Abstract This study aims to describe the role of Siauw Giok Tjhan and Abdurrahman Wahid in mainstreaming the discourse of ethnic Chinese citizenship into an integral part of the Indonesian nation. This study uses historical research methods. The results showed that Siauw Giok Tjhan through Baperki (Indonesian Citizenship Consultative Body) an organization founded in 1954 had helped ethnic Chinese from discriminatory policies in order to obtain Indonesian citizen status (WNI). Siauw Giok Tjhan suggested that the ethnic Chinese should carry out a proper integration into the Indonesian nation-society. Through the concept of fair integration, Siauw Giok Tjhan tries to instill awareness in the ethnic Chinese about their Indonesian identity and nation building. However, the political changes after the G30S 1965 have become a setback for the ethnic Chinese to integrate. When Abdurrahman Wahid was president, various policies were carried out to assist ethnic Chinese in the integration process and eliminate discriminatory policies. The strengthening of identity politics today is also due to the absence of these two national figures.
{"title":"Siauw Giok Tjhan and Abdurrahman Wahid: History of Chinese Citizenship in Indonesia","authors":"Asyrul Fikri, Anju Nofarof Hasudungan","doi":"10.2478/jesm-2022-0011","DOIUrl":"https://doi.org/10.2478/jesm-2022-0011","url":null,"abstract":"Abstract This study aims to describe the role of Siauw Giok Tjhan and Abdurrahman Wahid in mainstreaming the discourse of ethnic Chinese citizenship into an integral part of the Indonesian nation. This study uses historical research methods. The results showed that Siauw Giok Tjhan through Baperki (Indonesian Citizenship Consultative Body) an organization founded in 1954 had helped ethnic Chinese from discriminatory policies in order to obtain Indonesian citizen status (WNI). Siauw Giok Tjhan suggested that the ethnic Chinese should carry out a proper integration into the Indonesian nation-society. Through the concept of fair integration, Siauw Giok Tjhan tries to instill awareness in the ethnic Chinese about their Indonesian identity and nation building. However, the political changes after the G30S 1965 have become a setback for the ethnic Chinese to integrate. When Abdurrahman Wahid was president, various policies were carried out to assist ethnic Chinese in the integration process and eliminate discriminatory policies. The strengthening of identity politics today is also due to the absence of these two national figures.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125655053","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}
Abstract The accelerated advancement of the technological revolution in the new digital world forces teachers to adapt and renovate their teaching practice by using information and communication technologies in the usual way so that this innovation improves the quality of the teaching and learning for skills development through the effective use of these technologies. Thus, teachers face many challenges when trying to integrate technology into their classrooms. Teachers from the Mont-Amba Educational Province, for example, are not spared from the many obstacles they face to use technologies in teaching and learning. It is within this framework that this research has set itself the main objective of investigating the challenges of using ICT in teaching and learning in order to propose solutions to improve the practices of teaching and learning in elementary schools in the educational province of Mont-Amba. The research used a descriptive statistical analysis based on a mixed approach, and a conceptual framework was developed to guide the research. The sample of the target population is composed of 80 Teachers and 5 Head Teachers; two instruments, questionnaire and interview, are used to collect data. Qualitative data were analyzed by SPSS, and qualitative data were coded and analyzed. After analyzing the data, the result reveals that teachers face several challenges, such as lack of effective training, lack of resources, lack of time, lack of technical support and leadership, lack of knowledge and skills, lack of internet, lack of electricity, technical breakdown, low government funding, and lack of an effective strategy of ICT use in teaching and learning. Originality or value: this study is very significant at two levels. First, in the scientific context, it contributes to the scientific literature on the use of ICTs in education. Secondly, it clarifies the barriers to the use of ICT in primary school teaching and learning that teachers face, and this study has developed a series of recommendations that will be presented to the government and the administrative authorities of the Congolese education sector so that it applies to meet these different challenges in the use of ICT in this educational province.
