Values, edusemiotics, and intercultural dialogue: From Russia with questions

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 111-127
Author(s):  
Inna Semetsky ◽  
Sergey Gavrov
Keyword(s):  
Lived Experience ◽  
Formal Education ◽  
Values Education ◽  
Academic Disciplines ◽  
Intercultural Dialogue ◽  
Learning From Experience ◽  
Pursuit Of Happiness ◽  
Cultural Education ◽  
Contemporary Education ◽  
Self Formation

AbstractEven after the “perestroika” and “glasnostj” in Russia, and increased communication in the interconnected world, the state of contemporary education there remains relatively unknown to Western scholars. This paper aims to ameliorate this problem by examining some of the signs comprising the system of education in Russia against the problematic of the historically American pursuit of happiness. While formal education in the West explicitly focuses on academic disciplines, in Russia there always existed an element of “bringing up” as a sign of the value-dimension infusing, sometimes implicitly, both formal and informal (or cultural) education. The paper intends to demonstrate the ubiquity and the importance of the edusemiotic conception of values-education irreducible to inculcation but oriented to self-formation embedded in human experience. An edusemiotic perspective problematizes the aims of education and emphasizes learning from experience, dialogue, coordination, meaning, and values. Values “reside” in lived experience, and edusemiotics surpasses education reduced to teaching of brute facts. The paper also critically examines education as socialization via social media and affirms spiritual education in contrast to persistent secularization.

Moral Reasoning Among Croatian Students of Different Academic Orientations

2017 ◽  
Vol 6 (2) ◽  
pp. 208
Author(s):  
Andrea Tokić ◽  
Matilda Nikolić
Keyword(s):  
Social Sciences ◽  
Nursing Students ◽  
Social Studies ◽  
Moral Reasoning ◽  
Formal Education ◽  
Law Students ◽  
Academic Disciplines ◽  
Social Sciences And Humanities ◽  
Humanities Students ◽  
Health Care Law

Previous studies demonstrated that different academic contexts could have different effects on moral development, i.e. in most cases formal education enhances moral reasoning, but sometime erodes it (for example for medical students). The aim of this study was to examine differences in moral reasoning among students of different academic disciplines (health care, law, social sciences and humanities). In research participated 386 students (Mage=23,12): 154 law students, 55 nursing students, 123 other social sciences students, a 53 humanities students. Participants took Test of Moral Reasoning (TMR) (Proroković, 2016) which measures index of moral reasoning (in range from 0 to 1), and idealistic orientations (humanistic and conservative). The results showed that there was no difference in the moral reasoning index among students of different academic orientations. Furthermore, students of different academic disciplines differed in the humanistic orientation in a way that students of social studies were more humanistically oriented than law students. Some of the possible explanations for the lack of differences with regard to academic orientations is that overall stimulating environment that college provides is perhaps more important for moral reasoning development than specific academic contexts. Findings of this study are consistent with the findings of some of the previous studies.

Letters from a dying college: How the climate crisis demands a wilder pedagogy and wilder policies

2021 ◽  
pp. 147821032110016
Author(s):  
Daniel Ford ◽  
Sean Blenkinsop
Keyword(s):  
Lived Experience ◽  
Environmental Degradation ◽  
Formal Education ◽  
Tertiary Education ◽  
Political Leadership ◽  
Bearing Witness ◽  
Ecological Responsibility ◽  
Open Discussion ◽  
Inclusive Governance ◽  
Climate Crisis

This paper takes the academically unorthodox form of personal correspondence. This method, of letters between two educators writing to one another across the distance of two continents and different experiences, seeks to create an inclusive, confessional tone, one that invites the reader to get closer to the lived experience of those struggling within the educational and environmental crises. Critically, this correspondence also seeks to open discussion about the difficult demands of state secondary and tertiary education. The authors explore issues regarding their denuded experiences of working in formal education settings while bearing witness to environmental degradation and ecological collapse. In light of their exploration, the authors argue for an ‘agrios’, a wilder, more expansive polis, coupled with more ecologically-inclusive governance, to address the current potentially catastrophic political leadership that has seemingly turned away from ecological responsibility. This paper culminates in direct letters that focus on a series of practical proposals for action and on four premises for developing agriocy – the policy that supports the agrios/agriocity.

