In Armenian society, the socioeconomic and political developments result in an active reformation of all facets of daily life. The contemporary school is in modernization process. Any competitive educational institution needs ongoing organizational modifications to be competitive and flexible in the face of changing circumstances. There is a conflict between ideas, moral principles, stances, and points of view when society is updated and reformatted. In this respect, among the methodological and theoretical issues with education, in particular, the issues with personality development, upbringing, and preparation to live in the changing circumstances of a worldwide society, as well as the need to express one's uniqueness, are prioritized. In the schools, a variety of pedagogical processes are continually used. Knowledge acquiring, the development of skills and aptitudes, the formation of a scientific worldview, ideological-political and moral-labor education, the process of students' aesthetic and physical development, and other elements of the entire educational process are all geared toward the formation of a harmonious, fully developed personality. Education as a deliberate process for personality development will involve the growth of a knowledgeable personality, life and active pursuits, and readiness for the standards recognized in society. A welleducated person's requests, substance, and tactics differ depending on the social circumstances. What should a modern individual be like to satisfy the demands of a changing society? This is one of the most crucial concerns in the educational process. How can this be achieved in the school environment during the educational process? Today, more than ever before, it is essential to develop a certain set of skills and expertise in a person as well as work toward making this process the major internal need of a person as well as the objective of society and the state. This can be accomplished through forming new worldviews, idealistic and value systems, safe social norms, and cultural traditions through education. 40 Betty Kilerjian The approach of resolving this issue involves pedagogical diagnostics. This is a collection of measurable diagnostic instruments. methods, exams, and questionnaires developed by the author, whose usage will make it evident how well education and personality development have gone, and which will serve as the foundation for future educational work planning.
{"title":"IDENTIFICATION OF THE LEVEL OF UPBRINGING BY APPLYING THE DIAGNOSTIC METHODOLOGY OF N. P. KAPUSTIN","authors":"Betty Kilerjian","doi":"10.57028/s61-027-z1052","DOIUrl":"https://doi.org/10.57028/s61-027-z1052","url":null,"abstract":"In Armenian society, the socioeconomic and political developments result in an active reformation of all facets of daily life. The contemporary school is in modernization process. Any competitive educational institution needs ongoing organizational modifications to be competitive and flexible in the face of changing circumstances. There is a conflict between ideas, moral principles, stances, and points of view when society is updated and reformatted. In this respect, among the methodological and theoretical issues with education, in particular, the issues with personality development, upbringing, and preparation to live in the changing circumstances of a worldwide society, as well as the need to express one's uniqueness, are prioritized. In the schools, a variety of pedagogical processes are continually used. Knowledge acquiring, the development of skills and aptitudes, the formation of a scientific worldview, ideological-political and moral-labor education, the process of students' aesthetic and physical development, and other elements of the entire educational process are all geared toward the formation of a harmonious, fully developed personality. Education as a deliberate process for personality development will involve the growth of a knowledgeable personality, life and active pursuits, and readiness for the standards recognized in society. A welleducated person's requests, substance, and tactics differ depending on the social circumstances. What should a modern individual be like to satisfy the demands of a changing society? This is one of the most crucial concerns in the educational process. How can this be achieved in the school environment during the educational process? Today, more than ever before, it is essential to develop a certain set of skills and expertise in a person as well as work toward making this process the major internal need of a person as well as the objective of society and the state. This can be accomplished through forming new worldviews, idealistic and value systems, safe social norms, and cultural traditions through education. 40 Betty Kilerjian The approach of resolving this issue involves pedagogical diagnostics. This is a collection of measurable diagnostic instruments. methods, exams, and questionnaires developed by the author, whose usage will make it evident how well education and personality development have gone, and which will serve as the foundation for future educational work planning.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140281960","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}
Heghine Khachatryan, Serob Khachatryan, N. Movsisyan, L.L. Gevorgyan
The context of the issue and the purpose of the study. In this paper, we discuss the organization of competence-based education, where the development of students' critical thinking skills is fundamental. What is critical thinking? Students, educators, pedagogues, and psychologists are all concerned about this issue. One of the most crucial skills for 21st century learners and professionals is critical thinking. The article discusses diverse and disparate theoretical views on the nature and definition of critical thinking. We attempted to arrange them. The most precisely articulated critical thinking traits, in our opinion, were selected out in the context of the study of those techniques (Klooster D., 2001). We attempted to explore these critical thinking traits in the context of the "Chess" in our study. Our purpose is to expose the potential of the topic "Chess" from the standpoint of improving students' critical thinking. The article also examines how a teacher should structure the teaching and learning process in order to create a community of critical thinkers.
