Education of High Wisdom Intelligence-

Education of high wisdom intelligence lays the foundation for social education, school education, family education and self-education. It ensures all the educational contents that social education, school education, family education and self-education deliver; for instance, cognitive education, mindful education and practical education. The number of talented persons who are equipped with high wisdom intelligence will immediately determine the quality of humankind’s entire life, and the future trend for humankind’s innovation and creation in fields such as thinking, cognition, society, politics, economy, military, science, arts, culture, and so on. In this paper, I will discuss issues of family education, school education, social education, and self- education ; and how these four education with high wisdom intelligence contribute to the cultivation of talents with high wisdom intelligence.

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?

A noteworthy frame of the literature has maintained the idea that communication in the classroom is dominant in language education, and in the process of language learning, teachers as an important figure may apply several ways to develop interpersonal relationships and social manners, such as teacher immediacy that has been established to support affective and cognitive learning in instructional settings. Therefore, this theoretical review tries to systematically refocus on the existing literature about teacher immediacy and its types, such as non-verbal and verbal, and their significant connections with affective and cognitive education. To this end, this review focuses on social behavior to review the eminence of teacher immediacy in the classroom and unquestionably exemplify their relationship with affective and cognitive learning. As a final fact, this review has been intended to consider the prevailing literature about teacher behavior, and suggestions and recommendations have been presented correspondingly for language teaching stakeholders in the educational setting.

Teaching thinking in South African schools: Selected school leaders’ perceptions

In this article we argue that school leaders should ensure that teachers experience a supportive professional learning community committed to collaborative, thoughtful inquiry and be enabled to create similar communities in their classrooms. This study followed on one published in 2017 that explored school leaders’ responses to an introduction to cognitive education. The same participants investigated cognitive education practices (ways of teaching thinking) in their schools, with an emphasis on the factors that facilitated or constrained implementation. Using a qualitative research approach an open ended research assignment in the form of a report was completed by 32 teachers in school leadership positions. The data was analysed using the guidelines of grounded theory to identify key themes. The findings suggest a possible starting point for leadership initiatives, although cognitive education practices in the participating schools were constrained by a number of structural, contextual and personal factors. Discussion highlights the importance of the development of professional learning communities that focus on cognitive education and identifies a possible leadership direction, namely, building on the progress already made in training teachers to apply Bloom’s taxonomy to assessment tasks. Although our data is from schools in one area of South Africa, our conclusions are likely to have implications for school leadership generally, with particular reference to the development of classroom and professional thinking and learning communities.

Information Literacy: Reflexion Encompassing Disciplines, Knowledge and Practice

After the « Meeting of Information Literacy» in march 2003, where Professional of School Libraries expressed their desagree with training in Information/Documentation, Secondary School Librarers and Education and Information Researchers link their forces to built a Curriculum from pre-school to universities. The principe was : Information Literacy in not only the result of some skills dispenses and learned through hazard but a continuum training from primary school to higher education and Active Life. What Information Knowledges must teach and learn ? Three research themes where used to respond: Academic Didactics, Sociology of Curriculum, and Cognitive education.

Reasoning Abilities

Reasoning ability refers to the power and effectiveness of the processes and strategies used in drawing inferences, reaching conclusions, arriving at solutions, and making decisions based on available evidence. The topic of reasoning abilities is multidisciplinary—it is studied in psychology (differential and cognitive), education, neuroscience, genetics, philosophy, and artificial intelligence. There are several distinct forms of reasoning, implicating different reasoning abilities. Deductive reasoning involves drawing conclusions from a set of given premises in the form of categorical syllogisms (e.g., all x are y) or symbolic logic (e.g., if p then q). Inductive reasoning involves the use of examples to suggest a rule that can be applied to new instances, invoked, for example, when drawing inferences about a rule that explains a series (of numbers, letters, events, etc.). Abductive reasoning involves arriving at the most likely explanation for a set of facts, such as a medical diagnosis to explain a set of symptoms, or a scientific theory to explain a set of empirical findings. Bayesian reasoning involves computing probabilities on conclusions based on prior information. Analogical reasoning involves coming to an understanding of a new entity through how it relates to an already familiar one. The related idea of case-based reasoning involves solving a problem (a new case) by recalling similar problems encountered in the past (past cases or stored cases) and using what worked for those similar problems to help solve the current one. Some of the key findings on reasoning abilities are that (a) they are important in school, the workplace, and life, (b) there is not a single reasoning ability but multiple reasoning abilities, (c) the ability to reason is affected by the content and context of reasoning, (d) it is difficult to accelerate the development of reasoning ability, and (e) reasoning ability is limited by working memory capacity, and sometimes by heuristics and strategies that are often useful but that can occasionally lead to distorted reasoning. Several topics related to reasoning abilities appear under different headings, such as problem solving, judgment and decision-making, and critical thinking. Increased attention is being paid to reasoning about emotions and reasoning speed. Reasoning ability is and will remain an important topic in education.