scholarly journals Civic virtue and values teaching in a ‘post-secular’ world

2018 ◽  
Vol 16 (2) ◽  
pp. 226-243 ◽  
Author(s):  
Carol Vincent
Keyword(s):  
Education Policy ◽  
Civic Virtue ◽  
Values Education ◽  
School Site ◽  
Religious Influences ◽  
Secular World ◽  
European Values ◽  
Contemporary Education ◽  
Acute Anxiety ◽  
Pupil Voice

Drawing on empirical data, this article makes a contribution to knowledge through bringing together the apparently disparate elements of contemporary education policy, religion, civic virtue and values teaching, in particular, the teaching of ‘fundamental British values’. I illustrate, through a discussion of the linkages between these elements, how religion remains a strong influence on contemporary education policy, both explicitly with regard to the integration of Muslim ‘others’ and implicitly through the growing popularity of values education in schools. In order to develop this argument, I first outline the extent to which Christianity, often de-theologised, shapes normative Western European values and permeates apparently secular spaces. Second, I identify some school responses to the British values policy and note the importance of the political and social context informed, I argue, by acute anxiety around Islam and extremism. Third, through the discussion of one particular school site, I identify the trend towards emphasising values education in secular schools, and the implicit religious undertones within this. I suggest that we can understand this trend as an instance of the post-secular where religious influences remain strong in apparently secular places, but argue that there are limitations to such an approach to values education in terms of increasing pupil voice and agency.

scholarly journals EDUCAR EN VALORES EN EL SIGLO XXI: UNA REFLEXIÓN PEDAGÓGICA MÁS ALLÁ DE LA IMPOSICIÓN Y LA COSTUMBRE. EDUCATION WITH VALUE IN THE TWENTY-FIRST CENTURY: AN EDUCATIONAL REFLECTION BEYOND THE IMPOSITION AND CUSTOM

2013 ◽  
Vol 4 (2) ◽  
pp. 169-183
Author(s):  
Juan Pablo Escobar-Galo
Keyword(s):  
Values Education ◽  
First Century ◽  
Moral Awareness ◽  
Twenty First Century ◽  
Contemporary Education ◽  
Sobre Todo

Reflexionar sobre los valores y la formación de los mismos en el siglo XXI es uno de los retos más importantes que debe asumir la pedagogía contemporánea, comprendiendo en un primer momento lo que esto significa y generando propuestas concretas para el desarrollo de la formación en valores.Este ensayo se apoya en la reflexión de pensadores contemporáneos que deciden afrontar el análisis de los valores y la formación de los mismos desde una visión diferente a la acostumbrada, sobre todo en la modernidad y desde la educación tradicional.Palabras clave: valores, formación en valores, autonomía, conciencia moral, siglo XXI, educaciónAbstractReflect on the values and their teaching in the XXI century is one of the most important challenges that contemporary education must assume, realizing at first what this means and generating concrete proposals for the development of values education. This assay is based on the reflection of contemporary thinkers who decide to face the analysis of the values and their formation from a different view to the "usual", especially in modern and / or from traditional education.Keywords: values, education values, autonomy, moral awareness, XXI century, education

scholarly journals Shaping the Education to Meet the Global Demands: Industrial Inclusiveness in University Curriculum

2021 ◽  
Vol 3 (3) ◽  
pp. p28
Author(s):  
Lalih Edirisinghe ◽  
Sampath Siriwardena ◽  
Lakshmi Ranwala
Keyword(s):  
Language Proficiency ◽  
School Curriculum ◽  
Academic Disciplines ◽  
Business World ◽  
Knowledge Based ◽  
University Curriculum ◽  
Knowledge Based Economy ◽  
The Government ◽  
Contemporary Education