{"title":"Barriers of the Use of ICT in Teaching: Mont-Amba Educational Province Solutions","authors":"Manda Kisimba Benjamin, Mbaruku Ramazani Baudoin, Kalay Kut Jean-Pierre","doi":"10.2478/jesm-2022-0009","DOIUrl":"https://doi.org/10.2478/jesm-2022-0009","url":null,"abstract":"Abstract The accelerated advancement of the technological revolution in the new digital world forces teachers to adapt and renovate their teaching practice by using information and communication technologies in the usual way so that this innovation improves the quality of the teaching and learning for skills development through the effective use of these technologies. Thus, teachers face many challenges when trying to integrate technology into their classrooms. Teachers from the Mont-Amba Educational Province, for example, are not spared from the many obstacles they face to use technologies in teaching and learning. It is within this framework that this research has set itself the main objective of investigating the challenges of using ICT in teaching and learning in order to propose solutions to improve the practices of teaching and learning in elementary schools in the educational province of Mont-Amba. The research used a descriptive statistical analysis based on a mixed approach, and a conceptual framework was developed to guide the research. The sample of the target population is composed of 80 Teachers and 5 Head Teachers; two instruments, questionnaire and interview, are used to collect data. Qualitative data were analyzed by SPSS, and qualitative data were coded and analyzed. After analyzing the data, the result reveals that teachers face several challenges, such as lack of effective training, lack of resources, lack of time, lack of technical support and leadership, lack of knowledge and skills, lack of internet, lack of electricity, technical breakdown, low government funding, and lack of an effective strategy of ICT use in teaching and learning. Originality or value: this study is very significant at two levels. First, in the scientific context, it contributes to the scientific literature on the use of ICTs in education. Secondly, it clarifies the barriers to the use of ICT in primary school teaching and learning that teachers face, and this study has developed a series of recommendations that will be presented to the government and the administrative authorities of the Congolese education sector so that it applies to meet these different challenges in the use of ICT in this educational province.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128586164","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}
Damene Matsana, D. Negassa, Yilfashewa Seyoum, Asmerom Tekle
Abstract The purpose of this study was to investigate the Effects of Demographic Characteristics on the Facilitators’ Attitudes and Engagement in Advocacy towards the Inclusion of Adults with Disabilities in the Literacy Training Program in the Gedeo Zone, Ethiopia. To this end, the explanatory sequential design of a mixed research method was used. The study involved 224 respondents and among these 214 facilitators were selected by stratifying sampling technique to fill the questionnaire and a total of 13 principals, supervisors, adults with disabilities, and literacy training program experts were selected by purposive sampling technique for interview. Data were collected through questionnaires and interviews. The quantitative data were analyzed through SPSS version 23 and presented by Step-wise regression while the qualitative data were analyzed by word-by-word narrative analysis. The results from both quantitative and qualitative data revealed that their educational qualifications had slight effects on the facilitators’ attitudes and engagement in advocacy towards the inclusion of adults with disabilities in the literacy training program; while the other demographic characteristics had no effects. Finally, the different challenging factors within the training centers that tend to shape the facilitators’ attitudes and their engagement in advocacy differently regarding patience, tolerance, and accommodation would be researched.
