1.IntroductionThijssen et al. (2008) emphasizes that the employability began to be empirically studied in the 90s, although the term itself was already used from about 1955. The notion of employability has been studied in different disciplines; in business, psychology, social work and education.1 Berntson et al. (2006) states that education and training are the most important investment in the development of human individual capital. Human capital can develop as a result of working experience, formal education and competence improvement, thus being beneficial to the society in general in different ways, such as increase in wages, health improvement and better products.2Nevertheless, Bernston et al. (2006) defined education and training as the cornerstone in the development of human capital. However, there exist internal and external barriers as defined by McQuaid and Lindsay (2005) which affect the employability of job seekers and employees. These include such employability components as the elements of offer and demand and the internal factors - the amount of individual transferable skills; an individual's internal motivation to look for a job; access to information and support networks; the number of personal barriers and work specificity.3 The external factors also include employers' attitudes towards the unemployed; provision and quality of education and training; access to assistance for job seekers who are in unfavourable positions; the extent to which the tax benefit system successfully avoids the benefit traps and most importantly, the extent to which the job corresponds to personal well-being and quality of life issues.In Latvia, the term "employability" is comparatively new. This term only began to be used in 2010, and its meaning was explained in the conference "Progressive Approach to the Employment Promotion" by the State Employment Agency where it was specifically explained as a person's ability to get, maintain and acquire a new job if necessary.4 With regard to the traits deemed necessary to get, maintain and acquire a new job, McQuaid & Lindsay (2005), on the basis of their study, have established characteristics that comprise basic social skills such as honesty and integrity; ability to present oneself professionally; reliability; readiness to work; understanding one's actions and the consequences; displaying a positive attitude towards work and a sense of responsibility and self-discipline. Additionally, such features as productivity, diligence, confidence, motivation, reasoning, initiative, self-confidence, and the ability to be independent are also mentioned.In the list presented, the following basic professional skills are posited as being the most essential: writing, calculation, communication skills, document execution, argumentation, problem solving, adaptation, coordination of the working process, teamwork, time management, functional mobility, basic information and communication technology skills, as well as emotional a
1.thijssen等人(2008)强调，尽管就业能力这个词本身从1955年左右就已经开始使用，但在20世纪90年代开始对其进行实证研究。就业能力的概念已经在不同的学科进行了研究;在商业、心理学、社会工作和教育方面Berntson et al.(2006)指出，教育和培训是人力个人资本发展中最重要的投资。人力资本可以随着工作经验、正规教育和能力的提高而发展，从而以不同的方式对整个社会有益，例如增加工资、改善健康和改善产品。2然而，Bernston等人(2006)将教育和培训定义为人力资本发展的基石。然而，正如McQuaid和Lindsay(2005)所定义的那样，存在着影响求职者和雇员就业能力的内部和外部障碍。这些因素包括就业能力组成部分，如供求因素和内部因素-个人可转移技能的数量;个人找工作的内在动机;利用信息和支助网络;个人障碍的数量和工作的特殊性外部因素还包括雇主对失业者的态度;教育和培训的提供和质量;处境不利的求职者获得援助的机会;税收优惠制度在多大程度上成功地避免了利益陷阱，最重要的是，工作在多大程度上符合个人福祉和生活质量问题。在拉脱维亚，“就业能力”一词相对较新。这个词直到2010年才开始使用，它的含义在国家职业介绍所召开的“促进就业的进步方法”会议上得到了解释，在会议上，它被具体解释为一个人在必要时获得、维持和获得新工作的能力关于获得、维持和获得新工作所必需的特征，McQuaid & Lindsay(2005)在他们的研究基础上，建立了包括诚实和正直等基本社交技能的特征;具备专业的自我展示能力;可靠性;准备工作;了解自己的行为及其后果;对工作有积极的态度，有责任心和自律精神。此外，还提到了生产力、勤奋、自信、动机、推理、主动性、自信和独立能力等特征。在列出的列表中，以下基本专业技能被认为是最重要的:写作、计算、沟通技巧、文件执行、论证、解决问题、适应、工作过程协调、团队合作、时间管理、职能流动性、基本信息和通信技术技能，以及情感和审美客户服务技能显然，相关资格，以及与相应技能和工作经验相关的专业知识是至关重要的。此外，极为重要的是要重视劳动力市场，因为在评估一个人的工作经历时，劳动力市场是由失业的时间长短和频率决定的。Presti & Pluviano(2015)总结了不同理论家对“就业能力”的定义，将“就业能力”定义为个体在工作经历中为促进职业发展而开发的个人资源，这将就业能力取向的含义扩展到包括尝试理解以前的工作经历并展望个人职业未来的发展。同时，通过改善正式和非正式的工作网络，获得有价值的能力和技能，并获得他们的社会环境的知识，以便在职业发展中找到机会和限制。…
{"title":"Mutual Expectations of Employers and Employees as a Factor Affecting Employability","authors":"Marika Lotko, I. Razgale, Lolita Vilka","doi":"10.15405/EJSBS.199","DOIUrl":"https://doi.org/10.15405/EJSBS.199","url":null,"abstract":"1.IntroductionThijssen et al. (2008) emphasizes that the employability began to be empirically studied in the 90s, although the term itself was already used from about 1955. The notion of employability has been studied in different disciplines; in business, psychology, social work and education.1 Berntson et al. (2006) states that education and training are the most important investment in the development of human individual capital. Human capital can develop as a result of working experience, formal education and competence improvement, thus being beneficial to the society in general in different ways, such as increase in wages, health improvement and better products.2Nevertheless, Bernston et al. (2006) defined education and training as the cornerstone in the development of human capital. However, there exist internal and external barriers as defined by McQuaid and Lindsay (2005) which affect the employability of job seekers and employees. These include such employability components as the elements of offer and demand and the internal factors - the amount of individual transferable skills; an individual's internal motivation to look for a job; access to information and support networks; the number of personal barriers and work specificity.3 The external factors also include employers' attitudes towards the unemployed; provision and quality of education and training; access to assistance for job seekers who are in unfavourable positions; the extent to which the tax benefit system successfully avoids the benefit traps and most importantly, the extent to which the job corresponds to personal well-being and quality of life issues.In Latvia, the term \"employability\" is comparatively new. This term only began to be used in 2010, and its meaning was explained in the conference \"Progressive Approach to the Employment Promotion\" by the State Employment Agency where it was specifically explained as a person's ability to get, maintain and acquire a new job if necessary.4 With regard to the traits deemed necessary to get, maintain and acquire a new job, McQuaid & Lindsay (2005), on the basis of their study, have established characteristics that comprise basic social skills such as honesty and integrity; ability to present oneself professionally; reliability; readiness to work; understanding one's actions and the consequences; displaying a positive attitude towards work and a sense of responsibility and self-discipline. Additionally, such features as productivity, diligence, confidence, motivation, reasoning, initiative, self-confidence, and the ability to be independent are also mentioned.In the list presented, the following basic professional skills are posited as being the most essential: writing, calculation, communication skills, document execution, argumentation, problem solving, adaptation, coordination of the working process, teamwork, time management, functional mobility, basic information and communication technology skills, as well as emotional a","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115034131","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}