The world entered to knowledge-based economy which is based on the production and use of information. Today computer technology, language proficiency and logistics play a major role. University Curriculum connects the secondary level education and the industry. Therefore, industry inclusiveness is essential in transforming children to an industry worker or an entrepreneur. This paper is derived from an opinion survey, desk research, and a case study. Reports of international institutions were studied extensively in the literatures survey. The respondents of the survey consisted key personnel in the government and private sector covering a cross section of the stakeholders in education and business world. The report analyses are then evaluated and discussed though a case study in Sri Lanka. The practices and procedures in the contemporary education system in the country is systematically explained in this section. The report presents its key recommendation under seven areas as policy recommendations. It includes innovative concepts such as, vertical integration between schools, universities, and industry; extended academic disciplines at tertiary level; changes in the university; review to selection criteria of state universities; new academic disciplines in the school curriculum; technical and vocational education; focus on children with different skills etc.

scholarly journals Values Education from Perspectives of Classroom Teachers

2016 ◽  
Vol 7 (1) ◽  
pp. 80
Author(s):  
Nil Duban ◽  
Bülent Aydoğdu
Keyword(s):  
Primary Schools ◽  
Formal Education ◽  
Sampling Technique ◽  
Values Education ◽  
Group Interview ◽  
Classroom Teachers ◽  
Primary School Teachers ◽  
Expert Review ◽  
Purposeful Sampling ◽  
Classroom Education

Values education is a process, which begins at home and continues in society and in formal education institutions. The purpose of this research is to determine the opinions of primary school teachers about values education in primary schools. In the current research, the qualitative research method and focus group interview technique were used. The participants of the study were eight classroom teachers who were pursuing master’s degree at the classroom education program of Afyon Kocatepe University. The participants were selected using the intense case sampling, which is part of purposeful sampling technique. The data were collected through audio-taped group interview. The credibility of this study was enhanced by expert review. The interview schedule was sent to experts for review. The trustworthiness of this study was established by the formula proposed by Miles and Huberman. It was calculated as 0.92. The data collected from the interview were examined using a qualitative data analysis approach. The findings of the study showed that if value education starts at early ages it would provide much more opportunity to prepare for future life, to improve personality and to have long-lasting values. The participants argued that parents are very significant in value education. The participants suggested that value education should be either an independent course or certain values should be taught in existing courses. They also proposed that in value education case studies and drama can be used and that positive and desired behaviours and empathy should be encouraged among children.

scholarly journals Pancasila Values Education In Learning History In Indonesia

2020 ◽  
Vol 3 (2) ◽  
pp. 43
Author(s):  
Erisya Pebrianti Pratiwi
Keyword(s):  
Multicultural Education ◽  
Informal Education ◽  
Formal Education ◽  
Daily Life ◽  
Values Education ◽  
Learning History ◽  
The World

<p>Multicultural education with Pancasila values aims to change schools, so that all students can learn about the knowledge, attitudes and skills needs to be applied in countries and worlds that have different races and cultures. Multicultural education with Pancasila values as a new discourse in Indonesia can be implemented not only through formal education, but can also be implemented in daily life in the community as well as in families (nonformal and informal education). In multicultural education, some dimensions need to be considered as well as facts that need to be put forward in connection with the outbreak of conflict in society that if not immediately addressed will be more protracted. Multicultural education can be implied in the world of education where there are seven ways in this article. In implementing Pancasila values with multicultural education in students in schools, as educators and teachers will encounter obstacles or challenges in their implementation. The innovation of historical learning is required in historical subjects in shaping the character of students.</p>

Elisabeth Kübler-Ross and the “Five Stages” Model in a Sampling of Recent Textbooks Published in 10 Countries Outside the United States

