a way to shed light on a path of progress in decreasing and preventing this affront on our girl child in particular and children in general.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114945363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-100-116
Vasil Levkulich
All the characteristic features of a particular historical development of society objectively and naturally apply to almost both the social institution and higher education, which is an integral part of the social environment. However, higher education is expected not only to follow in the fairway of certain trends specific to a particular era and a particular society but higher education is also associated with hopes for qualified awareness of risks and threats, as well as providing professional proposals for crisis management and overcoming negative trends. Although this aspect is quite obvious, the research community usually does not pay due attention to it, and therefore the detailing and systematization of this aspect have all the hallmarks of scientific novelty. In the context of the outlined research needs, the aspects of the quality and efficiency of education, as well as the types of intelligence that modern higher education is designed to cultivate and generate, are understood. The humanistic ideal of the university and its correspondence to the marketing model of modern higher education, as well as controversial ideas about equality and justice in education, are studied. The ideological and conceptual priorities that underlie leadership-type education are analyzed. The notion of critical thinking, creativity and heuristics as the target priorities of modern higher education is systematized, the key obstacles in this way and means of overcoming them are revealed. Factors and conceptual priorities that can significantly increase the capacity of modern higher education as a generator of human capital, a model of intensive and innovative development of society, are outlined.
{"title":"Modern higher education through the prism of conceptual priorities","authors":"Vasil Levkulich","doi":"10.31874/2520-6702-2021-12-2-100-116","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-100-116","url":null,"abstract":"All the characteristic features of a particular historical development of society objectively and naturally apply to almost both the social institution and higher education, which is an integral part of the social environment. However, higher education is expected not only to follow in the fairway of certain trends specific to a particular era and a particular society but higher education is also associated with hopes for qualified awareness of risks and threats, as well as providing professional proposals for crisis management and overcoming negative trends. Although this aspect is quite obvious, the research community usually does not pay due attention to it, and therefore the detailing and systematization of this aspect have all the hallmarks of scientific novelty. In the context of the outlined research needs, the aspects of the quality and efficiency of education, as well as the types of intelligence that modern higher education is designed to cultivate and generate, are understood. The humanistic ideal of the university and its correspondence to the marketing model of modern higher education, as well as controversial ideas about equality and justice in education, are studied. The ideological and conceptual priorities that underlie leadership-type education are analyzed. The notion of critical thinking, creativity and heuristics as the target priorities of modern higher education is systematized, the key obstacles in this way and means of overcoming them are revealed. Factors and conceptual priorities that can significantly increase the capacity of modern higher education as a generator of human capital, a model of intensive and innovative development of society, are outlined.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125431489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-127-137
S. Adygezalova
Modern sociocultural, political, and economic processes are predominantly shaped by globalization. Globalization has created large-scale emigration flows around the world, processes of integration and assimilation of various groups and ethnicities, actualizing the phenomenon of multiculturalism. Modern multiculturalism has its positive and negative consequences. Western multiculturalism is based on the principles of radical liberalism, which favors individual rights over collective rights. Meanwhile, it is obvious that today we should talk about universal rights, inherent to both individuals and groups and collectives of individuals, nations, peoples. A selective approach to relations of inequality between different groups in society is necessary, since some of them are insurmountable and hardly require a change in such a situation. Multiculturalism is just entering its maturity, and much remains to be done for this policy to succeed. The state, which pursues a policy of multiculturalism, must propagate the ideas of tolerance in society and enshrine them in law. Effective multiculturalism presupposes unity and coherence of state policy, practice and ideology. It is necessary to recognize the necessity of forming conditions conducive to the development of positive forms of multiculturalism. Among them we would like to mention a well-considered policy of the state, which defines the norms of multiculturalism. These norms must find their place in the process of learning and teaching at different levels. In some post-Soviet countries (e.g. Azerbaijan) multiculturalism must spread among the various ethical groups, the peoples traditionally living in the country. With this approach, multiculturalism policy should aim to consolidate all ethnic groups into a single society with shared values and ideals, and recognize the rights of these groups to cultural and ethno-confessional autonomy. There is a need to include multiculturalism as a separate and mandatory subject in higher education courses. Multiperspectivity should be directly related to multiculturalism due to the commonality of the methodological and philosophical platform, many concepts and definitions. Multiculturalism and the multiperspectivity method should be used not only in teaching humanities disciplines, but also introduced in the methodological analysis of scientific research.
