Journal articles on the topic 'Educators – biography'
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1
Kasun, G. Sue. "Teacher Education Nepantlera Work: Connecting Cracks-Between-Worlds with Mormon University Students." International Journal of Multicultural Education 17, no. 3 (November 1, 2015): 91. http://dx.doi.org/10.18251/ijme.v17i3.1003.
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Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the “cracks-between-worlds” of difference and commonality toward understanding and learning. Through Anzaldúa’s concept of autohistoria-teoria, theorizing through one’s biography, the author explores and theorizes her experiences. She encourages educators to consider how they engage students, learn from other nepantleras (bridge-builders), and create more opportunities toward shared understanding while also complicating and letting go of a dogged sense of teaching students what is “right.”
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Zemaitaityte, Irena, and Giedre Pauriene. "Reflecting on biography as a factor in teachers’ self-development towards a welfare state." SHS Web of Conferences 184 (2024): 03003. http://dx.doi.org/10.1051/shsconf/202418403003.
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It is now widely recognised that the creation of a welfare state requires a sustained focus on one of the key drivers of educational change, schooling and, by extension, societal improvement: educators, who are expected to produce young people capable of participating actively and productively in change. The purpose of this work is to reveal the teacher’s attitude by reflecting on their biographies and the lived vocation to become a teacher, developing competences and participating in the process of educational change and creating a welfare state. The study used a biographical research. Qualitative research was conducted using narrative interviews. Fourteen participants took part in the study. The research instrument chosen was the biographical narrative interview. The research revealed that the choice of the teaching profession and the perception of vocation are triggered by biographical circumstances. The pedagogical potency and childhood interests in certain activities, as well as the awareness of one’s own needs, become the basis for the further development of abilities and skills. When an individual chooses a profession because of a vocation, it is as if there is a need for constant self-reflection on the part of the educator, which leads to the need for continuous development. By improving themselves, the educators also actively contribute to the change of the education system. Therefore, by educating the younger generation and constantly reflecting on their own experiences, educators actively contribute to social justice, changes in the country’s well-being, and thus to the creation of a welfare state.
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Voeltz, Richard. "Napolean, Video." Teaching History: A Journal of Methods 27, no. 1 (April 1, 2002): 38–40. http://dx.doi.org/10.33043/th.27.1.38-40.
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PBS video histories are well-known classroom commodities for historians and educators, covering everything from Lewis and Clark to the Spanish American War, and yes even Napoleon. The production quality generally remains consistently high, and they always have a distinguished array of talking heads, i.e., historians and other authorities used to interject commentary, that elevates them above such programs as A&E's Biography where the Napoleon piece, narrated breathlessly by Jack Perkins, falls squarely into the Hollywood celebrity biography, the rise and fall of a star genre that populates so much of cable television these days.
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Karkowska, Magda. "Non- obviousness of biography as a research subject of a pedagogue." Studia z Teorii Wychowania XIII, no. 4 (41) (December 20, 2022): 25–38. http://dx.doi.org/10.5604/01.3001.0016.1634.
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The aim I set for myself is to reveal what connects the main areas of biography research - literary and social - and to show what importance for upbringing, as well as for biographical research carried out in the field of pedagogy, are attempts to combine them. Problem and research methods: The main problem was formulated as the question: What makes a biography non-obvious? Another problems: What analytical categories relating to biography best capture this non-obviousness? What is the specificity of studying biography by educators and how do such analyzes differ from sociological or literary studies? The main method is to analyze the concepts that make up the research field and the relationships between them. In the first part of the article, I outline the relationship between biography and the construction of narrative identity, in order to show the way of understanding key concepts, such as narrative or story, as they constitute a specific basis for an attempt to grasp the meanings and dimensions of the title non-obviousness of a biography. Then I analyze the phenomena essential for the construction of identity: secrets, existential crises, trajectories or epiphanies. The next step is the analysis of categories such as the internal structure of life, as well as the image of life, ready biography, biography in interaction and autonomous biography. In the second part of the article, based on the concept of biography by Duccio Demetrio, I consider the specificity of pedagogical studies on the phenomenon of biography. The article concludes with conclusions on the specificity of pedagogical research on biographies and their relationship with therapeutic activities. As a result of the analysis, I come to the conclusion that the non-obviousness of the biography comes from the individual way of experiencing it. It is a set of features, a result of specific events, choices made, and at the same time a consequence of answering important existential questions. The aforementioned phenomena that are crucial for the construction of identity-occurrences are of particular use in its analysis. The pedagogical study of biography is different from sociological or literary analyzes, it turns out to be work with the collected biographical materials as well as with another human being and has, apart from cognitive values, a therapeutic dimension
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Hughes, Richard. "Gates, Jr And Higginbotham, Eds., Harlem Renaissance Lives - From African American National Biography." Teaching History: A Journal of Methods 34, no. 2 (September 1, 2009): 110–11. http://dx.doi.org/10.33043/th.34.2.110-111.
