The online learning environment has challenged the educational relationships over the last years. The medical safety has hidden us behind some monitors, devices or platforms that allowed us to continue our studies and our professional activities. From faces with or without associated names, we turned into names that accompany empty icons on the wall. Most often, we had to keep our cameras off. When we turned them on and shared our faces with the audience, we offered and received feedback much easier. The feedback has an important role in any human communication. More than that, in the educational field, the feedback contributes to the adjustments of the teaching – learning – evaluating process. On the positive side, the teacher gives feedback in order to reinforce the appropriate learning behaviour of the student and the student offers feedback to ensure the proper adjustment of the teaching behaviour. The pattern of giving and receiving feedback is simple and visible in all face-to-face communication that develops an educational activity. What happens in the online mediated education? What happens when faces see no faces? Our study investigates the feedback from the perspective of the online mediated educational relationships. Thus, we analyzed the responses of the students to some seminar tasks regarding the use of educational platforms and the role of feedback in the learning process. The target population consisted in 135 students enrolled in the certification program for teaching career. Our findings show that feedback as reinforcement communicative behaviour upgrades the politeness strategy and feedback as a pedagogical principle helps to replace the missing face-to-face interaction in online mediated learning.
{"title":"From Pedagogy to Politeness: Aspects Regarding Feedback in Online Learning Context","authors":"A. Turculeț","doi":"10.18662/wlc2021/69","DOIUrl":"https://doi.org/10.18662/wlc2021/69","url":null,"abstract":"The online learning environment has challenged the educational relationships over the last years. The medical safety has hidden us behind some monitors, devices or platforms that allowed us to continue our studies and our professional activities. From faces with or without associated names, we turned into names that accompany empty icons on the wall. Most often, we had to keep our cameras off. When we turned them on and shared our faces with the audience, we offered and received feedback much easier. The feedback has an important role in any human communication. More than that, in the educational field, the feedback contributes to the adjustments of the teaching – learning – evaluating process. On the positive side, the teacher gives feedback in order to reinforce the appropriate learning behaviour of the student and the student offers feedback to ensure the proper adjustment of the teaching behaviour. The pattern of giving and receiving feedback is simple and visible in all face-to-face communication that develops an educational activity. What happens in the online mediated education? What happens when faces see no faces? Our study investigates the feedback from the perspective of the online mediated educational relationships. Thus, we analyzed the responses of the students to some seminar tasks regarding the use of educational platforms and the role of feedback in the learning process. The target population consisted in 135 students enrolled in the certification program for teaching career. Our findings show that feedback as reinforcement communicative behaviour upgrades the politeness strategy and feedback as a pedagogical principle helps to replace the missing face-to-face interaction in online mediated learning.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124221361","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}
This narrative describes an initiative of the National Service Scheme team at Andhra Loyola Institute of Engineering and Technology. It highlights initiatives to address the situation of migrant workers during the pandemic lockdown in the southern state of Andhra Pradesh in India. In the Krishna District of Andhra Pradesh, migrant laborers were forced to walk home, sometimes hundreds, even thousands of kilometers, to reunite with their families. It was hard to ignore these images, especially those who carried the elderly on their shoulders, and small children slumped over rolling suitcases. Most used any means of transport they found, even bicycles. Some succumbed to accidents and exposure to heat. In the midst of the lockdown, the NSS team quickly came together and planned an outreach/relief camp for migrants in Krishna District. It was chosen since many villagers were migrants and the lockdown had affected in multiple ways. The relief camp took place in the month of April, a time when temperatures soar in southern India. The students and the faculty members joined hands to reach out to the Migrants in the most despairing moments. The students commented that they saw their education from a different perspective, one that integrated curriculum and good citizenship for marginalized persons. One of the ways of infusing relevance into education is to embed it within meaningful service learning. This paper is an attempt to exhibit the Initiative and Responses to the Migrant workers during the Lockdown.