1. IntroductionTeaching and learning is a very complex phenomenon mediated by a host of factors related to students, family, teachers and school environment. A review of literature reveals that teachers constitute an important variable impacting student learning and achievement in all subject areas, but more particularly in science and mathematics (Iqbal, Fariha & Tayyab, 2015; Pell & Iqbal, 2015; Iqbal, Pell & Shafiq-ur-Rheman, 2013). One of the characteristics of teachers having a great bearing upon students' learning is their professional self-esteem. A literature search also reveals that the concept has been discussed at two levels: self-esteem in general (White, 1963; Rosenburg, 1965; Higgins, 1983) and professional self-esteem with reference to the particular profession of the individuals (Super, 1969; Brock, 1999).Bandura (1995) defines the concept of self-esteem as "the belief in one's capabilities to organize and execute the courses of action required in managing prospective situations" (p.2). Branden (1969) defined self-esteem in terms of feeling competent to cope with the challenges of life and of being worthy of happiness, which was modified by the National Association for Self- Esteem as "The experience of being capable of meeting life's challenges and being worthy of happiness" (Reasoner, 2015). These definitions clearly demonstrate that academicians or psychologists do not agree on a single definition of self-esteem. However, a review of literature reveals that experts do agree on some common elements of self-esteem which include cognition, behaviour, attitude, competence, worth, and evaluation. This means that in addition to being linked to one's emotions, self-esteem is also related to one's cognition which enables a person to judge his/her self-worth and develop an attitude towards the self accordingly (Rosenberg 1965).Professional self-esteem is related to the value and worth an individual attaches to his/her chosen career. Tinsley (2002) describes the same concept stating that "Professional self-esteem is an individual's self-esteem specifically in regard to his or her professional position and acceptance in that professional role (p.16)". Referring to the professional self-esteem of teachers, Young (1997) opines that professional self-esteem of teachers refers to the manner in which they perceive their teaching efficacy, teacher-student relationship and commitment to teaching. Brock (1999), on the other hand provides another view regarding teaching and the role self-esteem plays in enabling a teacher to carry out his responsibilities effectively. Common attributes of the teaching profession include understanding students' academic needs and employing all possible measures to fulfil those keeping in view their interests and weaknesses and helping them to realise their maximum potential. In other words, the real virtue of the teaching profession lies in providing students with suitable learning opportunities and an environment
{"title":"Adaptation and Validation of Aricak's Professional Self-Esteem Scale for Use in the Pakistani Context.","authors":"Hāfiz Muhammad Arshad Iqbal, Fariha Bibi, A. Gul","doi":"10.15405/EJSBS.185","DOIUrl":"https://doi.org/10.15405/EJSBS.185","url":null,"abstract":"1. IntroductionTeaching and learning is a very complex phenomenon mediated by a host of factors related to students, family, teachers and school environment. A review of literature reveals that teachers constitute an important variable impacting student learning and achievement in all subject areas, but more particularly in science and mathematics (Iqbal, Fariha & Tayyab, 2015; Pell & Iqbal, 2015; Iqbal, Pell & Shafiq-ur-Rheman, 2013). One of the characteristics of teachers having a great bearing upon students' learning is their professional self-esteem. A literature search also reveals that the concept has been discussed at two levels: self-esteem in general (White, 1963; Rosenburg, 1965; Higgins, 1983) and professional self-esteem with reference to the particular profession of the individuals (Super, 1969; Brock, 1999).Bandura (1995) defines the concept of self-esteem as \"the belief in one's capabilities to organize and execute the courses of action required in managing prospective situations\" (p.2). Branden (1969) defined self-esteem in terms of feeling competent to cope with the challenges of life and of being worthy of happiness, which was modified by the National Association for Self- Esteem as \"The experience of being capable of meeting life's challenges and being worthy of happiness\" (Reasoner, 2015). These definitions clearly demonstrate that academicians or psychologists do not agree on a single definition of self-esteem. However, a review of literature reveals that experts do agree on some common elements of self-esteem which include cognition, behaviour, attitude, competence, worth, and evaluation. This means that in addition to being linked to one's emotions, self-esteem is also related to one's cognition which enables a person to judge his/her self-worth and develop an attitude towards the self accordingly (Rosenberg 1965).Professional self-esteem is related to the value and worth an individual attaches to his/her chosen career. Tinsley (2002) describes the same concept stating that \"Professional self-esteem is an individual's self-esteem specifically in regard to his or her professional position and acceptance in that professional role (p.16)\". Referring to the professional self-esteem of teachers, Young (1997) opines that professional self-esteem of teachers refers to the manner in which they perceive their teaching efficacy, teacher-student relationship and commitment to teaching. Brock (1999), on the other hand provides another view regarding teaching and the role self-esteem plays in enabling a teacher to carry out his responsibilities effectively. Common attributes of the teaching profession include understanding students' academic needs and employing all possible measures to fulfil those keeping in view their interests and weaknesses and helping them to realise their maximum potential. In other words, the real virtue of the teaching profession lies in providing students with suitable learning opportunities and an environment ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125349762","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}
Francis Ries, C. Cabrera, Ricardo González Carriedo
