scholarly journals Promoting students’ ownership of their own education through critical dialogue and democratic self-governance

2017 ◽  
Vol 5 ◽  
Author(s):  
Eugene Matusov ◽  
Ana Marjanovic-Shane
Keyword(s):  
Decision Making ◽  
Graduate Education ◽  
The Self ◽  
Critical Examination ◽  
Education Students ◽  
Critical Dialogue ◽  
Primary Condition ◽  
Educational Culture ◽  
The World

We define genuine education as students’ active leisurely pursuit of critical examination of the self, life, society and the world. It is driven by the person’s interests, inquiries, needs, tensions, and puzzlements. Thus, it is based on the students’ ownership of their own education, rather than on the society’s needs and impositions on the students. Hence, genuine education cannot be forced on the students, but rather the students need to be supported and guided to find and pursue their own education as their existential need. We view genuine education as students’ authorship based on the students’ learning activism. In our opinion, the primary condition for the students’ ownership of their education is the students’ freedom to participate in making decisions about their education. In our paper, we discuss pedagogical experimentation aimed at promoting learning activism and ownership of their own education through critical dialogue and democratic self-governance.However, to our surprise, we found out that merely engaging students in decision making about their own education does not work for many students. After several years of practicing the Open Syllabus pedagogical regime in our undergraduate and graduate classes, we have experienced and abstracted two major mutually related problems: a problem of “culture” and a problem of “self-failure.” The issue of “culture” involved a tension between building a new democratic educational culture while practicing it. We also found that our undergraduate and graduate education students do not follow their own freely chosen educational commitments, and thus they feel betrayed by themselves. Analyzing students’ reflections on the self-failures, we found that they felt pressured by life and institutional survival and necessities. Because of that, they did not have the luxury of prioritizing their own educational self-commitments. In response to this and other concerns, we developed a hybrid pedagogical regime, called Opening Syllabus. We focus on tensions within this new, hybrid pedagogical regime, by analyzing students’ reflections and contributions in class.

When the Absence of Reasoning Breeds Meaning

2018 ◽  
Author(s):  
Carey K. Morewedge ◽  
Daniella M. Kupor
Keyword(s):  
Decision Making ◽  
External Source ◽  
Judgment And Decision Making ◽  
Dream Interpretation ◽  
The Self ◽  
The World ◽  
Religious Thoughts ◽  
The Many ◽  
And Behavior ◽  
Insight Into

Intuitions, attitudes, images, mind-wandering, dreams, and religious messages are just a few of the many kinds of uncontrolled thoughts that intrude on consciousness spontaneously without a clear reason. Logic suggests that people might thus interpret spontaneous thoughts as meaningless and be uninfluenced by them. By contrast, our survey of this literature indicates that the lack of an obvious external source or motive leads people to attribute considerable meaning and importance to spontaneous thoughts. Spontaneous thoughts are perceived to provide meaningful insight into the self, others, and the world. As a result of these metacognitive appraisals, spontaneous thoughts substantially affect the beliefs, attitudes, decisions, and behavior of the thinker. We present illustrative examples of the metacognitive appraisals by which people attribute meaning to spontaneous secular and religious thoughts, and the influence of these thoughts on judgment and decision-making, attitude formation and change, dream interpretation, and prayer discernment.

Being Yourself

2017 ◽  
Author(s):  
Jesse Wall
Keyword(s):  
Decision Making ◽  
Major Depression ◽  
Personal Identity ◽  
The Self ◽  
Cognitive Triad ◽  
Clinical Observations ◽  
Autonomous Decision ◽  
The World ◽  
The Future ◽  
Legal Test

This chapter discusses authentic decision-making as it relates to depression based on three parallel concepts found in philosophy, psychology, and the law. Since major depression is characterized (amongst other things) by ‘symptoms of sadness and diminished interest or pleasure’, ‘feelings of worthlessness/excessive/inappropriate guilt’ and a ‘cognitive triad of pessimism regarding the self, the world and the future’, the chapter explores whether an individual who has these symptoms can act on a judgment, thought, or belief in a way that lacks authenticity. It first explains, in philosophical terms, why autonomous decision-making presupposes a ‘personal identity’, before outlining a series of clinical observations suggesting that competence to make a decision requires an ‘appreciative ability’. It also considers whether the legal test for the capacity to make a decision has a component that is equivalent to ‘personal identity’ or an ‘appreciative ability’.

