On the Need for Psychologization of the Modern Educational Process

2021 ◽  
Vol 48 (4) ◽  
pp. 379-385
Author(s):  
Daniela Boyanova-Minkova ◽  
Keyword(s):  
Generational Differences ◽  
The United States ◽  
Scientific Field ◽  
Educational Process ◽  
Learning Systems ◽  
Late 20Th Century ◽  
Modern Education ◽  
Modern Learning ◽  
High Technologies ◽  
Creative Cooperation

Relying on the theory of generational differences that arises in the United States in the late 20th century and the new scientific field of psychodidactics, this presentation justifies the need for psychologization of modern education. In order for the educational process to be beneficial, it is no longer enough to simply use innovative educational approaches, high technologies and modern learning systems. The need for a radically different type of relationship between teacher and students inside and outside the classroom comes to the fore, which should be built based on a new ethical mutual responsibility, synergy and creative cooperation.

scholarly journals METHODOLOGICAL AND TECHNICAL DESIGN OF INNOVATIVE CLASSROOM

2020 ◽  
pp. 1-119
Author(s):  
Nataliia Morze ◽  
Mariia Boiko ◽  
Viktoriia Vember ◽  
Olga Dziabenko
Keyword(s):  
Cognitive Learning ◽  
Educational Process ◽  
Educational Activity ◽  
Traditional Teaching ◽  
Technical Design ◽  
Inquiry Based Learning ◽  
Modern Education ◽  
Innovative Methods ◽  
Educational Challenges ◽  
Modern Learning

The prepared report on the MoPED project contains information on methodological and technical design of the innovative class. The modern educational challenges and trends are analyzed, the changes that take place in modern education are highlighted, in particular the peculiarities of the organization of modern education in comparison with the traditional one. Different approaches to determining the list of skills of the XXI century, which should be formed in the process of modern learning. The concepts and features of STEM / STEAM / STREAM approaches in comparison with traditional teaching are described and their advantages are defined, psychological and pedagogical features of modern pupils which need to be considered at designing of use of innovative methods and means of training are considered. The modern principles of assessment are covered, the peculiarities of formative assessment are given, the ways of organization of joint educational activity of students, problem-based learning and project activity are offered. Relevant innovative pedagogical technologies of teaching and their features are determined. The concept of blended learning and models of its implementation, as well as the method of research and cognitive learning (Inquiry Based Learning - IBL) are considered. The main characteristics of the ICR class are presented and recommendations for different organization of rotation stations in the educational process are given. The report presents the results of a study conducted by the authors on the use of digital tools in the innovation classroom.

Robot Teaching, Pedagogy, and Policy

2020 ◽  
pp. 787-803
Author(s):  
Elana Zeide
Keyword(s):  
Artificial Intelligence ◽  
Analytical Methods ◽  
Personalized Learning ◽  
Educational Process ◽  
Learning Systems ◽  
Policy Decisions ◽  
Public Discussion ◽  
Teaching Pedagogy ◽  
Do So

This chapter looks at the use of artificial intelligence (AI) in education, which immediately conjures the fantasy of robot teachers, as well as fears that robot teachers will replace their human counterparts. However, AI tools impact much more than instructional choices. Personalized learning systems take on a whole host of other educational roles as well, fundamentally reconfiguring education in the process. They not only perform the functions of robot teachers but also make pedagogical and policy decisions typically left to teachers and policymakers. Their design, affordances, analytical methods, and visualization dashboards construct a technological, computational, and statistical infrastructure that literally codifies what students learn, how they are assessed, and what standards they must meet. However, school procurement and implementation of these systems are rarely part of public discussion. If they are to remain relevant to the educational process itself, as opposed to just its packaging and context, schools and their stakeholders must be more proactive in demanding information from technology providers and setting internal protocols to ensure effective and consistent implementation. Those who choose to outsource instructional functions should do so with sufficient transparency mechanisms in place to ensure professional oversight guided by well-informed debate.

scholarly journals Retirement Without God: Activism and Community Among Secular People Over 60

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 441-441
Author(s):  
Joseph Blankholm
Keyword(s):  
United States ◽  
Older Adults ◽  
Social Movement ◽  
Generational Differences ◽  
Crucial Role ◽  
National Level ◽  
The United States ◽  
Ethnographic Research ◽  
Vast Literature

