scholarly journals How Wisdom Emerges from Intellectual Development: A Developmental/Historical Theory for Raising Mandelas

2021 ◽  
Vol 9 (3) ◽  
pp. 47
Author(s):  
Andreas Demetriou ◽  
Antonis Liakos ◽  
Niyazi Kizilyürek
Keyword(s):  
Primary School ◽  
Intellectual Development ◽  
Early Adulthood ◽  
Developmental Theory ◽  
Group Interactions ◽  
Self Evaluation ◽  
Interaction Control ◽  
Educational Implications ◽  
Old Greek ◽  
Different Levels

This paper invokes cognitive developmental theory as a means for preparing citizens to deal with and resolve conflicts within or across nations. We take the centuries-old Greek–Turkish dispute as an example. We first outline a theory of intellectual development postulating that mental changes emerge in response to changing developmental priorities in successive life periods, namely, interaction control in infancy, attention control and representational awareness in preschool, inferential control and cognitive management in primary school, and advanced forms of reasoning and self-evaluation in adolescence. Based on this model, we outline a control theory of wisdom postulating that different aspects of wisdom emerge during development as different levels of control of relations with others: trust and care for others in infancy, taking the other’s perspective, reflectivity, and empathy in preschool, rationality and understanding the rules underlying individual and group interactions in primary school, and understanding the general principles of societal operation explaining the differences in approach and interest between groups in adolescence and early adulthood. We also outline the educational implications of this theory for the education of citizens by capitalizing on intellectual strengths at successive developmental periods to comprehensively understand the world and to act prudently when dealing with interpersonal and social or national conflict. Finally, the paper discusses the political constraints and implications of this theory. This is the first attempt to derive wisdom from the development of cognitive and personality processes from infancy through early adulthood and to connect it to serious world problems.

The Role of Chess in the Intellectual Development of Childrens from Primary School

2019 ◽  
pp. 58-62
Author(s):  
Vlad Stegariu ◽  
Simona Andreea Popușoi ◽  
Beatrice Abălașei ◽  
Nicolae Lucian Voinea ◽  
Ioan Stelescu ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Intellectual Development ◽  
Resources Allocation ◽  
Control Group ◽  
Cognitive Resources ◽  
One Year ◽  
Better Than ◽  
Chess Playing

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.

LUKISAN SEBAGAI KAEDAH PENILAIAN PERKEMBANGAN PERSEPTUAL DAN ANALITIKAL KANAK-KANAK

2019 ◽  
Vol 7 (2) ◽  
pp. 37-48
Author(s):  
NADYA A. KAMAL
Keyword(s):  
Primary School ◽  
Intellectual Development ◽  
Formal Education ◽  
Critical Time ◽  
Artistic Development ◽  
Drawing Test ◽  
The World ◽  
Perceptual Ability ◽  
Children's Development ◽  
Children’S Development

Persediaan kanak-kanak pra-sekolah dalam lingkungan 2 hingga 6 tahun untuk menjalani pengalaman dunia sebenar amat kritikal. Sebelum memulakan persekolahan arus perdana, kanak-kanak ini sebenarnya memperlihatkan kesediaan serta perkembangan fizikal dan intelek mereka dalam pelbagai ekspresi yang boleh diukur, seperti lukisan. Objektif kajian ini adalah untuk mengenalpasti karektor lukisan kanak-kanak mengikut 4 fasa penting dalam Teori Perkembangan Artistik Lowenfeld iaitu Scribbling, Pre-Schematic, Schematic dan Realistic. 50 kanak-kanak di Bachok, Kelantan telah mengambil bahagian dalam ujian melukis berstruktur, dan lukisan mereka seterusnya dibandingkan dengan pencapaian perkembangan perseptual dan analitikal, khususnya dari segi kebolehan kanak-kanak dalam pemerhatian, menganalisa, memahami dan menzahirkan. Hasil kajian ini dijangka dapat menghubungkan perkaitan antara aktiviti artistik dengan pencapaian-pencapaian penting dalam perkembangan kamak-kanak.   Children under the age of 2 to 6 years old have a critical time preparing themselves to comprehend the world around them. Before they start their formal education in the primary school, these children actually state their physical and intellectual development in many forms of assessable expression, including drawing. The objective of this study is to identify the drawing characteristics of 2 to 6 years old children to specific phases of Lowenfeld Artistic Development namely Scribbling, Pre-Schematic, Schematic and Realism. 50 children in Bachok, Kelantan were gathered to participate a structured drawing test, and the results were compared to analytical and perceptual ability especially in observation, analysing, understanding and expressing. The finding may be useful to bridge artistic activities with critical achievements of children’s development.

scholarly journals Orientation to the Future of Gifted Primary Schoolchildren: Near and Far Goals