{"title":"Initiatives and Responses to Migrant Workers during the Lockdown","authors":"Candy Cunha, F. Xavier","doi":"10.18662/wlc2021/16","DOIUrl":"https://doi.org/10.18662/wlc2021/16","url":null,"abstract":"This narrative describes an initiative of the National Service Scheme team at Andhra Loyola Institute of Engineering and Technology. It highlights initiatives to address the situation of migrant workers during the pandemic lockdown in the southern state of Andhra Pradesh in India. In the Krishna District of Andhra Pradesh, migrant laborers were forced to walk home, sometimes hundreds, even thousands of kilometers, to reunite with their families. It was hard to ignore these images, especially those who carried the elderly on their shoulders, and small children slumped over rolling suitcases. Most used any means of transport they found, even bicycles. Some succumbed to accidents and exposure to heat. In the midst of the lockdown, the NSS team quickly came together and planned an outreach/relief camp for migrants in Krishna District. It was chosen since many villagers were migrants and the lockdown had affected in multiple ways. The relief camp took place in the month of April, a time when temperatures soar in southern India. The students and the faculty members joined hands to reach out to the Migrants in the most despairing moments. The students commented that they saw their education from a different perspective, one that integrated curriculum and good citizenship for marginalized persons. One of the ways of infusing relevance into education is to embed it within meaningful service learning. This paper is an attempt to exhibit the Initiative and Responses to the Migrant workers during the Lockdown.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114315586","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}
The travel industry and tourism can rightly be considered the most affected branches of the global economy in the COVID-19 era, the tourism market registering the sharpest post-war decline with significant disruptions to the supply-demand ratio. An analysis of the tourist offers promoted by two of the most prolific tour operators in Romania states a strategic endurance approach based on psychological prices easily predictable, but focused on regaining a large segment of Romanian tourists who before 2020 practiced outgoing tourism . Turkey and Egypt are considered the destinations of the pandemic moment, the most appreciated in a state of continuous uncertainty, insecurity and reluctance to travel. During the years 2019-2020, the price offers of the Romanian tour operators did not register major changes, even if the outgoing tourist packages experienced, in full pandemic, conjunctural oscillations with reasonable decreases of prices followed, in some places, by price increases meant to suggest an intensification of tourist consumption with the lifting of the lockdown in various countries and the announcement of the first measures of social relaxation. The measures regarding the vaccination and the immunization of the population determined the Romanian tourists to react positively to the inner, urgent desire to travel regardless of the effects of the COVID-19 pandemic and the temporary restrictions determined by it.
{"title":"The Dissonance Tourist Demand Prices. The Evolution of Romanian Tourist Packages to Turkey and Egypt Destination, During the COVID-19 Pandemic","authors":"Corina Mădălina Pintilei, P. Stanciu","doi":"10.18662/wlc2021/57","DOIUrl":"https://doi.org/10.18662/wlc2021/57","url":null,"abstract":"The travel industry and tourism can rightly be considered the most affected branches of the global economy in the COVID-19 era, the tourism market registering the sharpest post-war decline with significant disruptions to the supply-demand ratio. An analysis of the tourist offers promoted by two of the most prolific tour operators in Romania states a strategic endurance approach based on psychological prices easily predictable, but focused on regaining a large segment of Romanian tourists who before 2020 practiced outgoing tourism . Turkey and Egypt are considered the destinations of the pandemic moment, the most appreciated in a state of continuous uncertainty, insecurity and reluctance to travel. During the years 2019-2020, the price offers of the Romanian tour operators did not register major changes, even if the outgoing tourist packages experienced, in full pandemic, conjunctural oscillations with reasonable decreases of prices followed, in some places, by price increases meant to suggest an intensification of tourist consumption with the lifting of the lockdown in various countries and the announcement of the first measures of social relaxation. The measures regarding the vaccination and the immunization of the population determined the Romanian tourists to react positively to the inner, urgent desire to travel regardless of the effects of the COVID-19 pandemic and the temporary restrictions determined by it.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117321511","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}
Globally, post-event funding needs are growing, while the material and human damage caused by extreme events is constantly growing. The 2015 United Nations (UN) Global Assessment Report on Disaster Risk Reduction estimated that worldwide, these extreme events cause losses of approximately $ 250-300 billion annually. Although there are now various post-event financing options (insurance, grants, loans, donations, etc.) for the population, companies or public institutions, these instruments are often not sufficient for post-event recovery and reconstruction, so many challenges remain for post-event recovery. Thus, there is often a gap between the financing needs of companies or the population and the existing financing instruments, most often the amounts needed for financing being higher than the amounts that are available through the various existing financing mechanisms. In this article we addressed the topic of post-event funding sources such as donations and highlighted that these, although they are one of the cheapest sources of funding, the support of post-event donors is often uncertain. Also, in the elaboration of this paper I used qualitative and quantitative research based on the use of methods such as Spearman correlation indicator, data processing and analysis, documenting reports, studying reference works and other studies.
