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Journal articles on the topic 'Education of Desire'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Wilar, Abraham Silo. "Desire Education." Theologia in Loco 4, no. 2 (October 31, 2022): 239–69. http://dx.doi.org/10.55935/thilo.v4i2.251.

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This study explores the traces of the desire for education historically and phenomenologically in Indonesia amid secularism and nationalism discourse. Several questions can be asked regarding the portrait of education amid the crush of secularism and nationalism. For example, what was the picture of the world of education and humans (as well as society) who were in the crush of secularism and nationalism? To address this question, I focus on the scope of locality, religious primordialism, and corruption as the primary problem. These three sections are reviewed to show the role of the desire for education in forming secularism and nationalism. Decentralization is a critical part of exploring the influence of locality in the formation of secularism and nationalism. Narratives of religious authorities show how religious primordialism affects the formation of secularism and nationalism.; on corruption, we are dealing with a systemic culture of corruption in both regional and central governments. Based on the three factors, I would like to highlight the portrait of education at that time and its role. From here, I move on to offer education on the desire that I borrowed from Timothy Schroeder to talk about motivation, enjoyment, and recognition that can shake and build human character. From this, I argue that education on desire is vital to manage human beings from the desire for hatred (religious), the desire to dominate, and the desire for political-economic satisfaction.

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2

Allis, James B. "The Education of Desire." Ancient Philosophy 9, no. 1 (1989): 121–25. http://dx.doi.org/10.5840/ancientphil19899132.

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3

THØGERSEN, ULLA. "Desire, Democracy and Education." Educational Philosophy and Theory 43, no. 4 (January 2011): 400–410. http://dx.doi.org/10.1111/j.1469-5812.2008.00482.x.

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4

Henri, Kelli. "Desire." Teaching Philosophy 19, no. 4 (1996): 397–99. http://dx.doi.org/10.5840/teachphil199619454.

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5

Lamb, Roberta. "Music Trouble: Desire, Discourse, Education." Canadian University Music Review 18, no. 1 (March 15, 2013): 84–98. http://dx.doi.org/10.7202/1014822ar.

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"Music Trouble" is an experimental paper, a linear re-presentation of the multi-media performance (which included costume, poetry, photographs, and musical scores, in addition to the paper) designed for the Ottawa Border Crossings Conference. "Music Trouble" explores identity construction through music and music education, specifically in relation to issues of sexuality. Judith Butler's idea of "gender is drag" and Sue-Ellen Case's "butch-femme aesthetic" are employed in conjunction with feminist auto/biography to critique current theories and practices supporting music education.

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6

Hetrick, Laura J. "My Desire for Art Education." Studies in Art Education 54, no. 3 (April 2013): 273–76. http://dx.doi.org/10.1080/00393541.2013.11518899.

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7

Bohlin, Karen E. "Schooling of Desire." Journal of Education 182, no. 2 (April 2000): 81–94. http://dx.doi.org/10.1177/002205740018200209.

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8

Hepni, Riayatul Husnan, and Ahmad Khuza'i Faruq. "Developing Children's Sprituality Education." TADRIS: Jurnal Pendidikan Islam 17, no. 1 (July 13, 2022): 21–31. http://dx.doi.org/10.19105/tjpi.v17i1.5900.

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A smart, intelligent, and skilled child is the desire of every parent. Therefore, not a few parents make various efforts so that their children can be smart in accordance with their expectations. This paper aims to reveal how great the desire of parents to make their children as desired, often experience some fundamental errors of orientation that actually destroy the future of their own children. The research method used is a qualitative approach with the type of library research. The results of the discussion show that the potential of children who are only focused on the Intelligence Quotient aspect will give birth to the child's personality which in fact becomes a Split Personality, Intelligence Quotient, therefore all three aspects must be developed equally.

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9

ALDRIDGE, DAVID, and DAVID LEWIN. "Introduction: Love and Desire in Education." Journal of Philosophy of Education 53, no. 3 (August 2019): 457–59. http://dx.doi.org/10.1111/1467-9752.12384.

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10

Biceaga, Victor. "Narrated Desire: Reflections on Flaubert’sSentimental Education." European Legacy 23, no. 4 (March 5, 2018): 382–402. http://dx.doi.org/10.1080/10848770.2018.1441250.

