The aim of this study was to investigate the theoretical basis upon which the instructional design process was built ; to achieve the aim of the study, a qualitative analytical approach was followed, and the available related literature was subjected to a semi- chronological scrutiny; findings of this study indicate that three learning theories have had central effects on orienting the process of instructional design: behaviorism , cognitivism , and constructivism have indirectly established the boundaries of instructional design by directly setting the scope of applicability of the instructional practices ; the three theories of learning behaviorism, cognitivism, and constructivism have enabled a deep understanding of how learning happens which, in turn, has sprouted up as various instructional practices and considerations; as a result, this study has concluded that instructional design will not be successful nor fruitful unless teachers and designers consider these instructional practices and considerations that are grounded to the educational maxims of these learning theories. Findings of this study has also confirmed the feasibility and sustainability of instructional design in the sense that it guarantees achieving educational goals and objectives in less time, less effort, and less cost. Accordingly, this study has recommended a set of recommendations in this regard.
{"title":"Behaviorism, Cognitivism, and Constructivism as the Theoretical Bases for Instructional Design","authors":"Abd-Al-Hameeed Jabsheh","doi":"10.47577/teh.v7i.10576","DOIUrl":"https://doi.org/10.47577/teh.v7i.10576","url":null,"abstract":"The aim of this study was to investigate the theoretical basis upon which the instructional design process was built ; to achieve the aim of the study, a qualitative analytical approach was followed, and the available related literature was subjected to a semi- chronological scrutiny; findings of this study indicate that three learning theories have had central effects on orienting the process of instructional design: behaviorism , cognitivism , and constructivism have indirectly established the boundaries of instructional design by directly setting the scope of applicability of the instructional practices ; the three theories of learning behaviorism, cognitivism, and constructivism have enabled a deep understanding of how learning happens which, in turn, has sprouted up as various instructional practices and considerations; as a result, this study has concluded that instructional design will not be successful nor fruitful unless teachers and designers consider these instructional practices and considerations that are grounded to the educational maxims of these learning theories. Findings of this study has also confirmed the feasibility and sustainability of instructional design in the sense that it guarantees achieving educational goals and objectives in less time, less effort, and less cost. Accordingly, this study has recommended a set of recommendations in this regard. ","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"13 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610128","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}
Didin Iis Wahyu Wabibah, Suhaimi Suhaimi, K. Ahmad, Ihsan Noor
Internal and external factors influence the low performance of junior high school teachers. Private junior high school (SMP) teachers in Banjarbaru are strongly influenced by transformational leadership, work motivation, and job satisfaction, so improving teacher performance by identifying the problems they face and finding alternative solutions is necessary. The research was conducted to analyze the direct and indirect influence of the principal's transformational leadership and work motivation on performance through job satisfaction of private junior high school teachers in Banjarbaru City. The research design used in this research is descriptive, using a path analysis model (part analysis) to analyze the pattern of influence between variables. The research population was 266 teachers from 14 private junior high schools in Banjarbaru City. Moreover, 160 respondents were taken as research samples using the Probability Simple Random Sampling technique. Data collection uses questionnaire instruments, and data analysis uses descriptive analysis, classical assumption testing, hypothesis testing, and path analysis. The results of the data analysis obtained show that the regression coefficient value of the transformational leadership variable of the principal and teacher performance is 0.396, the variable job satisfaction and teacher performance is 0.365, the variable work motivation and teacher performance is 0.226, the variable principal transformational leadership and job satisfaction is 0.605, the variable work motivation and job satisfaction is 0.290, the variable transformational leadership with performance through job satisfaction is 0.137 and the variable work motivation and performance through job satisfaction is 0.073. The research results show that the level of transformational leadership of school principals, the level of job satisfaction, and the level of teacher performance in junior high schools in the city of Banjarbaru are in the medium category, while the level of work motivation is in the high category. There is a partial direct relationship between the transformational leadership of school principals, work motivation, job satisfaction, and teacher performance in private junior high schools in Banjarbaru. There is an indirect relationship between transformational leadership, work motivation, and performance through job satisfaction in private junior high schools throughout Banjarbaru City, so there is a need to increase the variables of transformational leadership, work motivation, job satisfaction, and teacher performance.
