The study aimed to identify the reality of technical education in Palestine. The analytical descriptive method was used in the study. A questionnaire which consisted of 41 paragraphs was distributed randomly to the technical colleges in Gaza Strip. Random sample of (275) employees of these colleges were used, and the response rate was (74.5%). The results showed a high degree of approval for the dimensions of technical education with a relative weight of 76.07%. The ranking (...) and relative weight was as follows: Technical education institutions: 79.51%, graduates of technical education 75.75%, Labor market and local community 72.96%. The researchers propose a number of recommendations, the most important of which is: the need to pay attention to technical education in line with the National Strategic Plan for Higher Education by moving towards technical education. The importance of offering special courses in all technical education programs in these colleges. The researchers urged more future studies that address the same variables as the current study and apply them to other sectors. (shrink)

This paper is both an exercise in historical recovery in that it details some of the events surrounding the founding of the City and Guilds of London Institute and describes the way in which the Institute set about the building and running of two of its colleges, the City and Guilds Technical College, Finsbury, and the Central Institution in South Kensington and an attempt to interpret the above material in terms of various forms of association within the City Corporation (...) and the guilds. Collectively the City and the guilds made an effort to come to terms with a modernizing world through the means of providing scientific and technical education. The guilds wanted to remain important even though traditional apprenticeship was dying out. In joining in a new venture to provide technical education for young people it was necessary to maintain an order in which the City's presence was clear and apparent. This paper will show how such an order was achieved and, in so doing, it shows something more generally of the relationship of tradition and rhetoric to institution building. (shrink)

The main purpose of this study is to become acquainted with the educational institutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institutions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the questioning of the current madrasah system. Upon revising the (...) educational system of the madrasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These attempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was observed that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educational reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions.Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the superiority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportunities, to make people live more comfortable and peaceful, to have more power in the economic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the beginning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the importance given to thinking and the freedom of thought has been the main factor of the progress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ottoman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sciences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational institutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-ı Cedid movement, a number of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the reading and writing education compulsory, opening of Western-style junior high school, establishing medical and vocational schools that provide education at higher education level are considered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institutionalization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for education and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dâr al-Fünûn (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Meşrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Meşrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education. In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regulatory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and continued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as ‘reform’ in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westernization still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a competent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to operate in İstanbul in 1734 by Mahmut I; Mühendishâne-i Bahrî-i Hümâyûn, the school of the first military maritime was opened in 1775 in order to provide modern education; Mühendishâne-i Berrî-i Hümâyun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Menşe-i Küttab-ı Askeri, which was established to train military scribes, contributed to the contemporary construction of the army. In the mentioned period, the most important change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tıbhâne-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tıbbiye-i Mülkiye, started education and training. Another important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mülkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period. (shrink)

The purpose of this study is to analyze the current characteristics of organizational culture and climate in Kazakhstani higher educational institutions during the COVID-19 crisis. Materials for the study were collected from interviews and online discussions published on the website of Al-Farabi Kazakh National University. In addition, results from the social monitoring systems of the university’s educational activities as well as an official survey have been used. The study offers details of how Kazakhstani universities dealt with the crisis by (...) presenting KazNU case study. The paper presents the responsible actions developed at the university as well as the problems faced by students and teachers. One important lesson to be learnt is that educational organization needs to be more comprehensive, caring for appropriate technical equipment, helping develop skills for staff and students, and include vulnerable groups of the population. (shrink)

The article reviews the peculiarities of distance learning platforms usage in law enforcement educational institutions during the Covid-19 pandemic. Distance learning at U.S. Federal Law Enforcement Training Center, which is based on the Online Campus have been substantiated. Particular attention is paid to topical issues of training on such online training mod-ules of the Campus: crime scene, driving training, drugs, firearms, health, interviews, investigation, law, topography, maritime training, personal security, technical means, terrorism, stopping vehicles, etc. There are also (...) programs to study the courses "Small Arms" and "Use of Force" in the online training modules of the Campus. The specifics of professional training of border guards in Asian countries have been revealed: the use of platforms of law enforcement agencies; focus of training on the devel-opment of basic competencies and the ability to solve problem situations; the opportunity to take online courses for all categories of staff at a con-venient time; creation of a three-level round-the-clock system of functioning of training of specialists. Peculiarities of professional training of border guards of European countries have been outlined considering the usage of both the platforms of institutions and joint platforms of international organizations, namely: web platform Virtual Aula of Agency FRONTEX; CEPOL DL web platform; European Coast Guard Training platforms; ILIAS EU Mission EUBAM; Connect & Learn UNHCR; UNODC and others. Special attention is paid to the capabilities of the Virtual Aula web platform for training teachers, instructors, external experts, etc. Web platform Virtual Aula of Agency FRONTEX presents up-to-date information on educational programs conducted in Europe. Characteristics of distance learning platforms usage in higher law enforcement educational institutions in Ukraine have been presented. Distance learning course of the English language for border guards have been developed and implemented. Considerable attention is also paid to the disclosure of online assessment of knowledge: the test of self-control on the topics, modules, and procedure of final assessment. (shrink)

Higher education institutions have a responsibility to promote the development of students' ethical and citizenship competencies, especially in contexts of major social inequality. Graduates, who constitute a very small percentage of the population in México, are the best qualified to conceive of creative alternatives to resolve its demanding social challenges. But this cannot be done if trained professionals and specialists remain indifferent to their communities and merely seek to satisfy their personal interests. Higher education institutions should (...) have an active role to play in the consolidation of democracy in México, providing society with technically and professionally well prepared individuals who are also ethical and competent citizens. This article sketches a 10-year program focusing on the development of the ethical and citizenship competencies of higher education students being implemented in a private university. Evidence from the first phase of assessment of ethical competencies is cited and discussed. (shrink)