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With hundreds of accessible entries on the lives of African Americans directly or indirectly associated with this period, Harlem Renaissance Lives is an ambitious effort to highlight, and sometimes uncover, the role of African Americans in shaping the United States in the twentieth century. While the entries are brief, the book's strength is its breadth with portraits of not only writers, artists, actors, and musicians but also educators, civil rights and labor activists, entrepreneurs, athletes, clergy, and aviators. Students of history will find familiar figures of the period such as Langston Hughes, Josephine Baker, Duke Ellington, Marcus Garvey, W.E.B. Du Bois, and Adam Clayton Powell, Jr. However, the real value of the work is in highlighting, however briefly, the lives of hundreds of lesser-known African Americans. Some figures, such as educator Roscoe Bruce, the son of a U.S. Senator, grew up relatively privileged, but many of the biographies involve African-Americans whose unlikely contributions begin with a background that included slavery and sharecropping. Regardless, each entry includes a valuable bibliography and information about relevant primary sources such as an obituary and archival collections.
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Friar, Kendra Kay. "Scott Joplin: A Guide for Music Educators PART I—A Ragtime Life." General Music Today 34, no. 3 (April 2021): 29–35. http://dx.doi.org/10.1177/10483713211002150.
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Scott Joplin was an African American composer and pianist of singular merit and influence. Academic interest in Joplin has increased in recent years, leading to new discoveries about the composer’s activities, yet teaching materials have not been updated at the same pace as 21st-century findings. Joplin was an entrepreneur, a performer, and a teacher, yet his biography is often reduced to a “celebratory” narrative of a composer creating toe-tapping music for the masses. “A Ragtime Life,” the first article in a three-part series, presents a modern understanding of the biographical context which shaped Scott Joplin's music, thought, and practice. It also provides suggested classroom activities for exploring Joplin’s life and works written in accordance with NAfME’s 2014 National Music Standards.
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Koliada, Natalia. "PEDAGOGICAL BIOGRAPHY AS A PROBLEM OF SCIENTIFIC RESEARCH AND EDUCATIONAL PRACTICE IN THE CONDITIONS OF AN INSTITUTION OF HIGHER EDUCATION." Social work and social education, no. 1(10) (May 31, 2023): 152–62. http://dx.doi.org/10.31499/2618-0715.1(10).2023.282282.
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The article reveals the phenomenon of pedagogical biography as a problem of scientific research and educational practice in the conditions of a higher education institution.In the conditions of the accumulation of biographical information, the development of theoretical and methodological foundations of scientific research, it is relevant to study the issues of pedagogical biography as a field of scientific creativity, publishing and information work, biographical studies of the activities of teachers, educators, and public figures at a certain historical and pedagogical stage.Among the main tasks of Ukrainian pedagogical biography as a component of national memory is the disclosure of the life-creating path of personalities for the sake of a holistic presentation of the process of development of humanistic pedagogy in Ukraine.The relevance of the issue of pedagogical biography is enhanced by its multidimensionality as a pedagogical, historical, social phenomenon that requires a thorough study in order to represent it representatively in the modern interdisciplinary historical and cultural discourse - educational, socio-pedagogical, historical-pedagogical, etc.The author, based on the analysis of general approaches to the study of interdisciplinary problems of pedagogical biography, characterized the activities of the Scientific Research Center of Pedagogical Local Studies under the dual subordination of the National Academy of Sciences of Ukraine and the Ministry of Education and Culture of Ukraine at Pavlo Tychyna Uman State Pedagogical University.