摘要本研究的目的是调查人口统计学特征对促进人员在埃塞俄比亚Gedeo区的扫盲培训项目中倡导残疾成人的态度和参与程度的影响。为此，采用混合研究方法的解释序贯设计。本研究共涉及224名调查对象，采用分层抽样法从214名辅导员中抽取问卷，并采用有目的抽样法抽取校长、督导、残疾成人和识字培训项目专家共13名进行访谈。通过问卷调查和访谈收集数据。定量数据采用SPSS version 23进行分析，采用逐步回归分析，定性数据采用逐字叙事分析。定量和定性数据的结果显示，教育程度对促进员在倡导将残疾成人纳入识字培训计划方面的态度和参与程度有轻微影响;而其他人口统计学特征没有影响。最后，将研究培训中心内不同的挑战因素，这些因素往往会影响辅导员在耐心、宽容和迁就方面的态度和参与。
{"title":"Effects of Demographic Characteristics on Facilitators’ Attitude and Engagement in Advocacy towards Inclusion of Adults with Disabilities in the Literacy Training Program in Gedeo Zone, Ethiopia","authors":"Damene Matsana, D. Negassa, Yilfashewa Seyoum, Asmerom Tekle","doi":"10.2478/jesm-2022-0003","DOIUrl":"https://doi.org/10.2478/jesm-2022-0003","url":null,"abstract":"Abstract The purpose of this study was to investigate the Effects of Demographic Characteristics on the Facilitators’ Attitudes and Engagement in Advocacy towards the Inclusion of Adults with Disabilities in the Literacy Training Program in the Gedeo Zone, Ethiopia. To this end, the explanatory sequential design of a mixed research method was used. The study involved 224 respondents and among these 214 facilitators were selected by stratifying sampling technique to fill the questionnaire and a total of 13 principals, supervisors, adults with disabilities, and literacy training program experts were selected by purposive sampling technique for interview. Data were collected through questionnaires and interviews. The quantitative data were analyzed through SPSS version 23 and presented by Step-wise regression while the qualitative data were analyzed by word-by-word narrative analysis. The results from both quantitative and qualitative data revealed that their educational qualifications had slight effects on the facilitators’ attitudes and engagement in advocacy towards the inclusion of adults with disabilities in the literacy training program; while the other demographic characteristics had no effects. Finally, the different challenging factors within the training centers that tend to shape the facilitators’ attitudes and their engagement in advocacy differently regarding patience, tolerance, and accommodation would be researched.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121479190","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}
Abstract The article aims to analyze, from a theoretical point of view, the aspects related to the presence of lifelong learning in the knowledge society, as a contribution to the perfection of human personality, but also as a mean to achieve balance and performance individually, professionally and socially. The features of the society we claim from the perspective of modern times will be highlighted, characterized, as a whole, by a dynamism and an unprecedented information-technological evolution, with a difficult future to predict. In this context, man must constantly improve, be adaptable and perform, and the key to success is to invest in quality education (we refer here to any kind of educational influence), education that must - or should - overlap with throughout life. The study aims to define lifelong learning, focusing on possible conceptual confusions, to establish the features of this education, as well as possible ways to achieve, but also warnings, which could generate possible errors, with effect on proper development and personal and social satisfaction.
{"title":"Requirements of lifelong learning in the knowledge society1","authors":"B. Neculau, Gabriel Anghel","doi":"10.2478/jesm-2022-0010","DOIUrl":"https://doi.org/10.2478/jesm-2022-0010","url":null,"abstract":"Abstract The article aims to analyze, from a theoretical point of view, the aspects related to the presence of lifelong learning in the knowledge society, as a contribution to the perfection of human personality, but also as a mean to achieve balance and performance individually, professionally and socially. The features of the society we claim from the perspective of modern times will be highlighted, characterized, as a whole, by a dynamism and an unprecedented information-technological evolution, with a difficult future to predict. In this context, man must constantly improve, be adaptable and perform, and the key to success is to invest in quality education (we refer here to any kind of educational influence), education that must - or should - overlap with throughout life. The study aims to define lifelong learning, focusing on possible conceptual confusions, to establish the features of this education, as well as possible ways to achieve, but also warnings, which could generate possible errors, with effect on proper development and personal and social satisfaction.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134545198","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}
C. Vlaicu, Beatrice-Alina Dinu, Denisa-Flavia Alecu
Abstract In the pandemic context, both stress and educational communication have been altered. In this article, we will analyse the dynamics of the factors involved in didactic communication and identify the real and potential stressors for teachers teaching before pandemic; we will also assess their perceptions of the anxiety felt about online teaching and how it affects educational communication. The hypothesis of the research postulates that the stress perceived by the teachers has elevated during pandemic and the educational communication has gone through a series of changes and reorientations both at the level of the didactic strategies adopted and the regulation of anxiety factors involved (the feeling of safety, the perception of break as a stress factor instead of relaxation, the volume of tasks attributed to each teacher etc). The research variables were the pandemic context in school environment, the level of stress as perceived by the teachers and the educational communication. The research objectives were aimed at assessing the perception of teachers in rural areas vs. that of teachers in urban areas regarding the stress felt and the dynamics of educational communication; also comparing the stress felt by teachers and the dynamics of educational communication incumbents vs. substitutes, educators vs. teachers and teachers in rural areas vs. urban teachers. We expect that the results of the research would have therefore a more assumed awareness from school managers of the fact that there are many predictors of stress that should no longer be ignored and that raising teacher’s resilience both at personal level and academic one should become a priority. School managers should organize mindfulness courses and anxiety management courses for teachers.