问题的背景和研究的目的。在本文中，我们将讨论能力本位教育的组织形式，其中培养学生的批判性思维能力是基础。什么是批判性思维？学生、教育工作者、教育学家和心理学家都在关注这个问题。批判性思维是 21 世纪学习者和专业人士最关键的技能之一。本文讨论了关于批判性思维的性质和定义的各种不同理论观点。我们试图对其进行整理。我们认为，最精确阐述的批判性思维特征是在研究这些技术的背景下挑选出来的（Klooster D., 2001）。在我们的研究中，我们试图在 "国际象棋 "的背景下探索这些批判性思维特征。我们的目的是从提高学生批判性思维的角度来揭示 "国际象棋 "这一主题的潜力。文章还探讨了教师应如何构建教学过程，以创建批判性思维群体。
{"title":"THE ENHANCEMENT OF STUDENTS' CRITICAL THINKING WITH THE USE OF \"CHESS\"","authors":"Heghine Khachatryan, Serob Khachatryan, N. Movsisyan, L.L. Gevorgyan","doi":"10.57028/s61-105-z1055","DOIUrl":"https://doi.org/10.57028/s61-105-z1055","url":null,"abstract":"The context of the issue and the purpose of the study. In this paper, we discuss the organization of competence-based education, where the development of students' critical thinking skills is fundamental. What is critical thinking? Students, educators, pedagogues, and psychologists are all concerned about this issue. One of the most crucial skills for 21st century learners and professionals is critical thinking. The article discusses diverse and disparate theoretical views on the nature and definition of critical thinking. We attempted to arrange them. The most precisely articulated critical thinking traits, in our opinion, were selected out in the context of the study of those techniques (Klooster D., 2001). We attempted to explore these critical thinking traits in the context of the \"Chess\" in our study. Our purpose is to expose the potential of the topic \"Chess\" from the standpoint of improving students' critical thinking. The article also examines how a teacher should structure the teaching and learning process in order to create a community of critical thinkers.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140281105","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 relevance of this study is justified by the presence of problematic aspects that foreigners face in the educational process in Kazakhstan. Thus, the purpose of this work was to investigate the features of adaptation of these students in higher education institutions. The methods employed included questioning, interviews, logical analysis, functional analysis, and others. During the course of this study, the problematic aspects that foreign students encounter during adaptation were considered. This was accomplished through conducting interviews, such as “Your Life and Study at the Preparatory Faculty” and “A Man Among People”, as well as administering the “Study is Your Present, Which Defines Your Future” questionnaire 66 Duman Kaikenov et al. and other techniques to reveal all fundamental aspects. An opportunity was provided to examine trends in foreign students' responses to generalized descriptions of situations occurring during the adaptation period. Anxiety was identified as one of the common negative factors that hinder the rapid process of adaptation of foreign students. The practical significance of the results obtained lies in the provision of recommendations and algorithms that can expedite and enhance the efficiency of the adaptation of foreign students in Kazakhstan in all crucial areas.