{"title":"The Influence of Principal Transformation on Junior High School Teachers' Performance and Job Satisfaction","authors":"Didin Iis Wahyu Wabibah, Suhaimi Suhaimi, K. Ahmad, Ihsan Noor","doi":"10.47577/teh.v7i.10536","DOIUrl":"https://doi.org/10.47577/teh.v7i.10536","url":null,"abstract":"Internal and external factors influence the low performance of junior high school teachers. Private junior high school (SMP) teachers in Banjarbaru are strongly influenced by transformational leadership, work motivation, and job satisfaction, so improving teacher performance by identifying the problems they face and finding alternative solutions is necessary. The research was conducted to analyze the direct and indirect influence of the principal's transformational leadership and work motivation on performance through job satisfaction of private junior high school teachers in Banjarbaru City. The research design used in this research is descriptive, using a path analysis model (part analysis) to analyze the pattern of influence between variables. The research population was 266 teachers from 14 private junior high schools in Banjarbaru City. Moreover, 160 respondents were taken as research samples using the Probability Simple Random Sampling technique. Data collection uses questionnaire instruments, and data analysis uses descriptive analysis, classical assumption testing, hypothesis testing, and path analysis. The results of the data analysis obtained show that the regression coefficient value of the transformational leadership variable of the principal and teacher performance is 0.396, the variable job satisfaction and teacher performance is 0.365, the variable work motivation and teacher performance is 0.226, the variable principal transformational leadership and job satisfaction is 0.605, the variable work motivation and job satisfaction is 0.290, the variable transformational leadership with performance through job satisfaction is 0.137 and the variable work motivation and performance through job satisfaction is 0.073. The research results show that the level of transformational leadership of school principals, the level of job satisfaction, and the level of teacher performance in junior high schools in the city of Banjarbaru are in the medium category, while the level of work motivation is in the high category. There is a partial direct relationship between the transformational leadership of school principals, work motivation, job satisfaction, and teacher performance in private junior high schools in Banjarbaru. There is an indirect relationship between transformational leadership, work motivation, and performance through job satisfaction in private junior high schools throughout Banjarbaru City, so there is a need to increase the variables of transformational leadership, work motivation, job satisfaction, and teacher performance.","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"31 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139529285","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 research delved into the perspectives of English teachers in vocational high schools towards mobile learning (m-learning) in the "Tourism English Conversation" course. It involved interviews with eleven teachers from public vocational high schools in Kaohsiung City, Taiwan. These interviews explored various facets of m-learning, such as teachers' knowledge of mobile devices and apps, the widespread use of the Internet and mobile devices, instructional materials, and its impact on students' learning duration and concentration. The study focused on three aspects of mobile learning: its acceptance, teachers' readiness to adopt it, and the challenges they face in shifting from traditional to mobile teaching methods. Findings revealed a positive reception towards m-learning, particularly during the COVID-19 pandemic when traditional classroom teaching was impossible. Nonetheless, the effective implementation of m-learning was influenced by teachers' familiarity with the technology, student motivation, the availability of relevant instructional materials, and the pressures associated with teaching in this new format.
{"title":"Investigating Vocational High School Instructors' Views on Mobile Learning in the \"Tourism English Conversation\" Course","authors":"Yu-Ju Wang, Da-Wei Liu","doi":"10.47577/teh.v6i.10484","DOIUrl":"https://doi.org/10.47577/teh.v6i.10484","url":null,"abstract":"This research delved into the perspectives of English teachers in vocational high schools towards mobile learning (m-learning) in the \"Tourism English Conversation\" course. It involved interviews with eleven teachers from public vocational high schools in Kaohsiung City, Taiwan. These interviews explored various facets of m-learning, such as teachers' knowledge of mobile devices and apps, the widespread use of the Internet and mobile devices, instructional materials, and its impact on students' learning duration and concentration. The study focused on three aspects of mobile learning: its acceptance, teachers' readiness to adopt it, and the challenges they face in shifting from traditional to mobile teaching methods. Findings revealed a positive reception towards m-learning, particularly during the COVID-19 pandemic when traditional classroom teaching was impossible. Nonetheless, the effective implementation of m-learning was influenced by teachers' familiarity with the technology, student motivation, the availability of relevant instructional materials, and the pressures associated with teaching in this new format.","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"41 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535071","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 objective of this work is to contribute to the humanization of linguistic practices in the English language class from the perspective of gender equity in the training process of foreign language teachers. The results allow us to determine moderate advances in the gender equity approach from the English classroom. It proposes routes to enhance language practices from a gender equity perspective as an action that contributes to the profile of the teacher in training and sustainable development in educational communities that can be adjusted according to the educational policies of various nations.