1. IntroductionThe influence of teachers in student achievement is unequivocal, so much that they are considered the most important within school factor for student learning (Hannaway, & Mittleman, 2011). In consequence, education policy in the United States places a great deal of attention on the issue of teacher training. In this regard, the No Child Left Behind Act (NCLB) of 2001 linked teacher competence to content knowledge, verbal skills and student performance (Hill, & Barth, 2004). The first two of these elements are directly linked to teacher preparation, an area that has been transformed as a result of this landmark legislative piece (Brown, 2010). Although calls have been made to dismantle teacher education systems and redefine teacher qualifications (Darling- Hammon & Youngs, 2002), many states follow similar pathways in the accreditation of teachers. Teaching certificates are issued by the states? education agencies for specific academic subjects and grade levels (elementary, middle and high school). Prior to requesting a teaching certificate, teacher candidates need to have obtained a bachelor?s degree with coursework in the subject they will be teaching as well as pedagogy and teaching methods. A practicum or student teaching is also required as is passing a series of examinations in pedagogy and content knowledge (Ingersoll, 2007).On the other hand, the European Union (EU) launched the European Higher Education Area (EHEA) in 2010 in the context of the Bologna Process "to ensure more comparable, compatible and coherent systems of higher education in Europe" (European Higher Education Area, 2014). As a consequence of this supra-national initiative, a total of 47 countries committed to reform their national qualifications frameworks for higher education, including the degree permitting access to the teaching profession. The EHEA initiative has resulted in significant changes in the way countries in the EU train their teachers (McKenzie, Santiago, Sliwka, & Hiroyuki, 2005; Enders et al., 2006; Zgaga, 2006). Whether the effects will be positive or negative and what tendencies these reforms have raised in terms of teacher education is still unclear as the empirical evidence is still small (Witte, Huisman, & Purser, 2009; Bauer, & Prenzel, 2012). Recent international comparative studies on teacher education (Witte, Huisman, & Purser, 2009; Schmidt, Houang, & Cogan, 2011; Tatto, & Senk, 2011) deliver no direct evidence of consequences. Almost 90 percent of EU member countries and 70 percent of higher education institutions have implemented the Bachelor's-Master's degree system in teacher education according to the requirements of the Bologna Process (Witte et al., 2009; Sursock, & Smidt, 2010). Teacher training at all levels is provided mostly in universities, and countries like Spain and Luxembourg have updated teacher education to university level (Bauer et al., 2011). Other countries like Iceland are still in the process of upgrading
{"title":"A Study of Teacher Training in the United States and Europe.","authors":"Francis Ries, C. Cabrera, Ricardo González Carriedo","doi":"10.15405/EJSBS.184","DOIUrl":"https://doi.org/10.15405/EJSBS.184","url":null,"abstract":"1. IntroductionThe influence of teachers in student achievement is unequivocal, so much that they are considered the most important within school factor for student learning (Hannaway, & Mittleman, 2011). In consequence, education policy in the United States places a great deal of attention on the issue of teacher training. In this regard, the No Child Left Behind Act (NCLB) of 2001 linked teacher competence to content knowledge, verbal skills and student performance (Hill, & Barth, 2004). The first two of these elements are directly linked to teacher preparation, an area that has been transformed as a result of this landmark legislative piece (Brown, 2010). Although calls have been made to dismantle teacher education systems and redefine teacher qualifications (Darling- Hammon & Youngs, 2002), many states follow similar pathways in the accreditation of teachers. Teaching certificates are issued by the states? education agencies for specific academic subjects and grade levels (elementary, middle and high school). Prior to requesting a teaching certificate, teacher candidates need to have obtained a bachelor?s degree with coursework in the subject they will be teaching as well as pedagogy and teaching methods. A practicum or student teaching is also required as is passing a series of examinations in pedagogy and content knowledge (Ingersoll, 2007).On the other hand, the European Union (EU) launched the European Higher Education Area (EHEA) in 2010 in the context of the Bologna Process \"to ensure more comparable, compatible and coherent systems of higher education in Europe\" (European Higher Education Area, 2014). As a consequence of this supra-national initiative, a total of 47 countries committed to reform their national qualifications frameworks for higher education, including the degree permitting access to the teaching profession. The EHEA initiative has resulted in significant changes in the way countries in the EU train their teachers (McKenzie, Santiago, Sliwka, & Hiroyuki, 2005; Enders et al., 2006; Zgaga, 2006). Whether the effects will be positive or negative and what tendencies these reforms have raised in terms of teacher education is still unclear as the empirical evidence is still small (Witte, Huisman, & Purser, 2009; Bauer, & Prenzel, 2012). Recent international comparative studies on teacher education (Witte, Huisman, & Purser, 2009; Schmidt, Houang, & Cogan, 2011; Tatto, & Senk, 2011) deliver no direct evidence of consequences. Almost 90 percent of EU member countries and 70 percent of higher education institutions have implemented the Bachelor's-Master's degree system in teacher education according to the requirements of the Bologna Process (Witte et al., 2009; Sursock, & Smidt, 2010). Teacher training at all levels is provided mostly in universities, and countries like Spain and Luxembourg have updated teacher education to university level (Bauer et al., 2011). Other countries like Iceland are still in the process of upgrading ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128691581","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}
