Pub Date : 2024-01-09DOI: 10.24908/encounters.v24i0.17205
J. Johnston, Nicholas C. Burbules
In this feature interview, Professor Nicholas Burbules talks with Professor Scott Johnston about his upcoming book, Meta-Education: The Attempt to Get Beyond a Politicized Conceptual Framework in Philosophy of Education, which will be published by the Theory and History of Education International Research Group. The interview can be accessed at https://www.youtube.com/watch?v=K_wvk_vHwVQ Nicholas Burbules is the Edward William and Jane Marr Gutgsell Professor in the Department of Educational Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. His primary research areas are philosophy of education, the ethics of communication, teaching through dialogue; and technology and education. Scott Johnston is Professor, jointly appointed to the Faculty of Education and Department of Philosophy at Memorial University, Newfoundland. His specializations are in philosophy of education, ethics, political philosophy, pragmatism, John Dewey, and Immanuel Kant.
在本期专题访谈中，尼古拉斯-布尔布勒斯教授与斯科特-约翰斯顿教授谈论了他即将出版的新书《元教育》：该书将由国际教育理论与历史研究小组出版。访谈内容请访问 https://www.youtube.com/watch?v=K_wvk_vHwVQ Nicholas Burbules 是伊利诺伊大学厄巴纳-香槟分校教育政策、组织与领导系 Edward William and Jane Marr Gutgsell 教授。他的主要研究领域是教育哲学、传播伦理、对话教学以及技术与教育。斯科特-约翰斯顿是纽芬兰纪念大学教育学院和哲学系联合聘任的教授。他的专业领域包括教育哲学、伦理学、政治哲学、实用主义、约翰-杜威和伊曼纽尔-康德。
{"title":"Entrevista en inglés - Meta-Education: El intento de superar un marco conceptual politizado en Filosofía de la Educación","authors":"J. Johnston, Nicholas C. Burbules","doi":"10.24908/encounters.v24i0.17205","DOIUrl":"https://doi.org/10.24908/encounters.v24i0.17205","url":null,"abstract":"In this feature interview, Professor Nicholas Burbules talks with Professor Scott Johnston about his upcoming book, Meta-Education: The Attempt to Get Beyond a Politicized Conceptual Framework in Philosophy of Education, which will be published by the Theory and History of Education International Research Group. \u0000The interview can be accessed at https://www.youtube.com/watch?v=K_wvk_vHwVQ \u0000Nicholas Burbules is the Edward William and Jane Marr Gutgsell Professor in the Department of Educational Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign. His primary research areas are philosophy of education, the ethics of communication, teaching through dialogue; and technology and education. \u0000Scott Johnston is Professor, jointly appointed to the Faculty of Education and Department of Philosophy at Memorial University, Newfoundland. His specializations are in philosophy of education, ethics, political philosophy, pragmatism, John Dewey, and Immanuel Kant. ","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"6 6","pages":""},"PeriodicalIF":0.4,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444280","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 : 2023-12-20DOI: 10.24908/encounters.v24i0.16381
Carmen Sanchidrián Blanco, María Dolores Molina Poveda
This study focuses on school objects from the perspective of the recollection of the students who used them. The data come from the responses to a survey about the favourite school object and the reasons for choosing it. The 285 objects mentioned by the 252 respondents were first grouped into 12 categories according to the object and then according to their social or cultural nature. The reasons given for the choice were classified into four categories to facilitate the analysis of the emotions elicited by these objects. The main results show that school objects are more than objects, they communicate ideas, imply values, and provoke emotions. Objects should be analysed in terms of their use and the reasons why they are remembered, which often involve personal relationships. New ways of approaching memories of these objects by educational historians are suggested. Keywords: material culture, history of education, school culture, pupils, affective turn
{"title":"De los objetos escolares recordados a la emoción de los objetos","authors":"Carmen Sanchidrián Blanco, María Dolores Molina Poveda","doi":"10.24908/encounters.v24i0.16381","DOIUrl":"https://doi.org/10.24908/encounters.v24i0.16381","url":null,"abstract":"This study focuses on school objects from the perspective of the recollection of the students who used them. The data come from the responses to a survey about the favourite school object and the reasons for choosing it. The 285 objects mentioned by the 252 respondents were first grouped into 12 categories according to the object and then according to their social or cultural nature. The reasons given for the choice were classified into four categories to facilitate the analysis of the emotions elicited by these objects. The main results show that school objects are more than objects, they communicate ideas, imply values, and provoke emotions. Objects should be analysed in terms of their use and the reasons why they are remembered, which often involve personal relationships. New ways of approaching memories of these objects by educational historians are suggested. Keywords: material culture, history of education, school culture, pupils, affective turn","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"59 4","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139169865","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 : 2023-12-20DOI: 10.24908/encounters.v24i0.17039
Michael Martins
Balancing Power is a screen-print regarding the juxtaposition of brutality and beauty. The figures in the print are two elite mixed martial artists who, upon completion of their fight, bow down to one another with a regal respect. In the background are fireweeds, a plant that grows rampant after a major forest fire in areas of North America. The presence of fireweeds and the gesture of respect after a fight share the same characteristic as they are both a moment of beauty after a moment of intense brutality. It is only in the moments of bad we appreciate the moments of good so much more.