The results of the Center's many years of activity confirm the opinion that at the current stage of society's development, the cooperation of higher education institutions with scientific institutions is gaining relevance and vital necessity. In particular, an important direction of such cooperation is the integration of education and science in the conditions of a higher school for the purpose of holistic presentation of the process of development of science, education and pedagogy in Ukraine. Therefore, the prospects for further scientific research are to strengthen interdisciplinary research on topical issues of the development of Ukrainian pedagogical biography as an important component of national memory.
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Binytska, Kateryna, Galyna Buchkivska, and Yaroslav Nahornyi. "Pedagogical Biography from the Standpoint of Scientific Research." Педагогічний дискурс, no. 32 (June 3, 2022): 80–85. http://dx.doi.org/10.31475/ped.dys.2022.32.10.
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Our research analyzed some aspects of the outlined topic, in particular the question of determining the place of biographical data in the system of scientific-pedagogical discourse. It has been found that at the beginning of the XXIst century, a tendency towards biographical revitalization is noted in the pedagogical science of Ukraine, scientists actively interpret the historical-pedagogical experience, evaluate and compare the past with the present through the life path and scientific-pedagogical activity of well-known or little-known pedagogues, educators who, thanks to their scientific-pedagogical successes have become symbols of separate historical periods, which personify the turning points in the progress of the Ukrainian people and the development of education, science, economy, culture, etc.
The article emphasizes that the analysis of the experience of the leading countries of the world is important for the study of pedagogical biography. Therefore, we analyzed the development of the International Association of Pedagogical Biography in the USA.
It is summarized that biographical studies today occupy an important place in the history of pedagogy and make it possible to personify the history of the development of the field of education, to evaluate the contribution of researchers, teachers, educationalists involved in the conduct of scientific-pedagogical researches and the organization of educational practice. It is emphasized that in the context of the use of biography in scientific-pedagogical research, the method of organizing bibliographic information and research tools are of great importance. For pedagogical biography, this is a conceptual apparatus chosen by the researchers themselves.
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Chick, Kay A. "Promoting Democratic Ideals and Social Action: Children’s Literature on the Civil Rights Movement and School Integration." Social Studies Research and Practice 2, no. 1 (March 1, 2007): 58–68. http://dx.doi.org/10.1108/ssrp-01-2007-b0005.
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This article highlights the role of social studies educators in promoting democratic ideals and social action. The benefits of incorporating children’s and young adult literature into the social studies curriculum in the elementary and middle school grades are discussed. Biography, historical fiction, poetry, and information books are presented to teach students about the civil rights movement and school integration. Literature extension activities are designed to encourage students to examine issues of equality, social justice, and human dignity, while also considering their own prejudices and perspectives on social action.
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Deyoung, Alan J. "Ownership of Education Reforms in the Kyrgyz Republic: Kto V Dome Hozyain?" European Educational Research Journal 4, no. 1 (March 2005): 36–49. http://dx.doi.org/10.2304/eerj.2005.4.1.3.
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An important subset of issues involved in describing the process of educational globalization emerges when considering the reception, response and/or rejection of international proposals, ideologies and agents by indigenous national and regional educators. This case study describes and discusses how foreign/Western education proposals and policies were solicited and then responded to by educators in the former Soviet republic of Kyrgyzstan, now an independent country, between 2001 and 2004. It also discusses the pivotal role of one key figure in the process, the former minister of education in Kyrgyzstan, now responsible for a large World Bank project to improve rural education in that country. A powerful figure both in her own nation and in the eyes of foreign sponsors, both American and European, her biography continues to illustrate both possibilities and tensions between the former education system and international hopes and designs for school reform in the Kyrgyz Republic.
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Blount, Jackie. "A Search for our Queer Ancestors in Education: Ella Flagg Young." Historia y Memoria de la Educación, no. 18 (January 29, 2024): 19–40. http://dx.doi.org/10.5944/hme.18.2023.35622.