2019 ◽  
pp. 003022281984047 ◽  
Author(s):  
Charles A. Corr
Keyword(s):  
United States ◽  
Terminal Illness ◽  
The United States ◽  
Previous Article ◽  
Academic Disciplines ◽  
Sound Theory ◽  
Grief And Bereavement ◽  
Professional Fields ◽  
Contemporary Education ◽  
Parallel Sampling

A previous article in this journal examined some aspects of the enduring influence of Elisabeth Kübler-Ross’s “five stages” model through a sampling of recent American textbooks in selected academic disciplines and professional fields. This article offers a parallel sampling of 47 textbooks published in 10 different countries outside the United States. The questions to be answered are as follows: Does the “five stages” model appear without significant change in the textbooks described here? Is the “five stages” model applied in these textbooks to issues involving loss, grief, and bereavement as well as to those involving terminal illness and dying? Is the “five stages” model criticized in some or all of these textbooks? If so, is the criticism sufficient to argue that, while the “five stages” model might be presented as an important historical framework, it should no longer be regarded as a sound theory to guide contemporary education and practice?

Intercultural Dialogue Framework for Transnational Teaching and Learning

2016 ◽  
pp. 223-242 ◽  
Author(s):  
Ting Wang
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Teaching And Learning ◽  
Intercultural Dialogue ◽  
Pedagogical Issues ◽  
Dynamic Interactions ◽  
Transnational Higher Education ◽  
Contextualized Curriculum ◽  
Context Specific ◽  
Supportive Learning Environment

This chapter attempts to contribute to the understandings of the internationalization of higher education and the broadening of internationalization paradigms through an exploration of an intercultural dialogue (ICD) framework for transnational teaching and learning. The author highlights a shift from a traditional cross-cultural perspective which emphasizes stereotyped differences between cultures to an intercultural dialogue perspective which acknowledges dynamic interactions between hybrid cultural forces. It examines challenges for transnational higher education and discusses the underpinning theories and five key components of the ICD framework: understanding of learners and contexts, culturally sensitive pedagogy, contextualized curriculum, context-specific assessment, and supportive learning environment. The author's lived experience with transnational education is introduced as a case study against which the ICD framework for transnational teaching and learning is applied. The implications for transnational higher education and curricular and pedagogical issues are also discussed.

Edith Stein's Contribution to Critical Phenomenology: On Self-Formation and Value-Modification

2021 ◽  
Vol 4 (2) ◽  
pp. 24-42
Author(s):  
Rachel Bath ◽  
Keyword(s):  
Lived Experience ◽  
Political Transformation ◽  
Strategic Responses ◽  
Historical Structures ◽  
Starting Point ◽  
The World ◽  
Critical Phenomenology ◽  
Self Formation ◽  
Ways Of Being

One defining claim that critical phenomenologists make of the critical phenomenological method is that description no longer simply plays the role of detailing the world around the describing phenomenologist, but rather has the potential to transform worlds and persons. The transformative potential of the critical phenomenological enterprise is motivated by aspirations of social and political transformation. Critical phenomenology accordingly takes, as its starting point, descriptions of the oppressive historical social structures and contexts that have shaped our experience and shows how these produce inequitable ways of being in the world (Guenther 2020, 12). For example, critical phenomenologists have provided rich descriptions of marginalized lived experience, particularly racialized experience (Ngo, 2017; Yancy, 2017), dis-abled experience and experiences of illness (Lajoie and Douglas, 2020; Toombs, 1993), gendered experience (Beauvoir, 2009; Salamon, 2010), and so forth. What is common across these accounts is the assumption that these descriptions provide means of enacting political change. First, they illuminate the existence of oppressive structures and their effects upon us, our possibilities, and our relations. Second, through increasing awareness they begin to denaturalize the oppressive historical structures that “privilege, naturalize, and normalize certain experiences of the world while marginalizing, pathologizing, and discrediting others” (Guenther 2020, 15). Third, through strategic responses (e.g., hesitation in Alia Al-Saji’s work), they produce new possibilities of action and experience, which initiates the process of creating different ways of being in the world (Al-Saji 2014).2

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