scholarly journals Folk Art as the Precondition for Developing

Pedagogika ◽  
2015 ◽  
Vol 117 (1) ◽  
pp. 64-71
Author(s):  
Jolita Kudinovienė ◽  
Aurimas Simanavičius
Keyword(s):  
National Identity ◽  
Secondary Education ◽  
General Education ◽  
Cultural Heritage ◽  
Art Education ◽  
Negative Attitude ◽  
Folk Art ◽  
Ethnic Culture ◽  
Cultural Education ◽  
Ancient Times

Folk art is part of ethnic culture consisting of cultural heritage and living traditions and reflects the experience which has been accumulated by most people of the nation since the ancient times. The present-day transfer of values of traditional ethnos from generation to generation depends on the succession of education, customs and traditions, hence, the significance of ethno-cultural education for the preservation of national identity is emphasized in the General Programmes for Secondary Education. The youth’s negative attitude to upholding ethno-culture, their treatment of folk art as a “relic” determined the goal the research – to review the 11th–12th formers’ cognition of folk art as the precondition for the development of ethnic culture. The paper presents the data of the survey which included the 11th and 12th formers (N = 534) of fourteen general education schools in Lithuania and reveals the learners’ attitude to folk art. The interview with teachers of art (N = 25) demonstrated that they identify the cognition of folk art with ethnic art, and notice a lack of attention for this topic in the programmes of art education.

scholarly journals CULTURE, EDUCATION AND DEVELOPMENT IN THE GLOBAL CONTEXT

2021 ◽  
Vol 101 (2(Ч.1)) ◽  
pp. 57-68
Author(s):  
Ернст Вагнер
Keyword(s):  
Cultural Heritage ◽  
Art Education ◽  
Middle Section ◽  
Cultural Education ◽  
Global Context ◽  
History Of ◽  
Education And Development ◽  
The 19Th Century ◽  
Culture Education

The first part of this paper asks how European art education traditionally positions itself despite an ever-changing world, mainly in respect to the question how to teach cultural heritage. Focussing the history of art we can see that teaching the canon connected with development narratives is still dominant. But some trends can be observed that open the chance to further develop those traditions, e.g. focussing intercultural entanglements, transcultural understandings of ‘objects’ and including the issue of power. These trends try to provide answers to today's challenges. The inquiry finally leads to an analytical grid as a model to understand contemporary complexities in a better way. In the middle section, this is discussed in more detail using a concrete example, the political demands for the return of cultural heritage, the Benin bronzes that were stolen by British colonialists in Nigeria in the 19th century and are now mainly in European museums. It gets clear that the application of the model – developed in the first part – to this example reveals its limits, as unsolvable problems occur. The case study of the Benin bronzes triggers a set of new questions that are becoming increasingly important for art education – at least in Germany – but which have hardly been asked so far. Examples are: Who speaks? In which language? With whom? Who owns? Is negation a model for intercultural dialogue? Etcetera. In the last part, this set of questions is posed to a concrete international project with partners in Cameroon, Ghana, Kenya and South Africa that the author is co-ordinating at the Art of Fine Academy in Munich. The set of questions is used to critically explore this project in a way that could also be transferred to any other project in the field of art and cultural education in formal and non-formal settings.

OPTIONAL TRAINING AS A RESOURCE FOR THE DEVELOPMENT OF RESEARCH COMPETENCE OF STUDENTS IN GRADES 6-7

2021 ◽  
Vol 72 (2) ◽  
pp. 91-96
Author(s):  
K. Askarbekova ◽  
◽  
Z. Kanayeva ◽  
O. Yaroshenko ◽  
◽  
...  
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Goal Setting ◽  
Personal Development ◽  
Learning Goals ◽  
Educational Standards ◽  
Research Skills ◽  
Research Competence ◽  
The World

This article examines the essence of the research abilities of students formed in elective classes in biology as a category and factor of personal development. The content of the curriculum in biology is also considered, and activities aimed at achieving learning goals that are related to the development of skills are included. In modern secondary education of Kazakhstan, modernization processes successfully implemented in recent years, is carried out with the aim of its integration into the world educational space and approximation to international educational standards on the approval of standard rules of activity by types of general education organizations for the purposeful formation of research skills of students, which is determined at the legislative level "Research competence in the classification of A.V. Khutorsky is considered as an integral part of cognitive competence, which includes elements of methodological, supra-subject, logical activities, methods of organizing goal-setting, planning, analysis, reflection.

OPTIONAL TRAINING AS A RESOURCE FOR THE DEVELOPMENT OFRESEARCHCOMPETENCEOFSTUDENTSIN GRADES6-7

2021 ◽  
Vol 67 (2) ◽  
Author(s):  
K. Askarbekova ◽  
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Goal Setting ◽  
Personal Development ◽  
Learning Goals ◽  
Educational Standards ◽  
Research Skills ◽  
Research Competence ◽  
The World

This article examines the essence of the research abilities of students formed in elective classes in biology as a category and factor of personal development. The content of the curriculum in biology is also considered, and activities aimed at achieving learning goals that are related to the development of skills are included. In modern secondary education of Kazakhstan, modernization processes successfully implemented in recent years, is carried out with the aim of its integration into the world educational space and approximation to international educational standards on the approval of standard rules of activity by types of general education organizations for the purposeful formation of research skills of students, which is determined at the legislative level "Research competence in the classification of A.V. Khutorsky is considered as an integral part of cognitive competence, which includes elements of methodological, supra-subject, logical activities, methods of organizing goal-setting, planning, analysis, reflection.

scholarly journals Art Education and Creations of Artistic Forms. Students’ Views on the Course and Its Combination with Cultural Heritage

2014 ◽  
Vol 6 (2) ◽  
Author(s):  
Maria Kampouropoulou ◽  
Persa Fokiali ◽  
Ioanna Efstathiou ◽  
Efstathios Stefos
Keyword(s):  
Cultural Heritage ◽  
Art Education

scholarly journals Samuel Phillips Bedson, 1886-1969

1970 ◽  
Vol 16 ◽  
pp. 14-35
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
General Education ◽  
Grammar School ◽  
Preparatory School ◽  
Postgraduate Study ◽  
Manual Skills ◽  
One Year ◽  
The University ◽  
Newcastle Upon Tyne

Samuel Phillips Bedson was born on 1 December 1886 in Newcastle upon Tyne. His father, Peter Phillips Bedson, was born in Manchester, educated at Manchester Grammar School and studied chemistry under Sir Henry Roscoe at Owens College, later Manchester University. After a period of postgraduate study at the University of Bonn, Peter Bedson returned to this country and was appointed to the Chair of Chemistry in the University of Durham (Durham College of Science, Newcastle upon Tyne). He held this Chair for 37 years until his retirement in 1921. His wife was the daughter of Samuel Hodgkinson, cotton spinner (Hollins Mill Co.) of Marple, Cheshire. There were three children of this marriage, Sam being the second. Along with his elder brother and four other boys he was educated privately until the age of ten. Then after one year at Newcastle Preparatory School he went to Abbotsholme School in Derbyshire where he spent the next six years. This school had been founded by Cecil Reddie as an experiment in secondary education because of his dissatisfaction with the narrowness of the curriculum in most Public Schools. Reddie planned ‘a programme of general education catering for physical and manual skills, for artistic and imaginative development, for literary and intellectual growth and for moral and religious training’.

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