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11

Salmonowicz, Michael J. "Fostering Student Desire for Postsecondary Education." Schools 3, no. 1 (May 2006): 115–25. http://dx.doi.org/10.1086/588864.

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12

Mizzi, Robert. "Beyond Borders: Youth, Education, Sexuality, Desire." Journal of LGBT Youth 5, no. 3 (July 9, 2008): 115–24. http://dx.doi.org/10.1080/19361650802162458.

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13

Rasmussen, Mary Louise. "Pleasure/desire, sexularism and sexuality education." Sex Education 12, no. 4 (May 3, 2012): 469–81. http://dx.doi.org/10.1080/14681811.2012.677204.

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14

Pignatelli, Frank. "Education and the Subject of Desire." Review of Education, Pedagogy, and Cultural Studies 20, no. 4 (January 1998): 337–52. http://dx.doi.org/10.1080/1071441980200404.

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15

Strulik, Holger. "DESIRE AND DEVELOPMENT." Macroeconomic Dynamics 23, no. 07 (January 10, 2018): 2717–47. http://dx.doi.org/10.1017/s1365100517000943.

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This paper explores the impact of gender differences in the desire for sex and the distribution of power in the household on the onset of the demographic transition and the take-off to growth. Depending on the price and efficacy of modern contraceptives, the gender wage gap, and female bargaining power, the economy assumes one of two possible equilibria. At the traditional equilibrium, contraceptives are not used, fertility is high and education and growth are low. At the modern equilibrium, contraceptives are used, fertility is low and further declining with increasing income, and education and growth are high. The theory motivates a “wanted fertility reversal”: At the traditional equilibrium, men prefer more children than women, whereas at the modern equilibrium, men prefer fewer children than women. Female empowerment causes households to provide more education for their children and leads to an earlier uptake of modern contraceptives and an earlier onset of the demographic transition and the take-off to modern growth.

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16

Mahmood, Naushin. "The Desire for Additional Children among Pakistani Women: The Determinants." Pakistan Development Review 31, no. 1 (March 1, 1992): 1–30. http://dx.doi.org/10.30541/v31i1pp.1-30.

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It is generally argued that the traditional social and economic structure of the Pakistani society keeps the value of children relatively high and the demand for contraception relatively low, resulting in the persistence of high fenility in the country. Nevertheless, there is evidence of a latent demand for fertility control among women in all strata of the population. This study examines the determinants ()f the desire for additional children for currently married women in Pakistan, drawing data from the Population, Labour Force and Migration (PLM) Survey of 197.9-80. The variations in the patterns of desired fertility and their relationship to the factors of economic and social change - such as education, husband's occupation, household income, child education, and work - are also analyzed. The analysis is conducted using logit regression models. The basic analysis of desired fertility reveals that a significant minority of currently married fecund women in all subgroups want no more children, and that this is a majority for women with four children or more. Among the factors determining the desire for no more children, the major findings are that besides the strong and alI-pervasive effects of the life-cycle factors (such as parity, age, and the number of living son), fenility desires of urban and rural women are determined differently in response to the social and economic factors. While a higher percentage of rural women want more children, their desire for no more children is significantly related to such factors as house.hold income, nuclear family living, and child schooling - factors that are unrelated to urban women's fertility desires. For urban women, alongwith the advantage of being in a more modem, non-agrarian setting, an exposure to urban living and at least secondary schooling are associated with wanting no more children. The likely effective steps suggested to achieve a reduced desire for additional children are an expansion in education beyond the primary levels, the development of an opportunity structure for rural women, and an improvement in the targeting of programme services for those who have the potential motivation to limit fenility.

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17

Mitchell, J. J. "Residentsʼ desire for more clinical ethics education." Academic Medicine 68, no. 8 (August 1993): 614–5. http://dx.doi.org/10.1097/00001888-199308000-00011.

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18

Mehta, Sonia. "Renegotiating desire in North America: risky education." Comparative Education 44, no. 3 (August 2008): 359–70. http://dx.doi.org/10.1080/03050060802264900.

