scholarly journals Yakym Yarema’s philosophical and pedagogical ideas in discursive practices of education

2019 ◽  
Vol 12 (2) ◽  
pp. 313-327
Author(s):  
Olha Honcharenko
Keyword(s):  
Comparative Analysis ◽  
Educational Practices ◽  
Discursive Practices ◽  
Educational Discourse ◽  
Philosophical School ◽  
Franz Brentano

In this paper on the basis of comparative analysis the similarity of Yakym Yarema’s and Kazimierz Twardowski’s main philosophical and pedagogical ideas has been identified. The analysis of these ideas proves that Ukrainian scientist represents Twardowski’s educational practices as well as reflects the traditions of Vienna philosophical school by Franz Brentano which history goes back to Aristotle’s philosophy. The value of Yakym Yarema’s philosophical and pedagogical ideas in the present educational discourse has been shown in the article.

scholarly journals Análisis comparativo de las prácticas educativas inclusivas en instituciones educativas de Santiago de Cali

2020 ◽  
Vol 3 (1) ◽  
pp. 87-98
Author(s):  
Martha Liliana Urbano Burbano ◽  
Claudia Patricia Rodríguez Andrade.
Keyword(s):  
Comparative Analysis ◽  
Inclusive Education ◽  
Direct Observation ◽  
Educational Institutions ◽  
Educational Practices ◽  
Structured Interviews

El artículo presenta un análisis comparativo de las prácticas educativas inclusivas en Instituciones Educativas de Santiago de Cali. Para ello, se abordan posturas teóricas que brindan elementos para la inclusión y las prácticas de la educación inclusiva. Como metodología se utilizaron   entrevistas semiestructuradas, encuestas cerradas, observación directa. Los hallazgos se asocian en categorías de análisis que se encaminan  a una educación para todos y se relacionan con los aciertos que tiene cada una de las instituciones de acuerdo con lo que los estudiantes    manifiestan al sentirse reconocidos. Abstract The article presents a comparative analysis of inclusive educational practices in educational institutions of Santiago de Cali. For this, theories that offer elements for inclusion and practices of inclusive education are approached. Semi-structured interviews, closed surveys and direct observation were used as methodology.

scholarly journals The Concept of LERNEN as a Cognitive Dominant of the Educational Discourse (Based on the Material of German Language Textbooks)

2020 ◽  
Vol 162 (5) ◽  
pp. 224-238
Author(s):  
V.E. Shukman ◽  
◽  
S.I. Dubinin ◽  
Keyword(s):  
Comparative Analysis ◽  
Foreign Students ◽  
Conceptual Analysis ◽  
Foreign Languages ◽  
Elementary Level ◽  
German Language ◽  
Structural Components ◽  
Main Method ◽  
Educational Discourse ◽  
Language Textbooks

Comparative analysis of the specifics of representation of the concept of LERNEN as a cognitive dominant of the educational discourse in the modern German language textbooks of elementary level for foreigners was carried out. The aim of this research is to identify lexical elements marking the educational discourse of Germany and verbalizing the concept of LERNEN in the textbooks. In line with this aim, the following tasks were set: to reveal and categorize lexical elements representing the concept of LERNEN in all structural components of the selected textbooks; to quantify the revealed representatives and show their relations graphically; to perform both qualitative and comparative analysis of the representatives of the thematic groups of each textbook separately and in comparison with each other. The main method used during the research was conceptual analysis of the educational discourse on the basis of the textbooks of elementary level. The obtained results demonstrate that the representatives of the concept of LERNEN can be divided into 13 thematic groups. Their quantitative ratio was established on the basis of the textbooks. The thematic groups with a predominant number of representatives were determined. All lexical elements representing the concept of LERNEN were qualitatively investigated and their positions in the educational discourse were established. We found the ways of representing the concept of LERNEN as a large and crucial cognitive dominant and marking it with the help of the studied representatives associated with not only the modern educational discourse in the field of foreign languages learning, but also with the educational policy of Germany in general, which is highly relevant because of the high attraction and active influx of foreign students, tourists, and migrants to Germany. The results obtained are of great importance for further research of the cognitive basis of modern German language textbooks.