Depression is a serious mental health problem that may lead to different ripple effects in students. One of such ripple effects is suicidal ideation or suicidal thoughts which may lead to suicide attempts or suicide. Suicidality or suicidal behaviour exists along a continuum that extends from suicidal ideation or thoughts, suicide related communications, suicide attempts and finally suicide (CDCP, 2008). While a review of theoretical and empirical works show that researches on depression and its effects on Nigerian students are common, investigations on depression and its effect on suicidality in Nigerian students are, however, not that common. Schlebusch, Burrows and Wada (2009), Palmier (2011), Fine, Alison, Vanderwesthuizen and Kruger (2012), and Norhayati and Suen (2014) reported that researches on suicidality in the developing world are sparse for a number of reasons such as socio-cultural taboos, political and economic instability, cultural and religious diversity and beliefs. In relation to taboo, committing suicide is seen as disgraceful and families of people who commit suicide do not openly come out to verify that a family member has committed suicide. As such, depression and suicidal ideation in Nigerian students with and without learning disabilities need to be diagnosed and treated so that these students do not go on to commit suicide.1.1 Literature ReviewA sizable population of students with and without learning disabilities are not immune to depression and suicidal ideation; an observation that has been buttressed by many scholars. Wilson et al. (2009) found high levels of depression and suicidal thoughts among participants with learning disabilities aged 15 - 44 in their study. Other participants in the study who were of the same age range, without learning disabilities were not as depressed and prone to suicidal ideations as the participants with learning disabilities. Interestingly, female participants with learning disabilities in the work of Wilson et al. (2009) were shown to have higher mental health problems and suicidal ideation. Research by Renee, James and Ashley (2011) has affirmed that students identified as having learning disabilities experience more symptoms of depression and suicidal ideation compared to students without learning disabilities. Medoff's study (2007) showed that depression had a strong link with suicidal behaviours in students with and without learning disabilities. Females with and without learning disabilities in this study had higher levels of depression and suicidal behaviours. Saghatoleslami (2005) opined that there is a link between depression and suicidal ideation in students with learning disabilities. Moon (2006), Oh, Park and Choi (2008) averred that poor academic performance could aggravate depression and suicidal ideation among students. It should be noted that while poor academic performance can occur generally in students, it is one of the major factors that denominate an individual as h
{"title":"Depression and Suicidal Ideation among College Students with and without Learning Disabilities in Nigeria","authors":"A. O. Oladele, Isaac Taiwo Oladele","doi":"10.15405/EJSBS.187","DOIUrl":"https://doi.org/10.15405/EJSBS.187","url":null,"abstract":"Depression is a serious mental health problem that may lead to different ripple effects in students. One of such ripple effects is suicidal ideation or suicidal thoughts which may lead to suicide attempts or suicide. Suicidality or suicidal behaviour exists along a continuum that extends from suicidal ideation or thoughts, suicide related communications, suicide attempts and finally suicide (CDCP, 2008). While a review of theoretical and empirical works show that researches on depression and its effects on Nigerian students are common, investigations on depression and its effect on suicidality in Nigerian students are, however, not that common. Schlebusch, Burrows and Wada (2009), Palmier (2011), Fine, Alison, Vanderwesthuizen and Kruger (2012), and Norhayati and Suen (2014) reported that researches on suicidality in the developing world are sparse for a number of reasons such as socio-cultural taboos, political and economic instability, cultural and religious diversity and beliefs. In relation to taboo, committing suicide is seen as disgraceful and families of people who commit suicide do not openly come out to verify that a family member has committed suicide. As such, depression and suicidal ideation in Nigerian students with and without learning disabilities need to be diagnosed and treated so that these students do not go on to commit suicide.1.1 Literature ReviewA sizable population of students with and without learning disabilities are not immune to depression and suicidal ideation; an observation that has been buttressed by many scholars. Wilson et al. (2009) found high levels of depression and suicidal thoughts among participants with learning disabilities aged 15 - 44 in their study. Other participants in the study who were of the same age range, without learning disabilities were not as depressed and prone to suicidal ideations as the participants with learning disabilities. Interestingly, female participants with learning disabilities in the work of Wilson et al. (2009) were shown to have higher mental health problems and suicidal ideation. Research by Renee, James and Ashley (2011) has affirmed that students identified as having learning disabilities experience more symptoms of depression and suicidal ideation compared to students without learning disabilities. Medoff's study (2007) showed that depression had a strong link with suicidal behaviours in students with and without learning disabilities. Females with and without learning disabilities in this study had higher levels of depression and suicidal behaviours. Saghatoleslami (2005) opined that there is a link between depression and suicidal ideation in students with learning disabilities. Moon (2006), Oh, Park and Choi (2008) averred that poor academic performance could aggravate depression and suicidal ideation among students. It should be noted that while poor academic performance can occur generally in students, it is one of the major factors that denominate an individual as h","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129626203","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}
1. IntroductionThe escalating growth of role playing games (RPG) in the last thirty years has developed into remarkable forms and evolved into various styles, including both digital and non-digital media (Hitchen and Drachen, 2008). One of the prominent growing forms of digital role playing games is the Dress Up game (Ludika, 2007). Dress up games, as well as make over and cooking games, are also popular as "pink games" as these contain more social game elements and are targeted at girls (Jansz & Vosmeer, 2009). The first type of dress up games, called "Barbie Fashion Designer", were introduced in 1997 and had successfully sold over 600 000 copies in its first year (Dickey, 2006). Ever since, it led to the proliferation of many similar small, fast-paced, online 'casual games' (Pratchett in Rideout et al., 2005), which led to the expansion of pink online role-playing games (Van Reijmersdal et al, 2013). Such games have been very successful in attracting girls and female adolescents (Jansz & Vosmeer, 2009), and are included among the ten most played game genres, online and offline, among children aged six to twelve years in the UK (Pratchett, 2005). Although the dress-up game is a rapidly expanding play genre in the digital sphere, it appears to be one that is understudied (Ludika, 2007).Generally, there are two models of dress up play: Doll-Play and Identity Play. In the doll-play model, the player plays the role of a god-like agency; prettifying a character, which is distinct from the player herself. In Identity play that is