{"title":"Equilibrar el poder","authors":"Michael Martins","doi":"10.24908/encounters.v24i0.17039","DOIUrl":"https://doi.org/10.24908/encounters.v24i0.17039","url":null,"abstract":"Balancing Power is a screen-print regarding the juxtaposition of brutality and beauty. The figures in the print are two elite mixed martial artists who, upon completion of their fight, bow down to one another with a regal respect. In the background are fireweeds, a plant that grows rampant after a major forest fire in areas of North America. The presence of fireweeds and the gesture of respect after a fight share the same characteristic as they are both a moment of beauty after a moment of intense brutality. It is only in the moments of bad we appreciate the moments of good so much more.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"120 16","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138958523","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 : 2023-12-20DOI: 10.24908/encounters.v24i0.17043
Raquel Soaje de Elías, Manuel Salas Fernández
La década de 1840 marcó para Chile un antes y un después en el ámbito de la cultura en general y de la educación en particular debido a que en este periodo se inició la consolidación de un orden institucional sustentado en principios de corte liberal, como la fundación de la Universidad de Chile y la Escuela Normal de profesores (1842). En este contexto, se desarrolló la historia del libro escolar como instrumento didáctico impulsado a partir de la política de expansión de la escuela pública en Chile, implementada desde el Estado, como instrumento esencial para “civilizar y moralizar” al nuevo ciudadano republicano. Nuestro estudio apunta, en una primera aproximación, a definir los factores que intervinieron en la creación de dichos manuales, entre los que destacan: el ideario educativo reflejado en ellos, el rol del Consejo Universitario (1842-1879) como órgano de censura, y los autores como agentes de cambio social a través de las diferentes formas de producción escrita escolar que ellos gestaron. Palabras clave: libros de texto-siglo, XIX-Chile-artefactos culturales, "civilizar y moralizar"
{"title":"Towards the Construction of a History of the Schoolbook in Chile (1843-1879): Translation, Appropriation, Adaptation, Imitation, and Self-Production","authors":"Raquel Soaje de Elías, Manuel Salas Fernández","doi":"10.24908/encounters.v24i0.17043","DOIUrl":"https://doi.org/10.24908/encounters.v24i0.17043","url":null,"abstract":"La década de 1840 marcó para Chile un antes y un después en el ámbito de la cultura en general y de la educación en particular debido a que en este periodo se inició la consolidación de un orden institucional sustentado en principios de corte liberal, como la fundación de la Universidad de Chile y la Escuela Normal de profesores (1842). En este contexto, se desarrolló la historia del libro escolar como instrumento didáctico impulsado a partir de la política de expansión de la escuela pública en Chile, implementada desde el Estado, como instrumento esencial para “civilizar y moralizar” al nuevo ciudadano republicano. Nuestro estudio apunta, en una primera aproximación, a definir los factores que intervinieron en la creación de dichos manuales, entre los que destacan: el ideario educativo reflejado en ellos, el rol del Consejo Universitario (1842-1879) como órgano de censura, y los autores como agentes de cambio social a través de las diferentes formas de producción escrita escolar que ellos gestaron. \u0000Palabras clave: libros de texto-siglo, XIX-Chile-artefactos culturales, \"civilizar y moralizar\" \u0000 ","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"97 20","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138954079","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 : 2023-12-20DOI: 10.24908/encounters.v24i0.16675
Eugenia Roldán Vera, Rosalía Meníndez