Abstract There are more than 1,400 nonbeliever communities in the United States and well over a dozen organizations that advocate for secular people on the national level. Together, these local and national groups comprise a social movement that includes atheists, agnostics, humanists, freethinkers, and other kinds of nonbelievers. Despite the fact that retired people over 60 dedicate most of the money and energy needed to run these groups, the increasingly vast literature on secular people and secularism has paid them almost no attention. Relying on more than one hundred interviews (including dozens with people over 60), several years of ethnographic research, and a survey of organized nonbelievers, this paper demonstrates the crucial role that people over 60 play in the American secular movement today. It also considers the reasons older adults are so important to these groups, the challenges they face in trying to recruit younger members and combat stereotypes about aging leadership, and generational differences that structure how various types of nonbeliever groups look and feel. This paper reframes scholarly understandings of very secular Americans by focusing on people over 60 and charts a new path in secular studies.

Greener than Others? Exploring Generational Differences in Green Purchase Intent

2021 ◽  
pp. 147078532110341
Author(s):  
Chang-Dae Ham ◽  
Un Chae Chung ◽  
Woo Jin Kim ◽  
Seo Yoon Lee ◽  
Sang-Hwa Oh
Keyword(s):  
Generational Differences ◽  
Social Intelligence ◽  
The United States ◽  
Purchase Intentions ◽  
Generation Gap ◽  
Purchase Intent ◽  
Consumer Socialization ◽  
Survey Results ◽  
Nationally Representative ◽  
Practical Implications

This study explored the generation gap in American consumers’ green perceptions and purchase intentions across four generations (Gen Z, Y, X, and Baby Boomers) from the perspectives of consumer socialization and social intelligence. Analyzing a nationally representative sample of adults in the United States ( N = 19,450), the survey results revealed that the American consumer’s green norms and beliefs varied by generation. A series of multiple regression analyses showed that each generation had similar but idiosyncratic beliefs in purchasing products from green companies. Theoretical and practical implications are discussed.

The connection between the «color revolutions» and the strategic doctrines of the United States (late 20th century — 2014)

2021 ◽  
Author(s):  
Anna Igorevna Filimonova
Keyword(s):  
United States ◽  
20Th Century ◽  
American Foreign Policy ◽  
Use Of Force ◽  
The United States ◽  
Time Interval ◽  
Late 20Th Century ◽  
The Us ◽  
Color Revolutions ◽  
The Right

After the collapse of the USSR, fundamentally new phenomena appeared on the world arena, which became a watershed separating the bipolar order from the monopolar order associated with the establishment of the US global hegemony. Such phenomena were the events that are most often called «revolutions» in connection with the scale of the changes being made — «velvet revolutions» in the former Eastern Bloc, as well as revolutions of a different type, which ended in a change in the current regimes with such serious consequences that we are also talking about revolutionary transformations. These are technologies of «color revolutions» that allow organizing artificial and seemingly spontaneous mass protests leading to the removal of the legitimate government operating in the country and, in fact, to the seizure of power by a pro-American forces that ensure the Westernization of the country and the implementation of "neoliberal modernization", which essentially means the opening of national markets and the provision of natural resources for the undivided use of the Western factor (TNC and TNB). «Color revolutions» are inseparable from the strategic documents of the United States, in which, from the end of the 20th century, even before the collapse of the USSR, two main tendencies were clearly traced: the expansion of the right to unilateral use of force up to a preemptive strike, which is inextricably linked with the ideological justification of «missionary» American foreign policy, and the right to «assess» the internal state of affairs in countries and change it to a «democratic format», that is, «democratization». «Color revolutions», although they are not directly mentioned in strategic documents, but, being a «technical package of actions», straightforwardly follow from the right, assigned to itself by Washington, to unilateral use of force, which is gradually expanding from exclusively military actions to a comprehensive impact on an opponent country, i.e. essentially a hybrid war. Thus, the «color revolutions» clearly fit into the strategic concept of Washington on the use of force across the entire spectrum (conventional and unconventional war) under the pretext of «democratization». The article examines the period of registration and expansion of the US right to use force (which, according to the current international law, is a crime without a statute of limitations) in the time interval from the end of the twentieth century until 2014, filling semantic content about the need for «democratic transformations» of other states, with which the United States approached the key point of the events of the «Arab spring» and «color revolutions» in the post-Soviet space, the last and most ambitious of which was the «Euromaidan» in Ukraine in 2014. The article presents the material for the preparation of lectures and seminars in the framework of the training fields «International Relations» and «Political Science».