also popular as the Avatar or Costume play, the player appears as the character in the game who puts on attire for herself. Hence, unlike Doll-Play, the character in the identity play is merely considered a form of personal expression (Ludika, 2007). Generally, these games simulate clothing and apparels for various possibilities. Dress up games allow players to literally "clothe for the occasion", where they can modify the character's appearance for a specific venue or theme (Ludika, 2007). Players can simply use several clothes to mix and match accordingly and try various fashion styles. In this way, these games provide children with opportunities to experiment with different identities (Olson, 2010), thus allowing players to play around with different preferences. Findings have indicated that one of important motives to play a virtual fashion model was because the games can provide the players with opportunities to learn what it is like to be a model (Reijmersdal et al, 2013). Game players can act in ways that are congruent with idealized views of the self and can experience abilities and satisfactions that are difficult to access in everyday life (Rigby & Ryan in Przybylski, 2011, p.2).In these games, players can experiment with numerous virtual-reality simulations of commodities and consumption experiences (Molesworth, 2007, p.2). In these dress up games, players encounter and participate in virtual consumption of various
1. 在过去的30年里，角色扮演游戏(RPG)不断发展壮大，形成了不同的形式和风格，包括数字和非数字媒体(Hitchen和Drachen, 2008)。数字角色扮演游戏的一个显著增长形式是Dress Up游戏(Ludika, 2007)。装扮类游戏、改装类游戏和烹饪类游戏也被称为“粉色游戏”，因为这些游戏包含更多社交游戏元素，目标用户是女孩。第一款装扮类游戏名为“芭比时装设计师”，于1997年推出，第一年就成功售出60多万份。从那以后，它导致了许多类似的小型，快节奏的在线“休闲游戏”的扩散(Pratchett在Rideout等人，2005年)，这导致了粉红色在线角色扮演游戏的扩张(Van Reijmersdal等人，2013年)。这类游戏在吸引女孩和女性青少年方面非常成功(Jansz & Vosmeer, 2009)，并且在英国6至12岁的儿童中被列入十大最受欢迎的在线和离线游戏类型(Pratchett, 2005)。尽管装扮游戏在数字领域是一种迅速发展的游戏类型，但它似乎还未得到充分研究。一般来说，装扮游戏有两种模式:玩偶游戏和身份游戏。在玩偶模型中，玩家扮演的是神一样的代理角色;美化角色，这与玩家本身是不同的。在身份游戏(游戏邦注:也就是Avatar或Costume游戏)中，玩家在游戏中扮演为自己穿上服装的角色。因此，与《Doll-Play》不同，身份游戏中的角色只是一种个人表达形式(Ludika, 2007)。一般来说，这些游戏模拟服装和服装的各种可能性。装扮游戏允许玩家“根据场合穿衣服”，他们可以根据特定场合或主题修改角色的外表。玩家可以简单地使用几件衣服进行混合搭配，并尝试各种时尚风格。通过这种方式，这些游戏为孩子们提供了尝试不同身份的机会(Olson, 2010)，从而允许玩家以不同的偏好进行游戏。研究结果表明，玩虚拟时装模特的一个重要动机是，游戏可以为玩家提供学习成为模特的机会(Reijmersdal et al, 2013)。游戏玩家可以以与理想化的自我观点一致的方式行事，并且可以体验到在日常生活中难以获得的能力和满足感(Rigby & Ryan in Przybylski, 2011, p.2)。在这些游戏中，玩家可以尝试许多商品和消费体验的虚拟现实模拟(Molesworth, 2007, p.2)。在这些装扮游戏中，玩家在游戏过程中会遇到并参与到各种服装、珠宝和其他时尚商品的虚拟消费中。这可能会唤起消费和拥有充足物质财产的乐趣(Mayra, 2008)。尽管这里的消耗仅仅存在于想象中，但Jenkins(2011)认为，想象中的事件对物质现实具有非常真实的影响，因为它刺激玩家以特定的方式行事，从而使想象中的事物以某种形式变得切实可行。从这个角度来看，虚拟世界中的消费可能会被伪装成促进现实世界消费的营销工具(Lin, 2008)，煽动玩家变得物质主义。这些论点似乎证明了今天的孩子比以往任何时候都更加唯物主义的担忧是合理的(Banerjee & Dittmar, 2008)。根据对美国和英国儿童的调查报告显示，“成为富人”是孩子们的最大抱负(Brown & Schor in Dittmar, 2008)。这些担忧主要与物质主义的负面后果有关，这些负面后果与低水平的幸福感和生活满意度有关(Belk 1984)。…
{"title":"The Significance of Playing Dress Up Games on Children's Materialism","authors":"Nurist Surayya, Djoko Setyabudi","doi":"10.15405/EJSBS.188","DOIUrl":"https://doi.org/10.15405/EJSBS.188","url":null,"abstract":"1. IntroductionThe escalating growth of role playing games (RPG) in the last thirty years has developed into remarkable forms and evolved into various styles, including both digital and non-digital media (Hitchen and Drachen, 2008). One of the prominent growing forms of digital role playing games is the Dress Up game (Ludika, 2007). Dress up games, as well as make over and cooking games, are also popular as \"pink games\" as these contain more social game elements and are targeted at girls (Jansz & Vosmeer, 2009). The first type of dress up games, called \"Barbie Fashion Designer\", were introduced in 1997 and had successfully sold over 600 000 copies in its first year (Dickey, 2006). Ever since, it led to the proliferation of many similar small, fast-paced, online 'casual games' (Pratchett in Rideout et al., 2005), which led to the expansion of pink online role-playing games (Van Reijmersdal et al, 2013). Such games have been very successful in attracting girls and female adolescents (Jansz & Vosmeer, 2009), and are included among the ten most played game genres, online and offline, among children aged six to twelve years in the UK (Pratchett, 2005). Although the dress-up game is a rapidly expanding play genre in the digital sphere, it appears to be one that is understudied (Ludika, 2007).Generally, there are two models of dress up play: Doll-Play and Identity Play. In the doll-play model, the player plays the role of a god-like agency; prettifying a character, which is distinct from the player herself. In Identity play that is also popular as the Avatar or Costume play, the player appears as the character in the game who puts on attire for herself. Hence, unlike Doll-Play, the character in the identity play is merely considered a form of personal expression (Ludika, 2007). Generally, these games simulate clothing and apparels for various possibilities. Dress up games allow players to literally \"clothe for the occasion\", where they can modify the character's appearance for a specific venue or theme (Ludika, 2007). Players can simply use several clothes to mix and match accordingly and try various fashion styles. In this way, these games provide children with opportunities to experiment with different identities (Olson, 2010), thus allowing players to play around with different preferences. Findings have indicated that one of important motives to play a virtual fashion model was because the games can provide the players with opportunities to learn what it is like to be a model (Reijmersdal et al, 2013). Game players can act in ways that are congruent with idealized views of the self and can experience abilities and satisfactions that are difficult to access in everyday life (Rigby & Ryan in Przybylski, 2011, p.2).In these games, players can experiment with numerous virtual-reality simulations of commodities and consumption experiences (Molesworth, 2007, p.2). In these dress up games, players encounter and participate in virtual consumption of various","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128771697","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}
S. Panahi, A. S. Yunus, S. Roslan, Rusnani Abdul Kadir, W. Jaafar, M. Panahi
Investigations in the field of psychology have traditionally paid attention to studying mental health problems and their prevention (Kaplan, Shema, & Leite, 2008; Kokko, Korkalainen, Lyyra, & Feldt, 2012). However, a lack of psychological problems is not necessarily an indicator of the psychological well-being of individuals. Therefore, this study is an attempt to investigate the extent to which the components of cognitive emotion regulation, social support, and physical activity influence the psychological well-being of graduate students in a Malaysian university (University Putra Malaysia). A total of 534 graduate students were selected from this university and the sample size was determined by proportional sampling. Data was analyzed using the Structural Equation Model. The findings of the study revealed that the psychological well-being of Malaysian graduate students was significantly influenced by planning, catastrophyzing, significant others' support, reappraisal, other-blame, self-blame, friend support, putting into perspective, acceptance, and walking. Among these, it appeared that planning was the main strategy that influenced the psychological well-being of the Malaysian graduate students in this study.
