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1
Devine, Barney. Development education as an undeveloped agenda in trade union education: A study of the current provision with particular reference to the activities of the Derry Development Education Centre. [S.l: The author], 1990.
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Palacios, Analía Mirta, María Alejandra Pedragosa, and Maira Querejeta, eds. Encuentros en la encrucijada. Editorial de la Universidad Nacional de La Plata (EDULP), 2018. http://dx.doi.org/10.35537/10915/69660.
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La interrelación Psicología, Cultura y Educación plantea una encrucijada con distintos mapas de lecturas, en el que conviven y, también, disputan distintos paradigmas con implicaciones en las construcciones teóricas acerca de los fenómenos educativos, los sujetos y colectivos, las prácticas instituidas e instituyentes de la subjetividad. Los futuros docentes tienen derecho a formarse en contacto con miradas plurales y realizar diversos recorridos fundados para el análisis en profundidad de los problemas educativos actuales y, en particular, de las prácticas docentes, considerando la diversidad de contextos y destinatarios de la educación. Una particularidad de la mirada psicológica que proponemos en este volumen reside en que tensiona la supuesta coexistencia armónica entre el desarrollo humano, los procesos y las condiciones educativas de las instituciones. Del mismo modo, tensiona las concepciones que abogan por la linealidad y uniformidad de los procesos y ritmos de aprendizaje y, por efecto, del desarrollo. En contrapunto, reparamos en la diversidad como elemento constitutivo de la conformación subjetiva en la experiencia educativa. La obra adquiere singular valor por tratarse de un emprendimiento cooperativo de las Cátedras “Psicología Educacional” y “Psicología y Cultura en el Proceso Educativo” del Departamento de Ciencias de la Educación, de la Facultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata. Se aspira dar inicio a una serie de publicaciones en línea con los respectivos programas de estudio, como recurso de apoyo y profundización de los temas. Un propósito central es ayudar a pensar la educación de la diversidad de colectivos humanos y, de este modo, entender y mejorar el proceso de aprender y de enseñar, que es el núcleo de las situaciones educativas en los futuros escenarios laborales. Desde esta perspectiva, se pretende aportar a la construcción del quehacer educativo y de una actitud reflexiva, crítica y ética de los futuros profesionales de la educación, para promover el derecho a la educación y la inclusión social y educativa. La selección de temas asume una perspectiva constructivista e incorpora aportes de la Psicología Cognitiva, la Psicología Cultural, las Epistemologías Genética y Sociogenética, el Psicoanálisis, la Antropología Cultural, la Psicología Social, la Psicolingüística, la Neurolingüística y otras disciplinas afines. Nuestra premisa de partida reconoce la estrecha relación entre el aprendizaje, el desarrollo, la cultura, la mente y la educación.
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Clayton, Matthew. Education. Edited by Serena Olsaretti. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199645121.013.16.
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This chapter discusses the central questions about the content and distribution of education debated by philosophers in recent years. How should educational opportunity be distributed between individuals? Should society aim to achieve equal opportunity, or should it allow departures from equality provided the least advantaged are thereby helped or everyone enjoys an adequate education? Should society seek to eliminate or temper only inequalities that are caused by class differences, or also those caused by individuals’ genetic endowments? Education is not merely a good to be distributed; it is also a vehicle for shaping individuals’ beliefs and desires. Is it permissible for the political community to raise children to have a sense of justice, and for the community or parents to get children to adopt a particular conception of the good life, such as particular religious convictions? Finally, may parents determine the kind of education that their child receives?
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De Gasperin, Roberto. La inteligencia emocional en la comunicación: manual de comunicación pedagógica. Universidad Veracruzana, 2019. http://dx.doi.org/10.25009/uv.2035.713.
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El libro aborda la importancia de la comunicación en la vida cotidiana, en particular en el ámbito educativo. Desarrolla los medios más habituales para comunicarse, así como los obstáculos que nos impiden llegar a una comunicación clara y profunda con los demás. Vivir es comunicarse, vivir es convivir. También aborda la importancia de las TIC en la comunicación educativa, así como las posibles consecuencias en el abuso de éstas. Finalmente, el capítulo central del libro es la Inteligencia Emocional en la comunicación, qué es ésta y cómo implementarla en la vida personal y en la educación, en particular accediendo al buen sentido del humor en la comunicación. Se concluye con la siguiente aseveración. "Quien no se comunica, se muere", se aisla, no crece humanamente y no contribuye al desarrollo humano de los demás en la comunidad.
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Dias-Trindade, Sara, and Luís Alcoforado. Políticas e dinâmicas educativas. Imprensa da Universidade de Coimbra, 2021. http://dx.doi.org/10.14195/978-989-26-2054-1.
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Concebido na lógica comemorativa das duas décadas de vida do CEIS20, este livro reúne a selecção de doze capítulos que podemos entender como cobrindo algumas importantes dimensões do campo epistemológico das Ciências da Educação. Um primeiro grupo de trabalhos desafia-nos a equacionar toda a problemática que começa na organização axiológica que deve envolver as práticas educativas, percorre algumas questões que se colocam às decisões de organização e ousam abordar a relação entre o conhecimento e os processos que permitem a sua aquisição e uso. Um segundo grupo de textos centra-se, de uma maneira mais particular, na necessidade de um reequacionamento permanente dos problemas que a relação entre as decisões políticas e as práticas educativas (resultantes dessas decisões e/ou impostas pelas dinâmicas pessoais e sociais) colocam.
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Galvis Panqueva, Álvaro Hernan, Josep María Duart Montoliu, Luz Adriana Osorio Gómez, María Fernanda Aldana Vargas, David Herney Bernal García, Donna Zapata Zapata, María Isabel Ramírez Rojas, et al. Uso transformador de tecnologías digitales en educación superior. Edited by Álvaro Hernan Galvis Panqueva and Josep María Duart Montoliu. Ediciones Universidad Cooperativa de Colombia, 2020. http://dx.doi.org/10.16925/9789587602456.
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Este libro deja a consideración de la comunidad académica una colección de trabajos hechos en el marco de la Red Universitaria para la Educación con Tecnología (RedUnete), colaborativo en el que participan instituciones de educación superior de Colombia y de España. El eje vertebrador del esfuerzo es el uso transformador de tecnologías digitales en educación superior, el cual se espera que redunde en flexibilización y enriquecimiento de procesos académicos a este nivel y en el interior de cada unidad docente, programa e institución y grupos de estas. El libro está organizado en dos secciones. La primera se centra en temas estructurales, por ejemplo, el desarrollo de cultura y competencia digital entre los miembros de cada comunidad educativa, la alineación entre las competencias digitales de los egresados con los requerimientos del sector donde se espera que se desempeñen, así como las oportunidades de racionalizar los esfuerzos institucionales cuando se participa en la creación y el aprovechamiento de objetos y recursos educativos digitales. La segunda sección se centra en temas sustantivos, y en esta se aprende sobre lo educativo, operativo y organizacional de experiencias de educación superior en las modalidades virtual y combinada con enfoque transformador. En todas las experiencias se va más allá de mezclar actividades presenciales y virtuales, toda vez que se propicia el uso de estrategias pedagógicas que favorecen la participación activa de los estudiantes en la construcción, el debate y la socialización de conocimientos, con facilitación de los docentes y en el interior de comunidades de aprendizaje apoyadas con tecnología digital. El libro cierra invitando a la reflexión acerca de los retos que tienen las instituciones de educación superior de cara al compromiso mundial para sacar adelante la Agenda 2030 de Naciones Unidas, en particular lo que tiene que ver con el cuarto de los objetivos de desarrollo sostenible, relacionado con educación de calidad para todos.
