Place of Social Pedagogy in the System of Science

This chapter discusses the place of social pedagogy in the system of science. It is part of the general pedagogical discipline that deals with socialization problems from a pedagogical perspective. These problems include continuous cultural and social changes within families from childhood to adulthood. These changes are influenced by people's modern and post-modern lifestyles as individuals and collectively. They are further coupled with the challenges of crises of giving meaning to lifestyles, as well as the problems of exposing and bringing up children and the youth within set ethics, morals, norms, and values. The place of social pedagogy in the system of science is discussed from an educational perspective, psychological science, and other sciences, such as anthropology, ecology, history, philosophy, and sociology. A conclusion is drawn and it is followed by research questions.

Development of a Game Communities of Inquiry Scale (GCoIS)

This article introduces a new instrument called the game communities of inquiry scale (GCoIS). It was inspired by the community of inquiry framework and its related questionnaires. The purpose of the scale is to explore game communities from an educational perspective. It was validated with 1,275 players inhabiting digital outlets like Twitch.tv, Reddit, and Discord. Exploratory and confirmatory factor analyses were completed, leading to a final scale composed of 14 items subdivided in three subscales: 1) community attractiveness, 2) community receptiveness, and 3) community cognition. The paper describes the development and testing of the instrument. It concludes with implications for scholars and practitioners who can employ this instrument for understanding game communities and their traits.

Environmental Learning in Mangunan Experimental Primary School in Responding to the Covid-19 Pandemic in Indonesia

This article is a result of qualitative research. The investigation was conducted in the Experimental Elementary School of Mangunan, Yogyakarta, Indonesia, before and during the covid-19 pandemic by literature study, observation, and interview methods. The research focuses on exploring Y. B. Mangunwijaya's educational perspective concerning John Dewey's thought on environmental learning. Furthermore, observations and interviews focused on tracing how the environmental learning process was carried out before and during the pandemic. Three main findings could be identified. First, the School conducted environment learning before the covid-19 pandemic twice a week. During the pandemic, environmental learning activities were carried out in each student's home. Second, ecological learning becomes a project that brings together faith communication, language, natural sciences, social sciences, and mathematics. Third, learning becomes an effective means of intensive communication between teachers, students, and parents during the covid-19 pandemic. This research provides alternative ideas and its implementation of learning with an ecological vision in Indonesian society during the pandemic.

The Social System of the Family in the Islamic Educational Perspective: Comparative Study: النظام الاجتماعي للأسرة في المنظور التربوي الإسلامي: دراسة مقارنة

The study aimed to reveal the social system of the family, In the Islamic educational perspective, and the researcher used the analytical inductive approach, in his study of texts and opinions, and the deductive approach to extract the concepts and principles of the family's social system, and it consisted of the following investigations: The first topic: the family, its concept and its position, and the second topic addressed: principles The social system of the family related to the marital relationship is a comparative study with the structural functional, and as for the third topic: the principles of the social system of the family in the relationship of fathers with children, the study reached several results, the most important of which are: that the family idiomatically: the social entity consisting of a man and a woman linked by the marital bond, according to The law of God Almighty, and what results from this bond of children, is governed by the approach of Islam, and that the principle of marriage in the relationship is based on the difference of sex, a man and a woman are bound by a legal contract, and in accordance with the human instinct that God Almighty created, and one of the most important recommendations of the study: Explain what is involved He must bear international conventions and conferences about the dangers of violating the Islamic curriculum, with regard to the family, through specialized research studies.

Grammars of “Onlife” Identities: Educational Re-significations

Identity has been widely understood in Western societies as a specular construction that operates simultaneously both from within and from outside oneself. However, this process is fiercely changing in a world in which almost every human action is mediated by information and communication technologies. This paper, from a theoretical perspective, aims to discover the main educational implications of this change. For that purpose, we first consider the traditional meaning and process of forming the self in Western culture. Afterwards, we identify and describe the mechanisms for the construction of the self in our current context, highlighting the fact that technologies, in themselves and regardless of the use we make of them, hide implications. Taking this into account, we show to what extent the current development of the self presents shades, conflicts and tangible risks from an educational perspective. We finally conclude that it is essential to promote an education on technology that goes beyond the use regulation in which, up to now, it has been solely focused on.

Immigrant Parents' Voices on Children's Right to Education in South African Schools: Connecting the Disconnected

This paper focuses on the school's protection of the right to education for immigrant learners as perceived by their parents. With its approach to the subject from the human rights-based educational perspective, this paper sought to examine immigrant parents' views on their children's right to education against their background as vulnerable and marginalised school community members. The assumption on which the study presented in this paper is based is that meaningful discussion on the right to education for immigrant learners cannot be disconnected from the challenges their parents face in educating them. Immigrant parents have their views and experiences relating to children's educational rights, which are seldom studied. Guided by this view, a qualitative approach was followed to gather data through semi-structured individual interviews held with parents of immigrant learners from four purposively selected South African township schools. The results show that immigrant parents experience enormous challenges in the education of their children in South African schools. While some of the challenges are transferred from them to their children because of non-citizenship, they attribute most of the challenges to people who teach their children, namely, teachers. Received: 2 August 2021 / Accepted: 3 October 2021 / Published: 5 November 2021

Characteristics of school learning

Being very complex and vast, as the essence of the educational process and as an important availability of any being, the phenomenon of learning has been and is a topic of reflection and major interest for the whole society. In this article we aimed to address the characteristics of learning from an educational perspective, considering that their knowledge, but also other aspects of learning, such as the type of learning, its evolution in the development of pedagogical science, the perception of methodological derive from this understanding, it compensates an interpretive approach of a new type of learning, generated, first of all by the new socio-cultural transformations of the time.