{"title":"Multiculturalism: its problems and teaching","authors":"S. Adygezalova","doi":"10.31874/2520-6702-2021-12-2-127-137","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-127-137","url":null,"abstract":"Modern sociocultural, political, and economic processes are predominantly shaped by globalization. Globalization has created large-scale emigration flows around the world, processes of integration and assimilation of various groups and ethnicities, actualizing the phenomenon of multiculturalism. Modern multiculturalism has its positive and negative consequences. Western multiculturalism is based on the principles of radical liberalism, which favors individual rights over collective rights. Meanwhile, it is obvious that today we should talk about universal rights, inherent to both individuals and groups and collectives of individuals, nations, peoples. A selective approach to relations of inequality between different groups in society is necessary, since some of them are insurmountable and hardly require a change in such a situation. Multiculturalism is just entering its maturity, and much remains to be done for this policy to succeed. \u0000The state, which pursues a policy of multiculturalism, must propagate the ideas of tolerance in society and enshrine them in law. Effective multiculturalism presupposes unity and coherence of state policy, practice and ideology. It is necessary to recognize the necessity of forming conditions conducive to the development of positive forms of multiculturalism. Among them we would like to mention a well-considered policy of the state, which defines the norms of multiculturalism. These norms must find their place in the process of learning and teaching at different levels. \u0000In some post-Soviet countries (e.g. Azerbaijan) multiculturalism must spread among the various ethical groups, the peoples traditionally living in the country. With this approach, multiculturalism policy should aim to consolidate all ethnic groups into a single society with shared values and ideals, and recognize the rights of these groups to cultural and ethno-confessional autonomy. \u0000There is a need to include multiculturalism as a separate and mandatory subject in higher education courses. \u0000Multiperspectivity should be directly related to multiculturalism due to the commonality of the methodological and philosophical platform, many concepts and definitions. Multiculturalism and the multiperspectivity method should be used not only in teaching humanities disciplines, but also introduced in the methodological analysis of scientific research.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122492230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-5-12
Lester С. Reems
The article discusses Role play, Simple Question, Journal writing as techniques for teaching Business Law to Business Administration students. The educator’s perspective is believed to have a dramatic effect on the choice of teaching methods and techniques. From a management point of view, the understanding of law underlies a strategy to avoid lawsuits. The introduction of teaching approaches and techniques that respond to the graduates’ professional and human needs, such as role play, simple question and journal writing, is described as humanizing the teaching of Business Law, intended to arouse motivation and enhance learning outcomes for Business Administration students. The article describes a step-by-step methodology of implementing the above teaching techniques in the real-time education process. The methodology has been approbated at Mount Saint Mary’s University Los Angeles in the Business Law course during the Spring Semesters since 2017, totaling 15 courses. By completing the Business Profile and Business Journal and actively participating in the role play process, the non-law students were able to practice public speaking, develop their research skills and gain an understanding of the management and legal perspectives’ application in the business environment. The quantitative evaluation of results was performed via program learning outcomes testing, and the qualitative evaluation – through unstructured post-test interviews with the participating students. The preliminary results used have been the comments provided by the End of Course Evaluations and the Peregrine Assessment of Associate of Arts Business degree program. Both quantitative and qualitative measurement showed increase in the program learning outcomes and students’ motivation and engagement. The impact on the Bachelor of Arts program will not be available until 2021. The experiences and results in using role play, simple question and journal writing have been used to provide recommendations for enhancing learning experiences and outcomes in teaching Business Law to non-law students.
本文探讨了角色扮演、简单问题、日志写作等方法在工商管理专业商法教学中的应用。教育工作者的观点被认为对教学方法和技巧的选择有很大的影响。从管理的角度来看，对法律的理解是避免诉讼策略的基础。引入符合毕业生专业和人性需求的教学方法和技术，如角色扮演、简单问题和日志写作，被描述为使商业法教学人性化，旨在激发工商管理专业学生的动力并提高学习成果。本文描述了在实时教育过程中逐步实施上述教学技术的方法。自2017年以来，该方法已被洛杉矶圣玛丽山大学(Mount Saint Mary’s University Los Angeles)在春季学期的商法课程中采用，共计15门课程。通过完成《商业简介》和《商业期刊》，以及积极参与角色扮演过程，非法律专业的学生能够练习公开演讲，发展他们的研究技能，并了解管理和法律观点在商业环境中的应用。结果的定量评估是通过项目学习成果测试进行的，定性评估是通过与参与学生的非结构化测试后访谈进行的。所使用的初步结果是由课程结束评估和Peregrine评估文科商业学位课程提供的意见。定量和定性测量均显示，课程学习成果和学生的积极性和参与度都有所提高。对文学学士课程的影响要到2021年才能得到。使用角色扮演、简单问题和日志写作的经验和结果已被用于为向非法律专业学生教授商业法的学习经验和成果提供建议。
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Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-221-233
B. Dasaolu
Some decades ago, the Brazilian scholar Paulo Freire wrote his Pedagogy of the Oppressed to indicate the rationale for social change and the place of education in that affair. This study takes a leaf from Freire’s work to dialogue how authentic and people-centered social change can be attained in Africa. In contemporary African political scholarship, scholars are divided over the methodology of attaining social change. Some take inspiration from the thoughts of Karl Popper who maintains that there are two approaches toward social change: The Piecemeal and the Utopian. It is also the case that Popper puts trust and emphasis on the former when he doubts and opposes the latter, which appeals mostly to Marxists in Africa. Since it has become a dominant locus for almost all of African scholars to take a Marxist approach in their articulation and struggle for social change, this study intends to serve as a caution. Caution because, it is an open secret that Marxists of African descent have been very critical and bitter of Popper’s version of social change for being reactionary; that it is a viewpoint which aims to preserve an exploitative status quo. When the onus of this study is to defend Popper against such uncharitable misrepresentations, it forays into George Orwell’s classic Animal Farm, for succor. Orwell’s fable is a revelation of the dangers that may emanate from Utopian social engineering in real life scenario. The unfortunate totalitarian era that greeted the animals in the aftermath of their violent and bloody revolution in Manor Farm is not only a lesson but serves to initiate the discourse regarding the intention and integrity of those leading social change and struggles across Africa. It is precisely for this reason that this essay beckons on Africans to initiate a platform for social change that will be void of violence and bloodshed. By taking a pedagogy approach to education, this research would have been able to explore the ways through which education can contribute to the plight of social change and social stability in Africa.