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19

Niemczyk, Nancy A. "PARENTS DESIRE PARENTING EDUCATION DURING PRENATAL CARE." Journal of Midwifery & Women's Health 61, no. 2 (February 9, 2016): 278. http://dx.doi.org/10.1111/jmwh.12444_3.

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20

Gourlay, Lesley. "Open education as a ‘heterotopia of desire’." Learning, Media and Technology 40, no. 3 (April 30, 2015): 310–27. http://dx.doi.org/10.1080/17439884.2015.1029941.

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21

Crowther, J., and M. Shaw. "Social Movements and the Education of Desire." Community Development Journal 32, no. 3 (June 1, 1997): 266–79. http://dx.doi.org/10.1093/cdj/32.3.266.

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22

Glenn, Cheryl, R. Howard Bloch, Elaine Tuttle Hansen, Karma Lochrie, and Richard Neuse. "Language of Desire." College English 56, no. 3 (March 1994): 324. http://dx.doi.org/10.2307/378524.

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23

Chara, Kathleen A., and Paul J. Chara. "Factors Influencing the Desire for Children." Psychological Reports 93, no. 2 (October 2003): 487–93. http://dx.doi.org/10.2466/pr0.2003.93.2.487.

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187 college students (139 women; 175 between the ages of 18 to 25 years) were asked to report how many children they desired. Participants' desire for children was unrelated to skin color, socioeconomic status, and the need for postbaccalaureate education. Conversely, sex, value orientation, and religious orientation were significantly associated with a desire for children.

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24

Bennett, David. "Racing Desire, Travelling Theory." Review of Education, Pedagogy, and Cultural Studies 18, no. 3 (January 1996): 267–77. http://dx.doi.org/10.1080/1071441960180303.

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25

Sunmola, Kazeem, Johnson Olaosebikan, and Temitope Adeusi. "Determinants of Disparity in Desired Fertility among Married Women in Urban and Rural Areas of Southwest Nigeria." European Journal of Health Sciences 6, no. 4 (November 27, 2021): 48–63. http://dx.doi.org/10.47672/ejhs.858.

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Purpose: The study examined the determinants of disparity in desired fertility among married women in urban and rural centres in Southwest Nigeria. Methodology: The study adopted a mixed method research design. A total number of one thousand one hundred and eighty-seven (1,187) women (urban=713; rural=474) of reproductive ages (15-49) years were drawn from Southwest States in Nigeria using multi-stage sampling technique. Questionnaire method was used to gather data from the field. Three levels of data analysis were undertaken to achieve the study objectives. Frequency distribution of socio-demographic factors by place of residence was used at the univariate stage of analyses, chi-square test and binary logistic regression were used at the bivariate and multivariate levels of analysis. Findings: The results showed that more than three-quarter (79.4%) desired four children and below while more than one-fifth (20.6%) of the women desired 5 children and above. Higher percentage of women (84.8%) desired four children and below in rural area when compared with women in urban centres (75.7%). However, among those that desired 5 children and above higher proportion (24.3%) was found in the urban centres when compared with their counterpart in rural areas (15.2%). There is significant relationship (p<0.05) between desired number of children and education of women, husband’s education, religion, age of husband and birth interval urban areas while there is significant relationship between desired number of children and women and husbands’ education in rural areas. Further analysis showed that women’s education especially women with below secondary education had higher odds of desiring more children than those with post-secondary education (OR: 1.57; 95% C.I: 0.70-3.56). In addition, women whose husbands had no education, below secondary education and secondary education were less likely to desire more children in the urban areas than those with post-secondary education. In rural areas, there was significant relationship (p<0.05) between women whose husbands had no education, below secondary education and desired fertility. Women whose husbands had no education and those whose husbands had below secondary education were 16.94 and 2.93 more likely to desire more children than those in the reference category respectively. In addition, women who were Christian were more likely to desire more children in urban areas than their counterparts who were traditionalists. It was also discovered that women who spaced their births for twenty-four months and below were 0.51 times less likely to desire more children than their counterparts in the reference category (OR:0.51; 95%C.I 0.32-0.80). Recommendation: The study recommends that policy aimed at reducing the desired fertility in both urban and rural areas should be implemented with the hope that high fertility rate will be reduced to a manageable level.