One way to increase the effectiveness of a mobile-oriented learning environment is to use augmented reality technology, which enables the integration of real and virtual learning tools using mobile Internet devices. The purpose of the article is to theoretically substantiate the use of augmented reality technology in physics classes. The article describes and substantiates the relevance of the application of augmented reality technology, considers possible uses of this technology in the educational process, in particular in terms of mobile distance learning. (...) Examples of mobile applications aimed at practice-oriented learning using augmented reality technology are described. Examples of real educational systems that allow to study the disciplines of physical orientation on the basis of this technology are considered. It was found that augmented reality technologies stimulate the educational process and provide the opportunity to implement knowledge in both humanities and natural sciences. This technology expands the educational process towards clarity and motivates the student to further study the material. Visual education is the best thing that can be offered to modern students, which will contribute to the development of scientific and technological progress. The introduction of augmented reality technology makes it possible to improve the quality of education by motivating students to self-study, increasing audience interest in educational material, developing a desire to use modern interactive technical capabilities and technologies, replacing textbooks and laboratory equipment with multimedia computer models. distance learning. (shrink)

‘Academic drift’ is a term sometimes used to describe the process whereby knowledge which is intended to be useful gradually loses close ties to practice while becoming more tightly integrated with one or other body of scientific knowledge. Drift in this sense has been a common phenomenon in agriculture, engineering, medicine and management sciences in several countries in the 19th and 20th centuries. Understanding drift is obviously important, both to practitioners concerned that higher education should be relevant to practice, (...) but also to historians who seek to make sense of long-term trends in knowledge-production. It is surprising, therefore, that although the existence of drift has been widely documented, remarkably little attention has been given so far to explaining it. In this paper I argue that drift is not an invariant universal tendency but a historically specific one which arises under particular circumstances. I outline a model of institutional dynamics which seeks to explain why drift has occurred at some institutions but not others. In the second section I explore the implications of the model for educationists and policy-makers concerned with the reform of higher education in these areas. (shrink)

In the first two volumes of _Technics and Time_, Bernard Stiegler worked carefully through Heidegger's and Husserl's relationship to technics and technology. Here, in volume three, he turns his attention to the prolematic relationship to technics he finds in Kant's _Critique of Pure Reason_, particularly in the two versions of the Transcendental Deduction. Stiegler relates this problematic to the "cinematic nature" of time, which precedes cinema itself but reaches an apotheosis in it as the _exteriorization process_ of schema, through tertiary (...) retentions and their mechanisms. The book focuses on the relationship between these themes and the "culture industry"— as defined by Adorno and Horkheimer—that has supplanted the educational institutions on which genuine cultural participation depends. This displacement, Stiegler says, has produced a malaise from which current global culture suffers. The result is potentially catastrophic. (shrink)

Cinematic time -- The cinema of consciousness -- I and we : the American politics of adoption -- The malaise of our educational institutions -- Making (the) difference -- Technoscience and reproduction.

In France, some institutions seem to call for the engineer’s sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students’ social responsibility is an old concern. We also (...) aim at highlighting some macro social factors which shaped the answer to the call for social responsibility in the French engineering “Grandes Ecoles”. In the first part, we provide an overview of the scarce attention given to the engineering curriculum in the scholarly literature in France. In the second part, we analyse one century of discourses about the definition of the “complete engineer” and the consequent role of non technical education. In the third part, we focus on the characteristics of the corpus which has been institutionalized. Our main finding is that despite the many changes which occurred in engineering education during one century, the “other formation” remains grounded on a non academic “way of knowing”, and aims at increasing the reputation of the schools, more than enhancing engineering students’ social awareness. (shrink)

In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an (...) analysis of inclusion as the very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)

The current economic crisis is forcing us to reflect on where we have gone wrong in recent years. In the search for responsibilities some have looked to Business Schools and Administration Departments. It is surprising that this situation has come about despite the fact that Business Ethics and Social Corporate Responsibility have been taught in business schools for years. Without wanting to place all the blame on higher education institutions, but from a critical perspective and assuming responsibility, we (...) believe it is necessary to reflect rigorously on how to train leaders for the future and how we can best educate responsible Managers. In this article our objective is to reflect on the two factors which influence the training of responsible Managers: management discourse theory and the ethos of the institutions training future Managers. The central point of our article will be to argue for the need to develop an institutional ethos in Administration Faculties and business schools which is consistent with the responsibility discourse we propose and with the aim of providing high quality technical and moral training. Our central argument is that institutional ethos has enormous educational power and that the moral climate of an institution has a major influence on students' ideas, values and behaviours. The second argument for this main point is that corporate ethos can be managed and modulated. It is a process of cultural change which requires time and the setting up of specific initiatives to achieve the organisation that we want. (shrink)

The relevance of the study is due to the need to transform educational methods and technologies that can satisfy the cognitive, social, and emotional needs of people in the digital world. The modern education system is focused on the implementation of educational strategies that meet high ethical and technical standards. The purpose of the article is the study of humanization as the development direction of education in the digital age. The methodological basis of this study is an (...) understanding of the principle of humanization as combining the general cultural, social, moral, and professional development of an individual. It is shown that digital devices are an integral part of the identity of a modern person, which leads to the need to develop media literacy among students using media education. As part of the humanization of education in educational institutions, a direction is being implemented for organizing and implementing project activities. This instructional format involves the transformation of the role of participants in educational processes and the methods and technologies that are used for its implementation. The results prove that the goals of modern education are possible provided if the principles of humanization and individualization are implemented in the educational process. (shrink)

We live and thrive in a global society and economy where education and training is essential to a nation’s competitiveness and to the standard of living of its people. Opening the doors of higher or further education beyond the enrollments in elite or select universities has become a greater necessity. This has spawned a movement to develop or expand institutions that are more affordable, accessible, flexible, and tied to business and industry. Take a look at the systems (...) that have been developed in 20 countries worldwide that were designed to meet these needs. Historical development of each system, as well as the strategies for addressing national mandates for preparing a workforce for the global economy, are described throughout each chapter. (shrink)

The objective of this paper is to discuss some of the foundational issues centering around the question of integrating education in human values with professional engineering education: its necessity and justification. The paper looks at the efforts in ‘tuning’ the technical education system in India to the national goals in the various phases of curriculum development. The contribution of the engineering profession in national development and India’s self-sufficiency is crucially linked with the institutionalization of expertise and (...) the role of morality and responsibility. This linkage can be created through a proper understanding of the social role of the profession—what motivates the professionals and what makes professional life meaningful. Value education facilitates the process of moral maturity and the development of a ‘holistic’ mindset. This paper deals with the need to create such a mindset, the human values associated with it and gives examples of efforts to impart such education through ‘action-oriented’ programmes introduced in some institutes of engineering in India. (shrink)