scholarly journals Franz Brentano’s Influence on Ukrainian Philosophy: A Methodological Introduction to Research

2019 ◽  
Vol 6 (1) ◽  
pp. 125-146
Author(s):  
Stepan Ivanyk
Keyword(s):  
Nineteenth Century ◽  
Comparative Analysis ◽  
History Of Philosophy ◽  
Constructive Method ◽  
Scientific Philosophy ◽  
History Of ◽  
Franz Brentano ◽  
The University ◽  
First Time ◽  
Ukrainian Society

This article ponders, for the first time, the question of whether Austrian philosopher Franz Brentano (1838-1917) influenced the development of the school of Ukrainian philosophy. It employs Anna Brożek’s methodology to identify philosophers’ influence on one another (distinctions between direct and indirect influence, active and passive contact, etc.); concepts of institutional and ideological conditions of this influence are also considered. The article establishes, first, that many Ukrainian academics had institutional bonds with Brentano’s students, especially Kazimierz Twardowski at the University of Lviv. Second, it identifies an ideological bond between Brentano and his hypothetical Ukrainian “academic grandsons.” Particularly, a comparative analysis of works on the history of philosophy of Brentano and the Ukrainian Ilarion Svientsits'kyi (1876-1956) reveals that the latter took over Brentano’sa posteriori constructive method. These results allow to draw a conclusion about the existence of Ukrainian Brentanism, that not only brings new arguments into the discussion about the tradition of and prospects for the development of analytic (scientific) philosophy on Ukrainian ground, but also opens new aspects of the modernization of Ukrainian society in general (from the end of the nineteenth century to the present day).

Rethinking Ibn 'Arabi

2018 ◽  
Author(s):  
Gregory A. Lipton
Keyword(s):  
Nineteenth Century ◽  
Comparative Analysis ◽  
Thirteenth Century ◽  
Discursive Practices ◽  
Perennial Philosophy ◽  
Ibn Arabi ◽  
Political Divide

For over a century, Euro-American scholars and esotericists alike have heralded the thirteenth-century Spanish mystic Ibn ‘Arabi (d. 1240) as the premodern Sufi theorist of inclusive religious universalism who claimed all contemporaneous religions as equally valid beyond the religio-political divide of medieval exclusivism. Rethinking Ibn ‘Arabi calls into question this Western image of Ibn ‘Arabi and throws into relief how his discourse is inseparably intertwined with the absolutist vision of his own religious milieu—that is, the triumphant claim that Islam fulfilled, superseded, and therefore abrogated all previously revealed religions. By exploring how Ibn ‘Arabi’s ideas have been read, appropriated, and universalized within the regnant interpretative field of Perennial Philosophy in the study of Sufism, Rethinking Ibn ‘Arabi theorizes Ibn ‘Arabi’s own absolutist conception of universalism in juxtaposition to his contemporary universalist reception. The contours that surface through this comparative analysis trace the discursive practices that inform Ibn ‘Arabi’s Western reception back to eighteenth- and nineteenth-century conceptions of “authentic” religion where European ethnoracial superiority is wielded against a Semitic Other—both Jewish and Muslim. Rethinking Ibn ‘Arabi thus argues that in ironically similar ways to Ibn ‘Arabi’s medieval absolutism, contemporary Western universalist constructions of religious authenticity contain buried orders of politics concealing supersessionist models of exclusivism.