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26

Hastrup, Kirsten. "Desire and Deception." Arts and Humanities in Higher Education 2, no. 3 (October 2003): 231–48. http://dx.doi.org/10.1177/14740222030023002.

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27

Gould, Elizabeth. "Music Education Desire(ing): Language, Literacy, and Lieder." Philosophy of Music Education Review 17, no. 1 (April 2009): 41–55. http://dx.doi.org/10.2979/pme.2009.17.1.41.

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28

Gerrard, Jessica. "Public education in neoliberal times: memory and desire." Journal of Education Policy 30, no. 6 (May 21, 2015): 855–68. http://dx.doi.org/10.1080/02680939.2015.1044568.

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29

Ninnes, Peter. "Fear and desire in twentieth century comparative education." Comparative Education 44, no. 3 (August 2008): 345–58. http://dx.doi.org/10.1080/03050060802264884.

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30

Rocha, Samuel D. "Education as Mystery: The enchanting hope of desire." Educational Philosophy and Theory 48, no. 8 (May 24, 2016): 811–26. http://dx.doi.org/10.1080/00131857.2016.1165015.

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31

Watkins, Megan. "Teaching bodies/learning desire: rethinking the role of desire in the pedagogic process." Pedagogy, Culture & Society 16, no. 2 (July 2008): 113–24. http://dx.doi.org/10.1080/14681360802142047.

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32

Mathies, Bonnie K., and Bill Nelson. "A network named DESIRE." TechTrends 40, no. 1 (January 1995): 20–23. http://dx.doi.org/10.1007/bf02763833.

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33

Feather, Denis. "Do lecturers delivering higher education in further education desire to conduct research?" Research in Post-Compulsory Education 17, no. 3 (September 2012): 335–47. http://dx.doi.org/10.1080/13596748.2012.700110.

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34

Watkins, Megan. "Thwarting desire: discursive constraint and pedagogic practice." International Journal of Qualitative Studies in Education 20, no. 3 (May 2007): 301–18. http://dx.doi.org/10.1080/09518390701281900.

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35

Hudson, Berkley, and Ron Ostman. "A Desire to End These Things." Visual Communication Quarterly 16, no. 4 (November 23, 2009): 191–209. http://dx.doi.org/10.1080/15551390903301311.

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36

Matter, E. Ann. "Discourses of Desire:." Journal of Homosexuality 18, no. 3-4 (December 14, 1989): 119–32. http://dx.doi.org/10.1300/j082v18n03_06.

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37

Baldino, Roberto Ribeiro, and Tânia Cristina B. Cabral. "Inclusion and Diversity from Hegelylacan Point of View: Do We Desire Our Desire for Change?" International Journal of Science and Mathematics Education 4, no. 1 (December 28, 2005): 19–43. http://dx.doi.org/10.1007/s10763-005-9004-9.

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38

Amadio, John. "WILTJA: Model of Education Delivery." Aboriginal Child at School 21, no. 1 (March 1993): 45–49. http://dx.doi.org/10.1017/s0310582200005575.

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The Pitjantjatjara people in the north west of South Australia and the Yalata Community in the far west of the state identify as Anangu (the people) Anangu culture is very different in many ways from the mainstream culture largely associated with urban centres but some of the aspects in common include a desire to maintain their culture and lifestyle, wanting a favourable future for their children and their communities, and a desire to be self managing.

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39

Hicks, Stephen. "What Does Social Work Desire?" Social Work Education 27, no. 2 (February 13, 2008): 131–37. http://dx.doi.org/10.1080/02615470701709451.

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40

Pigrum, Derek. "Deixisand Desire: Transitional Notation and Semiotic Philosophy of Education." Journal of Philosophy of Education 48, no. 4 (May 12, 2014): 574–90. http://dx.doi.org/10.1111/1467-9752.12079.

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41

Pattison, Harriet. "How to Desire Differently: Home Education as a Heterotopia." Journal of Philosophy of Education 49, no. 4 (March 24, 2015): 619–37. http://dx.doi.org/10.1111/1467-9752.12130.