The Methodological seminar was conducted by the scientific journal “Philosophy of Education”. The participants of the seminar were Prof. Panos Eliopoulos, Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar was devoted to the discussion of educational problems in the area of mass (...) culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in this event. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education. (shrink)

This book explores the emergence of the modern higher education sector in the independent Irish state. The author traces its origins from the traditional universities, technical schools and teacher training colleges at the start of the twentieth century, cataloguing its development into the complex, multi-layered and diverse system of the early twenty-first century. Focusing on the socio-political and cultural contexts which shaped the evolution of higher education, the author analyses the interplay between the state, academic institutions (...) and other key institutional actors - notably churches, cultural organizations, employers, trade unions and supranational bodies. This study explores policy, structural and institutional change in Irish higher education, suggesting that the emergence of the modern higher education system in Ireland was influenced by ideologies and trends which owed much to a wider European and international context. The book considers how the exercise of power at local, national and international level impinged on the mission, purpose and values of higher education and on the creation and expansion of a distinctive higher education system. The author also explores a transformation in public and political understandings of the role of higher education, charting the gradual evolution from traditionalist conceptions of the academy as a repository for cultural and religious value formation, to the re-positioning of higher education as a vital factor in the knowledge based economy. This comprehensive volume will appeal to students and scholars of the Irish education system, educators and practitioners in the field, and those interested in higher education in Ireland more generally. (shrink)

John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them (...) into an articulated set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff. (shrink)

The existential, experiential, ethical, pathic and pre-pathic dimensions of education are essential for the creative composition of subjectivities in institutional spaces, yet educational research and policy tend increasingly to privilege technical discourses and prescriptive approaches both when evaluating ‘what is effective in education’ and when determining educational policy. This essay explores those aspects of the educational experience and educational institutions that are often felt and sensed pre-cognitively by students, parents and teachers, but are seldom given further (...) elaboration or articulation in educational research. We will reflect on what is meant by the experience of education and experience in education, including the struggles to make sense of or understand something, the surprises that strike pre-reflectively, and the ways in which such moments are noticed, pursued, and explored rather than reflexively ‘evaluated’. We then explore the idea of experimentation in institutions, in particular in relation to the range of concepts that Jean Oury introduces in order to move our attention and awareness to questions of experience, existence, atmosphere, and the pathic—the way in which we undergo, sense and participate in the world prior to cognition and the desire for mastery and control of our encounters. Finally, we address the question of the ethics of institutions. (shrink)

The Methodological seminar was conducted by the scientific journal “Philosophy of Education” (Institute of Higher Education, National Academy of Educational Sciences of Ukraine). The participants of the seminar were Prof. Panos Eliopoulos (University of Peloponnese, Greece), Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of (...) Ukraine. This seminar was devoted to the discussion of educational problems in the area of mass culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in thisevent. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education. (shrink)

The quality of Innovation and Entrepreneurship Education in higher institutions is closely related to the degree to which the undergraduates absorb relevant innovation and entrepreneurship knowledge and their entrepreneurial motivation. Thus, an effective Evaluation of Educational Quality is essential. In particular, fault tree analysis, a common EEQ approach, has some disadvantages, such as fault data reliance and insufficient uncertainties handleability. Thereupon, this article first puts forward a theoretical model based on the deep learning method to analyze the factors (...) of IEE quality; consequently, based on the traditional FTA, fuzzy fault tree analysis is proposed to evaluate the reliability of IEE classroom teaching for college teachers and students. Finally, based on the top event of entrepreneurial teaching failure, the hyper-ellipsoid model is implemented to restrict the interval probability of basic events and describe the deviation of uncertain events. Furthermore, the model accuracy is verified by a questionnaire survey, based upon which the factors of IEE quality are analyzed. The results show that the designed QS has good reliability, validity, and fitness; the path coefficients of cooperative ability to critical thinking and innovative thinking are 0.9 and 0.66, respectively, indicating that the students’ cooperative ability plays a vital role in the classroom teaching. By calculation, the probability of “teaching failure” in entrepreneurial classroom teaching is 0.395, 3, 0.462, and 5. To sum up, the proposed method can effectively and quantitatively evaluate the quality of IEE in higher institutions, thus providing a certain basis for formulating relevant improvement strategies. The purpose is to provide important technical support for improving the IEE quality. (shrink)

The purpose of this study was to map the distribution of publications on plagiarism among higher educational institutions in sub-Saharan Africa (SSA). Studies reviewed were based on 171 plagiarism related publications within a decade (2012–2022). Findings revealed that most plagiarism related articles were published in 2016. Additionally, a majority of the studies (53) were from Nigeria and Ghana (23). Most of the articles focused on students’ and faculty’s awareness of plagiarism, and institutional prevention of plagiarism, but were rather marginal (...) on challenges involved in preventing plagiarism, as well as effects of plagiarism. Dominant forms of plagiarism were self-plagiarism, branded plagiarism and commission plagiarism. However, major causes of plagiarism comprised easy access to digital information and resources; poor supervision of students; pressure on academics to publish for promotion; and insufficient skills development regarding ethical academic writing. Additionally, plagiarism preventive software and policies on plagiarism were the main ways of preventing plagiarism. Finally, in fighting plagiarism, higher educational institutions in SSA encountered challenges such as lack of well-trained academic experts to detect and report plagiarism cases; reluctance on the part of technical administrative staff to investigate works for traces of plagiarism; and low plagiarism detection skills from project supervisors. Based on the findings, recommendations are made to stakeholders for future research, policy and practice. (shrink)