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Ashwin, Paul, and Jennifer M. Case. Higher Education Pathways: South African Undergraduate Education and the Public Good. African Minds, 2018. http://dx.doi.org/10.47622/9781928331902.
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In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa. It is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues.
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Cloete, Nico, Johann Mouton, and Charles M. Sheppard. Doctoral Education in South Africa. African Minds, 2015. http://dx.doi.org/10.47622/9781928331001.
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Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book.The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously.
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Siegel, Harvey. Is “Education” a Thick Epistemic Concept? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190682675.003.0009.
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Is “education” a thick epistemic concept? The answer depends on the viability of the “thick/thin” distinction, as well as the degree to which education is an epistemic concept at all. I concentrate mainly on the latter, and argue that epistemological matters are central to education and our philosophical thinking about it. Insofar, education is indeed rightly thought of as an epistemic concept. In laying out education’s epistemological dimensions, I hope to clarify the degree to which it makes sense to regard the concept as “thick.” I also discuss the relationship between philosophy of education and virtue epistemology, as well as the sense in which being educated might itself be thought to be an epistemic virtue. Finally, I urge virtue epistemologists in particular, and epistemologists generally, to turn their attention to questions of education, to further both the philosophy of education and epistemology itself.
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Swanwick, Ruth. Dialogic Teaching and Translanguaging in Deaf Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0004.
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This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.
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Dye, Juliet. The integration of the computerized library systems of two academic institutions, with particular reference to the mergerof Harrow College of Higher Education and the Polytechnic of Central London. 1991.
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Theory and Methodology in International Comparative Classroom Studies. Cappelen Damm Akademisk, 2021. http://dx.doi.org/10.23865/noasp.130.
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This anthology is addressed to researchers, students and professionals within education and special needs education as well as related fields such as psychology, health sciences and other fields within the social sciences and humanities. Part One contains two articles; one is an introduction to the anthology, while the other gives the reader insight into the history of educational ideas from the beginning of elementary education “for all and everyone” in 1739 to current efforts being made to implement the principles of the inclusive school. Part Two contains seven articles that mainly provide perspectives from cultural-historical and didactic-curricular theories, focusing on certain aspects of practice such as communication and care as well as teaching, learning and development. Why does it take such a long time to realise the principle of inclusion? Amongst the many and legitimate assumptions, there is an increasing awareness of ethical issues. Part Three addresses these issues by paying specific attention to Bulgarian-French scholar Julia Kristeva’s social critique and her introduction of an ethical-political programme where our shared human sense of vulnerability is at the centre of civic solidarity and inclusion. Part Four is devoted to methodological considerations and choices. Small-scale research projects are in focus, particularly classroom studies related to international comparative analysis. Various qualitative approaches are investigated, including case studies and “mixed methods”. Action research has in particular attracted interest from classroom researchers and is therefore outlined and discussed in several articles. This is the second of three anthologies related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.
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Morel, Domingo. Takeovers and American Democracy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190678975.003.0006.
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The chapter summarizes the major arguments and findings in the book. It concludes with a discussion of the implications of state takeovers for communities of color. The chapter also revisits a central argument in the book concerning the schools, political power, and questions of citizenship, particularly among historically marginalized populations. The chapter argues that state authorities, educators, and even the scholarly community are all at fault—to varying degrees—for failing to focus on questions of citizenship when assessing the state of education in America. By examining the education process from a political perspective, which emphasizes the role of citizenship and the development of the citizen in society, an additional set of factors can be used to help explain the persistent and systemic failure of urban, predominantly black and Latino schools. The chapter concludes with a discussion about possible policy recommendations at the federal, state, and local levels.
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King, Nathan L. The Excellent Mind. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190096250.001.0001.
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What makes for a good education? What does one need to count as well educated? Knowledge, to be sure. But knowledge is easily forgotten, and today’s knowledge may be obsolete tomorrow. Skills, particularly in critical thinking, are crucial as well. But absent the right motivation, graduates may fail to put their skills to good use. In this book, Nathan King argues that intellectual virtues—traits like curiosity, intellectual humility, honesty, intellectual courage, and open-mindedness—are central to any education worthy of the name. Further, such virtues are crucial to our functioning well in everyday life, in areas as diverse as personal relationships, responsible citizenship, civil discourse, and personal success. Our struggles in these areas often result from a failure to think virtuously. Drawing upon recent work in philosophy and psychology, the book paints a portrait of virtuous intellectual character—and of the vices such a character opposes. Filled with examples and applications, this book introduces readers to the intellectual virtues: what they are, why they matter, and how we can grow in them.
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Bank, Leslie, Nico Cloete, and François van Schalkwyk. Anchored in Place: Rethinking the university and development in South Africa. African Minds, 2018. http://dx.doi.org/10.47622/9781928331759.
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Tensions in South African universities have traditionally centred around equity (particularly access and affordability), historical legacies (such as apartheid and colonialism), and the shape and structure of the higher education system. What has not received sufficient attention, is the contribution of the university to place-based development. This volume is the first in South Africa to engage seriously with the place-based developmental role of universities. In the international literature and policy there has been an increasing integration of the university with place-based development, especially in cities. This volume weighs in on the debate by drawing attention to the place-based roles and agency of South African universities in their local towns and cities. It acknowledges that universities were given specific development roles in regions, homelands and towns under apartheid, and comments on why sub-national, place-based development has not been a key theme in post-apartheid, higher education planning. Given the developmental crisis in the country, universities could be expected to play a more constructive and meaningful role in the development of their own precincts, cities and regions. But what should that role be? Is there evidence that this is already occurring in South Africa, despite the lack of a national policy framework? What plans and programmes are in place, and what is needed to expand the development agency of universities at the local level? Who and what might be involved? Where should the focus lie, and who might benefit most, and why? Is there a need perhaps to approach the challenges of college towns, secondary cities and metropolitan centers differently? This book poses some of these questions as it considers the experiences of a number of South African universities, including Wits, Pretoria, Nelson Mandela University and especially Fort Hare as one of its post-centenary challenges.
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Segura, Luciano Noel, and Adrián Jauregui, eds. Los talares bonaerenses como recurso natural. Editorial de la Universidad Nacional de La Plata (EDULP), 2018. http://dx.doi.org/10.35537/10915/104232.
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Los “Talares” son bosques que se encuentran en ciertas zonas del centro-este de Argentina, en particular en el norte y este de la provincia de Buenos Aires y representan una de las pocas masas boscosas de esta zona del país. Tienen una gran diversidad de fauna asociada a distintos ambientes los cuales se componen de flora arbórea y herbácea. A lo largo de la costa bonaerense (y en menor medida sumergidos más hacia la región continental) se los puede observar dispuestos en cordones de ancho variable y composición mixta. Estos bosques han sufrido paulatinas disminuciones causadas principalmente por tala de madera y extracción de material calcáreo, encontrándose de forma fragmentaria en la actualidad. El área de distribución de los “Talares” se restringe en la actualidad prácticamente al dominio privado, lo que hace aún más vulnerable su estudio y conservación. Además, varias zonas dentro de los ‘Talares’ son críticas para la conservación de distintas especies animales y plantas. En este sentido, nuestro trabajo en la concientización y educación de las nuevas generaciones de pobladores locales son claves para el futuro del medio ambiente. Desde nuestro equipo de trabajo, consideramos que la generación de espacios de encuentro entre los distintos actores de la sociedad promueve la confluencia de distintas experiencias y el despertar de un sentido crítico por parte de las comunidades locales, muchas veces alejadas de los grandes centros científico-educativos como las universidades. Asimismo, las escuelas deben involucrarse en las discusiones actuales sobre esta temática y participar en las distintas actividades que abordan estos problemas (talleres de concientización, cursos de formación, ferias de ciencia, etc.). Este material didáctico lo desarrollamos basándonos fundamentalmente en estos últimos párrafos. Consideramos que será de gran utilidad como herramienta de trabajo para los distintos niveles de educación primaria de escuelas de la provincia donde se encuentren “Talares”. Proponemos entonces un material sencillo y práctico para el uso de los docentes en el aula y brindamos un marco teórico elemental para contextualizar el tema adecuadamente para alumnos de nivel primario.