{"title":"ADAPTATION OF FOREIGN STUDENTS TO THE CONDITIONS OF LIFE AND STUDY IN KAZAKHSTAN","authors":"Duman Kaikenov, Elmira Otar, Elmira Uteubayeva, Banugul Abdrasheva, Almagul Bukatayeva","doi":"10.57028/s61-045-z1053","DOIUrl":"https://doi.org/10.57028/s61-045-z1053","url":null,"abstract":"The relevance of this study is justified by the presence of problematic aspects that foreigners face in the educational process in Kazakhstan. Thus, the purpose of this work was to investigate the features of adaptation of these students in higher education institutions. The methods employed included questioning, interviews, logical analysis, functional analysis, and others. During the course of this study, the problematic aspects that foreign students encounter during adaptation were considered. This was accomplished through conducting interviews, such as “Your Life and Study at the Preparatory Faculty” and “A Man Among People”, as well as administering the “Study is Your Present, Which Defines Your Future” questionnaire 66 Duman Kaikenov et al. and other techniques to reveal all fundamental aspects. An opportunity was provided to examine trends in foreign students' responses to generalized descriptions of situations occurring during the adaptation period. Anxiety was identified as one of the common negative factors that hinder the rapid process of adaptation of foreign students. The practical significance of the results obtained lies in the provision of recommendations and algorithms that can expedite and enhance the efficiency of the adaptation of foreign students in Kazakhstan in all crucial areas.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140271770","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}
Music, and arts education is one of the key learning areas of basic education under K to 12 Program. It plays a relevant part in the development of all learners holistically. With the radical shift of learning mode in all levels of education from face to face to remote learning, the standard Mean Percentage Scores (MPS) set by the Philippine Department of Education have been compromised. This study employed experimental research design to assess the effectiveness of web-based instructional (WBI) tools on improving Grade 9 students’ academic performance in music, and arts education. Prior to teaching, students in both the control and experimental group showed below mastery in their pre-test score since the lessons in the quarter have never been taught; however, the MPS in terms of achievement of the previous quarter were decent. Lessons in opera, play and theatre were introduced using WBI teaching guide. Paired t– test for dependent samples revealed a significant increase in the posttest scores of the students in the experimental group. They scored higher than the students who were exposed with direct instruction alone. Given these results, WBI tools were recommended to improve the academic performance of the students in music, and arts education.
音乐和艺术教育是 K 至 12 计划中基础教育的主要学习领域之一。它在所有学习者的全面发展中发挥着重要作用。随着各级教育的学习模式从面对面学习彻底转变为远程学习，菲律宾教育部设定的标准平均百分比分数（MPS）受到了影响。本研究采用实验研究设计，评估网络教学工具（WBI）对提高九年级学生音乐和艺术教育学习成绩的效果。在教学之前，对照组和实验组学生的前测成绩都低于掌握程度，因为这一季度的课程从未教授过；不过，上一季度的 MPS 成绩还不错。实验组采用 WBI 教学指南，开设了歌剧、话剧和戏剧课程。因变量配对 t 检验显示，实验组学生的后测成绩有了显著提高。他们的得分高于只接受直接指导的学生。鉴于这些结果，建议使用 WBI 工具来提高学生在音乐和艺术教育方面的学习成绩。
{"title":"WEB-BASED INSTRUCTION ON IMPROVING THE STUDENTS’ ACADEMIC PERFORMANCE IN MUSIC AND ARTS EDUCATION","authors":"Marco Louie De Leon, Ruth Ortega-Dela Cruz","doi":"10.57028/s61-069-z1054","DOIUrl":"https://doi.org/10.57028/s61-069-z1054","url":null,"abstract":"Music, and arts education is one of the key learning areas of basic education under K to 12 Program. It plays a relevant part in the development of all learners holistically. With the radical shift of learning mode in all levels of education from face to face to remote learning, the standard Mean Percentage Scores (MPS) set by the Philippine Department of Education have been compromised. This study employed experimental research design to assess the effectiveness of web-based instructional (WBI) tools on improving Grade 9 students’ academic performance in music, and arts education. Prior to teaching, students in both the control and experimental group showed below mastery in their pre-test score since the lessons in the quarter have never been taught; however, the MPS in terms of achievement of the previous quarter were decent. Lessons in opera, play and theatre were introduced using WBI teaching guide. Paired t– test for dependent samples revealed a significant increase in the posttest scores of the students in the experimental group. They scored higher than the students who were exposed with direct instruction alone. Given these results, WBI tools were recommended to improve the academic performance of the students in music, and arts education.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140281537","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}
A central issue in education and learning is the transfer of knowledge, knowhow, intelligence between generations. Another crucial aspect is the transfer of Wisdom. Both the transfer between generations, as well as the transfer of wisdom have in the last decennia be not planned and informal. Moreover the learning and education are adapted to the several age groups, but in general it is neglected for children that they have to learn already skills, knowhow which will keep to have crucial impact for their health and wellbeing when they have age 60 or 70: nestors… Most children will become nestors, if they can avoid to become victims of nuclear wars, genocides or other disasters. In view of the impact of AI, we need to reorient more and more the curriculum concerning the education and learning towards the neglected intergeneration transfer including the care for wisdom. We see today the rediscovery of wisdom. From the intergeneration perspective, we elaborate on topics as exercises, nutrition: gut microbiota, myokine, adipokines. Moreover we elaborate on the educational bridges between young people, children and the elderly (nestors aged 70 and more) taking into account their similarities and complementarities.