{"title":"Educational Communication and Stress at Preschool and Primary Teachers in the Educational Pandemic Context","authors":"C. Vlaicu, Beatrice-Alina Dinu, Denisa-Flavia Alecu","doi":"10.2478/jesm-2022-0001","DOIUrl":"https://doi.org/10.2478/jesm-2022-0001","url":null,"abstract":"Abstract In the pandemic context, both stress and educational communication have been altered. In this article, we will analyse the dynamics of the factors involved in didactic communication and identify the real and potential stressors for teachers teaching before pandemic; we will also assess their perceptions of the anxiety felt about online teaching and how it affects educational communication. The hypothesis of the research postulates that the stress perceived by the teachers has elevated during pandemic and the educational communication has gone through a series of changes and reorientations both at the level of the didactic strategies adopted and the regulation of anxiety factors involved (the feeling of safety, the perception of break as a stress factor instead of relaxation, the volume of tasks attributed to each teacher etc). The research variables were the pandemic context in school environment, the level of stress as perceived by the teachers and the educational communication. The research objectives were aimed at assessing the perception of teachers in rural areas vs. that of teachers in urban areas regarding the stress felt and the dynamics of educational communication; also comparing the stress felt by teachers and the dynamics of educational communication incumbents vs. substitutes, educators vs. teachers and teachers in rural areas vs. urban teachers. We expect that the results of the research would have therefore a more assumed awareness from school managers of the fact that there are many predictors of stress that should no longer be ignored and that raising teacher’s resilience both at personal level and academic one should become a priority. School managers should organize mindfulness courses and anxiety management courses for teachers.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125606300","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}
Yushar Tanjung, Muhammad Ricky Hardiyansyah, Surya Aymanda Nababan
Abstract This study aims to describe the history of the Deli Malay and its current existence as one of the major ethnic groups in Indonesia. During the Dutch colonial period, Deli was famous for its tobacco plantations, even the practice of real contract coolies existed in Deli. Deli Malay is inseparable from other Malay sub-Malays in Indonesia as well as in Malaysia, Singapore and Brunei Darussalam. Only the characteristics of the Malay Deli remain and have contributed a lot to the progress of the Indonesian state to date. Like the Deli Malay civilization also produced cultural icons, especially the Maimun Palace and the Al-Mashun Grand Mosque. These two historic buildings are evidence of the greatness and existence of the Deli Malay civilization in North Sumatra. In addition, the most obvious is the Malay language which is used as the national language of Indonesia, Malaysia and Brunei Darussalam, as well as several other Malay countries. Likewise, the system of royal government originating from Bustanussalatin, became a guide for Islamic Sultanates throughout the archipelago. Including traditional Malay clothing such as the cap, songkok or skullcap, became part of Indonesia’s national dress.