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Vinay, Sitapati. Part VII Rights—Substance and Content, Ch.40 Reservations. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198704898.003.0040.
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This chapter explores the constitutional provisions, cases, legislation, and parliamentary debates on reservations in India. It begins with a discussion of three main beneficiary groups of reservation policy recognised by the Indian Constitution: Scheduled Castes (SCs), Scheduled Tribes (STs), and a third group called ‘Other’ Backward Classes (OBCs). In particular, it considers the legal construction of these categories and some other beneficiary groups recognised in the Constitution, such as women, Muslims, and other religious groups. It also highlights the confusion about the social location of OBCs and focuses on four constitutional nuances regarding OBCs. Finally, it examines the extension of reservations in public education, public employment, private sector, and Central and State legislatures; how reservations work in practice; and the politics that surrounds them.
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Lauter, Paul. Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.001.0001.
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This collection of essays places issues central to literary study, particularly the question of the canon, in the context of institutional practices in American colleges and universities. Lauter addresses such crucial concerns as what students should read and study, how standards of "quality" are defined and changed, the limits of theoretical discourse, and the ways race, gender, and class shape not only teaching, curricula, and research priorities, but collegiate personnel actions as well. The book examines critically the variety of recent proposals for "reforming" higher education, and it calls into question many practices, like employing large numbers of part-timers, now popular with college managers. Offering concrete examples of a "comparative" method for teaching literary texts, and specific instances about "integrating" curricula, Canons and Contexts proposes realistic ideas for creating varied, spirited, and democratic classrooms and colleges.
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Cloete, Nico, Tracy Bailey, and Peter Maassen. Universities and Economic Development in Africa. African Minds, 2011. http://dx.doi.org/10.47622/9781920355807.
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Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.
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Boyd, Barbara Weiden. Starting from Homer. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190680046.003.0002.
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Chapter 1 surveys the place of Homer in Roman literary culture before Ovid, including the prominent place of the Iliad and Odyssey in early education and the role played by Livius Andronicus and Ennius in bringing the Greek past to Rome. It offers an overview of the character of Homeric allusiveness in Latin poetry before Ovid, especially in Catullus, Tibullus, and Propertius and the elegists. The chapter concludes with the suggestion that Ovid’s familiarity with the Homeric poems is based not only on the poems themselves but also on the tradition of scholarly exegesis that develops in Alexandria and moves to other centers of learning in the ancient world. The scholia of Aristarchus are chief among these paratexts. In particular, Ovid’s fondness for Homeric episodes deemed of suspect authenticity by the critics reflects his playfully contrarian attitude.
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Jaramillo Suárez, Ángela María, María del Pilar Murcia Zorrilla, José Fernando Ossa, Alejandra Herrera Marmolejo, Jesús Marcel Solís Hurtado, Miguel Ángel Vásquez Castro, María del Mar Pérez Arizabaleta, Adriana Marcela Castaño Méndez, José Fernando Patiño Torres, and Andrés Alexánder Corrales Castro. Formación pregradual y posgradual en psicología. Editorial Bonaventuriana de la Universidad de San Buenaventura Cali, 2021. http://dx.doi.org/10.21500/9789585415775.
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"En Colombia como otros países latinoamericanos, se llevan a cabo reformas educativas con el fin de apostarle a una educación de calidad. Así, los programas en psicología actuales cada tanto tiempo someten a evaluación y replanteamiento su currículo, contenidos, métodos, prácticas evaluativas y demás aspectos con el fin de mejorar, redefinir y contextualizar la formación en psicología. Así, el presente libro invita a reflexionar acerca de cómo, por qué y para qué formar psicólogos hoy en Colombia y de qué manera la formación en investigación propicia espacios de reflexión para pensar nuevas miradas y apuestas ante los desafíos sociales de nuestro país. Además, el currículo en cuanto práctica escolar reiterativa, termina produciendo y reproduciendo insospechadamente formas subjetivas acordes con las demandas de una sociedad, produciendo así formas particulares de actuar y de pensar que, entre otros aspectos, son alienantes. La propuesta estribaría, entonces, en identificar dicha situación para trascender un currículo meramente técnico y reproductor de prácticas sociales y apostar por un currículo emancipador, autonomizador de los sujetos y transformador de las prácticas de un grupo social. De ahí que preguntarse y debatir la formación en psicología resulta central tanto para la disciplina como para el contexto."
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Pádua, Karla Cunha. A formação intercultural em narrativas de professores/as indígenas: Um estudo na aldeia Muã Mimatxi. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-87836-32-4.
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A pioneira nos estudos sobre a influência das palavras africanas no português do Brasil é a etnolinguista, baiana, Professora Doutora Yeda Pessoa de Castro.Ela, ao longa dos últimos sessenta anos ,vem sempre “dando trela” às línguas africanas do grupo banto. Devido ao fato de nutrir grande admiração pela pesquisadora, resolvi investir numa pesquisa particular em dicionários e/ou glossários (1889-2006) para apresentar a “certidão de nascimento” de algumas palavras africanas que ao longo de pouco mais de um século estão ainda presentes na oralidade e na escrita de africanos e afro-brasileiros. In an increasingly diverse and plural world, the narratives of Pataxó indigenous teachers presented in A formação intercultural em narrativas de professores/as indígenas: um estudo na aldeia Muã Mimatxi reveal us particular ways of reflecting upon education, school and formation which can teach us a lot. The participants of the first FIEI course offered by UFMG - Intercultural Formation of Indigenous Teachers - belong to the Muã Mimatxi village located in Itapecerica, in the west-center region of Minas Gerais State; these teachers provide meaningful lessons on how to deal with cultural differences. Difference is seen as a resource to be incorporated and resignified, depending on the relations with the principles that rule their culture. This graduation course has not only benefited the collective life but it has also helped to revitalize the school, which is the central place of community life. Some of the pedagogical tools learned at the FIEI became meaningful to this group of teachers. Among them, we point out the so called project “Percursos Academicos”, a socio-ecological calendar and the idea of inter culturality. The ways such elements were appropriated and recontextualized have helped us to understand their particular conceptions of the world and the central role the school plays in their lives and in their future life projects.
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Iskander, Natasha, and Nichola Lowe. Immigration and the Politics of Skill. Edited by Gordon L. Clark, Maryann P. Feldman, Meric S. Gertler, and Dariusz Wójcik. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198755609.013.24.
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Skill has played a central role in immigration scholarship, most notably in a protracted debate over whether ‘unskilled’ immigrants threaten job security for less or moderately educated native-born workers. In recent years, scholars have re-examined whether immigrant workers, particularly those with limited formal education, are unskilled. Extending this further, the chapter argues that immigrants are not simply individuals that possess, acquire, and apply their skill. Immigrants are also contributors to collective learning processes through which industry skills are developed, replenished, and recombined overtime. But immigrants are especially vulnerable to skill misclassification because they lack access to institutions that can protect and defend spaces for collective learning. Considering immigrant skill reproduction in the absence of institutional protections allows us to reflect on the role those institutions play in shaping the politics of skill—a role that can be strengthened as part of a growing movement in support of low-wage workers more generally.
