scholarly journals Factors Promoting Socialization of Adolescents

Pedagogika ◽  
2014 ◽  
Vol 116 (4) ◽  
pp. 112-123
Author(s):  
Marijona Barkauskaitė
Keyword(s):  
Longitudinal Studies ◽  
School Education ◽  
Adult World ◽  
Formal School

The article discusses problems of socialization that are particularly significant in adolescence, when an adolescent attempts to find his / her place and establish him / herself in the adult world. The conducted research is based on longitudinal studies and focuses on highlighting some factors that affect the process of socialization in the families of adolescents and non-formal school education.

scholarly journals KONSEP KURIKULUM TERINTEGRASI

2021 ◽  
Vol 3 (1) ◽  
pp. 66-84
Author(s):  
Ahmad Budiyono
Keyword(s):  
Education System ◽  
Integrated Curriculum ◽  
Formal Education ◽  
Science And Technology ◽  
Moral Values ◽  
School Education ◽  
Learning Materials ◽  
Global World ◽  
Formal School ◽  
School Curricula

The global world really needs the development of IMTAQ is very important, because without being framed by faith and piety, the competence of science and technology will be less meaningful for the life of the nation, it is even feared that it will be wild and uncontrolled, which will manifest in the erosion of moral values.  Therefore the pesantren and formal school curricula need to be framed in the form of integration. Only the integration of the curriculum can connect the two education (Pesantren and formal education). The integrated curriculum (Integrated Curriculum) is an attempt to integrate learning materials from various kinds of lessons. Integration is created by focusing lessons on specific problems that require solutions with material or materials from various disciplines or subjects. Overall the pesantren curriculum is flexible, in the sense that each student has the opportunity to compile his or her own curriculum completely or partially according to their needs and abilities. Even in pesantren that already have a school education system

scholarly journals Socio-anthropological dimensions of the child’s life in the context of pre-school education

2019 ◽  
Vol 65 (2) ◽  
pp. 302-306
Author(s):  
Liubov Tarabasovа ◽  
Viacheslav Shynkarenko ◽  
Olha Perederii
Keyword(s):  
Human Life ◽  
Decisive Role ◽  
Social Experience ◽  
School Education ◽  
Preschool Age ◽  
The People ◽  
Adult World ◽  
The One ◽  
The Individual ◽  
Images Of The Future

The social-anthropological dimension of human life is considered in the inseparable unity of the process of activity and life strategies, which is associated with the process of its socialization, the formation of appropriate images of the future. Activity as a universal characterization of a person’s relation to the surrounding world reveals the essential features of a person as an active being aimed at the creative transformation of the external world and of himself. The activity has a subject-transformational character and is connected with the whole assignment, that is, the realization of the purpose and means of its achievement. The life activity of a person determines the process of organizing its life on the basis of social, psychological and biological activity and covers all the directions of its changes, the qualitative variety of these changes. The personality of a person is formed and developed as a result of the influence of various factors, objective and subjective, natural and social. The child acts as the subject of the formation of his own personality, that is, the formation of himself as a social being as a result of the influence of the environment on it and the system of upbringing. In the environment, the child is socialized. On the one hand, the individual assimilates social experience, values, norms, settings, peculiar to society, society and social groups to which he belongs, and on the other hand, he is actively involved in the system of social connections, whose enthusiasm acquires social experience. The article examines the problem of social and anthropological measurement of the child’s life in the context of pre-school education. On the basis of philosophical and scientific-pedagogical literature, the concept of «socialization», «activity» is highlighted. The hypothesis concerning the decisive role of social interaction in the development of thinking is considered. It is determined that from the early age children form ideas about such concepts as «friendship», «justice», «individuality», «authority». The age-old peculiarities of the children of the senior preschool age are substantiated, and it is proved that the most important need of the child is the desire to live with the people who surround it, the common life, to enter into direct contact with them, to constantly intersect with the adult world.