{"title":"Malay Deli in North Sumatra: History and Today’s Existence","authors":"Yushar Tanjung, Muhammad Ricky Hardiyansyah, Surya Aymanda Nababan","doi":"10.2478/jesm-2022-0007","DOIUrl":"https://doi.org/10.2478/jesm-2022-0007","url":null,"abstract":"Abstract This study aims to describe the history of the Deli Malay and its current existence as one of the major ethnic groups in Indonesia. During the Dutch colonial period, Deli was famous for its tobacco plantations, even the practice of real contract coolies existed in Deli. Deli Malay is inseparable from other Malay sub-Malays in Indonesia as well as in Malaysia, Singapore and Brunei Darussalam. Only the characteristics of the Malay Deli remain and have contributed a lot to the progress of the Indonesian state to date. Like the Deli Malay civilization also produced cultural icons, especially the Maimun Palace and the Al-Mashun Grand Mosque. These two historic buildings are evidence of the greatness and existence of the Deli Malay civilization in North Sumatra. In addition, the most obvious is the Malay language which is used as the national language of Indonesia, Malaysia and Brunei Darussalam, as well as several other Malay countries. Likewise, the system of royal government originating from Bustanussalatin, became a guide for Islamic Sultanates throughout the archipelago. Including traditional Malay clothing such as the cap, songkok or skullcap, became part of Indonesia’s national dress.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114931314","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}
Abstract The article analyzes the Romanian curriculum specific to primary and preschool education. The article focuses on the curriculum approved in 2011 for primary education, respectively the one approved in 2019 for early education. The analysis between the primary education curriculum and the early education curriculum follows the specifics of the curriculum, the purpose, the values promoted, the focus on the formation of the respective behavioral competencies. The analysis is performed on the basis of the educational policy documents elaborated by the Institute of Education Sciences and on the official curricular documents elaborated and approved by the Romanian Ministry of National Education.
{"title":"The Romanian Curriculum of Early Education and Primary Education","authors":"Florentina-Lavinia Matei","doi":"10.2478/jesm-2022-0004","DOIUrl":"https://doi.org/10.2478/jesm-2022-0004","url":null,"abstract":"Abstract The article analyzes the Romanian curriculum specific to primary and preschool education. The article focuses on the curriculum approved in 2011 for primary education, respectively the one approved in 2019 for early education. The analysis between the primary education curriculum and the early education curriculum follows the specifics of the curriculum, the purpose, the values promoted, the focus on the formation of the respective behavioral competencies. The analysis is performed on the basis of the educational policy documents elaborated by the Institute of Education Sciences and on the official curricular documents elaborated and approved by the Romanian Ministry of National Education.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134202367","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}
Abstract The study aimed to investigate the influence of domestic violence on students’ classroom behaviour in secondary schools in Bungoma County, Kenya. The study explored this by examining the extent to which various forms of domestic violence (DV) influenced students’ classroom behaviour. The research utilized the theory of behavioural psychology, which emphasizes that behaviour is acquired or learnt from the surrounding. Descriptive survey design was used. The target population comprised of 1600 individuals, from which 648 were sampled using purposeful, stratified and random sampling. The study sampled 36 principals, 36 guidance and counselling teachers and 576 students. The research tools were: questionnaires for the students, interview schedule for the principals and guidance and counselling teachers. The questionnaires were analysed quantitatively and the interviews data was analysed qualitatively. The findings reveal students are victims of DV. Secondly their personality is affected. The study recommends measures to be taken against the perpetrators depending on individual differences and schools to be facilitated with rehabilitation facilities for student victims.
{"title":"Domestic Violence and its Influence on Students: the Prevalent of the Various Forms of Domestic Violence in Bungoma County, Kenya","authors":"R. L. Nyaranga, A. K. K'odhiambo, L. Ngesu","doi":"10.2478/jesm-2022-0006","DOIUrl":"https://doi.org/10.2478/jesm-2022-0006","url":null,"abstract":"Abstract The study aimed to investigate the influence of domestic violence on students’ classroom behaviour in secondary schools in Bungoma County, Kenya. The study explored this by examining the extent to which various forms of domestic violence (DV) influenced students’ classroom behaviour. The research utilized the theory of behavioural psychology, which emphasizes that behaviour is acquired or learnt from the surrounding. Descriptive survey design was used. The target population comprised of 1600 individuals, from which 648 were sampled using purposeful, stratified and random sampling. The study sampled 36 principals, 36 guidance and counselling teachers and 576 students. The research tools were: questionnaires for the students, interview schedule for the principals and guidance and counselling teachers. The questionnaires were analysed quantitatively and the interviews data was analysed qualitatively. The findings reveal students are victims of DV. Secondly their personality is affected. The study recommends measures to be taken against the perpetrators depending on individual differences and schools to be facilitated with rehabilitation facilities for student victims.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133040090","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}
Susanne Buch Nielsen, Ellen Louise Volsing, Elena Marin
Abstract There is increasing pressure for all education institutions to undergo transformation, with education as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the educators’ role in the classroom. The purpose of this scoping review is to provide a comprehensive overview of relevant research regarding the emergence of different kind of creative and innovative methods used by educators at all levels – and the links to including pedagogy. The scoping review is underpinned by the framework of Arksey & O`Malley (2005) that offers a new approach by including a consultation exercise in this sort of study that may enhance the results, making them more useful to policy makers, practitioners and service users. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with methodologies connected to or compared with what we call exposure methods. The literature points out, that exposure is coherent to aesthetic performance such as drama and applied aesthetics may lead to practical ethics. It is evident that methodologies connected to exposure have a significant impact on people involved – both educators and students.
