Pub Date : 2021-08-16DOI: 10.14712/23363177.2021.8
Jan Slavík, T. Janík, J. Kohout, Tereza Češková, Pavel Mentlík, P. Najvar
This theoretical study builds on Fisherman‘s view of active content as an agent of cognitive change and on Kvasz’s theorem that cognitive changes on the level of historical cultural epistemology and cognitive changes on the level of student’s personal epistemology can be explain through the same typology. The paper looks for the clarification of this agreement through concepts like “intentionality”, “content transformation” and the “instrumentalization of experience”. The educational potential of active content between the cultural and the personal level is explained with reference to the concept of “meme”, which represents the creation of active content in cultural history as well as the distribution of active content within society and its influence upon an individual. The tools for meme replication in educational environment are learning tasks; they generate cognitive changes in students insomuch as they have sound semantic and logical structure of cognitive schemata. Upon this explanatory basis authors interpret Kvasz’s typology of cognitive changes that stems from the analysis of scientific revolutions in the cultural history.
{"title":"K teorii aktivního vzdělávacího obsahu v transdidaktickém pojetí","authors":"Jan Slavík, T. Janík, J. Kohout, Tereza Češková, Pavel Mentlík, P. Najvar","doi":"10.14712/23363177.2021.8","DOIUrl":"https://doi.org/10.14712/23363177.2021.8","url":null,"abstract":"This theoretical study builds on Fisherman‘s view of active content as an agent of cognitive change and on Kvasz’s theorem that cognitive changes on the level of historical cultural epistemology and cognitive changes on the level of student’s personal epistemology can be explain through the same typology. The paper looks for the clarification of this agreement through concepts like “intentionality”, “content transformation” and the “instrumentalization of experience”. The educational potential of active content between the cultural and the personal level is explained with reference to the concept of “meme”, which represents the creation of active content in cultural history as well as the distribution of active content within society and its influence upon an individual. The tools for meme replication in educational environment are learning tasks; they generate cognitive changes in students insomuch as they have sound semantic and logical structure of cognitive schemata. Upon this explanatory basis authors interpret Kvasz’s typology of cognitive changes that stems from the analysis of scientific revolutions in the cultural history.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41303083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-09DOI: 10.14712/23363177.2021.9
Eliška Walterová
Obituary on Jan Průcha
1月Průcha的讣告
{"title":"Odešel Jan Průcha","authors":"Eliška Walterová","doi":"10.14712/23363177.2021.9","DOIUrl":"https://doi.org/10.14712/23363177.2021.9","url":null,"abstract":"Obituary on Jan Průcha","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45498012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-14DOI: 10.14712/23363177.2021.7
Eva M. Hejzlarová, Magdalena Mouralová, Kateřina Konrádová
{"title":"Nástup do veřejné mateřské školy v České republice: sonda do adaptace rodiče","authors":"Eva M. Hejzlarová, Magdalena Mouralová, Kateřina Konrádová","doi":"10.14712/23363177.2021.7","DOIUrl":"https://doi.org/10.14712/23363177.2021.7","url":null,"abstract":"","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-24DOI: 10.14712/23363177.2021.4
Ondřej Špaček
: Study focuses on ways how education system consecrates particular literary works as pieces of the legitimate culture . It also pays attention to the correspondence between leaving examination syllabus and position of schools in the field of upper secondary education. The study employs data connected to the state leaving examination to explore less apparent mech-anisms of reproduction of cultural capital and its unequal distribution in the educational system. The original data file includes ‘school list of literary works’ gathered from 831 secondary schools, encompassing 82 722 individual items (works) . Empirical analysis shows the narrow delineation of the literary canon. Half of the unique items in the whole file comprises only 80 most frequent works. There is also profound between-school differentiation in the lists . Schools belonging to the upper segment of the cultural capital scale often include pieces of modern literature and theatre . On the other hand, lower segment schools often include literary works characterised by straightforward narrative form . The analysis shows that differences between maturita exam school list further en-trench the distinction between academic and vocational educational tracks .
{"title":"Kulturní kapitál a maturitní zkouška: analýza školních seznamů literárních děl","authors":"Ondřej Špaček","doi":"10.14712/23363177.2021.4","DOIUrl":"https://doi.org/10.14712/23363177.2021.4","url":null,"abstract":": Study focuses on ways how education system consecrates particular literary works as pieces of the legitimate culture . It also pays attention to the correspondence between leaving examination syllabus and position of schools in the field of upper secondary education. The study employs data connected to the state leaving examination to explore less apparent mech-anisms of reproduction of cultural capital and its unequal distribution in the educational system. The original data file includes ‘school list of literary works’ gathered from 831 secondary schools, encompassing 82 722 individual items (works) . Empirical analysis shows the narrow delineation of the literary canon. Half of the unique items in the whole file comprises only 80 most frequent works. There is also profound between-school differentiation in the lists . Schools belonging to the upper segment of the cultural capital scale often include pieces of modern literature and theatre . On the other hand, lower segment schools often include literary works characterised by straightforward narrative form . The analysis shows that differences between maturita exam school list further en-trench the distinction between academic and vocational educational tracks .","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49518886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-20DOI: 10.14712/23363177.2021.1
O. Kaščák
: The study analyses the nature of global education governance and the mechanisms of transnational influencing of national education systems today, with an emphasis on early childhood education. Through a discursive analysis of key OECD and EU documents, it clarifies the new conceptualization of the early childhood education and early childhood education sector as such . The conceptualization, based on a prospective and economizing view, is promoted through various reform mechanisms within particular national contexts . The study gives examples of reform movements in Slovakia and Germany. The study confirms the validity of the so-called convergence hypothesis for early childhood education, despite the diversity of early childhood education tradi- tions in Europe .
