Science journalism in Hindi in pre-independence India: A study of Hindi periodicals

Science journalism in Hindi originated in the late nineteenth century. Hindi literary periodicals provided the first platform for science to be discussed along with literature. The onset of the twentieth century witnessed a remarkable advance in Hindi literary writing, and science writing also flourished with this advance. A remarkable overlap and a complementary relationship between the development of Hindi literature and Hindi commentaries on sciences is evident. Equally important in this context was the backdrop provided by a politically contentious process of evolution of a ‘modern’, ‘standard’ Hindi, and by the anti-colonial freedom movement, yoked to the idea of cultural and economic nationalism. The article surveys certain popular periodicals that regularly published essays and commentaries on science and scientific subjects. These periodicals were instrumental in shaping the popular discourses on science. The article also underlines an overwhelming effort by the intelligentsia to seek a philosophical commensurability between modern science and ‘traditional’ schools of thought. It concludes that the predominance of these characteristics in Hindi science journalism was a reflection of the agenda of the Hindi intelligentsia, shaped by linguistic nationalism framed alongside or in conjunction with a revivalist perspective.

A Comparative Study of the Configuration and Functions of Outdoor and Semi-Outdoor Space in Schools from the Traditional to the Contemporary Period Based on Evaluating the Role of the Governing Educational System

The present study, based on a case study, aims at addressing the functional and morphological evolutions in outdoor and semi-outdoor spaces in Yazd schools over time, through educational developments. The approach followed in this study is to connect the changes in the spatial structure of outdoor space in schools to the evolutions in the educational system. To this end, this paper develops five hypotheses and employs qualitative and computational research methods to evaluate the functions and spatial configuration of the outdoor spaces of six schools, constructed between the 18th and 20th CE centuries, in Yazd. A mathematical method drawn by “space syntax” is adopted to measure the spatial features of the outdoor spaces of schools, and a field study is used to identify the relationship between the functional process of these configurations and their governing educational principle. The results show that the configuration of the traditional schools, built between the late 18th and 19th centuries, in Yazd was formed based on the active educational role of outdoor and semi-outdoor spaces, followed by the governing educational policies. Moreover, the outdoor and semi-outdoor spaces are not only the main spaces where social activities are held in schools, but also are complementary elements to the indoor educational spaces. Meanwhile, in modern schools, constructed in the early 20th century, and contemporary schools, constructed in the late 20th century, the spatial configuration of schools has changed and the importance of outdoor and semi-outdoor spaces in these schools has significantly devaluated due partially to the evolution of the modern educational system compared to traditional schools. By identifying the features of three different school building typologies, as well as their outdoor space functions, this paper provides useful knowledge for future school designing and planning in Yazd.

When school goes home: Reimagining the educator’s role

The High School for Recording Arts in St. Paul, Minnesota, serves students who’ve had trouble in more traditional schools. Yet, during the COVID-19 pandemic, the school was able to maintain, and even exceed, its prepandemic metrics of achievement. Michael Lipset and Linda Nathan attribute this success to the school’s unique staffing structure. Instead of having content teachers attempt to meet the wide array of student needs on their own, the school takes a team-based approach, with traditional certified teachers serving as content advisers who manage student learning and other team members (many of whom have similar backgrounds as the students) addressing students’ personal needs. All faculty, no matter their specific role, are called facilitators of learning, but they focus on different ways of engaging students.

Adaptasi Model Pembelajaran Tutorial Online UT pada Masa Pembelajaran Darurat Covid-19

The Covid-19 outbreak today changes a lot in the way teaching and learning progress in Indonesia. In most parts of the country, teachers still use the traditional ways to transfer knowledge from the collaboration of the conventional means of learning such as textbooks, boards, and situated in a classroom. In this pandemic situation, Government proposes that all teaching and learning activities in the schools should be conducted online. It makes stakeholders of education sectors, especially primary and secondary, manage learning strategies and systems. Based on the situation, Universitas Terbuka as the pioneer of open learning system has one program to facilitate students come from different places all around. It has an online tutorial where students can access material not only from the textbook but also supplementary materials such as teacher’s tutorial video, online tasks and exercises, and also online assessment. This kind of system can be adapted for traditional schools in the Pandemic era so that learning loss will not happen since students and teachers can still get connected to achieve learning goals. This article describes how the online tutorial UT can be implemented for primary, secondary, and even higher education in the Pandemic era to replace the traditional learning systems.