2021 ◽  
Vol 13 (1) ◽  
pp. 3-19
Author(s):  
I.Y. Kulagina ◽  
N.B. Shumakova
Keyword(s):  
Primary School ◽  
Personal Development ◽  
Intellectual Development ◽  
Personal Characteristics ◽  
Primary School Children ◽  
Gifted Children ◽  
Modified Method ◽  
Traditional Program ◽  
The Future ◽  
Work Family

The article presents research data on the attitude of gifted children aged 9-10 years to different ages, their ideas about the future, setting short-and long-term goals. There is a great creative potential of giftedness, but how much it will be realized when reaching maturity depends not only on cognitive sphere, but also on the characteristics of the personality. The psychological literature contains contradictory information about the personal characteristics of gifted children; there is very little data on such aspect of personal development as orientation to the future, which determines the relevance and novelty of the study. The study involved 96 children with IQ≥115, enrolled in grades 3 and 4 of the gymnasium for gifted children, and 104 children enrolled in grades 3 and 4 of the secondary school under the traditional program (Moscow). We used the modified method of B. Zazzo “Golden age”, the projective method “Unfinished sentences” and the method of M.V. Matyukhina, which allows us to determine educational motivation in primary school age. It is shown that the majority of primary school children prefer youth as the age period of maximum opportunities. Gifted children are less likely than their peers with normative intellectual development to set short-range goals of good and excellent studies, self-improvement in activities that require physical effort, and more goals related to filling the lack of emotional support. The area of long-range goals related to youth is wider for younger students. Gifted children have a more pronounced orientation to high material security and freedom in its various manifestations, to a lesser extent – to the traditional construction of life (work, family, children).

scholarly journals A szülői-pedagógusi attitűd és a tanulói nértékelés, személyiségfejlődés összefüggéseinek vizsgálata szakgimnáziumi és szakközépiskolai tanulók körében

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Judit Bednárik
Keyword(s):  
Intellectual Development ◽  
School Teacher ◽  
Positive Influence ◽  
Teaching Staff ◽  
School Students ◽  
Self Evaluation ◽  
Positive Effects ◽  
Self Image ◽  
Negative Impacts ◽  
Teachers Attitudes

Manapság egyre többet emlegetjük a közoktatásban, hogy milyen nagymértékben befolyásolja egy iskola sikerességét a vezető személye, a vezetés rátermettsége, kompetenciája, amely természetesen igaz is, azonban azt tapasztalom, hogy ezzel párhuzamosan egyre gyakrabban feledkezünk meg arról, hogy az iskola legfontosabb és legértékesebb szegmense valójában a diákság. Szakgimnáziumi illetve szakközépiskolai tanárként, valamint osztályfőnökként mindig az ő érdekeiket tartottam szem előtt; az ő viselkedésüknek megfigyelését és megértését, lelki és intellektuális fejlődésük nyomon követését kiemelt feladatomnak érzem. Vizsgálatomban egy ún. panelvizsgálatnak a segítségével 30 szakgimnáziumi és 30 szakközépiskolai tanulót kérdeztem meg a következő témákról: a vizsgált tanuló önértékelése, a vizsgált tanuló tapasztalata saját szüleinek nevelői attitűdjéről, valamint a vizsgált tanuló élménye az általa leggyakrabban tapasztalt pedagógusi attitűdökről. Ezután a felmérés kiértékelését követően igyekeztem összefüggést keresni a szülői valamint pedagógusi attitűdök és a tanuló önértékelése között, azt remélve, hogy mérhető bizonyítékot kapok arra vonatkozóan, mely szülői illetve mely pedagógusi attitűdök befolyásolják kedvezően, és melyek befolyásolják negatívan a tanulók önértékelését. Ha ez valóban mérhető, akkor célzottabb nevelési módszereket alkalmazhatunk a tanulók motiválása, egészséges énképének kialakítása érdekében, valamint információkat gyűjthetünk arról, mely életkorban mely pedagógusi attitűdök hatnak leginkább pozitívan a tanulói önértékelésre, ami segítségül szolgálhat a lehető leghatékonyabb tanári kar megszervezésében, illetve a pedagógusok munkájának orientálásában.These days, it is more and more often mentioned how strongly the person of the leader and the aptness and competence of the leadership influence the successfulness of the school in public education, and meanwhile we more and more often forget that the most important and most valuable segment of the school is in fact students. As a vocational school teacher, as well as a class-teacher, I have always focused on their interests, and have considered as a prime task to monitor and understand their behaviour and to follow their mental and intellectual development. In my examination, with the help of a so-called panel research, I asked 30 vocational secondary school students and 30 vocational technical school students about the following issues: self-evaluation of the examined student, the student’s experience on the educational attitudes of his/her own parents and the student’s experience on the teachers’ attitudes he/she meets the most often. After having the survey evaluated, I tried to find interconnections between the parents’ and the teachers’ attitudes and the student’s self-estimation, hoping that I would get a measurable proof of what attitudes have a positive influence on the students’ self-estimation and what have negative impacts. In case this is really measurable, we can apply more targeted educational methods to motivate the students and to develop a healthy self-image, and we can also gather information on the teachers’ attitudes exerting the most positive effects on the students’ self-estimation at the certain ages, which can help to organize the most effective teaching staff possible and the orientation of the teachers’ work.