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Brint, Steven, and Jerome Karabel. The Diverted Dream. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195048155.001.0001.
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In the twentieth century, Americans have increasingly looked to the schools--and, in particular, to the nation's colleges and universities--as guardians of the cherished national ideal of equality of opportunity. With the best jobs increasingly monopolized by those with higher education, the opportunity to attend college has become an integral part of the American dream of upward mobility. The two-year college--which now enrolls more than four million students in over 900 institutions--is a central expression of this dream, and its invention at the turn of the century constituted one of the great innovations in the history of American education. By offering students of limited means the opportunity to start higher education at home and to later transfer to a four-year institution, the two-year school provided a major new pathway to a college diploma--and to the nation's growing professional and managerial classes. But in the past two decades, the community college has undergone a profound change, shifting its emphasis from liberal-arts transfer courses to terminal vocational programs. Drawing on developments nationwide as well as in the specific case of Massachusetts, Steven Brint and Jerome Karabel offer a history of community colleges in America, explaining why this shift has occurred after years of student resistance and examining its implications for upward mobility. As the authors argue in this exhaustively researched and pioneering study, the junior college has always faced the contradictory task of extending a college education to the hitherto excluded, while diverting the majority of them from the nation's four-year colleges and universities. Very early on, two-year college administrators perceived vocational training for "semi-professional" work as their and their students' most secure long-term niche in the educational hierarchy. With two thirds of all community college students enrolled in vocational programs, the authors contend that the dream of education as a route to upward mobility, as well as the ideal of equal educational opportunity for all, are seriously threatened. With the growing public debate about the state of American higher education and with more than half of all first-time degree-credit students now enrolled in community colleges, a full-scale, historically grounded examination of their place in American life is long overdue. This landmark study provides such an examination, and in so doing, casts critical light on what is distinctive not only about American education, but American society itself.
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Dossa, Zahir. Co-operatives: A Development Strategy? Edited by Jonathan Michie, Joseph R. Blasi, and Carlo Borzaga. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199684977.013.32.
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The examination of the life cycle, institutional structure, and governance and policy environment of co-operatives in the argan oil sector, in south-west Morocco, outlines the successes and setbacks of the co-operative model as a suitable tool for economic and social development in rural areas. Despite the positive development outcomes argan oil co-operatives attained, they strayed from four basic co-operative tenets: democratic decision-making, equitable profit distribution, open membership, and member education on co-operatives. Starting from this analysis, this chapter argues that the success of argan oil co-operatives is to be attributed to their abandonment of the basic co-operative principles. Furthermore, it seeks to understand the conditions that make co-operatives feasible and effective in particular environments and how co-operatives, or employee-centric firms, can be adapted to their environments, or vice versa, through e-commerce and financial transparency in order to generate economic and social development.
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Lombardi, Elena. Imagining the Woman Reader in the Age of Dante. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818960.001.0001.
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The literature of the Italian Due- and Trecento frequently calls into play the figure of a woman reader. From Guittone d’Arezzo’s piercing critic, the ‘villainous woman’, to the mysterious Lady who bids Guido Cavalcanti to write his grand philosophical song, to Dante’s female co-editors in the Vita Nova and his great characters of female readers, such as Francesca and Beatrice in the Comedy, all the way to Boccaccio’s overtly female audience, this particular sort of interlocutor appears to be central to the construct of textuality and the construction of literary authority in these times. The aim of this book is to shed light on this figure by contextualizing her within the history of female literacy, the material culture of the book, and the ways in which writers and poets of earlier traditions (in particular Occitan and French) imagined her. Its argument is that these figures of women readers are not mere veneers between a male author and a ‘real’ male readership, but that, although fictional, they bring several advantages to their vernacular authors, such as orality, the mother tongue, the recollection of the delights of early education, literality, freedom in interpretation, absence of teleology, the beauties of ornamentation and amplification, a reduced preoccupation with the fixity of the text, the pleasure of making mistakes, dialogue with the other, the extension of desire, original simplicity, and new and more flexible forms of authority.
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Unwin, Tim. Reclaiming Information and Communication Technologies for Development. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198795292.001.0001.
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The development of new information and communication technologies (ICTs) has transformed the world over the last two decades. These technologies are often seen as being inherently ‘good’, with the ability to make the world better, and in particular to reduce poverty. However, their darker side is frequently ignored in such accounts. ICTs undoubtedly have the potential to reduce poverty, for example by enhancing education, health delivery, rural development, and entrepreneurship across Africa, Asia, and Latin America. However, all too often, projects designed to do so fail to go to scale, and are unsustainable when donor funding ceases. Indeed, ICTs have actually dramatically increased inequality across the world. Those with access to the latest technologies and the ability to use them effectively can indeed transform their lives, but those who are left without access have become increasingly disadvantaged and marginalized. The central purpose of this book is to account for why this is so, and it does so primarily by laying bare the interests that have underlain the dramatic expansion of ICTs in recent years. Unless these are fully understood, it will not be possible to reclaim the use of these technologies to empower the world’s poorest and most marginalized. The book is grounded in the Critical Theory of Jürgen Habermas, drawing especially on his notions of knowledge constitutive interests, and a particular conceptualization of the relationship between theory and practice. The book espouses the view that development is not just about economic growth, but must also address questions of inequality.
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Satran, David. In the Image of Origen. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520291232.001.0001.
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This study offers a close reading of the Thanksgiving Address to Origen, a document written by a student (traditionally identified as Gregory Thaumaturgus) on the occasion of the departure from his teacher at the conclusion of an extended period of study in Caesarea Maritima in third-century Roman Palestine. The Thanksgiving Address is a highly stylized but also emotionally charged account of the young man’s tutelage under the most prominent Christian theologian and exegete of the early church and provides one of the very few personal accounts by a Christian author to have survived from the period before Constantine. Through the investigation of the address, this volume explores varied aspects of the content and structure of advanced philosophical education in the late imperial period as well as of the very special atmosphere that surrounded the relationship between teacher and student. The educational process described in the address places prime importance on the emotional and ethical formation of the student, and the author’s description of his experience gives vivid expression to the presence of the erotic and coercive aspects of this process. This investigation emphasizes the close relationship between these central facets of the address and key elements in the Alexandrian theological tradition, particularly in the writings of Origen himself.
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Holden Reid, Brian. The Scourge of War. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780195392739.001.0001.
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William Tecumseh Sherman, a West Point graduate and veteran of the Seminole War, became one of the best-known generals in the Civil War. His March to the Sea, which resulted in a devastated swath of the South from Atlanta to Savannah, cemented his place in history as the pioneer of total war. This book offers a life and times account of Sherman. By examining his childhood and education, his business ventures in California, his antebellum leadership of a military college in Louisiana, and numerous career false starts, the book shows how unlikely his exceptional Civil War career would seem. It also demonstrates how crucial his family was to his professional path, particularly his wife’s intervention during the war. It analyzes Sherman’s development as a battlefield commander and especially his crucial friendships with Henry W. Halleck and Ulysses S. Grant. In doing so, the text details how Sherman overcame both his weaknesses as a leader and severe depression to mature as a military strategist. Central chapters narrate closely Sherman’s battlefield career and the gradual lifting of his pessimism that the Union would be defeated. After the war, Sherman became a popular figure in the North and the founder of the school for officers at Fort Leavenworth, Kansas, known as the “intellectual center of the army.” The book argues that Sherman was not hostile to the South throughout his life and only in later years gained a reputation as a villain who practiced barbaric destruction, particularly as the neo-Confederate Lost Cause grew and he published one of the first personal accounts of the war.