scholarly journals Facebook, Tele-Collaboration, and International Access to Technology in the Classroom

2018 ◽  
pp. 274-286
Author(s):  
Karen Woodman ◽  
Vasilia Kourtis-Kazoullis
Keyword(s):  
Social Networking ◽  
Graduate Education ◽  
Policy Development ◽  
Social Networking Site ◽  
Online Discussions ◽  
Education Students ◽  
Technology In The Classroom ◽  
Regional University ◽  
Language Classroom ◽  
The World

This chapter explores the results of a study using the well-known social networking site, Facebook, to investigate graduate education students' perceptions on the use of technologies in classrooms around the world. This study was part of a larger project exploring tele-collaboration and the use of online discussions involving graduate students in an online program based in Australia, and students in a graduate Education program at a regional university in Greece. Findings reveal many similarities between the situations and perceptions of the participants from the different countries. They also demonstrated that even when technologies were available in schools, participants identified a critical need for professional development to increase teachers' use of ICT. These findings are relevant to researchers, educators and policy development in terms of implementation of ICT and/or social networking in the language classroom.

scholarly journals Dialogic education for and from authorial agency

2016 ◽  
Vol 4 ◽  
Author(s):  
Eugene Matusov ◽  
Mark Smith ◽  
Elizabeth Soslau ◽  
Ana Marjanovic-Shane ◽  
Katherine Von Duyke
Keyword(s):  
Critical Examination ◽  
Personal Goals ◽  
Education Students ◽  
Pedagogical Approach ◽  
Critical Dialogue ◽  
Technological Approach ◽  
Research Questions ◽  
The University ◽  
Pre Service Teacher ◽  
Teacher Education Students

In this paper, we extend Bakhtin's ethical philosophical ideas to education and introduce a dialogic authorial agency espoused approach. We then consider this approach in opposition to the mainstream technological espoused approach, while focusing our contrasting analysis on student’s authorial agency and critical dialogue. We argue that the technological approach assumes that the "skills" or "knowledge" are garnered in pursuit of preset curricular endpoints (i.e., curricular standards). Since the goals of the technological approach are divorced from the students’ personal goals, values, and interests, they are incompatible and irreconcilable with what we idealize as the true goal of education, education for agency. The authorial agency approach to education (Dialogic Education For and From Authorial Agency) emphasizes the unpredictable, improvisational, eventful, dialogic, personal, relational, transcending, and ontological nature of education. The authorial agency of the student and of the teacher are valued and recognized by all participants as the primary goal of education – supported by the school system and broader society.  The approach defines education as a learner’s leisurely pursuit of critical examination of the self, the life, and the world in critical dialogue. The purpose of authorial agency pedagogy is to facilitate this process by promoting students’ agency and unique critical voices in socially desired practices – critical voices, recognized by the students themselves and others relevant to the particular practice(s). Ultimately, in the authorial education for and from authorial agency, students are led into investigating and testing their ideas and desires, assuming new responsibilities and developing new questions and concerns.            Finally, we describe and analyze the first author’s partially successful and partially failing attempt to enact a dialogic authorial approach. It will allow the reader to both visualize and problematize a dialogic authorial approach. We will consider a case with a rich “e-paper trail” written by 11 undergraduate, pre-service teacher education students (mostly sophomores), and the instructor (Peter, the first author, pseudonym) in a course on cultural diversity.  The case focuses on the university students (future teachers) and their professor discussing several occasions that involved interactions between Peter and one minority child in an afterschool center. Our research questions in this empirical study were aimed at determining the successes, challenges, and failures of the dialogic authorial pedagogical approach and conditions for them

scholarly journals Natura (nie)odzyskana. Pan Knuta Hamsuna

2018 ◽  
Author(s):  
Michał Kruszelnicki
Keyword(s):  
The Self ◽  
Subjective Perception ◽  
Modern Time ◽  
Critical Dialogue ◽  
Philosophical Debate ◽  
Psychological Dimension ◽  
The World ◽  
Alienation From Nature ◽  
Main Protagonist ◽  
Early Novel