Este artículo examina, desde una mirada global y de larga duración, los libros de texto de lecciones de cosas que circularon en el mundo hispanoamericano el periodo ca. 1880-1920. La pregunta central es cómo y hasta qué punto estos libros hicieron operativos los postulados de la llamada “enseñanza intuitiva” de Johann Heinrich Pestalozzi, es decir, la enseñanza a partir de la experiencia sensorial de los niños con objetos concretos que habría de sustituir al tradicional aprendizaje por la memorización. Con base en la premisa de que los libros de texto constituyen un género específico, con convenciones materiales y textuales que posibilitan y condicionan ciertas prácticas de enseñanza, argumentamos que los libros de lecciones de cosas del mundo hispánico evolucionaron en buena medida de una forma tradicional de enseñanza por preguntas y respuestas, con algunas novedades importantes pero también con continuidades notables. Señalamos, además, que en el formato que adquirieron los libros de lecciones de cosas en México incidieron tanto prescripciones curriculares como factores del mercado editorial y necesidades de los maestros de primaria – convertidos en autores de varios de esos textos – en su práctica cotidiana. Palabras clave: libros de texto, naturaleza, lecciones de cosas, catecismos, Ilustración española
本文从全球和长远的角度研究了约1880-1920年间在西班牙-美洲世界流传的关于事物的教科书。文章的中心问题是，这些教科书如何以及在多大程度上实现了约翰-海因里希-裴斯泰洛齐（Johann Heinrich Pestalozzi）所谓的 "直观教学"，即以儿童对具体事物的感官体验为基础的教学，从而取代了传统的死记硬背。我们认为，西语世界的教科书在很大程度上是由传统的问答式教学演变而来的，其中既有一些重要的创新，也有显著的延续性。我们还指出，墨西哥的事物教科书所采用的形式受到了课程规定、出版市场因素以及小学教师（他们成为了其中一些教科书的作者）在日常实践中的需求的影响。关键词：教科书、自然、事物课、慕课、西班牙启蒙运动。
{"title":"La enseñanza de la naturaleza en los manuales escolares del siglo XIX en el mundo hispanoamericano: del enciclopedismo ilustrado a las lecciones de cosas","authors":"Eugenia Roldán Vera, Rosalía Meníndez","doi":"10.24908/encounters.v24i0.16675","DOIUrl":"https://doi.org/10.24908/encounters.v24i0.16675","url":null,"abstract":"Este artículo examina, desde una mirada global y de larga duración, los libros de texto de lecciones de cosas que circularon en el mundo hispanoamericano el periodo ca. 1880-1920. La pregunta central es cómo y hasta qué punto estos libros hicieron operativos los postulados de la llamada “enseñanza intuitiva” de Johann Heinrich Pestalozzi, es decir, la enseñanza a partir de la experiencia sensorial de los niños con objetos concretos que habría de sustituir al tradicional aprendizaje por la memorización. Con base en la premisa de que los libros de texto constituyen un género específico, con convenciones materiales y textuales que posibilitan y condicionan ciertas prácticas de enseñanza, argumentamos que los libros de lecciones de cosas del mundo hispánico evolucionaron en buena medida de una forma tradicional de enseñanza por preguntas y respuestas, con algunas novedades importantes pero también con continuidades notables. Señalamos, además, que en el formato que adquirieron los libros de lecciones de cosas en México incidieron tanto prescripciones curriculares como factores del mercado editorial y necesidades de los maestros de primaria – convertidos en autores de varios de esos textos – en su práctica cotidiana. \u0000Palabras clave: libros de texto, naturaleza, lecciones de cosas, catecismos, Ilustración española","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"58 4","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138957008","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 : 2023-12-20DOI: 10.24908/encounters.v24i0.16679
Nenad Radakovic
This paper delves into the concept of transdisciplinarity and its potential application in education by conducting a critical analysis of UNESCO's report titled "Reimagining Our Futures Together: A New Social Contract for Education." The report emphasizes the pressing need to address existential risks and climate change, thereby advocating for transformative educational practices. The paper explores the historical development of transdisciplinarity, encompassing structuralist-systems, holistic, and postmodern approaches. Using a transdisciplinary lens, the study examines crucial themes from the UNESCO report, including ecological, intercultural, and interdisciplinary learning integration, the concept of the Knowledge Commons, and the proposition for a new social contract between individuals and governments. This examination serves as an exemplar of how to interpret and question educational texts through a transdisciplinary perspective. Keywords: transdisciplinarity, transdisciplinary education, UNESCO reports, educational policy