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Educators with non-normative sexualities and genders have long existed, but strikingly little historical research has been published that explores their experiences during the Progressive Era in the USA. This was a time when working in schools opened new professional and personal possibilities for a large population of mostly unmarried women. Conducting such research presents many challenges, though, including: 1) difficulties in locating documentation about aspects of educators' lives that they chose not to record, and 2) differences in language that may have been used then versus now to describe such persons. In this article, I describe some of these challenges that I have encountered as I have researched and written a biography of Ella Flagg Young, Chicago's school superintendent from 1909-1915. I argue that Young transgressed bounds of normative sexuality and gender for her time and furthermore, her stories are of continued relevance for people in schools who now identify as LGBTQ+
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Comfort Pratt, Dr. "Using The Prism Model as A Framework for Preparing Educators on Study Abroad." International Journal of Arts, Humanities & Social Science 03, no. 12 (December 15, 2022): 1–14. http://dx.doi.org/10.56734/ijahss.v3n12a1.
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The important role of study abroad in the preparation of competent teachers for the 21st-century globalized world cannot be underestimated. Yet, the percentage of teacher education programs that have incorporated study abroad into their curriculum is still negligible. While there are approximately 5.3 million emergent bilinguals in U.S. K-12 public schools, and they constitute the fastest growing sector of K-12, the demographics of teachers have changed very little, with most of them being White, middle-class, monolingual, and monolithic females. Additionally, teacher education curricula do not incorporate the appropriate training for the accommodations that must be made in order to educate culturally and linguistically diverse (CLD) students effectively. As a result, teachers continue to have difficulties meeting the demands of today’s pluralistic society. Based on this premise, this exploratory study surveyed education majors participating in a summer study abroad program in Spain to determine their expectations and perceptions about the program with a focus on the sociocultural and linguistic dimensions of the prism model. Findings revealed that the students’ expectations were in consonance with the framework, indicating their dispositions toward acquiring the required knowledge and skills for the implementation of biography-driven instruction (BDI). The data also revealed the appropriateness of the study abroad program for preparing educators for BDI.
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Genina, E. S., and E. B. Kaymashnikova. "A. R . Rosenberg: "the Doctors’ Plot" in Stalinsk State Institute of Advanced Medical Training (1953)." Bulletin of Kemerovo State University 21, no. 4 (December 31, 2019): 915–23. http://dx.doi.org/10.21603/2078-8975-2019-21-4-915-923.
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This research reconstructed the biography of Professor A. R. Rosenberg, MD, who was the first head of the Microbiology Department of Stalinsk State Institute of Advanced Medical Training (the modern city of Novokuznetsk) in 1951–1953. The paper focuses on the prosecution this scientist and educator who suffered from the so-called "Doctors’ plot" (1953). "The Doctors' plot" is regarded as the final event of the anti-cosmopolitanism campaign of 1949–1953, which was directed primarily against the Jewish intellectuals. The campaign was notorious for the severe attacks on the academia. At the Stalinsk Institute, they launched a "purge" based on the ethnic principle, which resulted in a criminal case against some employees, including A. R. Rosenberg. The arrested educators were declared "members of the Jewish-bourgeois nationalist group". The charges brought were connected with the ideological principles of the campaign against cosmopolitanism and "the Doctors’ plot". After the criminal case was terminated, A. R. Rosenberg was reinstated in his position. However, poor health made him retire in 1953. A. R. Rosenberg shared the fate of the Soviet intelligentsia who suffered during the campaign against cosmopolitanism and "the Doctors’ plot".
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Iskandar, Edi. "MENGENAL SOSOK MAHMUD YUNUS DAN PEMIKIRANNYA TENTANG PENDIDIKAN ISLAM." POTENSIA: Jurnal Kependidikan Islam 3, no. 1 (June 15, 2017): 29. http://dx.doi.org/10.24014/potensia.v3i1.3492.
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This paper wants to elevate the figure of Mahmud Yunus and his thoughts on Islamic education. For that, at least there are some things that need to be presented, including biography and educational background, then put forward his thoughts on Islamic education. His thoughts on Islamic education are related to the goals of Islamic education, Islamic education curriculum, the institutions of Islamic education, methods of learning in Islamic education, as well as moral and ethical of educators. Mahmud Yunus's point of view about Islamic education, although the thought has existed for a long time but it still exists and is relevant in today's time, for the advancement and development of the Islamic educational institutions of the archipelago.