Institutions of higher education in the United States are remarkably diverse in their educational purposes, their organizational structure, and their architectural styles. But underlying all this diversity are two distinct historical models: the decentralized British "collegiate" model of university education, and the centralized Germanic university model. Early American higher education grew out of the British collegiate tradition and emphasized the comprehensive development of students' intellect and character, while the Germanic university tradition, introduced in the late 1800s, (...) shifted the focus to technical scholarship and research. The Germanic university model held sway for much of the twentieth century, but there is now a widespread renewal of interest in the older decentralized British collegiate model, and in universities across the United States and around the world, small "residential colleges" like those at Oxford and Cambridge are now being planned and built. These residential colleges or "houses" (as they are sometimes called) provide small, stable, faculty-led, home-like environments for a few hundred students each, and their social and architectural design seeks to counteract the impersonal bureaucratic experience that students often have in large Germanic-style universities. This revival of the collegiate model of university organization is one of the most important trends in the design of educational communities in the world today. (shrink)

This study uses secondary data to examine Obiora’s education ethics vis-à-vis the higher education system in Nigeria. The discourse centered on government educational agencies such as the National Universities Commission (NUC); National Board for Technical Education (NBTE); National Commis-sion for Colleges of Education (NCCE) and Tertiary Education Trust Fund (TETFund) and their roles in the management of the educational system in Nigeria. The study further highlights the ethical lapses in the tertiary education system (...) in Nigeria. The researcher suggests that, the government should encourage private ownership of tertiary institutions, while the government through its agencies supervises them. (shrink)

The article presents a philosophical understanding and real interpretation of the existence and evolution of pedagogical (educational) discourse in the postmodern space. The results of scientific research are analyzed and the structural-semantic relationship of the concepts, terms and categories associated with the terminological field “discourse” is defined. The authors raise the problem of the postmodern significance of discourse in the period of the global transformation of the educational environment, caused by the pandemic COVID-19, which has put humanity before the fact (...) of actualization of remote communication and receipt of educational services. The authors believe that distance learning should be provided with strong technical and technological support on the one hand and the use of this vector set of educational, pedagogical, learning and development technologies in the preparation of future specialists in the system of higher education on the other. The article deals with new approaches to the application of discourse-supporting technologies and methods. Thus, the emphasis is placed on the relevance of an open informational and educational environment of higher education institutions in the postmodern space where the role of discourse as a constructive tool of postmodernism is determined by the new interpretation, and the teacher becomes a generator of innovations in this context. (shrink)

This study aims to explore the educational foreign exchange and cooperation policy conceptual framework in China’s education system from a historical policy retrospective analysis. Since reform and opening-up, China has issued a total of 151 pieces of educational foreign exchange and cooperation policy documents, including the cultural education policy, the technical educational policy, the overseas educational policy, and the foreign student policy. It is suggested that we need to carry out capacity building and improve the quality of (...) education exchanges and cooperation with other countries; expand forms and paths and expand educational exchange and cooperation resources and optimize the project system and support education exchange and cooperation with foreign countries; enhance the strength of education and enhancing the influence of education on foreign exchange and cooperation. In conclusion, we need build a guaranteed system for educational exchange and cooperation with foreign countries. We will gradually lift the authority of foreign exchange and cooperation projects in education by category, promote the reform of qualification identification and management of institutions opening to the outside world in education, and improve the facilitation and speed of the management and service of opening to the outside world in education. (shrink)

Resumen: Asociadamente a la complejización del sistema educacional, toman forma procedimientos que buscan su regulación y que, al mismo tiempo, van dando forma a las metas a lograr. En el caso de Chile, en los últimos 50 años se ha constituido un dispositivo de evaluación del sistema educacional de gran alcance, que incluye pruebas nacionales como el SIMCE y la PSU, el Sistema de Evaluación Docente, el Sistema de Acreditación Universitario, la evaluación de la productividad académica, pruebas internacionales como PISA (...) y TIMSS, y la elaboración de rankings de instituciones educacionales. Este dispositivo es una tecnología clave de gubernamentalidad que posibilita regular la conducta de la población. En su constitución se entretejen conocimientos, teóricos y técnicos, provenientes de las ciencias sociales, con preocupaciones y estrategias que buscan el gobierno de la población. Se combinan ciencia social y poder. El dispositivo constituye una tecnología político moral con poderosos efectos performativos que dan forma a lo que asumimos, para todos los efectos prácticos, como la calidad educacional de las diferentes entidades del sistema -estudiantes, escuelas, programas, profesores, universidades, etc.- y que las valoriza en términos de tal calidad. El texto busca articular conceptualmente las operaciones de este dispositivo y sus derivaciones.: Associated with the increasing complexity of the educational system, procedures that seek its regulation take form and, at the same time, shape the goals to be achieved. In the case of Chile, in the last 50 years, a powerful evaluation device for the educational system has been established, which includes national tests such as SIMCE and PSU, the Teacher Evaluation System, the System of University Accreditation, the evaluation of the academic productivity, international tests such as PISA and TIMSS, and the elaboration of rankings of educational institutions. This device is a key technology of governmentality that makes possible to regulate the behavior of the population. In its constitution are interwoven theoretical and technical knowledge from the social sciences and concerns and strategies for the government of the population. Social science and power are combined. The device constitutes a moral and political technology with powerful performative effects that shape what we assume, for all practical purposes, as the educational quality of the different entities of the system -students, schools, programs, professors, universities, etc.-, which are valued in terms of such quality. The paper seeks to articulate theoretically the operations of this device and its derivations. (shrink)

A new look at the professional training of a higher school teacher, in particular, a teacher of general technical disciplines and teaching methods for technology, the disclosure of their creative potential is based on contemporary methodological approaches. Let’s consider in more detail each of the indicated approaches. The emergence of the information society is one of the signs of the transition of civilization into the noosphere. With the introduction of integrated communication networks, the possibilities of direct communication of individuals (...) on a global scale are expanding. The introduction of computer and communication technologies into the daily life of people and into production makes a great socio-economic impact on the post-industrial society and causes such powerful social changes, it turns into a completely new type – an information society, the structure and dynamics of which is based on the production of information, and not material values, as it was before. Information in such a society becomes a social and productive value. Hence the new features of society: a certain hierarchy of prestige, a specific type of education, information technology that provides a balance of dynamics and social statics, a fundamentally different manage-ment system, etc. Analysis of the introduction of degree training in higher pedagogical educational institutions of Ukraine allows us to identify general approaches in the implementation of master’s programs, in particular: their focus on the bachelor’s degree; variability, flexibility and mobility of master’s education, taking into account current socio-economic trends and regional needs; scientific and practical pedagogical direction and individual approaches in the organization of the educational process. (shrink)