{"title":"Transdisciplinarity and the Curriculum: Reading UNESCO’s “Reimagining Our Futures Together” with Transdisciplinarity in Mind","authors":"Nenad Radakovic","doi":"10.24908/encounters.v24i0.16679","DOIUrl":"https://doi.org/10.24908/encounters.v24i0.16679","url":null,"abstract":"This paper delves into the concept of transdisciplinarity and its potential application in education by conducting a critical analysis of UNESCO's report titled \"Reimagining Our Futures Together: A New Social Contract for Education.\" The report emphasizes the pressing need to address existential risks and climate change, thereby advocating for transformative educational practices. The paper explores the historical development of transdisciplinarity, encompassing structuralist-systems, holistic, and postmodern approaches. Using a transdisciplinary lens, the study examines crucial themes from the UNESCO report, including ecological, intercultural, and interdisciplinary learning integration, the concept of the Knowledge Commons, and the proposition for a new social contract between individuals and governments. This examination serves as an exemplar of how to interpret and question educational texts through a transdisciplinary perspective.\u0000Keywords: transdisciplinarity, transdisciplinary education, UNESCO reports, educational policy","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"29 44","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955127","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 : 2023-12-20DOI: 10.24908/encounters.v24i0.17030
Michael Attridge
On the topic of conceptions and practices of education one would have to recognize the formation of Roman Catholic diocesan clergy as unique. This paper looks at the historical development of Catholic residential seminaries since the Council of Trent, focusing specifically on North America and finally on anglophone Ontario in Canada. It describes the effect of the French School of Spirituality in the 17th century and later ultramontanism in the 19th century on seminary formation. In the final sections, the paper looks at the creation of St. Peter’s seminary in London, Canada – the first English-speaking, Roman Catholic residential seminary in the country. It argues that prior to Vatican II it had all the same characteristics of a so-called “clerical culture” as other residential seminaries created in the style of the French school and later impacted by Rome’s ultramontane agenda. Although Vatican II in the 1960’s reformed some element of seminary formation, the conclusion argues that there’s still work to be done.
{"title":"Los seminarios residenciales católicos romanos anteriores al Vaticano II como sistemas educativos únicos: un enfoque en el Ontario anglófono","authors":"Michael Attridge","doi":"10.24908/encounters.v24i0.17030","DOIUrl":"https://doi.org/10.24908/encounters.v24i0.17030","url":null,"abstract":"On the topic of conceptions and practices of education one would have to recognize the formation of Roman Catholic diocesan clergy as unique. This paper looks at the historical development of Catholic residential seminaries since the Council of Trent, focusing specifically on North America and finally on anglophone Ontario in Canada. It describes the effect of the French School of Spirituality in the 17th century and later ultramontanism in the 19th century on seminary formation. In the final sections, the paper looks at the creation of St. Peter’s seminary in London, Canada – the first English-speaking, Roman Catholic residential seminary in the country. It argues that prior to Vatican II it had all the same characteristics of a so-called “clerical culture” as other residential seminaries created in the style of the French school and later impacted by Rome’s ultramontane agenda. Although Vatican II in the 1960’s reformed some element of seminary formation, the conclusion argues that there’s still work to be done.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"35 18","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956553","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 : 2023-12-20DOI: 10.24908/encounters.v24i0.17045
Alicia Baier
By Alicia Baier
作者：艾丽西亚-拜尔
{"title":"The Cry of the Trees","authors":"Alicia Baier","doi":"10.24908/encounters.v24i0.17045","DOIUrl":"https://doi.org/10.24908/encounters.v24i0.17045","url":null,"abstract":"By Alicia Baier","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"71 21","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956705","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 : 2023-12-20DOI: 10.24908/encounters.v24i0.16584
Peter James Glinos
