{"title":"呼吁在武装冲突时期采用乐观主义教学法:理论和实践见解","authors":"Izhar Oplatka","doi":"10.1108/jpcc-06-2024-0088","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>The paper argues for the introduction of pedagogies of optimism (and implicitly of hope) in schools as a response to the danger of pessimism, skepticism and helplessness characterizing periods of armed conflicts.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>A conceptual analysis.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>Following an analysis of armed conflicts and their impact on educational systems, the critical contribution of pedagogies of optimism is illuminated. Teachers are encouraged to follow major phases in this kind of pedagogy, such as discovery, acceptance of the situation, imagination and critical thinking.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>Practical suggestions are provided at the end of the paper.</p><!--/ Abstract__block -->","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A call to adopt pedagogies of optimism in times of armed conflicts: theoretical and practical insights\",\"authors\":\"Izhar Oplatka\",\"doi\":\"10.1108/jpcc-06-2024-0088\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>The paper argues for the introduction of pedagogies of optimism (and implicitly of hope) in schools as a response to the danger of pessimism, skepticism and helplessness characterizing periods of armed conflicts.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>A conceptual analysis.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>Following an analysis of armed conflicts and their impact on educational systems, the critical contribution of pedagogies of optimism is illuminated. Teachers are encouraged to follow major phases in this kind of pedagogy, such as discovery, acceptance of the situation, imagination and critical thinking.</p><!--/ Abstract__block -->\\n<h3>Originality/value</h3>\\n<p>Practical suggestions are provided at the end of the paper.</p><!--/ Abstract__block -->\",\"PeriodicalId\":44790,\"journal\":{\"name\":\"Journal of Professional Capital and Community\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-09-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Professional Capital and Community\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1108/jpcc-06-2024-0088\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Professional Capital and Community","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1108/jpcc-06-2024-0088","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A call to adopt pedagogies of optimism in times of armed conflicts: theoretical and practical insights
Purpose
The paper argues for the introduction of pedagogies of optimism (and implicitly of hope) in schools as a response to the danger of pessimism, skepticism and helplessness characterizing periods of armed conflicts.
Design/methodology/approach
A conceptual analysis.
Findings
Following an analysis of armed conflicts and their impact on educational systems, the critical contribution of pedagogies of optimism is illuminated. Teachers are encouraged to follow major phases in this kind of pedagogy, such as discovery, acceptance of the situation, imagination and critical thinking.
Originality/value
Practical suggestions are provided at the end of the paper.