{"title":"Predictors of Psychological Well-Being among Malaysian Graduates","authors":"S. Panahi, A. S. Yunus, S. Roslan, Rusnani Abdul Kadir, W. Jaafar, M. Panahi","doi":"10.15405/EJSBS.186","DOIUrl":"https://doi.org/10.15405/EJSBS.186","url":null,"abstract":"Investigations in the field of psychology have traditionally paid attention to studying mental health problems and their prevention (Kaplan, Shema, & Leite, 2008; Kokko, Korkalainen, Lyyra, & Feldt, 2012). However, a lack of psychological problems is not necessarily an indicator of the psychological well-being of individuals. Therefore, this study is an attempt to investigate the extent to which the components of cognitive emotion regulation, social support, and physical activity influence the psychological well-being of graduate students in a Malaysian university (University Putra Malaysia). A total of 534 graduate students were selected from this university and the sample size was determined by proportional sampling. Data was analyzed using the Structural Equation Model. The findings of the study revealed that the psychological well-being of Malaysian graduate students was significantly influenced by planning, catastrophyzing, significant others' support, reappraisal, other-blame, self-blame, friend support, putting into perspective, acceptance, and walking. Among these, it appeared that planning was the main strategy that influenced the psychological well-being of the Malaysian graduate students in this study.","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131461352","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}
1. PrologueThis article presents a new educational design for the subject drama pedagogy in light of the paradigm shift in contemporary theatre towards a postdramatic theatre (Lehmann, 2006). Going out from a historical perspective a basic concept of aesthetic doubling based on dramatic fiction is successively identified as constitutive of the classic subject drama pedagogy. The historical exposition is followed by a brief introduction to the postdramatic theatre by means of the concepts postdrama, theatReality and f(r)iction, which is seen as a hybridization of the classic notion of fiction. Recent examples of postdramatic theatre performances are given, and the outlines of a new educational design for drama and theatre pedagogy inspired by this form of theatre is demonstrated by explanation and examples from educational practice at the Master's Programme of Theatre Pedagogy at Metropolitan University College Copenhagen. Finally it is argued with additional reference to Lawrence Grossberg's (1992) forms of authentic inauthenticity that drama and theatre pedagogy must turn postdramatic in its curricular basis in order to stay relevant for future generations of young people and other target groups.The discipline drama pedagogy, inspired by the reform pedagogical movement in the first half of the 20th century has been a constant battlefield for conflicting views on play, aesthetics, culture and the art form of the dramatic theatre. Thus Brian Way (1967) and others partly inspired by, partly in opposition to creative dramatics (Ward, 1930) rejected a theatre oriented drama pedagogy. Instead of pursuing artistic mastery, child drama (Slade, 1973) should aim at the development of the whole person: creativity, self-confidence, social skills and a natural sense of aesthetic form through dramatic play. Half a decade later the scene had changed. David Hornbrook was relentless in his critique of the fact that drama finds "its way unto the curriculum less like a subject than a way of promoting social and mental health." (Hornbrook, 1998, p. 10) For Hornbrook drama is about"cultural induction. We share our knowledge and understanding with students so that they can develop a critical framework within which they can enjoy plays; we share our skills - as directors, actors, designers, playwrights - so that they can practice the art of drama for themselves." (Hornbrook, 1998, p. 14)Today the scene is changing again. A variety of forms of postdramatic theatre are gaining momentum - even in mainstream theatre productions - based on non-dramatic 'states', non-acting, hybridizised fictions, genres and textscapes, mediation and reorientation of audience-performer relations, de-hierarchization of theatrical means and functions and new, often nomadic and collective production forms (Lehmann, 2006). Such theatrical forms are, measured against the standards of the dramatic theatre, something else than merely 'more-of-the-same-just-different'. They transform the notion of
{"title":"The postdramatic turn: Recasting the dramatic curriculum","authors":"Jan Mikael Alstrup Fogt, Charlotte Fogh","doi":"10.15405/EJSBS.173","DOIUrl":"https://doi.org/10.15405/EJSBS.173","url":null,"abstract":"1. PrologueThis article presents a new educational design for the subject drama pedagogy in light of the paradigm shift in contemporary theatre towards a postdramatic theatre (Lehmann, 2006). Going out from a historical perspective a basic concept of aesthetic doubling based on dramatic fiction is successively identified as constitutive of the classic subject drama pedagogy. The historical exposition is followed by a brief introduction to the postdramatic theatre by means of the concepts postdrama, theatReality and f(r)iction, which is seen as a hybridization of the classic notion of fiction. Recent examples of postdramatic theatre performances are given, and the outlines of a new educational design for drama and theatre pedagogy inspired by this form of theatre is demonstrated by explanation and examples from educational practice at the Master's Programme of Theatre Pedagogy at Metropolitan University College Copenhagen. Finally it is argued with additional reference to Lawrence Grossberg's (1992) forms of authentic inauthenticity that drama and theatre pedagogy must turn postdramatic in its curricular basis in order to stay relevant for future generations of young people and other target groups.The discipline drama pedagogy, inspired by the reform pedagogical movement in the first half of the 20th century has been a constant battlefield for conflicting views on play, aesthetics, culture and the art form of the dramatic theatre. Thus Brian Way (1967) and others partly inspired by, partly in opposition to creative dramatics (Ward, 1930) rejected a theatre oriented drama pedagogy. Instead of pursuing artistic mastery, child drama (Slade, 1973) should aim at the development of the whole person: creativity, self-confidence, social skills and a natural sense of aesthetic form through dramatic play. Half a decade later the scene had changed. David Hornbrook was relentless in his critique of the fact that drama finds \"its way unto the curriculum less like a subject than a way of promoting social and mental health.