The Norwegian novelist Knut Hamsun’s outstanding early novel Pan. From Lieutenant Thomas Glahn’s Papers (1894) is often acknowledged as a manifestation of the specificity and profundity of Hamsun’s perception of nature. Contrary to the prevailing opinion, I argue that the novel’s main protagonist cannot be simply seen as the happily fulfilled “man of nature” for whom he wishes to pass. In a critical dialogue with the post-Romantic interpretations of Pan and drawing on some classic philosophical traditions (i.e. Rousseau, Schiller) as well as the modern Norwegian scholarship, I explore the psychological dimension of Hamsun’s masterpiece and present Glahn as an individual who attempts to erase or at least mystify within a personalized narrative the conflict between the objective world and his subjective perception of reality. This predicament seems essential to understanding Glahn’s character and ipso facto Hamsun’s less obvious position in the philosophical debate on the essence of modernity conceived as “Disenchantment”. By carefully following Glahn’s narratives centered on his experience of nature, I reveal their artificial and simulating character. Such a reading allows me to argue that Hamsun’s Pan concurs in a subtler language of literature with the philosophical acknowledgement, dating back to Rousseau, of the impossibility of the individual’s return to the pre-modern time, as if to the realm of original, transcendental sense and immediacy of our experience of the world. The horizons of the modern – perhaps suffice to say: mature? – historicized and highly reflexive consciousness cannot be transgressed; the Romantic sensitivity, in its naïve search for the authentic experience of nature as a source of the self and the sense, can only regain it in discourse, which amounts to positing nature as a beautiful appearance and thus compensating for one’s dramatic feeling of alienation from nature and being conceived of as a metaphysical “wholeness”.

scholarly journals Giftedness in the Finnish educational culture

2021 ◽  
pp. 026142942110542
Author(s):  
Kirsi Tirri
Keyword(s):  
Talent Development ◽  
The Self ◽  
Educational Culture ◽  
The World ◽  
Definition Of

Giftedness in the Finnish educational culture is seen as taboo, and it is easier to talk about talent development. We need to widen the concept in the ways that would address both excellence and ethics. The definition of transformational giftedness includes a beyond-the-self orientation and implies that the purpose of giftedness is to help to make the world a better place. This kind of definition might be the key in using the term “giftedness” in egalitarian and inclusive cultures like Finland.

scholarly journals PERTAHANAN DIRI TOKOH UTAMA DALAM NOVEL PEREMPUAN KEMBANG JEPUN KARYA LAN FANG

2019 ◽  
Vol 7 (1) ◽  
pp. 32-40
Author(s):  
Fenta Mauludya ◽  
Sumartini Sumartini ◽  
Mulyono Mulyono
Keyword(s):  
Decision Making ◽  
Research Method ◽  
Descriptive Analysis ◽  
Qualitative Approach ◽  
The Self ◽  
Personality Structure ◽  
The Novel ◽  
Main Character ◽  
Self Defense ◽  
The World