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Holt, Faye Reineberg, and Anne Nothof. "Alberta Plays and Playwrights." Canadian Theatre Review 81 (December 1994): 94–95. http://dx.doi.org/10.3138/ctr.81.019.
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Alberta Plays and Playwrights is a scrupulously democratic catalogue of 350 plays by 100 Alberta playwrights, compiled by Alberta Playwrights’ Network to acquaint theatre directors, playwrights, educators, students, and audiences across Canada with the rich resources of Alberta theatre. As Brian Paisley, founder of the Edmonton Fringe Festival, has commented, it seems that in Alberta there is a manuscript stuffed under every mattress. The catalogue is clearly designed and accessible: playwrights are listed alphabetically with a brief biography, address and phone number, followed by succinct synopses of their plays, including genre, length, cast requirements, production dates, awards and publishing information, and most important, information on accessing a script, whether published or unpublished.
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Lee, Alice. "Teacher embodiment of culturally responsive pedagogies in a fifth grade classroom." Profesorado, Revista de Currículum y Formación del Profesorado 25, no. 3 (November 24, 2021): 91–110. http://dx.doi.org/10.30827/profesorado.v25i3.21461.
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Schools need better roadmaps for accomplishing culturally responsive pedagogy and intercultural education. In this article, I feature the culturally responsive practices of a Black teacher situated in an elementary classroom in the U.S. Her practices contribute to a roadmap for enacting culturally responsive pedagogy that incorporates small group instruction and cooperative learning. I also contend that queries investigating pedagogies affirming minoritized students must consider the primary actors charged to implement such work. In addition to her pedagogical practices, I include data that elucidate how the teacher’s racial biography is explicitly tied to the culturally responsive work she engages in the classroom. I conclude with considerations for how this case study might offer educators, researchers, and policymakers’ ideas for deep integration of intercultural education.
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Rich, Sharon. "Where Are We? The State of Education." LEARNing Landscapes 3, no. 2 (March 2, 2010): 129–35. http://dx.doi.org/10.36510/learnland.v3i2.348.
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Today the questions that should be asked about schools and schooling are those that take into account the social context in which we live. We need to attend to the world outside of the closed context of the "system" and recognize the ways in which the world is interrelated. We need to understand that each and every student comes to the classroom with a biography and a way of being in the world. For today’s young learners that world is a wired one in which social interaction can be conducted anywhere, any place, or anytime. A key challenge for educators is to adapt the institutions in which they work to meet the emerging reality of the connected environment. If we do not manage to make this adaptation, then the future of public education is bleak.
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Hunnicutt, Rachel H. R. "Celebrity or Aesthetics: Interpreting the Billiard Room at the Mark Twain House in Hartford, Connecticut." Collections: A Journal for Museum and Archives Professionals 16, no. 2 (February 26, 2020): 177–88. http://dx.doi.org/10.1177/1550190620903307.
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This article considers the third-floor Billiard Room at the Mark Twain House in Hartford, Connecticut, as a case study of a historic interior in which curators and educators have prioritized the occupant’s biography over the structure’s aesthetic or architectural merits. The presentation of the Billiard Room is grounded in scientific and material analysis, historical research, and visitor experience. Nonetheless, this approach prioritizes Twain’s reputation above the house’s architectural and aesthetic significance. Such an interpretation is well suited to the Billiard Room, the emotional climax of the house tour and a pilgrimage site for Twain scholars and enthusiasts. This article considers the ways in which the interior has been staged to emphasize atmosphere over authenticity while still presenting the room as a historically accurate restored interior, as well as how museumgoers understand and interact with the space.
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Bowler, Rick, Steph Green, Christine Smith, and Liz Woolley. "(Re)Assembling Anti-Oppressive Practice Teachings in Youth and Community Work through Collective Biography (2)." Education Sciences 11, no. 9 (September 3, 2021): 497. http://dx.doi.org/10.3390/educsci11090497.
