The “Golden Key” Opens a New Horizon for the Cultural Education-the “Golden Key” for Growth-an Association Culture Education Project Case

2018 ◽  
Keyword(s):  
Cultural Education ◽  
Education Project ◽  
Culture 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.

scholarly journals Pedagogisen Haltijan kuiskaus -materiaalin soveltaminen varhaiskasvatuksessa J. A. Hollon sivistyskasvatusajattelun luentana

2020 ◽  
Vol 4 (2) ◽  
pp. 44-62
Author(s):  
Sara Sintonen ◽  
Alexandra Nordström ◽  
Heidi Sairanen ◽  
Kristiina Kumpulainen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Experiential Education ◽  
Cultural Education ◽  
Childhood Education ◽  
Pedagogical Development ◽  
Culture Education ◽  
Educational Thinking

Artikkeli liittyy kulttuurikasvatuksen toteuttamiseen varhaiskasvatuksessa. Tarkastelemme, kuinka sivistyskasvatus heijastuu varhaiskasvatuksen opettajien erilaisissa tavoissa soveltaa erästä suomalaisiin luontouskomuksiin ja myytteihin liittyvää pedagogista materiaalia. Sivistyskasvatuksella viittaamme J. A. Hollon (1895–1967) ajatuksiin kasvatuksesta. Hollon sivistyskasvatusajattelun ytimessä ovat muun muassa luovuus, mielikuvittelu ja ilo, jotka kiteytyvät älyllisen, eettisen, esteettisen ja toiminnallisen kasvatuksen toteuttamisessa. Kulttuuri, sivistys ja taiteet olivat Hollolle tärkeitä kasvatusta ohjaavia seikkoja; myös tarinoiden merkitys ja voima korostuvat Hollon ajattelussa. Nämä näyttäytyvät tutkimuksessamme tärkeinä varhaiskasvatukseen liittyvän kulttuurikasvatuksen ja pedagogisen kehittämisen taustoittajina.   The adaptation of pedagogical material Whisper of the Spirit in early childhood education as a reading of J. A. Hollo's educational thinking Abstract This article is related to implementing cultural education in early childhood education. We consider how early childhood education teachers' various ways of adapting a pedagogical material about Finnish nature beliefs and myths are reflecting the idea of Bildung. We are especially focusing on Juho August Hollo's (1895–1967) educational thinking. Hollo emphasized creativity, imagination and joy, together with intellectual, ethical, aesthetic and experiential education. In his educational thinking, culture, education and arts were influential, as well as the meaning and power of stories. In our research, these are important bases of cultural education and pedagogical development in early childhood education. Keywords: Juho August Hollo, culture education, nature beliefs, Bildung, early childhood education  

scholarly journals Chinese Traditional Culture Education: Implementing the Child’s Position and Perspective in the Elementary School Textbook Morality and Law

2021 ◽  
pp. 209653112199050
Author(s):  
Le Zhang
Keyword(s):  
Elementary School ◽  
Moral Education ◽  
Chinese Culture ◽  
Teaching Strategy ◽  
Traditional Culture ◽  
Chinese Society ◽  
Cultural Education ◽  
School Textbook ◽  
Chinese Traditional Culture ◽  
Culture Education

Purpose: Failure to clarify the position of children in Chinese culture is a significant issue faced by Chinese traditional culture education (CTCE). Indeed, moral education needs to establish child’s perspective and position in Chinese society and incorporate these into the curricula on the excellent Chinese traditional culture. This study explores how the elementary school textbook, Morality and Law, has approached CTCE. Design/Approach/Methods: First, this article analyzes practical difficulties in CTCE: omission child’s position. Second, this article explores the child's position needed by CTCE based on Rousseau, Montessori and Dewey’s contemporary views on children. At last, this article explores the strategy of how to implement the child’s position in CTCE based on morality and law. Findings: In respect to CTCE, Morality and Law positions children in various ways. In terms of its educational goal, the textbook is intended to improve children’s cultural education and appreciation. While the textbook’s editors mainly select positive content, negative content is also included. Always taking the child into consideration, the textbook incorporates systemized knowledge into children’s own lives, particularly insofar as the teaching strategy uses events or experiences in which children are interested. Originality/Value: Following the reform of China’s curriculum at the start of the 21st century, moral education textbooks were developed on the basis of the child’s position but remained weak in terms of traditional culture education. The approach adopted in Morality and Law and illustrated in this study bridges the gap between children and traditional culture, improves the effectiveness of CTCE, and provides other countries with insight based on China’s experiences in cultural education.

scholarly journals Model of Religious Culture Education and Humanity

Nadwa ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 331
Author(s):  
Muhammad Luthfi Abdullah ◽  
Akhmad Syahri
Keyword(s):  
Qualitative Method ◽  
Boarding School ◽  
Religious Culture ◽  
Human Values ◽  
Research Subjects ◽  
Cultural Education ◽  
Religious Cultures ◽  
Culture Education

<p class="KEYWORDCxSpFirst">This study aims to find out how the model of religious cultural education to create human character. This study uses a qualitative method. The research subjects were students at the Darut Tauhid Islamic boarding school in Bandung. The results of the study show that there are 8 (eight) religious cultures implemented in education and become a spirit to form human values, namely TSP (Resistant to littering, storing garbage in its place, picking up garbage insha Allah blessing); Bebaskomiba (Messing, Wet-Drying, Dirty-Cleaning, Leaning, Dangerous)); three M, five K, profit concept, five S, five don't, seven B.</p><p class="KEYWORDCxSpMiddle"><strong><em><br /></em></strong></p><p class="KEYWORDCxSpMiddle"><strong><em>Abstrak</em></strong></p><p class="KEYWORDCxSpMiddle"><em>Penelitian ini bertujuan untuk mengetahui bagaimana </em><em>model pendidikan budaya berbasis agama untuk membentuk nilai-nilai kemanusiaan. Penelitian ini menggunakan metode kualitatif. Subjek penelitiannya adalah mahasiswa di pesantren Darut Tauhid Bandung. Hasil penelitian menunjukkan bahwa ada 8 (delapan) budaya agama yang diimplementasikan dalam pendidikan dan menjadi semangat untuk membentuk nilai-nilai kemanusiaan yaitu TSP (Tahan dari buang sampah sembarangan, Simpan sampah pada tempatnya,Pungut sampah insya Allah berkah); Bebaskomiba (Berantakan-rapikan, Basah-keringkan, Kotor-bersihkan, Miring-luruskan, Bahaya-amankan); tiga M, lima K, konsep untung, lima S, lima jangan, tujuh B. </em></p><p class="KEYWORDCxSpMiddle"><em> </em></p><p class="KEYWORD"><strong><em>Kata Kunci:</em></strong><em> Model Pendidikan; Budaya Agama; Nilai Kemanusiaan Islam; Program Pesantren Mahasiswa; Daarut Tauhiid</em></p>

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