{"title":"Perceptions of instructors and students about gender equality:","authors":"J. Villafuerte, María José Gavilanes Coppiano","doi":"10.47577/teh.v6i.10389","DOIUrl":"https://doi.org/10.47577/teh.v6i.10389","url":null,"abstract":"The objective of this work is to contribute to the humanization of linguistic practices in the English language class from the perspective of gender equity in the training process of foreign language teachers. The results allow us to determine moderate advances in the gender equity approach from the English classroom. It proposes routes to enhance language practices from a gender equity perspective as an action that contributes to the profile of the teacher in training and sustainable development in educational communities that can be adjusted according to the educational policies of various nations.","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"19 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948316","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}
Gerasimos Kalogeratos, Eleni Anastasopoulou, Angeliki Tsagri, Chrysostomos Tseremegklis, Sofia Asimakopoulou
The cultivation of creativity within the educational environment is of utmost importance in the context of our contemporary, rapidly changing society. This research paper explores the importance, difficulties, and approaches to promoting creativity in educational settings. Creativity plays a crucial role in the growth and advancement of individuals, encompassing both educational and developmental domains. The absence of creativity has a pervasive influence on the entire school community, resulting in detrimental consequences, whereas its cultivation is advocated to improve the educational experience. This study aims to examine the significance of creativity within the educational setting. The present study constitutes a comprehensive examination of the existing body of literature from 1999 to 2023. Following a rigorous and comprehensive assessment of the articles, eleven (11) articles were selected for inclusion in the study. This study examines multiple research papers that investigate creativity in the educational setting. Specifically, it focuses on the perspectives of both students and teachers regarding the manifestation of creativity. Additionally, it explores the relationship between teachers' expertise and their ability to facilitate creative activities and the interplay between children's creative abilities and their academic performance. In summary, various factors influence the development of creativity and associated skills in individuals, with a notable emphasis on the school community. Nevertheless, educational institutions require assistance in transitioning from traditional approaches and effectively evaluating the concept of creativity. Even with these challenges, the imperative of prioritizing creativity in education is apparent, considering its pivotal role in fostering comprehensive student growth and equipping learners for forthcoming obstacles. The paper concludes by advocating for schools to adopt a proactive role in fostering creativity, thereby equipping students with the necessary skills to navigate the intricate challenges of the 21st century effectively.
{"title":"Enhancing Creativity in the School Environment. A Narrative Examination","authors":"Gerasimos Kalogeratos, Eleni Anastasopoulou, Angeliki Tsagri, Chrysostomos Tseremegklis, Sofia Asimakopoulou","doi":"10.47577/teh.v6i.10223","DOIUrl":"https://doi.org/10.47577/teh.v6i.10223","url":null,"abstract":"The cultivation of creativity within the educational environment is of utmost importance in the context of our contemporary, rapidly changing society. This research paper explores the importance, difficulties, and approaches to promoting creativity in educational settings. Creativity plays a crucial role in the growth and advancement of individuals, encompassing both educational and developmental domains. The absence of creativity has a pervasive influence on the entire school community, resulting in detrimental consequences, whereas its cultivation is advocated to improve the educational experience. This study aims to examine the significance of creativity within the educational setting. The present study constitutes a comprehensive examination of the existing body of literature from 1999 to 2023. Following a rigorous and comprehensive assessment of the articles, eleven (11) articles were selected for inclusion in the study. This study examines multiple research papers that investigate creativity in the educational setting. Specifically, it focuses on the perspectives of both students and teachers regarding the manifestation of creativity. Additionally, it explores the relationship between teachers' expertise and their ability to facilitate creative activities and the interplay between children's creative abilities and their academic performance. In summary, various factors influence the development of creativity and associated skills in individuals, with a notable emphasis on the school community. Nevertheless, educational institutions require assistance in transitioning from traditional approaches and effectively evaluating the concept of creativity. Even with these challenges, the imperative of prioritizing creativity in education is apparent, considering its pivotal role in fostering comprehensive student growth and equipping learners for forthcoming obstacles. The paper concludes by advocating for schools to adopt a proactive role in fostering creativity, thereby equipping students with the necessary skills to navigate the intricate challenges of the 21st century effectively.","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"19 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966344","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}
Motivation and temperament are integral determinants of a child's learning journey and social adaptation in early educational settings. This paper examines how intrinsic and extrinsic motivational factors influence engagement, curiosity, and academic outcomes, while also exploring the diverse temperamental profiles, peer interactions, and propensity for leadership that children exhibit. The unique interplay between motivation and temperament has profound implications for classroom dynamics, peer interactions, and the cultivation of foundational leadership traits. Recognizing and harnessing these influences can optimize individual learning experiences, fostering both academic growth and the development of essential life skills in young learners.