{"title":"YOUTH EDUCATION INTEGRATING THEIR SENIOR AND NESTOR FUTURE TOO? WITH AS BRIDGE: WISDOM","authors":"Fernand Vandamme","doi":"10.57028/s61-003-z1051","DOIUrl":"https://doi.org/10.57028/s61-003-z1051","url":null,"abstract":"A central issue in education and learning is the transfer of knowledge, knowhow, intelligence between generations. Another crucial aspect is the transfer of Wisdom. Both the transfer between generations, as well as the transfer of wisdom have in the last decennia be not planned and informal. Moreover the learning and education are adapted to the several age groups, but in general it is neglected for children that they have to learn already skills, knowhow which will keep to have crucial impact for their health and wellbeing when they have age 60 or 70: nestors… Most children will become nestors, if they can avoid to become victims of nuclear wars, genocides or other disasters. In view of the impact of AI, we need to reorient more and more the curriculum concerning the education and learning towards the neglected intergeneration transfer including the care for wisdom. We see today the rediscovery of wisdom. From the intergeneration perspective, we elaborate on topics as exercises, nutrition: gut microbiota, myokine, adipokines. Moreover we elaborate on the educational bridges between young people, children and the elderly (nestors aged 70 and more) taking into account their similarities and complementarities.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140281093","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}
INTRODUCTION: The role of the Pupil Support Assistant (PSAs) has been defined in Scotland from the mid-20th century to the present day. Its original function was to perform basic tasks of assistance and help in aspects such as changing clothes, cleaning and tidying up the classroom to become, in the 21st century, an essential part of educational inclusion. Scottish classrooms present a great diversity not only related to the attention to diversity that has grown since 2010 where 215,897 students with Special Educational Needs (SEN) were registered, representing 30.9%, but it has also been represented by students with English as Additional Language (EAL), from 33,929 in 2010 to 57,859 in 2019. METHOD: An analysis of the existing literature on the subject, based on different qualitative and quantitative studies that describe the experience and intervention of the PSAs in schools in Scotland. RESULTS: This role has evolved over time, gaining greater presence and responsibility in the educational center through the presence and performance in activities related to educational inclusion, becoming a fundamental pillar in the social and cultural support for students. DISCUSSION: It is a priority that the professionals who are present in the processes of educational inclusion obtain better working conditions, in order to be able to provide the right support to the pupils in the 21st century.