This paper investigates the relationship between the Alternative Education Resources Organization (AERO), considered to be the “primary hub of communications and support for educational alternatives around the world,” and Canadian educators. As it turns out, Canadians, particularly Indigenous groups in Canada, were instrumental in shaping AERO. Educators from Ontario’s alternative education sector, as well as the free schools of British Columbia developed deep connections with AERO over the course of its rise from 1989 to 2003. These relationships helped reinforce AERO’s values surrounding self-directed learning and learner autonomy. An historical analysis was used to understand the influence Canadians had on AERO during the rise of the organization in the 1990’s and early 2000’s. This form of analysis works to reconstruct the past through the examination of primary source material, so that we may learn from the past and better understand the forces that shaped it. For its source material, this inquiry drew from the primary source documents released on AERO’s online archive. This archive contains copies of AERO’s publications from 1989 to 2011, such as The AERO-Gramme Newsletter and The Education Revolution Magazine. The chronological scope of this work encapsulates AERO rise, from 1989 to 2003.
{"title":"connexion canadienne : L’AERO et les éducateurs canadiens","authors":"Peter James Glinos","doi":"10.24908/encounters.v24i0.16584","DOIUrl":"https://doi.org/10.24908/encounters.v24i0.16584","url":null,"abstract":"This paper investigates the relationship between the Alternative Education Resources Organization (AERO), considered to be the “primary hub of communications and support for educational alternatives around the world,” and Canadian educators. As it turns out, Canadians, particularly Indigenous groups in Canada, were instrumental in shaping AERO. Educators from Ontario’s alternative education sector, as well as the free schools of British Columbia developed deep connections with AERO over the course of its rise from 1989 to 2003. These relationships helped reinforce AERO’s values surrounding self-directed learning and learner autonomy. An historical analysis was used to understand the influence Canadians had on AERO during the rise of the organization in the 1990’s and early 2000’s. This form of analysis works to reconstruct the past through the examination of primary source material, so that we may learn from the past and better understand the forces that shaped it. For its source material, this inquiry drew from the primary source documents released on AERO’s online archive. This archive contains copies of AERO’s publications from 1989 to 2011, such as The AERO-Gramme Newsletter and The Education Revolution Magazine. The chronological scope of this work encapsulates AERO rise, from 1989 to 2003. ","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"32 6","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138957260","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 : 2023-12-20DOI: 10.24908/encounters.v24i0.16705
Muhammad Nur, Siti Nurbayani K, Agus Mulyana, Wawan Dermawan, Sapriya, Acep Supriyadi, Jumadi
This research explores the integration of Indonesia's maritime history and culture into Social Studies education. Indonesia, as the world's largest archipelagic nation, possesses a rich maritime heritage and diverse culture that significantly shape national identity and promote sustainable economic development. The study delves into Indonesia's historical maritime background, including its pivotal role in global trade routes and cultural development. It encompasses maritime kingdoms like Srivijaya, Majapahit, and Makassar as well as the influences of China, India, and the Arab world on maritime culture and trade. The article highlights Indonesia's maritime cultural traditions, fostering appreciation for cultural diversity, environmental sustainability, and responsible attitudes towards marine resources. Various methods, including field research, multimedia resources, and interdisciplinary collaborations, can be employed to implement Indonesia's maritime history and culture into IPS education. This integration enables students to develop a holistic understanding of society, economy, and marine environments. By incorporating Indonesia's maritime heritage, students gain an understanding of marine conservation and sustainable economies, while embracing local wisdom applicable to their daily lives. Ultimately, this implementation fosters a generation that values marine environments, respects cultural diversity, and contributes to sustainable development, providing a solid foundation for understanding history, culture, and the significance of maritime affairs in Indonesia. Keywords: maritime history, maritime culture, social studies, sustainability
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