American Urban History

Urban Studies ◽  
2021 ◽  
Keyword(s):  
United States ◽  
Social History ◽  
20Th Century ◽  
Urban History ◽  
Population Distribution ◽  
The United States ◽  
Spatial Development ◽  
Late 20Th Century ◽  
Diverse Range ◽  
Historical Profession

American urban history embraces all historiography related to towns, cities, and metropolitan regions in the United States. American urban history includes the examination of places, processes, and ways of life through a broad and diverse range of themes including immigration, migration, population distribution, economic and spatial development, politics, planning, race, ethnicity, gender, and sexuality. Urban history emerged as an identifiable subfield of United States history in the mid-20th century, admittedly well after the establishment of similar areas of inquiry in other professional fields and academic disciplines, particularly sociology. Beginning in the 1930s and 1940s, a small number of academics, led by noted social historian Arthur M. Schlesinger, Sr., commenced the first wave of scholarly interest in American urban history with works on colonial seaports and select 19th-century cities. By the 1950s, urban history coalesced as a recognizable subfield around a reformulation of American history, emphasizing the establishment of towns, rather than the pursuit of agriculture, as the spearhead for the formation and growth of the nation. The 1960s and 1970s witnessed a second round of interest in American urban history, set against the backdrop of the tremendous political and social changes that swept the nation and transformed the historical profession. Through innovative models of scholarship that broke with traditional consensus history, notably pioneering quantitative research methods, a self-identified “new urban history” emerged that emphasized spatial development as well as social, economic, and political mobility, conflict, and change. Over time, this new urban history was largely subsumed within social history, given the fields’ intersecting and overlapping interests in social and political issues viewed through the lenses of race, class, and gender. Social history’s broad focus resulted in an explosion of scholarship that all but dominated the American historical profession by the late 20th century. From the mid-1970s through the 1990s, books with urban settings and themes, most of them well within the camp of social history, won an impressive number of Bancroft prizes and other prestigious awards. Urban history itself has survived—even thrived—without a widely agreed upon canon or dominant research methodology. Scholars continue to make significant contributions to urban history, whether or not they embrace the title of urbanist. Note that attendance at the biannual meetings of the Urban History Association has grown significantly over the last two decades. The sources in this article’s twenty subject headings have been arranged to illustrate the depth and breadth of each prominent theme in the field and are by no means an exhaustive list of such scholarship, but rather a sampling of the most influential and innovative examinations of America’s urban canvas.

Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Zeus Leonardo ◽  
Blanca Gamez-Djokic
Keyword(s):  
Teaching And Learning ◽  
White Women ◽  
The United States ◽  
Race And Gender ◽  
Modern Education ◽  
Critical Knowledge ◽  
Educational Spaces ◽  
Critical Understanding ◽  
And Gender ◽  
The Relationship

Emotional praxis is not a phrase usually associated with teaching and teacher education. Yet when race enters educational spaces, emotions frequently run high. In particular, Whites are often ill-equipped to handle emotions about race, either becoming debilitated by them or consistently evading them. Without critically understanding the relationship between race and emotions—or, simply, racialized emotions—teachers are unprepared to teach one of the most important topics in modern education. This chapter addresses this gap in education and teacher training by surveying the philosophical, sociological, and burgeoning literature on emotion in education to arrive at critical knowledge about the function and constitutive role it plays in discourses on race. Specifically, the argument delves into white racial emotions in light of the known fact that most teachers in the United States are White women. This means that our critical understanding of emotion during the teaching and learning interaction entails appreciation of both its racialized and gendered dimensions, and attention to both race and gender becomes part of emotional praxis. Finally, the essay ends with a proposal for an intersubjective race theory of emotion in education.

Color and light painting as components of the creator̕ s world in I.A. Bunin̕ s story “The Mad Artist”: a philological analysis based on case-technology

2021 ◽  
pp. 92-99
Author(s):  
Marina A. Dubova ◽  
Valeriya V. Efremova
Keyword(s):  
High School Students ◽  
Comparative Method ◽  
Literary Work ◽  
Educational Process ◽  
Russian Language ◽  
School Students ◽  
Semantic Level ◽  
Modern Education ◽  
Holistic Analysis ◽  
Color And Light