{"title":"Pupil Support Assistant/Teacher Assistant, A Pedagogical Tool Without Recognition, Essential For Educational Inclusion. Scottish Experience","authors":"José Quintanal Díaz, José María Ruiz","doi":"10.57028/s60-183-z1043","DOIUrl":"https://doi.org/10.57028/s60-183-z1043","url":null,"abstract":"INTRODUCTION: The role of the Pupil Support Assistant (PSAs) has been defined in Scotland from the mid-20th century to the present day. Its original function was to perform basic tasks of assistance and help in aspects such as changing clothes, cleaning and tidying up the classroom to become, in the 21st century, an essential part of educational inclusion. Scottish classrooms present a great diversity not only related to the attention to diversity that has grown since 2010 where 215,897 students with Special Educational Needs (SEN) were registered, representing 30.9%, but it has also been represented by students with English as Additional Language (EAL), from 33,929 in 2010 to 57,859 in 2019. METHOD: An analysis of the existing literature on the subject, based on different qualitative and quantitative studies that describe the experience and intervention of the PSAs in schools in Scotland. RESULTS: This role has evolved over time, gaining greater presence and responsibility in the educational center through the presence and performance in activities related to educational inclusion, becoming a fundamental pillar in the social and cultural support for students. DISCUSSION: It is a priority that the professionals who are present in the processes of educational inclusion obtain better working conditions, in order to be able to provide the right support to the pupils in the 21st century.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135388581","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}
Diane Marcotte, Josianne Chicoine, Simon Lapierre, Fannie Locat, Gwenvaël Ballu
Objective: To examine the effects of the universal level of a multilevel prevention program on knowledge development in first year college students. Participants: 1,422 college students from 71 class-groups and 25 teachers from four colleges. Methods: Measures of mental health knowledge and college transition were completed as the first and last activities of the intervention, as 172 Diane Marcotte et al. well as two weeks after its implementation. Students also completed screening measures for current levels of depressive and anxious symptoms. Results: Results showed an improvement in students' knowledge following participation in the intervention, this improvement was maintained two weeks later. Except for level of facilitator’ experience, no personal, academic, or family variables appeared to influence student learning. Lower academic performance and time spent studying for females, and being older for males, were significant characteristics of students who screened positive for current distress. Conclusions: The results of current study support the beneficial effects of a universal prevention intervention in college students.
{"title":"Implementation of a Universal Preventive Program for Anxiety and Depression in First-Year Post-Secondary Students","authors":"Diane Marcotte, Josianne Chicoine, Simon Lapierre, Fannie Locat, Gwenvaël Ballu","doi":"10.57028/s60-139-z1041","DOIUrl":"https://doi.org/10.57028/s60-139-z1041","url":null,"abstract":"Objective: To examine the effects of the universal level of a multilevel prevention program on knowledge development in first year college students. Participants: 1,422 college students from 71 class-groups and 25 teachers from four colleges. Methods: Measures of mental health knowledge and college transition were completed as the first and last activities of the intervention, as 172 Diane Marcotte et al. well as two weeks after its implementation. Students also completed screening measures for current levels of depressive and anxious symptoms. Results: Results showed an improvement in students' knowledge following participation in the intervention, this improvement was maintained two weeks later. Except for level of facilitator’ experience, no personal, academic, or family variables appeared to influence student learning. Lower academic performance and time spent studying for females, and being older for males, were significant characteristics of students who screened positive for current distress. Conclusions: The results of current study support the beneficial effects of a universal prevention intervention in college students.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135388582","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 reveals the role of understanding at the different levels of critical thinking. The analysis is based on the authors' study of the primary meanings of the category understanding, that of understanding separate propositions and conjunctions of natural language and up to revealing hidden presumptions of opponents' teachings. Authors consider Aristotelian teaching of overcoming logical fallacies as the basic level of critical thinking. A specific point is an issue of resolving paradoxes presented as a factor for developing students' competence in critical thinking. The authors suggest a universal method for resolving paradoxes by critical analysis. They show that the investigation of meta-argumentation and meta-theoretical issues has essential significance in humanitarian sciences. Finally, the article introduces new arguments for the Turing test related to the problem of computer capacity of understanding.