Menanamkan Nilai-Nilai Tasamuh untuk Menangkal Paham Radikalisme di Taman Pendidikan Al-Qur'an (TPQ) Perspektif Psikologi Pendidikan Islam

<p>Abstract : INSTILLING THE VALUES OF TASAMUH (TOLERANCE) TO DENY THE UNDERSTANDING OF RADICALISM IN THE AL-QUR’AN EDUCATION PARK (TPQ) PSYCHOLOGICAL PERSPECTIF OF ISLAMIC EDUCATION. This empowerment and dedication research aims to find out the education of tasamuh (tolerance) in the Al-Qur'an Education Park (TPQ). The research method uses the Participatory Action Research (PAR) method. Researchers directly involved in research objects involved in learning activities. Researchers interact directly with the board of asatidz and students in the TPQ. Retrieval of research data using interviews, observation, and document data. The informant taking strategy uses non probability sampling. The collection technique uses purposive sampling. The results showed that the education of the Al-Qur'an Al Itqan Ngembalkulon Kudus showed that education concentrated on cognitive and emotive. Cognitive education contains material related to the science of reading the Qur'an and the procedures for prayer and prayer in daily activities. Educational material and emotive practices in daily life related to science and moral practices. Education is in the frame of behavior modification (behavior modification) and cognitive behavior (cognitive behavior).</p>

Alcance de ‘teoría de la educación’ en la carrera de pedagogía

El foco de este artículo no es la educación como tarea o actividad. Tampoco es el objetivo de este artículo responder a la pregunta cómo educar nuestro modo de conocer y pensar (Cognitive Education or Knowledge Education or Education of Knowledge). El objetivo de este artículo está integrado en el tópico “la educación como objeto de conocimiento” (educación como disciplina y como conocimiento de la educación: “Education as a discipline”, Education Knowledge or Knowledge of Education). De manera específica, el objetivo de este artículo es entender el lugar de la teoría dentro del conocimiento de la educación, su diversidad como disciplina y como investigación. Es posible realizar ese objetivo, porque la teoría de la educación es conocimiento de la educación; hay una relación entre teoría y educación por medio del conocimiento de la educación. Cada modo de entender el conocimiento de la educación, permite entender el significado de la teoría en relación con la ‘educación’. El objetivo en este artículo es integrar las diversas posiciones que existen en la pluralidad semántica del concepto de “teoría” en relación con “educación”, como disciplina y asignatura de plan de estudios y como investigación.

THE USE OF TECHNOLOGY INTEGRATION SAMR MODEL IN TEACHING ENGLISH

Nowadays, information and communications technology (ICT) has been widely used either in schools or colleges. An understanding on the use of technology in language learning particularly in the class fascinated for both educators and learners. One of the language learning technologies is that SAMR, a model which is designed to help educators in embedding technology skills into the learning process in the classroom. In SAMR, 4 functions used to develop the applications, as in Substitution, Augmentation, Modification and Redefenition. This model helps educators provide an overview on the implementation of English language learning (i.e. reading, writing and listening). The simple SAMR model is certainly reminiscent of a model that was first in the realm of cognitive education. This model is parallel with the model of the taxonomy of bloom, a model that is very often used in cognitive learning. By applying SAMR Model, students can design learning technology effectively.