{"title":"Impact of Motivation and Temperament in Pre-School and School Setting. A Narrative Review","authors":"Gerasimos Kalogeratos","doi":"10.47577/teh.v6i.10224","DOIUrl":"https://doi.org/10.47577/teh.v6i.10224","url":null,"abstract":"Motivation and temperament are integral determinants of a child's learning journey and social adaptation in early educational settings. This paper examines how intrinsic and extrinsic motivational factors influence engagement, curiosity, and academic outcomes, while also exploring the diverse temperamental profiles, peer interactions, and propensity for leadership that children exhibit. The unique interplay between motivation and temperament has profound implications for classroom dynamics, peer interactions, and the cultivation of foundational leadership traits. Recognizing and harnessing these influences can optimize individual learning experiences, fostering both academic growth and the development of essential life skills in young learners.","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"362 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966574","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}
Despite the vigorous discourse surrounding education, current measures remain insufficient for effectuating substantive benefits for children. Guaranteeing the holistic development of children, particularly those with special educational needs, necessitates the provision of universally high-caliber educational experiences. It is critical to cultivate competencies for self-regulation and management of emotions from an early age, which is instrumental in fostering emotional stability and equipping children with the resilience to navigate life's adversities. Individuals with disabilities encounter significant societal disadvantages, arising not only from their inherent circumstances but also from societal reactions and the manner in which they are treated within these social structures. Therefore, in this thesis I have chosen to address two of the most relevant and important issues, the development of emotional and social skills in pre-school children, aged 3-6/7 years, with special educational needs. If this skill is not developed, it can affect the balance of mental health, leading to anxiety, depression, low mood and other repercussions. The role of emotions in each individual's life is as important as life itself. First of all, it should be noted that emotions manifest themselves constantly and differently. Different motives and contexts can provoke positive or negative emotions that cause changes in people's behaviour, the effectiveness and direction of decision-making, the formation of relationships and other aspects of everyday life. Emotional intelligence is an important skill for all children, including those with special needs. They may face unique challenges in developing emotional intelligence, but with appropriate support and interventions, they can still make progress. Once a child develops this skill, it becomes easier for them to control their behaviour, which will lead to optimal social interactions. A child's behaviour can be influenced by how they analyse the emotions conveyed by the people they interact with. So the child shapes and modifies behaviour based on what is shared with him/her through the emotions expressed by others.