The article is devoted to the analysis of the techniques of color painting and light painting in the story of the neorealist writer I.A. Bunin “The Mad Artist”. The relevance is due to the fact that in the modern education system, more attention is paid to innovative pedagogical receptions designed to optimize the educational process and ensure greater independence in work. In particular, interest in case technology is growing. The purpose of the article is the philological analysis of the story of I.A. Bunin’s “The Mad Artist” with the use of case technology techniques. The authors of the article take a case teaching the analysis and assessment of the situation as the basis for working with the text of the Bunin story. Based on it, the article presents an analysis of the linguistic parameters of a literary text and the means of their representation at the lexico-semantic level, revealing the techniques of color and light painting used by the writer in a work and participating in the implementation of the main principle of constructing a text – antithesis. The analysis is based on the comparative-comparative method, methods of citation and holistic analysis of a literary work. As a result of the research, a Russian language lesson was developed for high school students on the topic «Color and light painting as components of the creator’s world in I.A. Bunin̕ s story “The Mad Artist”» based on the techniques of case technology. The solution of the proposed case contributes to the development of creative and critical thinking of students, the formation of skills to work both individually and in pairs, the development of communicative and linguistic competencies.

scholarly journals Errors in climate model daily precipitation and temperature output: time invariance and implications for bias correction

2013 ◽  
Vol 17 (6) ◽  
pp. 2147-2159 ◽  
Author(s):  
E. P. Maurer ◽  
T. Das ◽  
D. R. Cayan
Keyword(s):  
Bias Correction ◽  
General Circulation ◽  
Daily Precipitation ◽  
Extreme Values ◽  
Circulation Model ◽  
The United States ◽  
Historical Period ◽  
Late 20Th Century ◽  
Precipitation And Temperature ◽  
Gcm Biases

Abstract. When correcting for biases in general circulation model (GCM) output, for example when statistically downscaling for regional and local impacts studies, a common assumption is that the GCM biases can be characterized by comparing model simulations and observations for a historical period. We demonstrate some complications in this assumption, with GCM biases varying between mean and extreme values and for different sets of historical years. Daily precipitation and maximum and minimum temperature from late 20th century simulations by four GCMs over the United States were compared to gridded observations. Using random years from the historical record we select a "base" set and a 10 yr independent "projected" set. We compare differences in biases between these sets at median and extreme percentiles. On average a base set with as few as 4 randomly-selected years is often adequate to characterize the biases in daily GCM precipitation and temperature, at both median and extreme values; 12 yr provided higher confidence that bias correction would be successful. This suggests that some of the GCM bias is time invariant. When characterizing bias with a set of consecutive years, the set must be long enough to accommodate regional low frequency variability, since the bias also exhibits this variability. Newer climate models included in the Intergovernmental Panel on Climate Change fifth assessment will allow extending this study for a longer observational period and to finer scales.

scholarly journals Впровадження технологій доповненої реальності у навчальному процесі з конструювання авіаційної техніки

2021 ◽  
pp. 110-118
Author(s):  
Олександр Володимирович Каратанов ◽  
Андрій Миколайович Биков ◽  
Марія Вадимівна Сергієнко ◽  
Дмитро Михайлович Мірошниченко
Keyword(s):  
Augmented Reality ◽  
Mixed Reality ◽  
Educational Process ◽  
Modern Education ◽  
Augmented Reality Application ◽  
The World ◽  
Augmented Reality Technology ◽  
Increase Productivity ◽  
Virtual And Augmented Reality ◽  
The Cost

This study examines augmented reality, which imposes on the world around us virtual objects, characters, filters, or other effects through a special camera. Currently, augmented reality is considered potential for pedagogical programs and it is beginning to gain momentum and be actively used. The use of augmented reality technology opens up new opportunities that increase productivity and efficiency in various industries, improve communication and knowledge transfer and make distance learning more comfortable and realistic. However, the factor of reducing the cost of production or the educational process due to the introduction of augmented reality is not yet fully disclosed and requires a detailed analysis, part of which is conducted in this paper. The existing types of augmented, virtual and mixed reality technologies were analyzed, their comparison was made, the current place in the market was determined, as well as their influence and role in modern education. The paper presents examples of the use of augmented reality technology in various fields, including in production, which demonstrates a significant increase in efficiency and confirms the relevance. An overview of the premises and laboratories, which now use virtual and augmented reality technologies for the educational process. The article also describes the shortcomings of the educational process, which can be corrected by introducing augmented reality technology. The economic benefit of using augmented reality in the educational process on a real example was calculated, due to which the expediency of this implementation was proved. Elements of the educational process are considered, the replacement of which with augmented reality will make education cheaper, and this means more accessible. An example of markers used for an augmented reality application in the field of aircraft construction is given. The tendency of the application of augmented reality and use in the educational process for the next years is analyzed, the branches in which it can be applied are considered and the expediency of its use is confirmed.

Sign in / Sign up

Export Citation Format

Share Document