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42

Sandlos, Karyn. "The Enigmatic Messages of Sexuality Education: Julie Gustafson’s Desire." Sexuality Research and Social Policy 8, no. 1 (February 18, 2011): 58–66. http://dx.doi.org/10.1007/s13178-011-0041-6.

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43

Logue, Jennifer. "Erotic Study and the Difficulties of Desire in Education." Philosophy of Education 68 (2012): 72–75. http://dx.doi.org/10.47925/2012.072.

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44

Teshaboev, Mukhiddinjon, and Utkirbek Karimov. "THE ROLE OF ETHICAL EDUCATION IN INCREASING THE EFFICIENCY OF EDUCATION." Oriental Journal of Social Sciences 02, no. 02 (April 1, 2022): 32–43. http://dx.doi.org/10.37547/supsci-ojss-02-02-04.

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As the intellectual potential of mankind grows, so do its needs. He strives to live better today, to achieve material and spiritual perfection, and to live happily tomorrow than yesterday. In fact, this is the essence of human development, the law and philosophy of its existence. If not for this desire, people would be no different from other creatures. This article discusses the role of moral education in improving the effectiveness of education, as well as various methods and means of solving the priority tasks of moral education.

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45

Brady, Judith Ann. "A Burning Desire for Social Justice." Religious Education 105, no. 1 (January 29, 2010): 8–11. http://dx.doi.org/10.1080/00344080903472634.

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46

Watkins, Megan. "Pedagogic Affect/Effect: Embodying a Desire to Learn." Pedagogies: An International Journal 1, no. 4 (December 2006): 269–82. http://dx.doi.org/10.1080/15544800701341533.

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47

Simpson, Timothy L., and James Scott Johnston. "EROS BETWEEN PLATO AND GARRISON: RECOVERING LOST DESIRE." Educational Theory 52, no. 2 (June 2002): 223–39. http://dx.doi.org/10.1111/j.1741-5446.2002.00223.x.

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48

Sinurat, Evani April Rama. "Sex Education in Christian Religious Education Using an Instructional Approach and Desire Theology." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 1, no. 2 (December 22, 2022): 305–13. http://dx.doi.org/10.57235/aurelia.v1i2.168.

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Sex education is still considered taboo for adolescence to discuss for some groups. Sex education is also one way to reduce or prevent sexual behavior problems. The purpose of this study is to gain an understanding that sex education can be provided holistically through the learning of Christian Religious Education, to find an increase in the understanding of students of Mentari Intercultural School Bintaro about sex education, and to show that the learning of Christian Religious Education can touch various aspects such as, biological, sociological, psychological, and theological. The research method that can be used this time is the Classroom Action Research method or commonly known as Classroom Action Research. The results showed that Christian Religious Education Learning using an Instructional Approach and Theology of Desire for Students of SMP Mentari Intercultural School Bintaro has succeeded in providing benefits in sex education.

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49

McCann, Hannah, and Clare Southerton. "Repetitions of Desire." Girlhood Studies 12, no. 1 (March 1, 2019): 49–65. http://dx.doi.org/10.3167/ghs.2019.120106.

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Like other fangirls, fans of former boyband One Direction (“Directioners”) have often been represented in media discourse as obsessive and hysterical, with fan behaviour interpreted as longing for heterosexual intimacy with band members. Subverting this heteronormative framing, a group of Directioners known as “Larries” have built a sub-fandom around imagining a relationship (“ship”) between two of the band members, Harry Styles and Louis Tomlinson. Representation of the Larry fandom has gone beyond pathologizing fangirls to framing their shipping practice in terms of “fake news.” The conspiracy theory panic around Larries misses the complex ways that subtext and queer reading are mobilized within the fandom to invoke feelings of queer intimacy and belonging. Drawing on a digital ethnography conducted on Twitter with Larries, we argue that these fans engage in queer reading strategies to explicitly imagine and interrupt dominant heterosexual narratives, and thus queer the figure of the fangirl.

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50

Girgus, Sam B. "Desire and Narrativity inAnnie Hall." Explicator 51, no. 2 (January 1993): 122–24. http://dx.doi.org/10.1080/00144940.1993.9937994.

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