Openings of Chinese telephone service encounters

2012 ◽  
Vol 3 (2) ◽  
pp. 200-227 ◽  
Author(s):  
Hao Sun
Keyword(s):  
Comparative Analysis ◽  
Linguistic Community ◽  
Service Encounters ◽  
Discursive Practices ◽  
Telephone Service ◽  
Discursive Interaction ◽  
Telephone Calls ◽  
Changes Over Time ◽  
Opening Phase ◽  
Over Time

Focusing on openings of telephone service encounters, this study utilizes two sets of comparable discourse data in Chinese collected in the same linguistic community more than a decade apart to explore discoursal style changes over time. The comparative analysis examines forms, tasks and discursive interaction of the opening phase oftelephone service encounters in Shanghai, China.Differences in opening routines over time are observed, which include the adoption of institutionalized, more elaborative expressions as well as increased range of interactional tasks performed (including greeting and business self-identification) in more recent data. The findings indicate that a shift may have taken place in business discursive practices in China; it is also suggested that the style of answering telephone calls by businesses or services, or first turn of Chinese telephone service encounters, may have been in the process of being reshaped, gaining certain distinctive institutional markers, thus making such interactions somewhat distinguishable from the pick-up style for non-institutional telephone interactions at home.

scholarly journals Diskurzivne prakse o Karaševcima u jugoistočnoj Evropi u svetlu međunacionalnih odnosa

2017 ◽  
Vol 12 (4) ◽  
pp. 1177
Author(s):  
Saša Nedeljković
Keyword(s):  
Comparative Analysis ◽  
Eastern Europe ◽  
Scientific Literature ◽  
Ethnic Community ◽  
Special Focus ◽  
Discursive Practices ◽  
Dominant Discourse ◽  
South Eastern ◽  
South Eastern Europe ◽  
The Relationship

The paper analyses the attempt to construct a dominant discourse on the Krashovani in South-eastern Europe, or rather, the inter-relationship between discursive practices about said community in different states that show interest in it. This ethnic community has great symbolic, and as such, political potential which can be used to reinvigorate the national mythologies of interested nations. Through a comparative analysis of scientific discussions and popular-scientific literature, an attempt is made at recognizing, abstracting and systematizing all factors, means and strategies which are used for this purpose. Special focus has been put on the changes in dominant paradigms – the relationship between an historical and an ahistorical approach.

scholarly journals Freinet and Montessori in practice. A comparative analysis of the meanings attributed to the process of learning by early education teachers – research report

2020 ◽  
Vol 51 (4) ◽  
pp. 167-179
Author(s):  
Jarosław Jendza ◽  
Joanna Grzanka
Keyword(s):  
Comparative Analysis ◽  
Active Learning ◽  
Qualitative Analysis ◽  
Early Education ◽  
Research Report ◽  
Educational Practices ◽  
Learning Techniques ◽  
Similarities And Differences ◽  
Educational Orientations

The article presented is a qualitative analysis of the early education Freinet and Montessori teachers in relation to their educational practices in the scope of educational constructivism. Understanding constructivism as a metaphor describing process of learning, the authors outline similarities and differences in the conceptions attributed to the processes of learning between the two researched groups of teachers. The results of the analysis show the opposite “direction” of the thematizations. Freinet teachers concentrate on the techniques and then – in their narratives – outline the values related to education whereas Montessori teachers’ narratives are oriented at values and only illustrated with some technological examples. The outcomes of the analysis can be formulated in a form of provisional synthesis: The realization of constructivism in education is not connected so much with so called “active learning techniques” but rather with values, individual and shared axio-educational orientations and the quality of relations between various subjects involved in education. Such a hypothesis leads to the questioning of the tendency according to which teachers’ education should be practical. On the contrary, we claim that such a conception on teachers’ education might be an obstacle to the wide implementation of constructivism in educational practices.