Agricultural and rural development programs can only succeed if they are based on effective participation and support of actors from the policymaking stage through all levels, including field personnel and primary producers. But these actors must possess the knowledge, attitude, and skills necessary to execute their tasks. For this reason, agricultural education and training has an integral part to play in any agricultural and rural development effort. The Food and Agricultural Organization (FAO) of the United Nations has made significant (...) contributions to the development of agricultural education in its member countries. FAO's contributions have focused on institution building, group training, and fellowship/study tours. This paper reviews some of the lessons learned through FAO involvement in these areas and recommends directions for improvement. These recommendations include the following:Higher agricultural education institutions should become more involved in rural development by participating in appropriate activities leading to the formulation of national development policies.These institutions should develop education programs and curricula responding to the need of development by providing the knowledge and skills required to meet the needs of the people concerned and to solve their technical and socio-economic problems.More emphasis should be placed on improving the quality of teaching and on practical training.The same institutions should undertake to play a leading role in the agricultural and training systems at the national level.Research should be an integral part of higher educational institution programs and the research themes should include interests of small and poor agricultural producers and measurement of research impacts.Regional and inter-regional collaboration among higher agricultural education institutions should be encouraged. (shrink)

Coupled with the ‘smart city’, the idea of the ‘smart school’ is emerging in imaginings of the future of education. Various commercial, governmental and civil society organizations now envisage education as a highly coded, software-mediated and data-driven social institution. Such spaces are to be governed through computational processes written in computer code and tracked through big data. In an original analysis of developments from commercial, governmental and civil society sectors, the article examines two interrelated dimensions of an emerging (...) smart schools imaginary: the constant flows of digital data that smart schools depend on and the mobilization of analytics that enable student data to be used to anticipate and shape their behaviours; and the ways that young people are educated to become ‘computational operatives’ who must ‘learn to code’ in order to become ‘smart citizens’ in the governance of the smart city. These developments constitute an emerging educational space fabricated from intersecting standards, technologies, discourses and social actors, all infused with the aspirations of technical experts to govern the city at a distance through both monitoring young people as ‘data objects’ and schooling them as active ‘computational citizens’ with the responsibility to compute the future of the city. (shrink)

Under the conditions of quarantine, distance learning turned out to be the only acceptable form of education, which corresponds to the current world norms of today's postmodern world space, because this type of organization of the educational process is included in the list of institutional forms along with full-time, part-time, network, and the like. Each institution of higher education, within the granted autonomy, has developed and implemented a system of measures for the technological and technical aspects of (...) the implementation of the educational process under quarantine conditions. Along with the variety of forms of production of distance education, there are common problems and challenges for higher education institutions: the workload of both teachers and students has significantly increased; revealed the need for intensive training in the use of distance forms in the educational process; work intensified and it turned out to be obvious that specialized distance learning centers were functioning on the basis of higher educational institutions; Students with special educational needs require significant attention, both in terms of socio-psychological support and support in distance learning. The recommendations of the world community on the course of the educational process in the conditions of quarantine are considered. Most international organizations have implemented the statements and issued a set of recommendations for education systems that countries can use in making policy decisions and implementing specific action plans. (shrink)

: Though many are agreed that "technoscience" is a significant phenomenon, little systematic attention has yet been paid to the circumstances under which it has emerged. Technoscience is conceptualized here as the outcome of a process of convergence in which technological knowledge acquires many of the characteristics of scientific knowledge while the latter shifts in the opposite direction. The analytical problem is then a matter of understanding why such "drift" has occurred at particular times and places. The drift of higher (...) technical education toward science has been observed in a variety of domains including engineering and medicine, but in this paper I identify such a trend in late nineteenth and early twentieth century agricultural education, with particular reference to Bavaria. The process is interpreted using a model of institutional dynamics loosely based upon Bourdieu's concept of the academic "field.". (shrink)

This article presents a study on the perception of students pursuing technical careers, on aspects related to the quality of virtual education during times of covid-19 pandemic. The data analyzed were obtained from surveys of 75 students of various educational levels in aspects such as quality in teaching, accessibility to virtual resources, teacher training, continuity of the curriculum, equal conditions, and the influence of policy on the quality of education in general. It was concluded that the educational (...) process in its virtual modality is acceptable from the point of view of intrinsic advantages such as flexibility and yet there is also a change of focus in the educational institution that pays attention to providing a better virtual educational process diverting attention from equally important processes such as the communication of internal and external actions to the institution. Keywords: Virtual education, challenges, pandemic, COVID-19. (shrink)

In recent years, blended learning has grown to occupy an important space in Chinese educational practice. Policymakers have developed many application strategies and platforms and are continuing to develop BL for future use. In order to apply BL in practice, key stakeholders have been using different learning management systems, digital platforms, games, hybrid courses, and various forms of social media to create a framework for BL. This study asserts that many visible opportunities have emerged in Chinese higher education through (...) the applications of BL. The advantages of BL are that it fosters stronger academic achievement, student engagement, and cognitive engagement and understanding as well as flexible and quick communication skills, faster interaction skills, technical skills, and adaptability to ever-changing educational practices. On the other hand, BL has brought about some pedagogical and technical difficulties for both learners and practitioners. This study found that most BL courses are not as effective as they could be because they do not have a strong pedagogical framework. Moreover, BL suffers from the technical incompetence of teachers and students, the inefficiency of LMSs, and the unavailability of required resources, such as certain devices and the Internet. Some higher education institutions have become pioneers in Chinese educational practice and been able to successfully adopt BL frameworks and integrate Moodle as well as other platforms and techniques. However, many other institutions’ attempts to adopt BL approaches have not been as effective. In order to better understand how and in what ways BL is being integrated into the educational system, this study overviews the current situation and discusses the strengths and weaknesses of BL in Chinese higher education. (shrink)