\" (Hornbrook, 1998, p. 10) For Hornbrook drama is about\"cultural induction. We share our knowledge and understanding with students so that they can develop a critical framework within which they can enjoy plays; we share our skills - as directors, actors, designers, playwrights - so that they can practice the art of drama for themselves.\" (Hornbrook, 1998, p. 14)Today the scene is changing again. A variety of forms of postdramatic theatre are gaining momentum - even in mainstream theatre productions - based on non-dramatic 'states', non-acting, hybridizised fictions, genres and textscapes, mediation and reorientation of audience-performer relations, de-hierarchization of theatrical means and functions and new, often nomadic and collective production forms (Lehmann, 2006). Such theatrical forms are, measured against the standards of the dramatic theatre, something else than merely 'more-of-the-same-just-different'. They transform the notion of ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133638604","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}
1. IntroductionDevelopment of students' agency has been one of the central themes in educational research. In traditional schooling contradictions between students' agency and teacher's need to control have seemed to be unsolvable as the teacher needs to give up control in the classroom, otherwise students can't develop active agency. (McNeil, 1986; Jackson, 1990; Rainio, 2008). Because agency is relational and reciprocal, students need to be treated as active subjects in order to broaden their agency. This demands widening the students' position, giving ownership of practice to the students and adjustment of the teacher's role (Edwards, 2005; Rainio 2008; Kumpulainen, Krokfors, Lipponen, Tissari, Hilppo & Rajala, 2010).Agency has been defined various ways, depending on the theoretical frame through which it has been investigated. Agency is a central concept in the sociocultural theory of learning based on Vygotski (1978). Agency is defined i.e. as a will to act, to experience and to exist (Emirbayer & Mische, 1998). It means an individual's or a group's feeling that we are doing things, which make a difference, that things do not just happen to us. Agency is often associated with creativity, questioning and opposing matters considered as self-evident and looking for unconventional ways of action. (Kumpulainen et al., 2010.)Agency is a complex and contradictory process of interaction with material resources, social institutions and the collective efforts of individuals (Rainio, 2010, 60). Therefore in order to capture this process it is important to analyse agency related both to the individual and to the collective activity the individuals are part of (Rainio 2010, 60; Edwards & Mackenzie, 2008).Ownership is a core concept of student-centred learning. The concept of ownership illustrates, how the experiences of learning become personally meaningful. Ownership evolves in questions of autonomy: who owns learning (Rainer & Matthews, 2002). Personal investment, engagement, responsibility, and empowerment constitute criteria of the presence of ownership in individual students or an entire class when working with drama (Swick, 1999).Anna Pauliina Rainio (2010) conducted an ethnographic research project of student agency in play-world activity in early education settings and developed methodological framework based on sociocultural theory for video-based narrative interaction analysis for studying student agency. This frame and classification of student agency (Rainio, 2008, 2010) is applied in this research. The research (Rainio, 2008, 2010) indicate that play- and drama- based pedagogies offer great potential for developing educational spaces that help teachers and children dealing with contradictory requirements of schooling. However the engaging in the unconventional activity of play-world and enacting student agency was very challenging. (Rainio, 2010.)The object of this study is to apply and assess Rainio's (2008, 2010) classification of student
{"title":"Evaluating students' agency and development of ownership in a collaborative playmaking project","authors":"Anna Lehtonen","doi":"10.15405/EJSBS.171","DOIUrl":"https://doi.org/10.15405/EJSBS.171","url":null,"abstract":"1. IntroductionDevelopment of students' agency has been one of the central themes in educational research. In traditional schooling contradictions between students' agency and teacher's need to control have seemed to be unsolvable as the teacher needs to give up control in the classroom, otherwise students can't develop active agency. (McNeil, 1986; Jackson, 1990; Rainio, 2008). Because agency is relational and reciprocal, students need to be treated as active subjects in order to broaden their agency. This demands widening the students' position, giving ownership of practice to the students and adjustment of the teacher's role (Edwards, 2005; Rainio 2008; Kumpulainen, Krokfors, Lipponen, Tissari, Hilppo & Rajala, 2010).Agency has been defined various ways, depending on the theoretical frame through which it has been investigated. Agency is a central concept in the sociocultural theory of learning based on Vygotski (1978). Agency is defined i.e. as a will to act, to experience and to exist (Emirbayer & Mische, 1998). It means an individual's or a group's feeling that we are doing things, which make a difference, that things do not just happen to us. Agency is often associated with creativity, questioning and opposing matters considered as self-evident and looking for unconventional ways of action. (Kumpulainen et al., 2010.)Agency is a complex and contradictory process of interaction with material resources, social institutions and the collective efforts of individuals (Rainio, 2010, 60). Therefore in order to capture this process it is important to analyse agency related both to the individual and to the collective activity the individuals are part of (Rainio 2010, 60; Edwards & Mackenzie, 2008).Ownership is a core concept of student-centred learning. The concept of ownership illustrates, how the experiences of learning become personally meaningful. Ownership evolves in questions of autonomy: who owns learning (Rainer & Matthews, 2002). Personal investment, engagement, responsibility, and empowerment constitute criteria of the presence of ownership in individual students or an entire class when working with drama (Swick, 1999).Anna Pauliina Rainio (2010) conducted an ethnographic research project of student agency in play-world activity in early education settings and developed methodological framework based on sociocultural theory for video-based narrative interaction analysis for studying student agency. This frame and classification of student agency (Rainio, 2008, 2010) is applied in this research. The research (Rainio, 2008, 2010) indicate that play- and drama- based pedagogies offer great potential for developing educational spaces that help teachers and children dealing with contradictory requirements of schooling. However the engaging in the unconventional activity of play-world and enacting student agency was very challenging. (Rainio, 2010.)The object of this study is to apply and assess Rainio's (2008, 2010) classification of student ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133203998","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}