{"title":"Emotional intelligence in children with special educational needs","authors":"Mihaela Luminita Sandu, Maria Isabela Bîrzu","doi":"10.47577/teh.v6i.10307","DOIUrl":"https://doi.org/10.47577/teh.v6i.10307","url":null,"abstract":"Despite the vigorous discourse surrounding education, current measures remain insufficient for effectuating substantive benefits for children. Guaranteeing the holistic development of children, particularly those with special educational needs, necessitates the provision of universally high-caliber educational experiences. It is critical to cultivate competencies for self-regulation and management of emotions from an early age, which is instrumental in fostering emotional stability and equipping children with the resilience to navigate life's adversities. Individuals with disabilities encounter significant societal disadvantages, arising not only from their inherent circumstances but also from societal reactions and the manner in which they are treated within these social structures. Therefore, in this thesis I have chosen to address two of the most relevant and important issues, the development of emotional and social skills in pre-school children, aged 3-6/7 years, with special educational needs. If this skill is not developed, it can affect the balance of mental health, leading to anxiety, depression, low mood and other repercussions. The role of emotions in each individual's life is as important as life itself. First of all, it should be noted that emotions manifest themselves constantly and differently. Different motives and contexts can provoke positive or negative emotions that cause changes in people's behaviour, the effectiveness and direction of decision-making, the formation of relationships and other aspects of everyday life. Emotional intelligence is an important skill for all children, including those with special needs. They may face unique challenges in developing emotional intelligence, but with appropriate support and interventions, they can still make progress. Once a child develops this skill, it becomes easier for them to control their behaviour, which will lead to optimal social interactions. A child's behaviour can be influenced by how they analyse the emotions conveyed by the people they interact with. So the child shapes and modifies behaviour based on what is shared with him/her through the emotions expressed by others.","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"53 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595641","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}
Pervasive Developmental Disorders (PDD), which include various conditions falling under the Autism Spectrum, are frequently characterized by difficulties in social communication. The presence of emotional intelligence (EI), which plays a crucial role in the comprehension and regulation of emotions within oneself and others, may occasionally be diminished in individuals diagnosed with Pervasive Developmental Disorders (PDD). This study examines various approaches to augmenting Emotional Intelligence (EI) in individuals with Pervasive Developmental Disorders (PDD). Additionally, it investigates the potential leadership capabilities that can be unlocked due to this augmentation. The literature acknowledges the inherent strengths of individuals with PDD, including their analytical capabilities and unique perspectives. However, enhancing their emotional intelligence (EI) can provide them with additional skills necessary for assuming leadership positions. The utilization of structured learning, experiential environments, and mindfulness practices has demonstrated potential in augmenting emotional intelligence (EI), thus enabling individuals with Pervasive Developmental Disorders (PDD) to leverage their inherent strengths more effectively in leadership settings. This highlights the necessity of implementing a comprehensive leadership development program specifically designed to address the unique requirements of individuals with Pervasive Developmental Disorders (PDD), thereby promoting a more inclusive approach to leadership.
{"title":"Enhancing Emotional Intelligence in Pervasive Developmental Disorders. The Autism Paradigm","authors":"Gerasimos Kalogeratos, Eleni Anastasopoulou, Anastasios Stavrogiannopoulos, Angeliki Tsagri, Danai Tsogka, Konstantina Lourida","doi":"10.47577/teh.v6i.9769","DOIUrl":"https://doi.org/10.47577/teh.v6i.9769","url":null,"abstract":"Pervasive Developmental Disorders (PDD), which include various conditions falling under the Autism Spectrum, are frequently characterized by difficulties in social communication. The presence of emotional intelligence (EI), which plays a crucial role in the comprehension and regulation of emotions within oneself and others, may occasionally be diminished in individuals diagnosed with Pervasive Developmental Disorders (PDD). This study examines various approaches to augmenting Emotional Intelligence (EI) in individuals with Pervasive Developmental Disorders (PDD). Additionally, it investigates the potential leadership capabilities that can be unlocked due to this augmentation. The literature acknowledges the inherent strengths of individuals with PDD, including their analytical capabilities and unique perspectives. However, enhancing their emotional intelligence (EI) can provide them with additional skills necessary for assuming leadership positions. The utilization of structured learning, experiential environments, and mindfulness practices has demonstrated potential in augmenting emotional intelligence (EI), thus enabling individuals with Pervasive Developmental Disorders (PDD) to leverage their inherent strengths more effectively in leadership settings. This highlights the necessity of implementing a comprehensive leadership development program specifically designed to address the unique requirements of individuals with Pervasive Developmental Disorders (PDD), thereby promoting a more inclusive approach to leadership.","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"5 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136102289","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}
An Annual festival is a cultural event which is celebrated by most if not all Western Grassfields Fondoms. In Bafut, this annual festival is referred to as ‘abine-mfor’ (fon’s dance) or ‘flutes’ dance’. This occasion was instituted by the very first fon of the Bafut Fondom to commemorate the ancestors and spirits through sacrifices and dancing. The majority of Bafut people admire and celebrate the Abine-mfor with passion but very few understand the raison d’être of the dance. The question is what is the cultural significance of the fon’s dance in the life of the Bafut fondom? This paper examines the symbolism of Abine-mfor and the functions of the ceremony in the life of the fondom. Collecting data for this paper, we used the qualitative method. This method was employed through techniques such as participant observation, in-depth interview, informal discussions, literature review and photography. The data was interpreted using theories of symbolic anthropology of Geertz, and functionalism of Malinowski and Brown. Major findings reveal that in the Annual dance, the villagers perform traditional dances, sacrifices to honour their ancestors and spirits. This ceremony therefore reflects the belief system, social and political form of organisation of the Bafut Fondom. Cultural manifestations such as Abine-mfor and others should be documented (Historical Particularism of Boas) so that Bafut and non-Bafut people should understand its importance to the cultural heritage of Bafut in particular and that of Cameroon in general.