Academic ethics among students at an undergraduate level are dictated by a variety of factors. Institutional cultures, personal preferences and notions of ethics, external factors, and peer-pressure are some of the factors that play an important role in the ethical behavior of an undergraduate student. The present study is an attempt to understand the student behavior in a three year old technical Institute in India. At a time when the higher technical education sector in India is rapidly (...) expanding, the study presents trends in undergraduate students regarding academic ethics. The study highlights the factors that are most important in governing ethical behavior of students, and allow for corrective measures at a formative stage in the Institute’s life. (shrink)

With places at nursery school promised for every child above the age of four, this book raises the stakes by looking at the quality of what is provided, and how that compares to what should be provided. Beyond Quality In Early Childhood Education and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding early childhood, early childhood (...) class='Hi'>institutions and pedagogical work. The book places issues of early childhood into a global context and relates them to writers from many fields. Drawing on work with aboriginal peoples in Canada, on the experience of Reggio-Emilia in Italy and on a project in Stockholm inspired by Reggio, the book considers the implications of these alternative ways of understanding, for practice and a reconceptualization of early childhood education and care. (shrink)

While calls to integrate ethics into computer science education go back decades, recent high-profile ethical failures related to computing technology by large technology companies, governments, and academic institutions have accelerated the adoption of computer ethics education at all levels of instruction. Discussions of how to integrate ethics into existing computer science programmes often focus on the structure of the intervention—embedded modules or dedicated courses, humanists or computer scientists as ethics instructors—or on the specific content to be included—lists (...) of case studies and essential topics to cover. While proponents of computer ethics education often emphasize the importance of closely connecting ethical and technical content in these initiatives, most do not reflect in depth on the variety of ways in which the disciplines can be combined. In this paper, I deploy a framework from cross- disciplinary studies that categorizes academic projects that work across disciplines as multidisciplinary, interdisciplinary, or transdisciplinary, depending on the degree of integration. When applied to computer ethics education, this framework is orthogonal to the structure and content of the initiative, as I illustrate using examples of dedicated ethics courses and embedded modules. It therefore highlights additional features of cross-disciplinary teaching that need to be considered when planning a computer ethics programme. I argue that computer ethics education should aim to be at least interdisciplinary—multidisciplinary initiatives are less aligned with the pedagogical aims of computer ethics—and that computer ethics educators should experiment with fully transdisciplinary education that could transform computer science as a whole for the better. (shrink)

In today’s world there is diversification of different models of higher education. At the same time, the multiplicity, the diversity of higher education models does not exclude their identity. Internationalization and integration of higher education in a global and international dimension raise a lot of new questions to the theory and practice. Almost every developed country has the rich experience of building the higher education system. The analysis of this experience can aid development and enrichment of (...) the national educational system; it provides an opportunity to avoid repeating the same mistakes and to discover the new approaches to solving some problems in this area. Therefore, based on this, we consider that it is impossible to claim the creation of the strategy of modernization educational and scientific reforms, which affect the educational and scientific institution of the society in the management of scientific and educational space without analysis of the existing models, schools, directions, their classification in contemporary philosophy of education. It concern as well the sphere of the social philosophy of education as the sphere of management of education. The continuity of public education, qualitative management, their intensity can only be achieved under two conditions of the fundamental character. The first one is use of new, theoretically grounded and practically proven management, philosophically developed, accessible and technically supported high technology of social activity, education, training, and learning. The second condition is the perfect acquisition of the methodology of socio-axiological and research activity. The structure must provide the same conditions for equitable selection of civil, educational and scientific-educational actions, excluding coercion and domination. It is noted that the existence of developed civil society among the existing conditions and prerequisites for the successful formation and functioning of educational systems and effective models of multilevel educational management is necessary. Thus, we can conclude that the strategy of the modern world development proposed by the social philosophy of upbringing and education is a key in the field of social administration, philosophy, and pedagogy. This is what we exactly mean by education, science or some of the paradigms of upbringing and education as a dominant one on a certain socio-historical stage. This understanding largely depends on the manner of organization and functioning of civil society in the present and future. (shrink)

This paper informally summarizes a two-day symposium held at the U.S. National Academy of Sciences in Washington, D.C., September 5–6, 2002. The issue was to what extent the progress of science and societal capacity for continued technological innovation are threatened by excessive protection of intellectual property. Excessive protection creates disadvantages not only for scientists and inventors but also for educators/students and for librarians/clientele. Speakers from a variety of disciplines and institutions agreed unanimously that scientific and technological progress is, indeed, (...) under serious threat. Various opinions were expressed about the degree of threat, currently and prospectively, as well as what counter-measures are best suited to resist undue restrictions on creative uses of scientific and technical data and information. This summary is based entirely on the author’s notes from the symposium, and the commentary offered is his alone. My apologies to the speakers if this paper does not accurately reflect the primary intent of their presentations. The “Suggested Readings” offered at the end are not specific to the speakers’ statements but rather are offered as a general resource to aid further research. The definitive record of the symposium is planned to be available from the National Academies Press as a Proceedings publication in the summer of 2003. (shrink)

How medical education and practice can move beyond a narrow focus on biological intervention to recognize the lived experiences of illness, suffering, and death. In Afflicted, Nicole Piemonte examines the preoccupation in medicine with cure over care, arguing that the traditional focus on biological intervention keeps medicine from addressing the complex realities of patient suffering. Although many have pointed to the lack of compassion and empathy in medical practice, few have considered the deeper philosophical, psychological, and ontological reasons for (...) it. Piemonte fills that gap, examining why it is that clinicians and medical trainees largely evade issues of vulnerability and mortality and, doing so, offer patients compromised care. She argues that contemporary medical pedagogy and epistemology are not only shaped by the human tendency to flee from the reality of death and suffering but also perpetuate it. The root of the problem, she writes, is the educational and institutional culture that promotes reductionist understandings of care, illness, and suffering but avoids any authentic confrontation with human suffering and the fear and self-doubt that can come with that confrontation. Through a philosophical analysis of the patient-practitioner encounter, Piemonte argues that the doctor, in escaping from authentic engagement with a patient who is suffering, in fact “escapes from herself.” Piemonte explores the epistemology and pedagogy of medicine, examines its focus on calculative or technical thinking, and considers how “clinical detachment” diminishes physicians. She suggests ways that educators might cultivate the capacity for authentic patient care and proposes specific curricular changes to help students expand their moral imaginations. (shrink)