{"title":"The Role of Donations in Financing Extreme Risk Events","authors":"Ionela Daniela Găitan-Botezatu","doi":"10.18662/wlc2021/23","DOIUrl":"https://doi.org/10.18662/wlc2021/23","url":null,"abstract":"Globally, post-event funding needs are growing, while the material and human damage caused by extreme events is constantly growing. The 2015 United Nations (UN) Global Assessment Report on Disaster Risk Reduction estimated that worldwide, these extreme events cause losses of approximately $ 250-300 billion annually. Although there are now various post-event financing options (insurance, grants, loans, donations, etc.) for the population, companies or public institutions, these instruments are often not sufficient for post-event recovery and reconstruction, so many challenges remain for post-event recovery. Thus, there is often a gap between the financing needs of companies or the population and the existing financing instruments, most often the amounts needed for financing being higher than the amounts that are available through the various existing financing mechanisms. In this article we addressed the topic of post-event funding sources such as donations and highlighted that these, although they are one of the cheapest sources of funding, the support of post-event donors is often uncertain. Also, in the elaboration of this paper I used qualitative and quantitative research based on the use of methods such as Spearman correlation indicator, data processing and analysis, documenting reports, studying reference works and other studies.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114199624","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}
People try to control and dominate their environment or are dominated by it. This is related to how they try to handle their existence. Personal, individual life is very important in cultures where self-control is common. People are convinced that they can control nature by imposing their will. In cultures characterized by outer control, nature is considered much stronger than the individual. People see themselves as part of nature and want to live in harmony with nature. People believe that they cannot determine their own destiny, as it is influenced by external circumstances.
{"title":"Internal Direction versus Outer Direction in Romanian and German Advertising","authors":"Patrick Lavrits","doi":"10.18662/wlc2021/34","DOIUrl":"https://doi.org/10.18662/wlc2021/34","url":null,"abstract":"People try to control and dominate their environment or are dominated by it. This is related to how they try to handle their existence. Personal, individual life is very important in cultures where self-control is common. People are convinced that they can control nature by imposing their will. In cultures characterized by outer control, nature is considered much stronger than the individual. People see themselves as part of nature and want to live in harmony with nature. People believe that they cannot determine their own destiny, as it is influenced by external circumstances.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"83 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131647629","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}
We investigate in this work the relationship between the perceived demands of the teaching profession and the general sense of teachers’ self-efficacy in on-site and online teaching contexts. We present the results of a study with N= 127 Romanian teachers, with ages ranged from 19 to 55, with a mean age of 39,26 years, SD = 9,20 (123 females, 4 males; 73 from urban area, 54 from rural area). Our results show that the self-efficacy of teachers is lower in online professional activities, compared to the self-efficacy of teachers perceived in the on-site professional activities. In the case of the online teaching environment the teachers with high scores on teachers’ self-efficacy tends to consider as being more challenging when dealing with different levels of children's development, working with children with learning disabilities, who have a small number of attendances, who do not follow the received instructions and with children who need more time and energy compared to other children. We discuss implications of our results for policies and strategies to enhance the quality of teaching practices.