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López Armengol, Martín A., and María de la Paz Colombo, eds. Hacia una educación superior de calidad (volumen II). Editorial de la Universidad Nacional de La Plata (EDULP), 2011. http://dx.doi.org/10.35537/10915/27519.
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El tema de la calidad de la educación, en particular el de la educación superior, tiene una relevancia muy significativa tanto en relación con la definición de las políticas universitarias como para su aseguramiento. Esto se manifiesta, con especial énfasis en los años noventa –denominada «década de la evaluación»– tanto en el plano académico como en el plano político: se plantean distintas propuestas que surgen tanto a nivel nacional (los casos de México, Brasil, Chile, Colombia, Argentina y otros) como desde algunos organismos internacionales (UNESCO, BID, Banco Mundial, etcétera). Esto lleva a la constitución de agencias de aseguramiento de la calidad –en la mayor parte de los países de América Latina así como en el resto del mundo– y a la paulatina consolidación de la evaluación como parte de la cultura institucional universitaria. Por tanto, es un tema que incumbe e interpela a la sociedad y a todos los actores del sistema educativo, comprometidos por el derecho a una educación con calidad. De allí que se deba participar en su definición, ya que según como sea esa definición favorecerá –o no– un deseable desarrollo de la educación, en general y de la educación superior en particular, en democracia y con justicia social. En este sentido, la investigación que en este libro se presenta, es un paso relevante hacia el debate y reflexión sobre la calidad, en tanto concepto y percepciones de los distintos actores universitarios de Argentina, España y México. El libro está elaborado a partir de los resultados del trabajo de investigación realizado por la red ECUALE, conformado por docentes investigadores de la Universidad Nacional de La Plata (Argentina), la Universidad del País Vasco (España) y la Universidad de Guadalajara (México). En consonancia con los autores, la relevancia de este trabajo es el carácter exploratorio de la investigación, a partir de una recopilación y análisis sistemático de evidencia empírica de las opiniones sobre el concepto de calidad y de los factores que inciden en ella, de gestores (decanos y directores) y docentes de centros universitarios donde se imparten las carreras en el área de Ciencias Sociales y Jurídicas.
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Browne, Craig, and Andrew P. Lynch. Taylor and Politics. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9780748691937.001.0001.
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Charles Taylor is one of the most influential contemporary philosophers, arguably the most important living political philosopher writing in English. Taylor and Politics assesses Taylor’s thought and its relevance to contemporary political challenges, especially religion and secularity, multicultural diversity, political alienation and demands for greater democracy. This book outlines Taylor’s key concepts and highlights the substantive applications of his ideas. Taylor’s biography and education, and his forays into politics in Canada, is discussed, to provide context for the development of his ideas. Taylor’s interest in romanticism’s impact on our understanding of modernity is examined, as well as his contribution to how democracy is being understood in current times, especially against the backdrop of social groups seeking greater recognition in the political sphere. The book explores the substantial differences between Taylor’s conception of social imaginaries and that of Cornelius Castoriadis, and contrasts Taylor’s account of the political form of modernity with that of Claude Lefort. Furthermore, the book examines Taylor’s contribution to debates about religion and secularism, providing an explanation of Taylor’s important book on this subject, A Secular Age, and assessing the debates that the book has generated. Finally, the book explores Taylor’s work after A Secular Age, particularly his discussions on religious freedom, diversity and multiculturalism in Quebec, Canada, and the central role of language in social and political debate.
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Melidoro, Domenico. Dealing with Diversity. Edited by Aakash Singh Rathore. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190121136.001.0001.
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The diversity of cultures, religions, and moral values and the ways in which liberalism deals with this plurality is the topic at the centre of this book. The author illustrates, in a critical and original way, the recent international debate on liberalism and diversity. In doing that, he discusses some controversial issues such as multiculturalism and minority rights, immigration, religious pluralism, children education, and the place of religion in society as well. After an analysis of some recent liberal theories, the book works out a solution to the problem of ensuring a peaceful and stable coexistence of different groups within the same institutional setting. It is a solution that is liberal in its general orientation, since it has a liberal allegiance to equality and individual rights. However, the proposed solution tries to recognize the due space to community loyalties, religious belongings, and cultural traditions. In addition to this, the author proposes a new theory of political obligation, namely of how a plural society can persist, notwithstanding deep cultural and religious pluralism. In this book, the analytical rigour typical of the philosophical tradition, is not separated from attention to social reality and its problems. In fact, particularly interesting is the way in which the book tests its theoretical achievements with the issue of religious pluralism in India. The outcome is that peaceful coexistence and respect for religious freedoms is possible even in a fragmented society such as India.
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Maloy, Rebecca. Songs of Sacrifice. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071530.001.0001.
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Songs of Sacrifice argues that liturgical music—both texts and melodies—played a central role in the cultural renewal of early Medieval Iberia. Between the seventh and eleventh centuries, Christian worship on the Iberian Peninsula was structured by rituals of great theological and musical richness, known as the Old Hispanic (or Mozarabic) rite. Much of this liturgy was produced during the seventh century, as part of a cultural and educational program led by Isidore of Seville and other bishops. After the conversion of the Visigothic rulers from Arian to Nicene Christianity at the end of the sixth century, the bishops aimed to create a society unified in the Nicene faith, built on twin pillars of church and kingdom. They initiated a project of clerical education, facilitated through a distinctive culture of textual production. The chant repertory was carefully designed to promote these aims. The creators of the chant texts reworked scripture in ways designed to teach biblical exegesis, linking both to the theological works of Isidore and others, and to Visigothic anti-Jewish discourse. The notation reveals an intricate melodic grammar that is closely tied to textual syntax and sound. Through musical rhetoric, the melodies shaped the delivery of the texts to underline words and phrases of particular liturgical or doctrinal import. The chants thus worked toward the formation of individual Christian souls and a communal, Nicene identity. The final chapters turn to questions about the intersection between orality and writing and the relationships of the Old Hispanic chant to other Western plainsong traditions.
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Claudino, Sérgio, Xosé M. Souto, Mª Angeles Rodriguez Domenech, João Bazzoli, Raimundo Lenilde, Claudionei Lucimar Gengnagel, Luís Mendes, and Adilson Tadeu Basquerote Silva. Geografia, Educação e Cidadania. Centro de Estudos Geográficos, 2019. http://dx.doi.org/10.33787/ceg20190004.