1. Understanding fictionThe purpose of this research is twofold. Firstly I aim to show that my philosophical theory on understanding fiction (Nyberg 2015) has practical implications. Secondly I am searching a method for educational purposes that takes into account all learners. My personal experiences on special education and the theory on fiction I develop have produced an idea that drama educational practices have the right elements for being such a method. By the aid of philosophical analysis and empirical research on Autism Spectrum Disored (ASD) I argue that this is the case. Thus in short, my goal is to show that using fiction in drama education is a method which helps in developing metacognitive skills in a way that takes into account all learners.Fictional discourse raises philosophical problems because of names like 'Sherlock Holmes' which have no real life referent. Some of the names like 'London' in Sherlock Holmes stories have real life referents and thus the text consists in constant interplay with fiction and reality. In reading fiction it is thus useful to distinguish between different contexts. For example some of the things said in a science fiction are scientifically accurate. This means the need of metarepresentation and metacognitive skills. By metarepresentation I mean second-order presentation of first order cognitive contents (Proust 2007). Using fiction, truth and drama education, offer large scale of simultaneous tasks with multiple degrees of difficulty. This practice helps in promoting inclusive values in social contexts like classrooms. In social contexts the challenge is to create such a learning environment that helps all the students feel more included while the individual learning processes are still at focus. From the point of view of special education this means taking into account individual differences and possible disabilities in learning. Inclusive practices give better learning possibilities for all students no matter what the level of their performance is. It is worth noting that the central ideas presented in this paper are applicable despite the controversiality of the philosophical ideas of my theory. As an example of different abilities in learning I use studies on autism spectrum disorder (ASD). Although some of the results of those studies support my theory I want to emphasize that the point is in different cognitive starting points of learners not in deficits. The goal is in developing such pedagogical practices that gives good learning possibilities for all.1.1. InclusionMy experiences on special education and teaching pupils with special needs support the idea that educational practices should be inclusive. However the notion of inclusion is problematic since it seems to be impossible to give its universal definition. There is no mutual understanding of the use and meaning of the word inclusion. For the present purposes it is illuminating to refer Ainscow's (2010) view that inclusion is about organ
{"title":"Fiction in Drama Education Offers Learning Opportunities for All - Philosophical Perspectives in Drama Education","authors":"Crister Nyberg","doi":"10.15405/EJSBS.174","DOIUrl":"https://doi.org/10.15405/EJSBS.174","url":null,"abstract":"1. Understanding fictionThe purpose of this research is twofold. Firstly I aim to show that my philosophical theory on understanding fiction (Nyberg 2015) has practical implications. Secondly I am searching a method for educational purposes that takes into account all learners. My personal experiences on special education and the theory on fiction I develop have produced an idea that drama educational practices have the right elements for being such a method. By the aid of philosophical analysis and empirical research on Autism Spectrum Disored (ASD) I argue that this is the case. Thus in short, my goal is to show that using fiction in drama education is a method which helps in developing metacognitive skills in a way that takes into account all learners.Fictional discourse raises philosophical problems because of names like 'Sherlock Holmes' which have no real life referent. Some of the names like 'London' in Sherlock Holmes stories have real life referents and thus the text consists in constant interplay with fiction and reality. In reading fiction it is thus useful to distinguish between different contexts. For example some of the things said in a science fiction are scientifically accurate. This means the need of metarepresentation and metacognitive skills. By metarepresentation I mean second-order presentation of first order cognitive contents (Proust 2007). Using fiction, truth and drama education, offer large scale of simultaneous tasks with multiple degrees of difficulty. This practice helps in promoting inclusive values in social contexts like classrooms. In social contexts the challenge is to create such a learning environment that helps all the students feel more included while the individual learning processes are still at focus. From the point of view of special education this means taking into account individual differences and possible disabilities in learning. Inclusive practices give better learning possibilities for all students no matter what the level of their performance is. It is worth noting that the central ideas presented in this paper are applicable despite the controversiality of the philosophical ideas of my theory. As an example of different abilities in learning I use studies on autism spectrum disorder (ASD). Although some of the results of those studies support my theory I want to emphasize that the point is in different cognitive starting points of learners not in deficits. The goal is in developing such pedagogical practices that gives good learning possibilities for all.1.1. InclusionMy experiences on special education and teaching pupils with special needs support the idea that educational practices should be inclusive. However the notion of inclusion is problematic since it seems to be impossible to give its universal definition. There is no mutual understanding of the use and meaning of the word inclusion. For the present purposes it is illuminating to refer Ainscow's (2010) view that inclusion is about organ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115072521","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}
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