The interrelation between the development of political institutions and the processes of scientific-technical revolution is twofold. On the one hand, there must exist the political preconditions of the rapid change in science and technology. On the other hand, the processes of rapid scientific and technical change produce important consequences in the politica life.From the point of view of the economic structure of the country, Poland has reached the threshold of scientific-technical revolution ; it now depends on (...) the political conditions whether the country wilt be able to achieve the stage of high technological development in reasonably short time.Three changes in the functioning of political institutions are directly related to the processes of scientific-technical revolution : they are changes in the system of management on all levels of authority, changes in the circulation of informations and development of autonomic structures of decision-making. Indirectly, however, other changes in the system of political institutions influence the processes of scientific and technological change. Two variants of future developments of the political institutions are discussed in this context : that of a rationalized centralism and the one of democratic self-management. The author expresses the opinion thatboth these variants would constitute conditions for rapid scientific and technological transformations but he favours the strategy of combining the strong elements of both and eliminating their weaknesses.In the second part of the paper, the author discusses the consequences of scientific-technological revolution for the political institutions. Five major factors could be hypothetically identified : 1° changes in classstructure and social stratification, particularly in the direction of increased role of the professional stratum and the increase of educational level of the working class ; 2° further political integration of the nation; 3° changesin the culture of work, increase of social discipline, and higher assessment of collective and individual efficacy of the Poles ; 4° achievement of the higher standard of living and on the basis of it leveling of economicinequalities; 5° increase of the amount of leisure time. All these changes wilt result in the formation of better and more harmonious society, which in its turn wilt make it both possible and necessary to considerablyincrease the scope of democratic self-management in all spheres of sociopolitical life. Potential restraints to this process may result from the inertia of old politica! institutions and/or from technocratic tendenciesamong some segments of the aparatus. Neither, however, is likely to become strong enough to stop the processes of democratic self-management.The main changes in the direction of greater self-management will include: 1° development of various forms of direct democracy on local levels ; 2° development of organizations which represent interests of varioussegments of the society; 3° bettering of the representative institutions ; 4° further differentiation between administrative and political authorities and further democratization of thelatter; 5° deepening of the leading role of the Communist party combined with development of its internal democracy. (shrink)

This article explores Hegels concept of education within the context of his idea of ‘second nature’. Hegel believes that institutional life forms, which have been formed through education, culture, technical and social progress, constitute the ‘second nature’ of human beings. The immediacy of institutional forms which act as humans’ ‘second nature’ is the product of social and cultural mediation. The phenomenon of morality is here of central importance, because through morality the natural arbitrariness of the will is (...) transformed and the substantial spirit of freedom prevails. In Hegel’s opinion, human individuals differ from animals on account of education ; only through education does the human being become that which he should be. Bildung is a ‘formatio’ of the personality, which transcends particular knowledge, because it enables one to make a judgment concerning relationships and objects of our experience. By education human beings achieve the ability to raise themselves up from the concrete to the universal. We become conscious thereby that we exist within the ‘realm of the spirit’ and educate ourselves from its abundance. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...) identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

The expression ‘a university without research is a dignified high school’ is becoming a both local and global concern in the academia. The purpose of this paper is to assess the extent to which collaborative research methodologies can enhance integration of faculties of arts and humanities in the universities in Malawi for knowledge development and transfer. It has been argued over and over that universities are spotlighted by their outstanding work in research, developing and sharing ideas, new inventions and creativity (...) within the spectrum of partnership development. While striving for partnership through collaborative research approaches, research activities still remain an area of concern in institutions that offer diverse tertiary education in Malawi. The question of how can these institutions or faculties engage each other in collaborative research methodologies in the quest of knowledge development and transfer remains crucial and relevant The study analyzed strengths, weaknesses, threats and opportunities of the existing research methods in Arts and Humanities and how the two disciplines can create a space for amalgamation so that research findings can benefit both disciplines. The study reveals that collaboration in various disciplines is a challenge owing to variations of conceptual analyses and the deficiency of technical no-how of both teaching staff and students as well as tools for data collection and analysis as may be emphasized in each of the areas of study; Arts and Humanities. Furthermore, while other institutions of higher learning have research ethics committees for checks and balances as a collaborative tool, some institutions do not know that this committee plays a crucial role in the field of research. Within this backdrop, there is need to develop research collaborations within an institution or with other institutions of higher learning that have a well-defined research profile for mutual benefits as far as collaborative research methodologies are concerned. (shrink)

This first volume focuses on a collection of texts from the latter twenty years of Educational Philosophy and Theory, selected for their critical status as turning points or important awakenings in post-structural theory. In the last twenty years, the applications of the postmodern and poststructuralist perspectives have become less mono-focused, less narrowly concerned with technical questions and also less interested in epistemology, and more interested in ethics. This book covers questions of genealogy, ontology, the body and the institution, giving (...) examples of theoretical applications of post-structural theory that testify to the generative and endlessly applicable potential of this work to different fields and avenues of thought. While informed by Foucault’s thinking of the political subjugation of docile bodies to individuals as self-determining beings, the chapters in this book culminate in amalgamations of different schools of educational philosophy, which explore poststructuralist approaches to education. Beyond the Philosophy of the Subject will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education. (shrink)

Artificial Intelligence (AI) has an increasing role to play in medical education and has great potential to revolutionize health professional education systems overall. However, this is accompanied by substantial questions concerning technical and ethical risks which are of particular importance because the quality of medical education has a direct effect on physical and psychological health and wellbeing. This article establishes an overarching distinction of AI across two typological dimensions, functional and humanistic. As indispensable foundations, these are (...) then related to medical practice overall, and forms of implementation with examples are described in both general and medical education. Increasingly, the conditions for successful medical education will depend on an understanding of AI and the ethical issues surrounding its implementation, as well as the formulation of appropriate guidelines by regulatory and other authorities. Within that discussion, the limits of both narrow or Routine AI (RAI) and artificial general intelligence or Decision AI (DAI) are examined particularly in view of the ethical need for Trustworthy AI (TAI) as part of the humanistic dimension. All stakeholders, from patients to medical practitioners, managers, and institutions, need to be able to trust AI, and loss of confidence could be catastrophic in some cases. (shrink)

