Technology for a Systems Approach in the Development of Military Education under the Rapid Development and Growth of Armaments and Equipment

Research on military education under the rapid development and growth of armaments and equipment is booming. The field is continually gaining more key insights about this important and complex pedagogical problem. Academic interest on the systemic approach in the development of military education has consistently been a multidisciplinary effort. But perhaps systemic approach in pedagogic researchers are particularly well situated to be the leading voices on the public’s understanding of military education and many are heeding the call. With that responsibility in mind, in this paper, we offer to consider four elements of the educational process for the future of pedagogic research that we believe can help focus this line of inquiry to better ensure we address some of the most pressing problems. Based on critical assessments of the gaps in the literature, the paper cites the need to combine all elements of the educational process into a single system to achieve a focused result in the training of military personnel in educational institutions. Our list is not exhaustive, nor do we suggest that areas we do not cover are not important. Rather, we make these observations with the goal of spurring a conversation about the future of military education research, but especially a systemic approach in the development of military education.

Rethinking Islamic Pedagogy: The Interface of Theology and Tafsīr

This article explores the conception of knowledge in two distinct yet related disciplines of the Islamic sciences–namely, theology and Qurʾānic exegesis. As this article is both a historical and an educational enquiry, it adopts an interdisciplinary approach in offering a critical analysis of the pedagogies through which Muslim scholars attained and transmitted such knowledge during the first few centuries of Islam. Its findings suggest that both disciplines ought to be studied in light of one another in a way that is relevant to the learners’ own contexts. The paper concludes by offering new perspectives in developing curricula for both disciplines in line with educational pedagogic research.

The Social Identity of Gifted Schoolchildren

Psychological and pedagogic research and our own practical experience indicate that gifted students tend to experience difficulties in their interaction with microcommunity. These difficulties have roots in the social identity of gifted students. The article focuses on the features of the social identity of the gifted children who attend the Multidisciplinary School of Kostroma State University. The empirical study presented in the paper involved the assessment of the relationship between the teenager and the class, the students' communicative and organizational skills, leadership abilities. The study resulted in determining the social identity profile of gifted schoolchildren.

Introduction

This chapter introduces the context of research, teaching, learning, practice, and pedagogy in archaeology, connecting this with changing trends in global higher education, and demonstrating how pedagogy and teaching have been seen as less valuable than research. A history of pedagogic research in archaeology is then presented to demonstrate how this has emerged, and which offers a series of arguments about why pedagogy should be revalued in the discipline. Specifically, we argue four key points: that our students are tomorrow’s practitioners; that pedagogy is fundamentally connected to sociopolitics; that the impact of good pedagogic practice is affective across multiple scales; and that archaeology needs its own pedagogic solutions. In the latter we argue that establishing our own disciplinary pedagogic solutions contributes to broader non-archaeological pedagogic research. In making these arguments we set the scene for the rest of the volume.

Beyond speculation: using speculative methods to surface ethics and positionality in design practice and pedagogy

This paper explores the relationship between speculative design and ethics, both within and beyond the context of design pedagogic research. It examines some our struggles in, and motivations for, engaging with speculative methods in design as design scholars and practitioners, by reflecting on research which aimed to explore whether speculative, future facing design curricula would have an impact on raising design students’ awareness of design’s agency, beyond the micro-environment of specific design disciplines or disciplinary industrial contexts.We draw on feminist theory and critique to go on to argue that speculative methods could help the design discipline to break out of its oft wilful ontological blindness but, in order to fulfil their full critical and transformative potential, foundational ethics, and questions of positionality, require equal status around the table. If speculation is to facilitate the surfacing of issues around positionality and foundational ethics within the design curriculum and beyond, contestations central to feminist critique such as ‘what futures and whose futures’ are needed.

The value of 'writing retreats' in advancing innovative pedagogic research

This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU. The Centre’s work also increases the visibility and calibre of pedagogic research at national and international level. This paper outlines a current research project being undertaken by researchers from the Centre and Anglia Learning & Teaching which explores the longitudinal impact of its writing retreat provision on participants’ writing practices and productivity, together with their perceptions of writing as a key element of the academic identity. This study is generating valuable original data about academics’ writing practices and perceptions. It will contribute to the understanding of this important topic at a theoretical level, as well as outlining practical means through which universities can foster long-term academic writing productivity leading to enhanced research impact.

Feindbildkonstruktion in populärer pädagogischer Literatur

How Concepts of an Enemy are Constructed in Popular Pedagogical Literature Since the time of enlightenment, gradually a popular educational advisory literature has established itself and has become a gigantic market which – beyond pedagogically reflective theory – has by now achieved an enormous power of pedagogical interpretation. Against this setting, the present contribution examines the reasons, mechanisms and enemy concepts which lead to an undermining of educational and to an enhancement of popular narratives. It shows that pedagogic concepts of the enemy constitute a very worthwhile area of pedagogic research, hitherto taken into consideration far too little.