{"title":"Understanding As The Basic Component Of Critical Thinking","authors":"Hasmik Hovhannisyan, Robert Djidjian","doi":"10.57028/s60-237-z1045","DOIUrl":"https://doi.org/10.57028/s60-237-z1045","url":null,"abstract":"This article reveals the role of understanding at the different levels of critical thinking. The analysis is based on the authors' study of the primary meanings of the category understanding, that of understanding separate propositions and conjunctions of natural language and up to revealing hidden presumptions of opponents' teachings. Authors consider Aristotelian teaching of overcoming logical fallacies as the basic level of critical thinking. A specific point is an issue of resolving paradoxes presented as a factor for developing students' competence in critical thinking. The authors suggest a universal method for resolving paradoxes by critical analysis. They show that the investigation of meta-argumentation and meta-theoretical issues has essential significance in humanitarian sciences. Finally, the article introduces new arguments for the Turing test related to the problem of computer capacity of understanding.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135388782","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}
Is the Übermensch, in the tradition of Herder, Goethe, Carl May and even in the view of Friedrich Nietzsche the type of human who is in control of his passions, gives himself direction to his will to live, and is therefore able to produce true art and philosophy and to accept his existence with dignity and courage and moreover to contribute to survival through service to the community treating nature with care, humility and respect.
Übermensch，在Herder, Goethe, Carl May的传统中，甚至在Friedrich Nietzsche的观点中，是一种控制自己激情的人，给自己的生活意志方向，因此能够产生真正的艺术和哲学，以尊严和勇气接受他的存在，并且通过服务于社区为生存做出贡献，以关怀，谦卑和尊重对待自然。
{"title":"The “Übermensch” An Educational Concept? Carl Friedrich May (1842-1912) Versus Friedrich Nietzsche (1844-1900)","authors":"Marc Rousseaux","doi":"10.57028/s60-175-z1042","DOIUrl":"https://doi.org/10.57028/s60-175-z1042","url":null,"abstract":"Is the Übermensch, in the tradition of Herder, Goethe, Carl May and even in the view of Friedrich Nietzsche the type of human who is in control of his passions, gives himself direction to his will to live, and is therefore able to produce true art and philosophy and to accept his existence with dignity and courage and moreover to contribute to survival through service to the community treating nature with care, humility and respect.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135388783","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}
Naira Hakobyan, Lilit Kazanchian, Anna Khachatryan
Training, management and development of professional resources is important for the development of critical thinking among students. It is no coincidence that the manifestations of critical thinking are more common in students' research activities, as it allows students to assess the study criteria and determine directions of behavior. Moreover, it can be in any key level of study, making new psychological and legal requirements to the whole pedagogical process. To achieve success in some professions, such as a lawyer, psychologist, political scientist, sociologist, a high level of critical thinking is important. Therefore, in the context of teaching critical thinking, various special methods are used, which are presented in this article, and which are aimed not only to improve the quality of learning, increase participation of students, but also develop student-centered learning. The term of critical thinking was observed from socio-psychological and personal-creative points of view. The interconnections between the terms of critical thinking, marginality, deviance and anomie were presented. Taking into account the above, the aim of this article is to present methodological models for the development of the student's research capabilities and critical thinking. As the result of the article it is emphasized the publicly significant, positive impact of teaching critical thinking on the students’ integrating into public process.
{"title":"Teaching Critical Thinking Among Students: Research Models And Anomie","authors":"Naira Hakobyan, Lilit Kazanchian, Anna Khachatryan","doi":"10.57028/s60-215-z1044","DOIUrl":"https://doi.org/10.57028/s60-215-z1044","url":null,"abstract":"Training, management and development of professional resources is important for the development of critical thinking among students. It is no coincidence that the manifestations of critical thinking are more common in students' research activities, as it allows students to assess the study criteria and determine directions of behavior. Moreover, it can be in any key level of study, making new psychological and legal requirements to the whole pedagogical process. To achieve success in some professions, such as a lawyer, psychologist, political scientist, sociologist, a high level of critical thinking is important. Therefore, in the context of teaching critical thinking, various special methods are used, which are presented in this article, and which are aimed not only to improve the quality of learning, increase participation of students, but also develop student-centered learning. The term of critical thinking was observed from socio-psychological and personal-creative points of view. The interconnections between the terms of critical thinking, marginality, deviance and anomie were presented. Taking into account the above, the aim of this article is to present methodological models for the development of the student's research capabilities and critical thinking. As the result of the article it is emphasized the publicly significant, positive impact of teaching critical thinking on the students’ integrating into public process.","PeriodicalId":36253,"journal":{"name":"Scientia Paedagogica Experimentalis","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135388781","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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