{"title":"The Classroom Demands and Teacher Self-Efficacy in On-Site and Online Teaching","authors":"D. Duca, M. Schipor","doi":"10.18662/wlc2021/20","DOIUrl":"https://doi.org/10.18662/wlc2021/20","url":null,"abstract":"We investigate in this work the relationship between the perceived demands of the teaching profession and the general sense of teachers’ self-efficacy in on-site and online teaching contexts. We present the results of a study with N= 127 Romanian teachers, with ages ranged from 19 to 55, with a mean age of 39,26 years, SD = 9,20 (123 females, 4 males; 73 from urban area, 54 from rural area). Our results show that the self-efficacy of teachers is lower in online professional activities, compared to the self-efficacy of teachers perceived in the on-site professional activities. In the case of the online teaching environment the teachers with high scores on teachers’ self-efficacy tends to consider as being more challenging when dealing with different levels of children's development, working with children with learning disabilities, who have a small number of attendances, who do not follow the received instructions and with children who need more time and energy compared to other children. We discuss implications of our results for policies and strategies to enhance the quality of teaching practices.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123068504","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}
Ontological well-being adopts a holistic perspective on well-being similar to the narrative psychology when analyzing life histories by referring to past, present, and future aspects of one's life. Relatedly, the self-memory view proposes that life events are self-evaluated. Based on the narrative psychology and self-memory approach, affective life events and emotions are processed in the memory and play a role in structuring self-perceptions and psychological well-being. Therefore, turbulent external conditions such as the pandemic, uncertain environments and socio-economic challenges may lead to traumatic experiences for individuals. Being exposed to traumatic events and experiencing post-traumatic stress harms mental health, well-being, and work performance. This study aims to examine the relationship between traumatic life experiences and ontological well-being within the period of COVID 19 pandemic. It is intended to reveal the impact of traumatic experiences on ontological well-being of individuals in work life. A cross-sectional study was utilized throughout an online survey with the participation of 270 employees working in various private organizations. Following the statistical analyses, the findings were evaluated and both conceptual and practical discussions were provided.
{"title":"The Traumatic Life Experiences and Ontological Well-Being: Insights from Narrative Psychology and Self-Memory Theory","authors":"Seçil Bülbül, Serin Işiaçik","doi":"10.18662/wlc2021/11","DOIUrl":"https://doi.org/10.18662/wlc2021/11","url":null,"abstract":"Ontological well-being adopts a holistic perspective on well-being similar to the narrative psychology when analyzing life histories by referring to past, present, and future aspects of one's life. Relatedly, the self-memory view proposes that life events are self-evaluated. Based on the narrative psychology and self-memory approach, affective life events and emotions are processed in the memory and play a role in structuring self-perceptions and psychological well-being. Therefore, turbulent external conditions such as the pandemic, uncertain environments and socio-economic challenges may lead to traumatic experiences for individuals. Being exposed to traumatic events and experiencing post-traumatic stress harms mental health, well-being, and work performance. This study aims to examine the relationship between traumatic life experiences and ontological well-being within the period of COVID 19 pandemic. It is intended to reveal the impact of traumatic experiences on ontological well-being of individuals in work life. A cross-sectional study was utilized throughout an online survey with the participation of 270 employees working in various private organizations. Following the statistical analyses, the findings were evaluated and both conceptual and practical discussions were provided.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125555326","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}
The socio-educational inclusion of children with special educational needs is an insufficiently explored topic in Romania, despite the fact that we are part of many international organizations that support human rights and an increasing number of nationally ratified conventions. This paper aims to capture the perception and attitude of teachers on the rights and possibilities of these children to integrate into mainstream education, identifying obstacles and possible solutions. The study was conducted through an opinion poll and a focus group with the participation of teachers from mainstream education units.The main conclusions show that regular education will not be able to integrate children with special educational needs, in the absence of differentiated teaching/ learning, programs and assessments tailored to the specifics of each child, a thorough training of teachers and support of specialized staff, parents and community.
{"title":"Perspectives on Socio-Educational Inclusion of Children with Special Educational Needs","authors":"Romana Oneț","doi":"10.18662/wlc2021/54","DOIUrl":"https://doi.org/10.18662/wlc2021/54","url":null,"abstract":"The socio-educational inclusion of children with special educational needs is an insufficiently explored topic in Romania, despite the fact that we are part of many international organizations that support human rights and an increasing number of nationally ratified conventions. This paper aims to capture the perception and attitude of teachers on the rights and possibilities of these children to integrate into mainstream education, identifying obstacles and possible solutions. The study was conducted through an opinion poll and a focus group with the participation of teachers from mainstream education units.The main conclusions show that regular education will not be able to integrate children with special educational needs, in the absence of differentiated teaching/ learning, programs and assessments tailored to the specifics of each child, a thorough training of teachers and support of specialized staff, parents and community.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131122951","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}
This article examines the concerns of all national education systems in Europe regarding exchanges of information, ideas and collaborations since the beginning of the configuration of the European Community in the 1960s. The idea of working together member states for a better future for the younger generation was found both in the documents of the Conferences of Heads of State on Education and in the consultations of education experts. This was pointed out by education ministers, such as Edgar Faure or Olivier Guichard, in France, who made strong arguments, demonstrating responsibility for action for future generations. Although the beginning was difficult, in the 1960s the documents referred to the education of the children of migrant workers, the importance of learning modern languages, the recognition of diplomas. In the 1980s, meetings at the level of education ministers highlighted a deepening and strengthening of cooperation to adapt language teaching models, expand the study of European history and European institutions in secondary education increasing access to education for children with special needs, setting up school spaces for language learning, but especially the creation of a European Centre for Education.