German Colonial Rule in Present-day Namibia

2021 ◽  
Vol 13 (2) ◽  
pp. 53-71
Author(s):  
Patrick Mielke
Keyword(s):  
Secondary School ◽  
Ethnographic Study ◽  
The Other ◽  
German History ◽  
Educational Practices ◽  
Colonial Rule ◽  
Discursive Practices ◽  
Complex Interplay ◽  
History Textbook ◽  
European Colonialism

This article traces discursive shifts in the ways in which imperialism and European colonialism have been dealt with in the classroom in relation to the German history textbook Time for History (Zeit für Geschichte), which was published in 2010. It explores how the textbook’s representation of German colonial rule in present-day Namibia both raises awareness of and reproduces common colonialist-racist images of the “other” by demonstrating how its content is negotiated in year-nine history lessons, as observed over the course of an ethnographic study carried out in a German secondary school. The author assesses the complex interplay between discursive practices of negotiation, everyday educational practices and deeply rooted, colonialist-racist images of the “other” and, on the basis of this interplay, analyses how difficult it is to bring about content-based and discursive shifts in the classroom.

scholarly journals AGITATION AND PROPAGANDA CONFRONTATION BETWEEN “REDS” AND “WHITES” IN THE PERM PERIODICALS DURING THE CIVIL WAR: A TYPOLOGY OF DISCOURSES

2021 ◽  
pp. 164-179
Author(s):  
S. I. Kornienko ◽  
◽  
A. R. Ekhlakova ◽  
Keyword(s):  
Comparative Analysis ◽  
Civil War ◽  
Michel Foucault ◽  
Political Discourse ◽  
Critical Discourse ◽  
The Political ◽  
Discursive Practices ◽  
Discourse Practices ◽  
French School ◽  
Discourse Studies

The paper presents an analysis of the agitation and propaganda discourses on the materials of newspapers published in the Perm province in confrontation between the “reds” and “whites” during the years of the Civil War. The authors analyze the general theoretical and applied problems arising in the application of the methods of the analysis of discourses and discourse practices at the interdisciplinary level, and consider the categorical apparatus, characteristics, classification, and typology of discourses proposed in various studies. The ideas of Michel Foucault and other representatives of the French school, the critical discourse research by Teun Van Dyck and other foreign schools of the discourse studies, and the ideas of Russian researchers E. Kozhevnikov, E. Pereverzev, V. I. Karasik, T.I. Krasnova, etc., are analyzed in the paper. The authors draw attention to the theoretical provisions that characterize the political discourse in the agitation and propaganda spheres, its classifications, and types. They propose a typology of discourses in the agitation and propaganda confrontation between “reds” and “whites” during the Civil War, based on the criterion of thematic distribution of newspaper publications in the Perm provincial newspapers. There are four main types of discourses: in political, military, economic and social areas. The paper presents the examples and descriptions of discourse structures of each type and the results of their comparative analysis. The authors formulate the thesis about the role and significance of the types of discourses for the study of propaganda discourses and discursive practices of “reds” and “whites” in periodicals and the results of information confrontation between the parties during the Civil War in Russia.

scholarly journals Student comments on a professor’s rating as an evaluating speech genre in Russian and American educational discourse

2021 ◽  
Vol 30 (2) ◽  
pp. 109-117
Author(s):  
Anna T. Anisimova ◽  
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Student Feedback ◽  
Quality Of Education ◽  
Educational Discourse ◽  
Speech Genres ◽  
Speech Genre ◽  
Education Discourse ◽  
American Concept

This article focuses on the speech genre “student comments on a professor’s rating” which belongs to the domain of quality assurance in higher education. Both aspects are meaningful for the theory of speech genres and the system of higher education. The article analyses the communicative concept “student feedback on teaching” which is related to the speech genre under research. The article also deals with description and comparative analysis of speech genre features of axiological texts which belong to the domain of the “quality of education” in Russian and American linguistic cultures. Apart from this, the article attempts to classify the speech genre forms of students comments on teaching. On the basis of the comparative analysis of the speech genre “student feedback on teaching” in Russian and American education discourse there have been deduced several common and national specific language features and phenomena. The evaluating communicative concept “student feedback on teaching” comprises not only emotional evaluating attitude of the author but also a structural semiotic paradigm of the teaching evaluation. The American concept demonstrates higher semiotic density. The comparative analysis of verbal implementation of the concept in the Russian and American student feedback comments allows to conclude that the corresponding speech genre in American culture looks like an established speech practice, while into Russian culture this genre has been borrowed and is still being formed.

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