The Effects of Training on Field Dependence/Independence and the Educational Implications for the Pre-school

1981 ◽  
Vol 25 (3) ◽  
pp. 297-311 ◽  
Author(s):  
G. M. Barnes
Keyword(s):  
Field Dependence ◽  
Cognitive Styles ◽  
Review Of The Literature ◽  
Older Children ◽  
Visual Ability ◽  
Educational Implications ◽  
Independence Dimension ◽  
Testing Instruments ◽  
Widespread Interest ◽  
Different Levels

In this paper attention has been called to the debate on whether field dependence/independence displays two distinctive cognitive styles on different levels of spatial-visual ability. The effectiveness of testing instruments for young children is questioned for they may not measure the same dimensions as the instruments used for older children and adults. The field dependence/independence dimension has generated widespread interest and stimulated much research into the effects of training on the construct. A condensed review of the literature is presented. From this basis, the gaps in the literature are discussed. The educational implications are discussed with a warning that all training programs should be monitored carefully.

A Multilevel Analysis of Moral Functioning Integrating Socio-Bio-Evolutionary Science, Socio-Constructionism and Constructivist-Developmental Theory

2021 ◽  
Author(s):  
Silvia Diazgranados Ferráns ◽  
Robert L. Selman
Keyword(s):  
Theoretical Perspective ◽  
Developmental Theory ◽  
Social Structures ◽  
Moral Sense ◽  
Levels Of Analysis ◽  
Moral Functioning ◽  
Units Of Analysis ◽  
The Social ◽  
Different Populations ◽  
Different Levels

Tensions chronically exist in the research literature among bio-evolutionary scientists, constructivist-developmental psychologists, and socio-constructionist scholars about how to describe, understand, and predict our moral functioning. An analysis of the assumptions of each of these theoretical paradigms, the disciplinary fields that inform their conceptual models, and the empirical evidence they use to sustain their claims reveals the tensions that exist, as different communities of scholars assign different roles to nature and nurture, reason and intuition, and to the private minds of individuals and the social intelligibilities available to them in a given time and place of history. Using simple multilevel structures, it is possible to see that the divisions that exist within these scientific communities can be conceptualized in terms of their use of different levels of analysis, as they each focus on different populations and employ different underlying units of time and space. Bio-evolutionary scientists study humans as species, using slow-paced time units of analysis such as millennia, and their studies focus on the epigenetic dimensions of our moral sense, documenting inter-species variance in moral functioning. Socio-constructionists study humans as members of groups, using moderately paced time units of analysis such as decades and centuries, and their studies focus on cultural variations in what different groups of people consider to be good or bad, according to the social structures and intelligibilities that are available to them in a given time and place of history. Constructivist-developmental psychologists study humans as individuals, using fast-paced time units of analysis such as months and years, and their studies focus on the maturational dimension of our moral sense, documenting within- and between-individuals variation throughout their lifetime. Unfortunately, by focusing on different populations and time units, these communities of scholars produce research findings that highlight certain aspects of our moral functioning while downplaying others. Interestingly, complex multilevel structures can illustrate how different levels of analysis are nested within each other and can demonstrate how different scientific endeavors have been striving to account for different sources of variability in our moral functioning. The use of complex multilevel structures can also allow us to understand our moral functioning from a dynamic, complex, multilevel theoretical perspective, and as the product of (a) genetic variations that occur between and within species, (b) variations in the social structures, discourses, and intelligibilities that are available in the culture and regulate what social groups consider good and bad at different places and times of history, and (c) variations in the personal experiences and opportunities of interaction that individuals have in different environments throughout their lifetime. Researchers need to clarify the epigenetic, historical, and developmental rules of our moral functioning, and the ways in which different dimensions interact with each other.

CONSTRUCTION OF NEGATIONS IN THE CONTEXT OF CRITICAL THINKING FOR PRIMARY SCHOOL

2018 ◽  
Vol 2 ◽  
pp. 454-463
Author(s):  
Anita Sondore ◽  
Elfrīda Krastiņa ◽  
Pēteris Daugulis ◽  
Elga Drelinga
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Correct Usage ◽  
Study Results ◽  
Study Programs ◽  
Study Process ◽  
Primary School Pupils ◽  
Different Levels

In the modern study process it is important to teach pupils critical thinking and involvement in decision making. Formulation of negations and construction of counterexamples is one of the ingredients of critical thinking which are stressed in the new project of the mathematical standard for primary school „Skola 2030” in Latvia. The goal of this study is to analyze experience and skills of primary school pupils and students of teacher study programs, which are related to the ability to formulate negations and counterexamples. A qualitative and quantitative analysis of questionaire answers given by pupils and future teachers is performed in this study. Results of this study show that pupils make mistakes constructing negations and counterexamples. Teachers also have problems constructing correct assertions. These observations should stimulate universities to pay attention to teacher preparation in this sense. Teachers should teach correct usage of the negation operation at different levels of difficulty and correct construction of counterexamples.