Solutions Journalism: Strategies for Effecting and Managing Change

The field of journalism is undergoing epic changes at this time. With the growing impact of social media and citizen journalism, among other trends, traditional schools of journalism face a need to re-examine their most fundamental premises. Historically journalists adopted a code of practice whereby the ideal news article focused on issues and problems of consequence to society, and reporters presented both sides of the case. The gold standard was balanced reporting that investigated and uncovered abuses in society, with the mantra being “if it bleeds, it leads.”. There was no added incentive or requirement to take responsibility for solving the problems they uncovered. While print media organizations faced a backlash of criticism following the era of “yellow journalism,” they did not confront the necessity to reorient the entire profession; rather they simply had to “clean up their act” and operationalize what they already knew and believed. Today, the situation is dramatically different—largely as a consequence of the rise of citizen journalism, the impact of social media, and the trend toward an introspective look at their profession by journalists themselves and by those who train the journalists. In this article, we look at the emerging focus on a phenomenon called solutions journalism. Solutions journalism differs in both form and intent from not only the traditional standard of reporting, which focuses on problems, but also “good news reporting,” which tends to be superficial and non-solution oriented. In an effort to understand the current push for a new direction in the journalism profession, we will look at the rise of the new paradigm, pioneers in solutions journalism, characteristics of solutions journalism, and the theoretical foundations of solutions journalism. In exploring the latter point, we will examine the relationships among solutions journalism, social media, open source, systems, and open innovation theories.

Ethiopian Qene (Traditional and Living Oral Poetry) as a Medium for Biblical Hermeneutics

Ethiopian Qene (traditional and living oral poetry) intertwines biblical interpretation with the observation of nature and critique of current events. It is always delivered as improvisation. It is performed in traditional schools, as well as at liturgical and social events. It contains metaphors, rhymes, and rhythm. It includes important values and is useful for theological studies and biblical hermeneutics.

Malay Philosophies of Education

Malay philosophies of education refer to the educational thoughts of Malay philosophers from the period of the Islamization of the Malay world in the 13th century up to the present. Malay refers to an ethnic group with the Malay language as the major language of communication. The Malay world refers to the region in Southeast Asia comprising Indonesia, Malaysia, Singapore, Brunei, southern Thailand, pockets of Indo-China (Vietnam, Laos, and Cambodia), and the southern Philippines. Prior to the introduction of Islam to the region in the 13th century, the Malay people were influenced by Hinduism, and some remnants of Hindu practices such as the conduct of the wedding ceremony and yellow being the color of royalty are still visible today. Islamization revolutionized the Malay worldview with a new ontology, cosmology, and monotheism. Moreover, the Malay language was elevated as a scientific and literary language and became a lingua franca that was widely used for communication, while Jawi script (Arabic) was used in writing, such that the region became known as the Malay world. Malay philosophies of education are very intricately related to Islamic philosophy or the Islamic worldview. Hamka, a 20th century Indonesian scholar, states that his Malayness is totally integrated with Islamic elements. Thus, the Malays’ understanding of Islam determines the goals of education. Historically, the goals of Malay education developed from the focus on the hereafter and sufism due to the nature of Islam received by the Malays at this particular time. Al-Ghazali, al-Shafie, and al-Ash’ari were among the scholars who exerted great influence on Malay scholarship. The philosophy of Malay education changed as a result of colonization by Western powers that established schools offering a liberal, secular education. However, contact with Muslim reformers in Egypt, specifically Muhammad Abduh, led to the reform of Islamic traditional schools. Hence, there was a shift in focus to reason, philosophy, and science with a closer reading of the Qur’an and Sunnah, and the goals of education emphasized the study of the acquired sciences and the use of reason. As a consequence, there were many efforts to change the existing educational institutions in terms of their curriculum. Finally, after independence, attempts were made to integrate the dualistic educational system—liberal, secular public school and traditional, religious schools—through an educational philosophy and curriculum that is holistic, integrated, and balanced, but that is also faith-based. It is not adequate to have both the acquired and revealed sciences merely coexisting but compartmentalized in the curriculum, for their values may still be conflicting. Thus, the concept of the Islamization of contemporary knowledge was deliberated and subsequently attempted. This is the climax of the unity of knowledge that is enshrined in the Islamic worldview. The educational landscape in the Malay world has been shaped by the thought patterns of Muslim scholars and the Islamic worldview.

CONTRIBUTION OF MAHMUDHODJA BEHBUDI AND ITS SAMARKAND FOLLOWERS TO THE DEVELOPMENT OF THE NATIONAL EDUCATION

This article examines the educational activities of the SamarkandJadids, which is aimed at reforming traditional schools and madrasahs, and thedevelopment of national education.

From Traditional Schools to Modern Schools: The Quest for to Improve the Quality of Schools Environment in Iran

This article, through comparison, analyzes evolutions in architecture and school concepts and the relation between them in classic and modern periods in Iran, and by relying on persistent traditional Islamic schools architectural design patterns, provides an atmosphere, conforming to physical and spiritual needs in schools. The research method used in this article is descriptive-analytical and is conducted through library study in order to get familiarized with persistent social components in these schools, to use in new schools. In this research, after evaluating traditional schools, some factors, such as flexibility, central courtyard and the presence of natural elements in there, annular formation of classrooms and appropriate atmosphere for discussions and the transformation process of the interior and exterior relations are introduced which we can use in designing new schools, in order to fully improve the quality of the atmosphere in modern schools.