所有教育机构都面临着越来越大的转型压力，教育需要以满足我们时代概念需求的方式进行调整。教育者在课堂上的角色反映了这一点。本综述的目的是全面概述有关各级教育工作者使用的不同类型的创造性和创新性方法的相关研究，以及与包括教育学的联系。Arksey & O 'Malley(2005)的框架支持了范围审查，该框架提供了一种新的方法，通过在这类研究中包括咨询练习，可以增强结果，使其对政策制定者、从业者和服务用户更有用。结果表明，有很多间接证据表明，与我们所说的暴露方法相关或比较的方法可以提高学习成绩，提高学生和员工的满意度。文献指出，暴露于连贯的审美表现，如戏剧和应用美学可能导致实践伦理。很明显，与暴露相关的方法对相关人员(包括教育工作者和学生)产生了重大影响。
{"title":"Exposure as a Method to Experiencing Hospitality in Education","authors":"Susanne Buch Nielsen, Ellen Louise Volsing, Elena Marin","doi":"10.2478/jesm-2022-0005","DOIUrl":"https://doi.org/10.2478/jesm-2022-0005","url":null,"abstract":"Abstract There is increasing pressure for all education institutions to undergo transformation, with education as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the educators’ role in the classroom. The purpose of this scoping review is to provide a comprehensive overview of relevant research regarding the emergence of different kind of creative and innovative methods used by educators at all levels – and the links to including pedagogy. The scoping review is underpinned by the framework of Arksey & O`Malley (2005) that offers a new approach by including a consultation exercise in this sort of study that may enhance the results, making them more useful to policy makers, practitioners and service users. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with methodologies connected to or compared with what we call exposure methods. The literature points out, that exposure is coherent to aesthetic performance such as drama and applied aesthetics may lead to practical ethics. It is evident that methodologies connected to exposure have a significant impact on people involved – both educators and students.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129660450","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}
Abstract This article aims to analyse, from a theoretical point of view, the aspects that define the education for sustainability in the context of global development policies. In this context, the phrase “sustainable education” has been described in the context of the relationship between indicators that measure the quality in education and the long-term solutions offered by the education providers to specific problems related to some fundamental areas of sustainability: social, environmental and economic. The current study aims to give arguments for an explanatory paradigm that has been taken into account which is the following: education for sustainability is a predictor of quality education.
{"title":"Quality education as a predictor of education for sustainability","authors":"Gabriel Anghel, B. Neculau","doi":"10.2478/jesm-2022-0008","DOIUrl":"https://doi.org/10.2478/jesm-2022-0008","url":null,"abstract":"Abstract This article aims to analyse, from a theoretical point of view, the aspects that define the education for sustainability in the context of global development policies. In this context, the phrase “sustainable education” has been described in the context of the relationship between indicators that measure the quality in education and the long-term solutions offered by the education providers to specific problems related to some fundamental areas of sustainability: social, environmental and economic. The current study aims to give arguments for an explanatory paradigm that has been taken into account which is the following: education for sustainability is a predictor of quality education.","PeriodicalId":330816,"journal":{"name":"Journal of Education, Society & Multiculturalism","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124747953","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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