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De 7 a 12 de setembro de 2018, realizou-se no Instituto de Geografia e Ordenamento do Território da Universidade de Lisboa/IGOT-ULisboa o I Congresso Nós Propomos: Geografia, Educação e Cidadania. Como o título do Congresso rapidamente evidencia, o Congresso decorreu e refletiu a investigação desenvolvida no Projeto Nós Propomos! Cidadania e Inovação na Educação Geográfica, surgido no IGOT-ULisboa, em 2011, e entretanto difundido por outros países. Na realidade, o Projeto Nós Propomos!, para além da sua difusão em Portugal, está hoje presente no Brasil (desde 2014, adquirindo hoje uma assinalável expansão), Espanha (2016), Moçambique (2017), Colômbia (2018), Perú (2018) e México (2018). O Congresso impôs-se, de alguma forma, pela necessidade de partilhar experiências, muito ricas e diversas, desenvolvidas nestes países, e de consolidar a rede daqueles que constroem o Projeto nas suas universidades, escolas e cidades. Nesse sentido, o Congresso surgiu para acolher e potenciar a produção científica em torno do Projeto e uma rede de trabalho construída ao ritmo de sucessivas e localizadas adesões ao Projeto. O Projeto Nós Propomos! é o projeto educativo com origem em Portugal e que mais rapidamente se internacionalizou. No Rio de Janeiro, no Colégio Pedro II, em 2020, teremos o II Congresso. Contudo, o Congresso, ele abriu-se à produção em Geografia e em Educação, ultrapassando o âmbito do Projeto Nós Propomos! Mas há um denominador comum que o leitor encontra neste livro, inspirada no Projeto: a preocupação pela cidadania e, em particular, pela cidadania territorial, entendida como o compromisso de cada um de nós na construção de territórios mais justos e sustentáveis, desse logo à escala local. A produção em Geografia, seja de Geografia Física ou de Geografia Humana, para assumirmos os dois grandes ramos tradicionais, ou a produção em Educação, têm sempre como preocupação comum a promoção de atitudes de cidadania, entre os alunos ou a população, mais em geral. O Projeto Nós Propomos!, ponto de partida do Congresso, desafia os alunos a identificarem problemas da comunidade que sejam relevantes para alunos ou formandos, a realizarem pesquisa documental e trabalho de campo sobre o problema identificado (seja a construção de abrigo para uma paragem de autocarro, a reabilitação de um prédio em ruinas no centro da cidade e que pode ter utilizações sociais variadas, a construção de um museu virtual das produções locais ou uma aplicação para o telemóvel, que informe dos eventos locais), a apresentarem propostas de solução e, finalmente, a partilharem as suas propostas com a comunidade, na perspetiva da sua implementação e discussão. Como refere, no Prefácio, o Sr. Secretário de Estado da Educação, os conteúdos da Geografia são mobilizados para uma intervenção cívica consciente. No Projeto, adota-se uma metodologia simples, passível de ser implementada na generalidade das escolas, e flexível, no respeito pelas circunstâncias concretas de cada escola, de cada comunidade, de cada país. Numa disciplina herdeira tanto de um paradigma universalista, através dos racionalistas do final do século XVIII, como de um paradigma nacionalista, no século XIX, a escala local surge desvalorizada na educação geográfica. A grande rutura do Projeto Nós Propomos! reside, precisamente, em colocar a escala local no centro da disciplina de Geografia e de se assumir, de forma inequívoca, o compromisso da escola na construção de uma comunidade mais harmónica e sustentável. Não é mais aceitável que se aborde (e ainda bem) o mundo, o país e se desvalorize a comunidade que habitamos e que constitui o nosso primeiro espaço de cidadania, ainda que em necessário diálogo com as restantes escalas. Como refere o Sr. Secretário de Estado da Educação no seu Prefácio a este livro, “Nós somos cidadãos do mundo, mas somos os nossos territórios, somos os nossos lugares, somos as relações que se estabelecem localmente”. O carater construtivista do Projeto (através da valorização dos interesses dos alunos), o caráter local do território de estudo e de intervenção, a realização do trabalho de campo, com apelo à auscultação das populações sobre as soluções para os problemas identificados, e a partilha das propostas são as traves-mestras da identidade do Projeto, a que se acrescenta a incorporação da própria designação do Projeto (Nós Propomos!), frequentemente adaptada às línguas dos vários países participantes. O Projeto Nós Propomos! coloca os alunos no centro do processo educativo e este I Congresso Iberoamericano refletiu esta mesma realidade: contou com a participação de cerca de 70 alunos, de Portugal, Espanha (em maior número) e Brasil, num esforço frequentemente hercúleo dos seus docentes, que em muitas comunicações deram testemunho direto das suas experiências. Esta presença e participação de alunos, enquadrados pelos seus pais, constituiu, sem dúvida, uma marca distintiva deste Congresso. Em várias comunicações eles são co-autores, destes que são os seus primeiros textos publicados – e a eles dirigimos uma saudação especial. O livro integra três domínios. O primeiro sobre, o Projeto Nós Propomos!, compreende dois eixos, o primeiro sobre “Experiências Escolares”, com 17 textos; o segundo Eixo, sobre “Perspetivas e Reflexões Teóricas e Metodológicas”, possui 33 capítulos. O domínio seguinte, sobre “Experiências educativas alternativas”, compreende textos não diretamente relacionados com o Projeto Nós Propomos!, mas que vão igualmente ao encontro da procura de propostas inovadoras do ponto de vista pedagógico-didático, compreendendo 17 textos. O Domínio C, sore “Educação e Multidisciplinaridade”, igualmente com 17 capítulos, compreende experiências relacionadas ou não com o Projeto Nós Propomos!, em que a contribuição de várias áreas disciplinares é marcante. A publicação em ebook responde a dois objetivos: a escassez de recursos financeiros para uma publicação em papel de 1000 páginas páginas e, naturalmente, ao esforço de ter a maior divulgação possível na comunidade científica. Para a produção deste livro, muito contribuíram a Comissão Científica do Congresso, presidida pelo Professor Souto González, presidente do Conselho Diretivo do GEOFORUM e professor da Universidade de Valência, e a Comissão Editorial, presidida pelo professor da Universidade de Passo Fundo, Claudionei Lucimar Gengnagel, que desenvolveu um trabalho aturado. Um agradecimento também ao ZOE/Centro de Estudos Geográficos e ao IGOT-ULisboa, editores desta publicação. O penúltimo agradecimento vai para todos os autores que contribuíram para esta obra. O derradeiro agradecimento vai para o leitor, que dá significado à mesma. Estão aqui identificadas e analisadas muitas e diversas práticas de cidadania – ao leitor fica agora a disponibilidade de uma leitura atenta, sempre crítica e, seguramente, proveitosa.
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Berk, Laura E. Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.001.0001.
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Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.
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Sepúlveda, Jovanny. Hacia una cultura de acuerdos: métodos complementarios de solución de conflictos. CUA - Medellin, 2018. http://dx.doi.org/10.52441/der201802.