Designing Educational Organisation in a Christian Context

1998 ◽  
Vol 2 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Neal Lawrence
Keyword(s):  
Christian Schools ◽  
School Education ◽  
Educational Purpose ◽  
Christian Mission ◽  
Formal School ◽  
Do So

IS IT NECESSARY or even possible to design educational organisation after a distinctly Christian pattern? How Christian an organisation is surely depends on more than attaching the label ‘Christian’ or even the carrying out of a Christian mission. There is perhaps an unspoken assumption by Christians that when they organise to carry out a Christian purpose, they will inevitably do so in a Christian way. Ultimately, all Christian organisations have an educating agenda of some sort, ranging from formal school education to a multiplicity of other educating activities. But is a Christian oganisational framework innately present in the carrying out of a Christian educational purpose? This paper explores these issues through several metaphorical perspectives on organisations and seeks to identify some elements of a useable organisational framework for Christian schools.

Teen Spirit

2020 ◽  
Author(s):  
Paul Howe
Keyword(s):  
Young People ◽  
The Public ◽  
School Settings ◽  
Private Realm ◽  
Generation Me ◽  
Adult World ◽  
Core Components ◽  
Political Economic ◽  
Social Turmoil ◽  
Formal School

This book offers a novel and provocative perspective on how we came to be living in an age of political immaturity and social turmoil. The book argues it's because a teenage mentality has slowly gripped the adult world. It contends that many features of how we live today — some regrettable, others beneficial — can be traced to the emergence of a more defined adolescent stage of life in the early twentieth century, when young people started spending their formative, developmental years with peers, particularly in formal school settings. The book shows how adolescent qualities have slowly seeped upward, where they have gradually reshaped the norms and habits of adulthood. The effects over the long haul, the book contends, have been profound, in both the private realm and in the public arena of political, economic, and social interaction. Our teenage traits remain part of us as we move into adulthood, so much so that some now need instruction manuals for adulting. This book challenges our assumptions about the boundaries between adolescence and adulthood. Yet despite a cultural system that seems to be built on the ethos of Generation Me, it's not all bad. In fact, there has been an equally impressive rise in creativity, diversity, and tolerance within society: all traits stemming from core components of the adolescent character. The book helps make sense of the impulsivity driving society and encourages us to think anew about civic reengagement.

Recent graduates' evaluation of their dental school education

1987 ◽  
Vol 51 (12) ◽  
pp. 697-700 ◽  
Author(s):  
B Gerbert ◽  
V Badner ◽  
B Maguire ◽  
J Martinoff ◽  
S Wycoff ◽  
...  
Keyword(s):  
School Education ◽  
Dental School ◽  
Recent Graduates

FIT – Do Something Different

2011 ◽  
Vol 70 (1) ◽  
pp. 25-34 ◽  
Author(s):  
Ben (C) Fletcher ◽  
Jill Hanson ◽  
Nadine Page ◽  
Karen Pine
Keyword(s):  
Weight Loss ◽  
Longitudinal Studies ◽  
Behavioral Intervention ◽  
Behavioral Flexibility ◽  
Calorie Intake ◽  
Life Skill ◽  
Behavioral Repertoire ◽  
Additional Weight

Two 3-month longitudinal studies examined weight loss following a 1-month behavioral intervention (FIT-DSD) focusing on increasing participants’ behavioral flexibility and breaking daily habits. The goal was to break the distal habits hypothesized as playing a role in unhealthy dietary and activity behaviors. The FIT-DSD intervention required participants to do something different each day and to engage in novel weekly activities to expand their behavioral repertoire. These activities were not food- or exercise-related. In Study 1, the FIT-DSD program was compared with a control condition where participants engaged in daily tasks not expected to influence behavioral flexibility. Study 2 used an active or quasicontrol group in which half the participants were also on food diets. Measures in both studies were taken pre-, post-, and post-postintervention. In Study 1, FIT-DSD participants showed greater weight loss that continued post-postintervention. In Study 2, all participants on the FIT-DSD program lost weight, weight loss continued post-postintervention, and participants who were also dieting lost no additional weight. A dose relationship was observed between increases in behavioral flexibility scores and weight loss, and this relationship was mediated by calorie intake. Corresponding reductions in BMI were also present. Increasing behavioral flexibility may be an effective approach for tackling obesity and also provides affective and potential life-skill benefits.

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