The article analyzes the dependence of the phenomenon of education on the type of civilization in space of which the life of the world community takes place. It is based on the interaction of social institutions of the market, science and education. It “proceeds” on the surface by the division of social labor, which generates a specific form of social system of education in dependence on the social division of labor in specific socio-economic conditions. To reproduce (...) effectively its structural and functional parameters, the author suggests resorting to the paradigm of the «life cycle of educational systems in the context of a civilizational approach» based on the use of cognitive analysis. Its advantage is only that the concept «grasps» the phenomenon of education as a whole. This means that the phenomenon of civilization education is studied as a social institution and social system of the industrial society. To analyze the dynamics of knowledge change, two methodological conditions must be used: to apply the civilizational approach and the paradigm of the life cycle of social systems, since this phenomenon has a long-lasting dimension in space and time; the meaning of educational content at each stage of industrial civilization life is distinguished: natural knowledge prevailed at the stage of its origin; at the stage of growth - technical knowledge that corresponded to the essence of civilization itself; at the stage of maturity - scientific knowledge turned into ideologues of social development, which led to the emergence of technocratism and “drove” the planetary community into a dead end; at the stage of decline - technological knowledge led to the loss of mainstream guide of social development and began the catastrophic destruction of the social organism of the planet, which entails a change in the type of civilizational development; the solution is seen in the rise of the planetary community into the space of informational civilization, the transition of education to mastering methodological knowledge corresponds to it. (shrink)

The Surrey Institution, Blackfriars, founded in 1808, was, after the Royal Institution and London Institution, the third establishment in London aimed at fostering and disseminating scientific, technical, and literary knowledge and understanding among a wider public. The Institution offered its proprietors and subscribers the use of an extensive reference library and reading rooms and, most importantly, the opportunity to attend courses of lectures on scientific, technological, and other subjects. Though popular in approach, the lectures conformed to high educational standards (...) and were delivered by recognized authorities in their fields. In the Surrey Institution's celebrated auditorium, the 'Rotunda', there appeared over the years such notable scientists as Accum, Thomson, and Gurney on chemistry, Millington, Mason Good, and Woodward on natural philosophy, Bakewell on geology, and Shaw on natural history; literature was brilliantlyrepresented by Coleridge and Hazlitt. During its relatively brief life-span -cut short by financial stringencies-the Surrey Institution provided access to scientific knowledge and thinking to a wide and appreciative audience. As a meeting place fo scientists and men of business with mercantile and manufacturing interests, it performed an important function in cross-fertilizing and reinforcing ideas on innovation and enterprise against the background of the ongoing Industrial Revolution. The present article attempts to supply a historical account, so far lacking, of the foundation, activities and achievements of this significant Institution of the metropolis. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 23-34 [Access article in PDF] Mind Ahead of the Tone:Integration of Technique and Imagination in Vocal Training at Tanglewood Summer Institute Svetlana Nikitina The use of the body and the mind at the same time is one of the most fascinating things and magic things about music. 1The purpose, indeed the sole purpose, of training for the profession of singing is (...) to improve the connection between the imagination and the sounds that eventually issue from the singer's mouth. 2The utmost goal of art is achieving unity between form and content, the subjective idea and the medium, technique and imagination. Success and livelihood of dancers, actors, and musicians depends on their ability to translate mental ideas into bodily actions and, at its height, merge technical bodily and mental wisdom so seamlessly that we would forget the path that led to it.What is this path? How do individual singers mesh, melt, and marry the technical rigor coming from years of musical training and their ability to imagine and express themselves with those tools? How is the unity betweentechnique and imagination achieved and experienced? And, what is the pedagogy that could support the connection? These are the core questions that guided the study.The goal here is not to propose a conclusive theory of connection, biological or psychological. My hope is to open the curtain for discussion of what is generally considered an "undiscussable" topic in art and music education books because it deals with what is thought of as implicit knowledge that no one could or should teach. Through my observation of Phyllis Curtin's classroom and conversations with her students, some general thoughts and principles of building unity between the technical and artistic selves of a singer emerged. I would like to share those insights and strategies.While this essay does not offer simplistic how-to strategies of fostering creative synergy, it also does not suggest that the connection just happens, [End Page 23] regardless of whether we think or teach about it. What it aspires to do is create a space for thinking about the complexity of integrative experienceand ways in which bridge-building could be facilitated. As such, it could offer insights to both beginning vocalists and voice teachers, as well as be of interest to a broader range of educators and public concerned with core issues on the integrative nature of arts education. Method To serve the goal of presenting complex experiences of creative artists, Ichose to combine analytical and descriptive elements in my research method. Building an analytical argument about the ways integration between imagination and technique could be achieved and supported, I tried to stay close to student stories of connection and disconnection, employing a qualitative rather than a quantitative method of inquiry. This takes the form of large amounts of direct interview data and personal vignettes, from which I traced general patterns of meaning. Research Context A very brief and in no way exhaustive survey of literature on voice education points to a large volume of text spent on training vocal technique. Breath control, charts depicting the larynx and the thyro-arytenoid muscle at work far outnumber chapters on interpretation or "The Work of Imagination" in musical education literature. 3There are precious few books, however, that do not keep the technical and the mental concerns separate, and give the work of imagination an explicit and central role in training of performing artists. Two of those books, Thomas Hemsley's Singing and Imagination and Michael Chekhov's On the Technique of Acting, have not fallen in my lap by chance. 4 Curtin referred to them several times in her classes as books of "singular" resonance to her own singing and teaching.Chekhov's book conceptualizes the basic processes that are involved in the actor's work on character development. These processes include extensive work on the text and its interpretation (understanding, living the text, and essentializing it in performance), in parallel with developing the body... (shrink)