Full textAbstract:
A partir de 1991, en Colombia puede hablarse de un nuevo derecho, un derecho enmarcado en la Constitución, en el cual se da prevalencia a los derechos humanos y a los derechos fundamentales. Ese nuevo derecho se ve reflejado en las áreas del conocimiento jurídico, tanto sustancial como procesal. Y una de esas formas en que se refleja, es la posibilidad de que algunos particulares participen en forma activa en la solución de los conflictos, en tanto que en el artículo 116 de la Carta Política se faculta a los particulares para la solución de conflictos en su calidad de árbitros o de conciliadores. La necesidad de generar mecanismos de descongestión para la administración de justicia, llevó a que a partir del año mencionado se empezara con una ardua tarea legislativa sobre esos temas, pero basada, considero, en el error de llamarlos siempre mecanismos de descongestión, cuando desde el punto de vista legal y constitucional son una forma de solución de conflictos con fuerza similar a las decisiones judiciales. No es un simple formalismo para descongestionar, sino una verdadera forma de terminar los conflictos socio jurídicos de una comunidad. En estos 27 años aproximadamente se han dado diferentes leyes sobre el tema, pero tratando en cada una de ellas de dar una mayor prevalencia a estos mecanismos, incluso motivando a través de diferentes capacitaciones a los profesionales del derecho para que agoten estos mecanismos antes de acudir a los jueces de la República. Sin embargo, el legislador insta a las partes dentro del proceso para que se realice la conciliación, tal vez esto sea un error, ya que los principios procesales pueden verse afectados en esta instancia. Además, durante este tiempo, muchas de los Consultorios Jurídicos de las Universidades de Colombia han creado centros de conciliación, los cuales han servido como un medio de acción social para las universidades y las interacciones con la comunidad, han llevado a que las instituciones educativas sean reconocidas por su labor social. Igualmente, muchos debates se han dado entorno a estos mecanismos, desde la discusión de su naturaleza hasta su efectividad, han tratado de buscar su mejor desarrollo legislativo y su aplicación, a estos temas no ha sido ajena la Corporación Universitaria Americana, y como resultado de ese hacer académico se presenta este libro, en el cual se encuentran distintas perspectivas de la solución de conflictos a partir de la conciliación. Desde su visón filosófica, social y jurídica se pretende aportar a la discusión académica sobre esta materia. No se trata de dar solo una visión parcializada y subjetiva sobre el tema, sino que lo que se busca es dar una conceptualización objetiva que permita desde el punto de vista de la investigación, generar nuevo conocimiento y por ende una nueva legislación. La aproximación desde la filosofía moral a lo que es la conciliación, implica reconocer al hombre como ser no solo como una parte de un conflicto, sino como un ser integral que posee problemas sociales, morales, culturales, un ser poseedor de derechos más allá de los reconocidos por el ordenamiento positivo. Los textos de los autores Cesar Augusto Ramírez Giraldo y Diego Correa Correa, nos muestran al hombre en su esencia dentro un contexto social. Además de la visión de la persona desde su componente mental se encuentra en texto de Santiago Restrepo Restrepo, Manuel José Gómez Restrepo y Adriana Patricia Arboleda López. En un segundo plano, se presentan los mecanismos de solución de conflictos desde su componente jurídico, analizando la efectividad de un mecanismo para la solución de conflictos entre particulares nacidos de los distintos negocios jurídicos o por mandato de la ley. De igual forma, el ejercicio de la conciliación desde los consultorios jurídicos y su aplicación en algunas de las áreas del derecho, a si se observa en los trabajos de Sol Leonor Mejía Pulgarín, María Isabel Ortiz Cano, Silvia H. Muñoz Cortina y Carlos A. Gómez García. Finalmente, se encuentra en el texto el aporte de los semilleristas y estudiantes de la Corporación Universitaria donde se observa la forma en que se percibe estos medios de solución, como Jorge Juan de Bedout Quiroga, Camilo Cesar Molina Cerón, Edwin Alexander Jiménez y Santiago Rendón Ruiz.
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Santos, Marcos Pereira dos, Silvio Almeida Junior, and Ideilton Alves Freire Leal. Metodologias ativas e ensino híbrido: potencialidades e desafios. Editora Amplla, 2021. http://dx.doi.org/10.51859/amplla.mae504.1121-0.
Full textAbstract:
Num mundo em profunda transformação, a educação precisa ser muito mais flexível, híbrida, digital, ativa, diversificada. Os processos de aprendizagem são múltiplos, contínuos, híbridos, formais e informais, organizados e abertos, intencionais e não intencionais. (MORAN, 2017, p.23)1 É fato que a busca constante por modelos de ensino e aprendizagem que forneçam informações importantes para o desenvolvimento de competências, habilidades e técnicas faz com que a Educação seja um ramo, no contexto da Ciência, em constante processo de movimento. A alteração do “modelo bancário” ensinado nas escolas pelos docentes ao longo dos anos, que traz o aluno como figura principal, agora o torna protagonista do seu próprio saber, dando assim autonomia para a construção de conhecimentos e, como consequência, altera o papel do professor, deixando este de ser o agente central do ato educativo para tornar-se mediador, apoiador, facilitador, guia, orientador e auxiliador no desenvolvimento do ensino e da aprendizagem. Certamente, a situação atual vivida pela sociedade mundial devido ao advento da pandemia de novo Coronavírus (COVID-19) acelerou a implantação de medidas mais ativas, dinâmicas e inovadoras para o ensino (escolar e universitário), alterando o espaço físico das instituições educacionais de ensino presencial com a adoção (emergencial) de educação em estilo remoto e ensino híbrido, utilizando-se ambas de diversas plataformas digitais on-line e metodologias ativas de ensino e aprendizagem. Com base nas afirmativas de José Manuel Moran (2017), as quais são apresentadas na epígrafe-citação inicial deste prefácio e extraídas de seu texto científico autoral denominado “Metodologias ativas e modelos híbridos na educação”, é possível asseverar que as metodologias ativas de ensino e aprendizagem e o modelo híbrido de educação estão inseridos no contexto educacional do século XXI, amplamente marcado pelo uso das Novas Tecnologias Digitais de Informação e Comunicação (NTDICs), o que 1 MORAN, J. M. Metodologias ativas e modelos híbridos na educação. In: YAEGASHI, S. et al (Orgs.). Novas tecnologias digitais: reflexões sobre mediação, aprendizagem e desenvolvimento. Curitiba: CRV, p.23-35, 2017. tem contribuído de forma significativa no enfrentamento dos problemas e na superação dos desafios atuais no campo da Educação. Esse novo modelo educacional exige a personalização do ensino, o que possibilita aos estudantes, pela mediação docente, elaborar estratégias e participar ativamente do processo educativo, utilizando, inclusive, diferentes ferramentas tecnológicas e somando novos aprendizados aos seus conhecimentos prévios. Nessa perspectiva, tem-se emergido, na contemporaneidade, diversas produções acadêmico-científicas que versam sobre as temáticas metodologias ativas de ensino-aprendizagem e educação híbrida, colaborando assim para a difusão dos conhecimentos científicos e mobilização de práticas educativas inovadoras, tanto na escola de Educação Básica quanto na Educação Superior. Diante do panorama delineado, sentimo-nos muitíssimo honrados e agradecidos em organizar, prefaciar e publicar a presente coletânea científica intitulada METODOLOGIAS ATIVAS E ENSINO HÍBRIDO: POTENCIALIDADES E DESAFIOS, que compila um total de vinte e quatro artigos científicos alusivos ao tema trazido a lume, sob diferentes perspectivas teóricas e metodológicas, em que os(as) autores(as) e coautores(as) participantes – pesquisadores(as) em Educação, educomunicadores(as), educadores(as), docentes, professorandos(as) e demais intelectuais oriundos(as) de diferentes áreas do saber científico – procuram contribuir significativamente para a disseminação do conhecimento erudito educacional, oportunizando compartilhar estudos teóricos, pesquisas empíricas e experiências pedagógicas práticas de maneira enriquecedora, analítica e crítico-reflexiva. Os textos científicos aqui reunidos, que ora passam a ser de domínio público (acesso livre e integral), evidenciam como as metodologias ativas de ensino e aprendizagem estão sendo incorporadas nos diversos campos do conhecimento científico, tais como Educação, Engenharia, Saúde, entre outras; bem como o modo pelo qual tais metodologias inovadoras têm se mostrado eficazes e eficientes principalmente no âmbito dos estilos híbrido e remoto (on-line) de educação, os quais conquistaram muitos adeptos no período pré-pandemia de novo Coronavírus e (ainda) vem ganhando cada vez mais espaços no cenário (pós-)pandêmico do chamado “novo normal”. Longe de ter a pretensão de emitir juízo de valor hierárquico acerca da relevância dos vinte e quatro artigos científicos que engendram esta primorosa miscelânea literária, mas apenas por uma questão de ordenamento temático lógico, didático, pedagógico e metodológico, torna-se mister salientar que os capítulos textuais que compõem a presente obra científica se encontram sequencialmente organizados segundo os assuntos abordados, as áreas do saber científico envolvidas e/ou os níveis educacionais vinculados. Posto isto, aproveitamos o ensejo para, de forma reiterada, agradecer imensamente à Editora Amplla pela oportunidade de organizar, prefaciar e publicar em parceria esta belíssima obra científica, assim como a todos(as) os(as) autores(as) e coautores(as) que colaboraram com os seus primorosos artigos científicos para a construção coletiva de saberes educacionais ora disponibilizados neste livro. Sem mais delongas, almejamos sinceramente que este livro organizado e produzido por meio de muitas mãos e diferentes olhares possa ser de utilização recomendável no campo da Educação, bem como lido e relido quantas vezes forem necessárias, tornando-se um artefato sociocultural de suma importância para a elaboração de novos conhecimentos acadêmico-científicos nos mais diversos níveis e modalidades de ensino, assim como uma rica fonte de consulta (bibliográfica e eletrônica) para o desenvolvimento de futuros trabalhos científicos, teóricos e práticos, acerca da temática aqui abordada. Afinal de contas, mesmo em meio às limitações circunstanciais inerentes a todo ato educativo, as metodologias ativas de ensino-aprendizagem e a educação híbrida estão aí, repletas de potencialidades, possibilidades, desafios e perspectivas. A cada leitor(a), em particular, o nosso cordial respeito. Abraços fraternos e excelentes leituras, estudos e pesquisas!