{"title":"An Expression of Power, Unity and Faith Through Dance: The /Abine-mfor/ Fon’s Dance of the Bafut People in the Bamenda Grassfields of Cameroon","authors":"Exodus Tikere Moffor, Nebane Dieudonne, Paschal Kum Awah","doi":"10.47577/teh.v6i.9744","DOIUrl":"https://doi.org/10.47577/teh.v6i.9744","url":null,"abstract":"An Annual festival is a cultural event which is celebrated by most if not all Western Grassfields Fondoms. In Bafut, this annual festival is referred to as ‘abine-mfor’ (fon’s dance) or ‘flutes’ dance’. This occasion was instituted by the very first fon of the Bafut Fondom to commemorate the ancestors and spirits through sacrifices and dancing. The majority of Bafut people admire and celebrate the Abine-mfor with passion but very few understand the raison d’être of the dance. The question is what is the cultural significance of the fon’s dance in the life of the Bafut fondom? This paper examines the symbolism of Abine-mfor and the functions of the ceremony in the life of the fondom. Collecting data for this paper, we used the qualitative method. This method was employed through techniques such as participant observation, in-depth interview, informal discussions, literature review and photography. The data was interpreted using theories of symbolic anthropology of Geertz, and functionalism of Malinowski and Brown. Major findings reveal that in the Annual dance, the villagers perform traditional dances, sacrifices to honour their ancestors and spirits. This ceremony therefore reflects the belief system, social and political form of organisation of the Bafut Fondom. Cultural manifestations such as Abine-mfor and others should be documented (Historical Particularism of Boas) so that Bafut and non-Bafut people should understand its importance to the cultural heritage of Bafut in particular and that of Cameroon in general.","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135732832","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 development of social media has had a significant impact on society and Generation Z has been directly affected by the new modern means of communication. In addition to the positive implications, there are a wide range of risks to which users are exposed on the Internet. Direct social interactions, physical activities, time spent with friends in nature are alternatives to limit the time spent online. Through informative campaigns, appropriate laws and collaboration between educational agents young people can develop the skills they need to cope with risky situations. Thus, the positive effects of the online environment should be maximized to contribute to personal development. The methodology of the research was characterized by the method of focus groups, and the group that was studied was made up of 13 young people. The main results highlight the existing risks for the active users of social networks, such as: addiction, narcissism, destruction of interpersonal relationships, exposure to immorality, etc.
{"title":"The risks associated with the use of social media by Generation Z","authors":"Florin Răduț, Cosmin Sicrea, Felicia Andrioni","doi":"10.47577/teh.v6i.9613","DOIUrl":"https://doi.org/10.47577/teh.v6i.9613","url":null,"abstract":"The development of social media has had a significant impact on society and Generation Z has been directly affected by the new modern means of communication. In addition to the positive implications, there are a wide range of risks to which users are exposed on the Internet. Direct social interactions, physical activities, time spent with friends in nature are alternatives to limit the time spent online. Through informative campaigns, appropriate laws and collaboration between educational agents young people can develop the skills they need to cope with risky situations. Thus, the positive effects of the online environment should be maximized to contribute to personal development. The methodology of the research was characterized by the method of focus groups, and the group that was studied was made up of 13 young people. The main results highlight the existing risks for the active users of social networks, such as: addiction, narcissism, destruction of interpersonal relationships, exposure to immorality, etc.","PeriodicalId":471797,"journal":{"name":"Technium Education and Humanities","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858840","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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