{"title":"Vývoj globálneho diskurzu vzdelávacej politiky a nové sociálne funkcie predškolského vzdelávania","authors":"O. Kaščák","doi":"10.14712/23363177.2021.1","DOIUrl":"https://doi.org/10.14712/23363177.2021.1","url":null,"abstract":": The study analyses the nature of global education governance and the mechanisms of transnational influencing of national education systems today, with an emphasis on early childhood education. Through a discursive analysis of key OECD and EU documents, it clarifies the new conceptualization of the early childhood education and early childhood education sector as such . The conceptualization, based on a prospective and economizing view, is promoted through various reform mechanisms within particular national contexts . The study gives examples of reform movements in Slovakia and Germany. The study confirms the validity of the so-called convergence hypothesis for early childhood education, despite the diversity of early childhood education tradi- tions in Europe .","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46075960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.14712/23363177.2020.20
Sherzod Khaydarov
Private tutoring is a globally widespread phenomenon which can be associated with marketization and privatization. After the breakdown of the Soviet Union, the transition to a free-market economy in Uzbekistan facilitated the rise of informal private sector in public education. This in turn has affected mainstream schooling in many ways and changed the face of education. Considering socio-economic transformations in the country, the theory of hidden privatisation by Ball and Youdell (2007) is employed to analyse different facets of informal privatization in the form of shadow education. Drawing on 24 face-to-face interviews with teachers, (vice) principals and students and student questionnaires, this article examines the nature and scale of private tutoring as well as teachers’ perspectives on the influence of tutoring on teaching and learning process. The findings demonstrated that teachers’ overall attitudes towards private tutoring were positive and teachers mostly considered tutoring as an indispensable part of teaching and learning process. The most significant finding was that the scale of tutoring was exceptionally high (95%) in academic lyceums. The pervasiveness of the phenomenon is associated with entrance examinations, which increased the dependency of teachers and students on tutoring. The article concludes by elucidating how the emergence of shadow education in academic lyceums resulted in the change of the nature of mainstream schooling and the transformation of teacher identities.
{"title":"Shadow Education in Uzbekistan: Teachers’ Perceptions of Private Tutoring in the Context of Academic Lyceums","authors":"Sherzod Khaydarov","doi":"10.14712/23363177.2020.20","DOIUrl":"https://doi.org/10.14712/23363177.2020.20","url":null,"abstract":"Private tutoring is a globally widespread phenomenon which can be associated with marketization and privatization. After the breakdown of the Soviet Union, the transition to a free-market economy in Uzbekistan facilitated the rise of informal private sector in public education. This in turn has affected mainstream schooling in many ways and changed the face of education. Considering socio-economic transformations in the country, the theory of hidden privatisation by Ball and Youdell (2007) is employed to analyse different facets of informal privatization in the form of shadow education. Drawing on 24 face-to-face interviews with teachers, (vice) principals and students and student questionnaires, this article examines the nature and scale of private tutoring as well as teachers’ perspectives on the influence of tutoring on teaching and learning process. The findings demonstrated that teachers’ overall attitudes towards private tutoring were positive and teachers mostly considered tutoring as an indispensable part of teaching and learning process. The most significant finding was that the scale of tutoring was exceptionally high (95%) in academic lyceums. The pervasiveness of the phenomenon is associated with entrance examinations, which increased the dependency of teachers and students on tutoring. The article concludes by elucidating how the emergence of shadow education in academic lyceums resulted in the change of the nature of mainstream schooling and the transformation of teacher identities.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45666174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-03DOI: 10.14712/23363177.2020.11
D. Jansen, L. Elffers, M. Volman
: Worldwide, the use of private supplementary tutoring, commonly re- ferred to as shadow education , has become increasingly prevalent since the turn of the millennium. Recently, participation rates in the Netherlands have substantially increased. This paper aims to explore the place of shadow education in students’ academic lives by studying the goals and experienced benefits that students identify. Data were collected through 37 semi-structured interviews with tutored students in secondary education in the Netherlands. Our findings indicate that students conceived of shadow education as a skill-building institution to which they turned to for self-study, to receive career support, and to boost their performance. Students’ reflections reveal that shadow education builds upon and extends, but does not replace, learning activities at home and school. Based on our findings, we discuss how shadow education can function as a “third place” between school and home, occupying an increasingly prominent position in students’ academic lives.
{"title":"A Place Between School and Home: Exploring the Place of Shadow Education in Students’ Academic Lives in the Netherlands","authors":"D. Jansen, L. Elffers, M. Volman","doi":"10.14712/23363177.2020.11","DOIUrl":"https://doi.org/10.14712/23363177.2020.11","url":null,"abstract":": Worldwide, the use of private supplementary tutoring, commonly re- ferred to as shadow education , has become increasingly prevalent since the turn of the millennium. Recently, participation rates in the Netherlands have substantially increased. This paper aims to explore the place of shadow education in students’ academic lives by studying the goals and experienced benefits that students identify. Data were collected through 37 semi-structured interviews with tutored students in secondary education in the Netherlands. Our findings indicate that students conceived of shadow education as a skill-building institution to which they turned to for self-study, to receive career support, and to boost their performance. Students’ reflections reveal that shadow education builds upon and extends, but does not replace, learning activities at home and school. Based on our findings, we discuss how shadow education can function as a “third place” between school and home, occupying an increasingly prominent position in students’ academic lives.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47020030","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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