{"title":"Challenges and Achievements of European Education Ministers on Information Exchange and Collaboration within the European Economic Community between 60s and 80s","authors":"C. I. Gila","doi":"10.18662/wlc2021/25","DOIUrl":"https://doi.org/10.18662/wlc2021/25","url":null,"abstract":"This article examines the concerns of all national education systems in Europe regarding exchanges of information, ideas and collaborations since the beginning of the configuration of the European Community in the 1960s. The idea of working together member states for a better future for the younger generation was found both in the documents of the Conferences of Heads of State on Education and in the consultations of education experts. This was pointed out by education ministers, such as Edgar Faure or Olivier Guichard, in France, who made strong arguments, demonstrating responsibility for action for future generations. Although the beginning was difficult, in the 1960s the documents referred to the education of the children of migrant workers, the importance of learning modern languages, the recognition of diplomas. In the 1980s, meetings at the level of education ministers highlighted a deepening and strengthening of cooperation to adapt language teaching models, expand the study of European history and European institutions in secondary education increasing access to education for children with special needs, setting up school spaces for language learning, but especially the creation of a European Centre for Education.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126944263","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}
Although we have the impression that we understand the urban texture in which we live, the city still holds surprises in the way it communicates everyday aspects, situations, and cultural history.The experience of the urban explorer, that flâneur/stroller mentioned by Guy Debord (1955) and the Situationist school, was until recently only a literary experience. The emotion of discovering the unusual in the urban daily life was communicated only in the form of textual narratives (Sinclair, 1997). Recently the psychogeographical approach to the city has become again a topic of interest. Although contemporary design transposed the behavioral codes of urban life into signs, it did not propose emoticons for the phenomenological experience of one who experiences the city. The original purpose of this paper is to translate the phenomenological experience of the urban explorer into infographics (which translates complex concepts into signs with condensed meaning) and to quantify and communicate emotionally and visually, the experience of the "invisible" [out of sight] cultural details to the hurried passerby. This paper will discuss the phenomenological (psychogeographical) experience of the city transferred into visual signs will be presented. The authors insist on the communicative value of infographics in making visible the hidden beauty of the city, the historical and esthetical details that are not seen by the passersby on the street, proposing a new urban visual language accompanied by visual design theory and cultural history explanations.
{"title":"Signs and Emotions as the Experience of the Urban Explorer","authors":"Mihaela Moţăianu, Cornelia Moțăianu","doi":"10.18662/wlc2021/48","DOIUrl":"https://doi.org/10.18662/wlc2021/48","url":null,"abstract":"Although we have the impression that we understand the urban texture in which we live, the city still holds surprises in the way it communicates everyday aspects, situations, and cultural history.The experience of the urban explorer, that flâneur/stroller mentioned by Guy Debord (1955) and the Situationist school, was until recently only a literary experience. The emotion of discovering the unusual in the urban daily life was communicated only in the form of textual narratives (Sinclair, 1997). Recently the psychogeographical approach to the city has become again a topic of interest. Although contemporary design transposed the behavioral codes of urban life into signs, it did not propose emoticons for the phenomenological experience of one who experiences the city. The original purpose of this paper is to translate the phenomenological experience of the urban explorer into infographics (which translates complex concepts into signs with condensed meaning) and to quantify and communicate emotionally and visually, the experience of the \"invisible\" [out of sight] cultural details to the hurried passerby. This paper will discuss the phenomenological (psychogeographical) experience of the city transferred into visual signs will be presented. The authors insist on the communicative value of infographics in making visible the hidden beauty of the city, the historical and esthetical details that are not seen by the passersby on the street, proposing a new urban visual language accompanied by visual design theory and cultural history explanations.","PeriodicalId":297056,"journal":{"name":"World Lumen Congress 2021","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125453468","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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