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Adler, Paul S., and Terry A. Winograd, eds. Usability: Turning Technologies into Tools. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195075106.001.0001.
Full textAbstract:
As more and more equipment incorporates advanced technologies, usability -- the ability of equipment to take advantage of users' skills and thereby to function effectively in the broad range of real work situations -- is becoming an essential component of equipment design. Usability: Turning Technologies into Tools collects six essays that herald a fundamental shift in the way industry and researchers think about usability. In this new, broader definition, usability no longer means safeguarding against human error, but rather enabling human beings to learn, to use, and to adapt the equipment to satisfy better the demands and contingencies of their work. Following an introduction that develops some core concepts of usability, the subsequent chapters: -- describe the role of usability in guiding one of Xerox's largest strategic initiatives -- analyze a Monsanto chemical plant where a study of worker's conversational patterns contributed to the design of a more effective system of controls -- present an empirical study of equipment design practices in U.S. industry which contrasts technology-centered and skill-based design approaches -- summarize recent Scandinavian experiences with user participation in design, with specific reference to the DEMOS and UTOPIA projects -- analyze European experiences that suggest five key criteria for effective human-centered design of advanced manufacturing technology --offer an insightful discussion of the powerful, often hidden human and organizational resources that conventional design processes overlook. Today, three quarters of all advanced technology implementations in manufacturing fail to achieve their performance goals because of inadequate usability. By viewing the human being as a mechanistic system component, and not a particularly reliable one, the traditional "human factors" model of usability virtually ensures that the uniquely human qualities -- experience, adaptation, innovation -- will be neglected, and therefore that new technologies will realize little of their true potential. Usability: Turning Technologies into Tools answers the need for better usability criteria and more effective design and usability assurance processes. In so doing, it leads the way to making a new, broader concept of usability central to design. Its chapters will be of interest to managers and professionals in computer systems, manufacturing engineering, industrial design, and human factors, as well as researchers in disciplines such as computer science, engineering, design studies, sociology, organizational behavior and human resource management, industrial relations, education, and business strategy.
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García, Miguel A., and Gloria Beatriz Chicote. Voces de tinta. Editorial de la Universidad Nacional de La Plata (EDULP), 2008. http://dx.doi.org/10.35537/10915/90795.
Full textAbstract:
El libro constituye la edición parcial y anotada de un manuscrito inédito de Robert Lehmann-Nitsche en el cual el estudioso alemán reunió un conjunto de poemas que se cantaban en el área cultural del Río de la Plata entre fines del siglo XIX y principios del XX. Los textos que integran el manuscrito se corresponden con las versiones grabadas en un fonógrafo por el mismo investigador en la ciudad de La Plata entre los meses de febrero y mayo de 1905. La amplia variedad de géneros poéticos y musicales presentes en este, y la diversidad de registros de escritura, narrativas y personajes que ellos abordan,dan cuenta de la pluralidad de actores, prácticas y representaciones propias de los escenarios urbanos de entresiglos, en el momento en que la cultura criolla de carácter fundamentalmente rural y los estilos de vida de miles de inmigrantes europeos, comenzaban a fusionarse y a plasmar nuevas formas de convivencia. En el pasado, el conjunto de poemas que editamos en este libro eran poseedores de una naturaleza lúdica y transformadora como parte de las expresiones que los habitantes urbanos empleaban para describir, domesticar y comprender el mundo emergente, y para delinear una frontera entre sus peculiares formas de ser y esa otredad amenazante que pugnaba por establecer zonas particulares de familiaridad. En la actualidad, estos mismos poemas testimonian el carácter fundante e inestable de esa realidad, con letras y músicas que operaron como un campo de experimentación en el cual escritores, músicos, lectores y oyentes intentaban reconfigurar y vigorizar sus viejas identidades desterritorializadas. La edición ofrece una caracterización general del manuscrito y nuestro juicio sobre la perspectiva teórico-metodológica desplegada por Lehmann-Nitsche en torno a la recolección de los poemas y a la confección del manuscrito, partiendo desde una coordenada cultural que intenta reanimar en los textos parte de esa profusión de actores sociales y juegos de exotización y reconocimiento, que evita tanto un estricto análisis de tipo estilístico-literario como otro de orden estructural-musicológico. Asimismo, a partir de una selección representativa y anotada del corpus, intentamos establecer relaciones con el fenómeno de la literatura popular impresa en sus vertientes criollistas y europeizantes, dando cuenta de cómo ha sido comprendida la emergencia de dicha literatura por otros investigadores. Si bien en este trabajo está presente una larga tradición de estudios textualistas que afecta al análisis formal y a la exaltación de las figuras del escritor y del lector, intentamos además, un poco en sentido divergente de esa tendencia, poner de relieve el consumo auditivo de estas expresiones llevando a un primer plano al sujeto que no se constituye sólo como un individuo lector fascinado por la flamante adquisición de la tecnología de la lecto-escritura, sino también como un consumidor de esos mismos textos a partir de su condición de oyente. El objetivo último es hacer confluir el desarrollo de todos estos aspectos en una cuestión que ha sido obsesivamente abordada por las ciencias sociales y las humanidades desde el romanticismo: las relaciones entre las llamadas cultura popular y letrada, y entre los medios de comunicación orales y escritos. En este sentido, la edición del manuscrito ha sido casi un pretexto para reflexionar en clave cultural sobre el proceso que atravesaron los centros urbanos rioplatenses en ese período y marcó el rumbo que adoptaron tanto la literatura como la música popular en las décadas siguientes.Con estas expectativas en el horizonte, brindamos, en primer lugar, una descripción del ambiente sociocultural urbano de la época resaltando la incidencia de las inmigraciones interna y externa, el plan modernizador y el proyecto educativo emprendidos por el Estado, la aparición de un circuito de literatura popular impresa y su interacción con el circuito letrado. En segundo término dedicamos un apartado a la figura de Lehmann-Nitsche a fin de comprender cómo operó en su labor eso que Hans-Georg Gadamer (1991) definió como pertenencia a una tradición de pensamiento. Con ese objetivo establecemos un diálogo entre los textos que componen el manuscrito, la colección de literatura popular impresa también reunida por Lehmann-Nitsche, conocida como, las monografías que dedicó a temas y personajes gauchescos, y su libro Textos Eróticos del Río de La Plata (1981). En tercer lugar exponemos nuestras reflexiones sobre aspectos contextuales, literarios y musicales de los poemas para introducir la selección de textos anotados con transcripciones musicales. Un CD con registros sonoros tomados por Lehmann-Nitsche y reproducciones de imágenes de la época pertenecientes a su Legado completan la publicación.