ICT on four Levels of Inquiry-Based Science Education in Environmental Education

2013 ◽  
Vol 2 (1) ◽  
pp. 17-32
Author(s):  
Jana Přinosilová ◽  
Erika Mechlová ◽  
Svatava Kubicová
Keyword(s):  
Elementary School ◽  
Science Education ◽  
Environmental Education ◽  
Primary School ◽  
Learning Strategy ◽  
Natural Sciences ◽  
Four Levels ◽  
Different Levels ◽  
Selection Of

Abstract Inquiry in the natural sciences is an often used term. Inquiry-Based Science Education with the support of sophisticated ICT lacking. Inquiry-Based Science Education has clearly defined its four levels, in particular the use of teaching depends on the particular pupils and teachers. This learning strategy can thus rendering the various options and the use of ICT available at the school. The following article's focus is on a selection of specific technologies available and used at a primary school in connection with the different levels of Inquiry-Based Science Education and the extent of its involvement. The paper also describes social elaborated topic of environmental education in the sample worksheet for elementary school pupils.

scholarly journals THE MAIN COMPONENTS OF SOCIALIZATION AND INDIVIDUALIZATION OF PRIMARY SCHOOL CHILDREN

2018 ◽  
Vol 6 (3) ◽  
pp. 8 ◽  
Author(s):  
T. A. Pomerantseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Intellectual Development ◽  
Reference Points ◽  
Primary School Children ◽  
Successful Implementation ◽  
Normative Documents ◽  
Surrounding World ◽  
Main Components ◽  
Free Interaction

Introduction:the article deals with the main components of socialization and individualization of primary school children. Modern socio-cultural society sets the vector of the updated educational policy. It is not enough for a person to increase only intellectual development, it is necessary to pay attention to the education of a thinking, interacting, responsible person who can make decisions, self-develop and independently control the achievement of goals. Therefore, the normative documents, supporting the importance of socialization and individualization of students, focus on the active inclusion of the child in the socio-cultural reality due to the specific organization of the educational space of the school. The latter, in turn, is focused, on the one hand, on the education of the qualities of consciousness, thoughtfulness, responsibility, and on the other, on the development of creativity of students, the individuality of each and the ability to interact with the surrounding world.Materials and methods: critical selection of information (theoretical and comparative analysis of domestic and foreign literature) and integration of approaches and methods of different orientation (theoretical and empirical). The methodological basis of the study was: systemic, socio-cultural, dialectical, personalized approaches.Results:the author defines the main components of socialization and individualization of schoolchildren, namely motivational-target, procedural and evaluative-reflexive (diagnostic); substantiates a set of conditions that contribute to the effective socialization and individualization of children, which is based on the organization of free interaction of the child with the surrounding world. The latter is considered as its progressive socialization and individualization in the process of cognition and transformation, social and cultural patterns in different types of children's activities.The article also presents the criteria for determining the success of socialization and individualization of students: motivational, value-normative, cognitive, communicative, practice-creative.Discussion and conclusions:the proposed components of socialization and individualization of students and the described conditions of their successful implementation can be used by teachers of the school as key reference points in the implementation of educational activities.

scholarly journals Как основная образовательная программа связана с метапредметными результатами начального образования

2021 ◽  
Vol 70 (5) ◽  
pp. 145-154
Author(s):  
И.М. Улановская ◽  
М.А. Янишевская
Keyword(s):  
Primary School ◽  
Educational Program ◽  
Intellectual Development ◽  
Positive Impact ◽  
Educational Programs ◽  
Diagnostic Methods ◽  
Theoretical Level ◽  
Cognitive Competencies ◽  
Specific Impact

The article compares two primary school educational programs: "School of Russia" and "Planet of Knowledge". The diagnostics of cognitive meta-subject results of students who have mastered these two programs is carried out. Original diagnostic methods are used. It is shown that the content of the program "School of Russia" does not have a specific impact on the development of cognitive meta-subject competencies. As for the students who have mastered the program "Planet of Knowledge", the results of mastering the action of analysis (on both formal and theoretical level) are higher than the "expected" results determined by the indicators of intellectual development. This may indicate a positive impact of the educational program "Planet of Knowledge" on the development of some cognitive competencies in primary school.

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