Kehidupan di dunia tidak lepas dari suatu masalah, setiap masalah menjadikan seseorang memilih jalan yang terbaik untuk penyelesaian masalahnya. Misalnya dengan cara mempertimbangkanterlebih dahulu, untuk menghindari kecemasan diri dari permasalah yang sedang terjadi, penyelesaian tersebut dilakukan dengan cara yang berbeda-beda. Salah satu contoh yang dilakukan oleh tokoh utama dalam novel tersebut yang menitikberatkan pada pertahanan diri atau ego seorang perempuan dalam mempertahankan dirinya untuk memperoleh kehidupan yang lebih baik. Penelitian ini bertujuan mendeskripsikan struktur kepribadian dan mekanisme pertahanan diri untuk penyelesaian masalah yang dialami oleh tokoh utama yaitu Matsumi.Pendekatan yang dilakukan dalam penelitian ini adalah pendekatan kualitatif, dengan jenis deskriptif analisis.Metode penelitian yang digunakan yaitu metode psikologi sastra yang berfokus pada mendriskripsikan kondisi psikologis tokoh utama dalam novel tersebut.Data dalam penelitian ini adalah teks yang terdapat dalam novel dengan sumber datanya novel Perempauan Kembang Jepun karya Lan Fang.Pengumpulan data yang digunakan dalam penelitian ini yaitu dengan menggunakan teknik baca-catat. Hasil penelitian ini menunjukkan bahwa setiap masalah di dalam kehidupan seseorang dapat terselesaikan dengan cara yang bermacam-macam, seperti yang terjadi pada tokoh utama dalam novel diakibatkan karena adanya gejola dalam diri yang berupa kebutuhan seperti id, ego dan superego atau yang disebut struktur kepribadian. Tidak hanya dengan struktur kepribadian untuk menyelesaikan masalah dapat diseimbangi dengan cara mekanisme pertahanan dan konflik yang berupa represi, sublimasi, proyeksi, pengalihan, rasionalisasi, regresi, agresi, apatis, fantasi dan stereotype untuk menyelesaikan masalah yang sedang dialami serta mencari jalan keluar yang baik. Bahwa setiap masalah di dalam hidup seseorang dapat terselesaikan dengan cara yang bermacam-macam seperti mempertahankan diri dari ancaman-anacam yang berbahaya terhadap hidupnya dan menghilangkan rasa kecemasan untuk memutuskan suatu masalah yang terjadi guna mencapai hasil yang lebih baik dan sempurna. Dengan demikian, hasil penelitian ini dapat dijadikan salah satu bahan perbandingan, pertimbangan yang dapat dimanfaatkan sebagai penyelesaian masalah dan pengambilan keputusan secara tetap tanpa adanya penyesalan dalam mengahadapi kehidupan sehari-hari. Life in the world can not be separated from a problem, every problem makes people to choose the best way to solve it by considering to avoid anxiety of the problems that are happening, the settlement is done in different ways. Thus one of the main characters in Lan Fang's Perempuan Kembang Jepun novel which focuses on the self-defense or ego of a woman in defending herself. This study aims to describe the structure of personality and self-defense to solve the problems experienced by the main character Matsumi in novel Perempuan Kembang Jepun by Lan Fang. The approach taken in this research is qualitative approach, that is approach which does not give priority to the numbers, but prioritizing appreciation to interaction between concept which is being studied empirically, with type of descriptive analysis. The research method used is the method of literary psychology that focuses on describing the psychological condition of the main character in the novel. The data in this research is the text contained in Perempuan Kembang Jepun novel with the source of data Perempuan Kembang Jepun by Lan Fang. Data collection used in this research that is by using technique of read-record. The results of this study found self-defense on the main character in the novel Perempuan Kembang Jepun by Lan Fang caused by the existence of flaming in herself in the form of needs such as id, ego and superego or so-called personality structure. There are several ways to overcome self-defense such as repression, supplimation, projection, diversion, rationalization, regression, aggression, apathy, fantasy and stereotypes to solve problems that are being experienced and seek solutions. That every problem in someone's life can be resolved in many ways as to defend themself against the dangerous threats to their life and to eliminate the ever-present anxiety in every action we take to decide a problem to achieve the better and perfect results. Thus, the results of this study can be used as one material comparison, considerations that can be utilized as problem solving and decision making regularly without any regret in facing everyday life.

Medical Diagnosis from a Clinician’s Point of View

1978 ◽  
Vol 17 (01) ◽  
pp. 28-35
Author(s):  
F. T. De Dombal
Keyword(s):  
Decision Making ◽  
Data Analysis ◽  
Computer Science ◽  
Medical Diagnosis ◽  
Information Science ◽  
Point Of View ◽  
Joint Research ◽  
The World

This paper discusses medical diagnosis from the clinicians point of view. The aim of the paper is to identify areas where computer science and information science may be of help to the practising clinician. Collection of data, analysis, and decision-making are discussed in turn. Finally, some specific recommendations are made for further joint research on the basis of experience around the world to date.

Power of Darkness: Narrative and Biographical Reflexivity in A Series of Unfortunate Events

2008 ◽  
Vol 1 (2) ◽  
pp. 200-212
Author(s):  
ELIZABETH BULLEN
Keyword(s):  
The Self ◽  
Risk Society ◽  
Project Risk ◽  
Young Readers ◽  
The World ◽  
The Face ◽  
High Earning ◽  
Textual Culture ◽  
Children’S Exposure ◽  
Central Claim

This paper investigates the high-earning children's series, A Series of Unfortunate Events, in relation to the skills young people require to survive and thrive in what Ulrich Beck calls risk society. Children's textual culture has been traditionally informed by assumptions about childhood happiness and the need to reassure young readers that the world is safe. The genre is consequently vexed by adult anxiety about children's exposure to certain kinds of knowledge. This paper discusses the implications of the representation of adversity in the Lemony Snicket series via its subversions of the conventions of children's fiction and metafictional strategies. Its central claim is that the self-consciousness or self-reflexivity of A Series of Unfortunate Events} models one of the forms of reflexivity children need to be resilient in the face of adversity and to empower them to undertake the biographical project risk society requires of them.

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