几十年前，巴西学者保罗·弗莱雷(Paulo Freire)在他的《被压迫者教育学》(Pedagogy of the repres受压迫者)一书中指出了社会变革的基本原理以及教育在其中的地位。这项研究借鉴了弗莱雷的作品，探讨了如何在非洲实现真正的、以人为本的社会变革。在当代非洲政治学术中，学者们在实现社会变革的方法上存在分歧。有些人从卡尔·波普尔(Karl Popper)的思想中获得灵感，他认为社会变革有两种途径:零碎的和乌托邦的。波普尔在怀疑和反对后者的同时，对前者给予了信任和重视，这也是波普尔对非洲马克思主义者的主要诉求。由于它已成为几乎所有非洲学者采取马克思主义方法来表达和争取社会变革的主要场所，本研究旨在作为一种警告。谨慎是因为，这是一个公开的秘密非洲裔马克思主义者对波普尔的社会变革版本非常批判和痛苦，因为它是反动的;这是一种旨在维持剥削现状的观点。当这项研究的责任是为波普尔辩护，反对这种无情的歪曲时，它突然进入乔治·奥威尔的经典作品《动物农场》寻求帮助。奥威尔的寓言揭示了乌托邦社会工程在现实生活中可能产生的危险。在马诺农场的暴力和血腥革命之后，不幸的极权主义时代迎接了动物们，这不仅是一个教训，而且有助于发起关于非洲各地领导社会变革和斗争的意图和完整性的讨论。正是出于这个原因，本文呼吁非洲人发起一个没有暴力和流血的社会变革平台。通过对教育采取教育学方法，这项研究将能够探索教育如何有助于非洲社会变革和社会稳定的困境。
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Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-160-169
E. Ofuasia
In recent times, there has been the general public admission that it is possible for Ifá divination to be performed via smartphones and laptops. The implication is not far-fetched – the extinction of the babaláwo/ìyanifá, in the trio communication which comprises them, the client and Ọ̀rúnmìlà, the Yorùbá deity. What kind of education regarding the use of African ritual archives for contemporary problems can thrive? What are the possible educational problems and challenges that computerised Ifá divination may encounter in the long run? Will this make Ifá divination more effective and reliable since there is a disturbing number of quack babaláwo/ìyanifá around in recent times? Are there some important spiritual elements sacrosanct to divination that technology bypasses which may in turn diminish the accuracy of divination outcome(s)? How can these spiritual elements be overcome in a future development of technology for Ifá divination? How can original and fake Ifá priests be detected? What is the healing process in traditional Yorùbá medical practice and what role does Ifá play? In this pience, I engage Professor Danoye O. Laguda to consider these mind-boggling posers only to realise in the end that technology can be improved toward a better and improved divination technique, which cannot, do without the genuine babaláwo/ìyanifá. More so, the connection among pedagogy, technology, divination and spiritually are examined from a socio-economic dimension. This is able to illustrate the important role which pedagogy plays in the appreciation of traditional African ritual archives and how they function in making life meaningful in the face of the challenges posed by technology in a jet age.
最近，公众普遍承认，通过智能手机和笔记本电脑进行占卜是可能的。其含义并不牵强——在由客户和Yorùbá神组成的三人通信中，babaláwo/ìyanifá的消失。关于如何利用非洲仪式档案来解决当代问题，什么样的教育才能蓬勃发展?从长远来看，计算机化占卜可能会遇到哪些教育问题和挑战?这将使占卜更有效和可靠，因为有一个令人不安的庸医babaláwo/ìyanifá在最近的时间?是否有一些重要的精神元素神圣的占卜，技术绕过，可能反过来降低准确性的占卜结果(s)?如何在未来的占卜技术发展中克服这些精神因素?如何分辨真假伊夫神父?在传统的Yorùbá医疗实践中，什么是治疗过程?它扮演什么角色?在这篇文章中，我请Danoye O. Laguda教授来考虑这些令人难以置信的问题，最后才意识到技术可以向更好的方向发展，而这离不开真正的babaláwo/ìyanifá。更重要的是，从社会经济的角度审视了教育学、技术、占卜和精神之间的联系。这能够说明教育学在欣赏传统非洲仪式档案方面所起的重要作用，以及它们如何在面对喷气时代技术带来的挑战时使生活变得有意义。
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