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This article draws on research undertaken as part of a Collective Biography project generated by a group of activists and lecturers teaching and researching in youth and community work (YCW). Collective Biography (CB) is an approach to research in which participants work productively with memory and writing to generate collective action orientated analysis. The emphasis on collectivized approaches to CB work acts as a potential strategy to disrupt and resist the reproduction of power in academic knowledge-making practices and the impact of powerful policy discourses in practice. The article explores the current context and contemporary challenges for teaching anti-oppressive practice in UK based universities before briefly scoping out the methodology of CB. Extracts from a memory story are used as an example of the process of collective analysis generated through the process of CB in relation to racism, the role of anti-oppressive practice, and as the basis for YCW educators to think collectively about implications for teaching going forward. The article goes on to explore the role of concepts that were worked with as part of the CB process and considers the potential significance for teaching anti-oppressive practice in YCW. The article concludes by starting to scope out key considerations relating to the potential role of CB as a grass roots strategy to open spaces of possibility alongside young people and communities in reassembling the teaching of anti-oppressive practice in YCW.
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Krezhevskikh, Olga V. "Designing a professional biography as a predictor of continuous professional self-determination of a teacher." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 430–45. http://dx.doi.org/10.32744/pse.2020.6.33.
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Problem and goal. The acceleration of professional dynamics, the chronic uncertainty of the future, the blurriness and impermanence of requirements to the specialist from the employer, as well as the inability of the young generation to flexibly and promptly analyze and respond to social and professional changes, make it necessary to develop their ability to design a professional biography. For a teacher, as for other professions, it is extremely important to be able to predict trends in professional dynamics, in order to navigate the opportunities for professional growth and development of socially important personal qualities and properties. The purpose of this article is to study the ability to design a professional biography of future teachers and practicing educators, which is presented as a basic competence and predictor of continuous professional self-determination and training. Method of research. The study involved 322 students studying in pedagogical areas of training, including the profile "Preschool education" and 578 practicing teachers working in pre-school educational organizations of the Ural Federal district, Khanty-Mansiysk Autonomous district-Yugra, and Yamalo-Nenets Autonomous district. Students studied at the final courses (4.5 years) of full-time and part-time education. The teaching experience of practicing teachers is: from 5 to 10 years – 223 people, from 11 to 20 years-347 people, from 21 to 30 years-8 people. Education – higher education received in various educational institutions in Russia. To conduct the research, a set of complementary research methods and author's methods was used: expert assessment of the level of intellectual culture; self-assessment of the level of intellectual culture; questionnaires; the method "Motivation of professional activity" (K. Zamfir in the modification of A. A. Rean); analysis of products of activity. The biographical method was the leading methodology. Results. The main approaches to the problem of designing a professional biography as a predictor of continuous professional self-determination are analyzed. The basic parameters of this competence that allow evaluating the level of its formation are highlighted. A method of assessing the readiness to predict professional biography as one of these parameters is proposed, based on the use of the expert assessment method. Based on the experimental study, the characteristic of high, medium and low levels of formation of this competence is given. The level of ability to design professional biographies in two experimental samples-students and teachers, which is defined as low and average (low level was detected in 17.1% of students and 42.9% of teachers, average – in 79.5% and 55.5%, and high-in 3.4% and 1.6%, respectively). It is proved using mathematical statistics that students ' ability to design a professional biography is at a higher level compared to teachers (the obtained value is φ* with critical values: φ*≤1.64 (p<0.05) and φ* ≤2.31 (p<0.01) with φ*EMP = 1.683). Conclusion. 1. the level of development of the ability to design a professional biography by students and teachers is insufficient. 2. for the formation and development of the ability to design a professional biography, it is necessary to pay attention to the formation of this competence in educational organizations, it is important to focus the educational program of higher education on its formation. 3. it is important to give the Individual the right to choose the subjects of the curriculum and form a personalized educational trajectory.
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Balykbayev, T., and А. Kosherbayeva. "Passionary activities of the national the work of the Kurtka Sultankozhauly in history nomadic civilization." Pedagogy and Psychology 45, no. 4 (December 31, 2020): 238–47. http://dx.doi.org/10.51889/2020-4.2077-6861.29.
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The article raises key questions of the history of nomadic civilization and research of public figures, scientists, educators and writers who studied the historical and cultural background of the events of past centuries. The authors pay special attention to the outstanding personality and physician of the Jacket Sultankozhauly, his passionate role in the mission of «healing» the Kazakh nation, highlighting important moments of his biography. As shown by a review of documentary sources of the period of the Kazakh Khanate, the presence of the institution of family ties, respect for the memory of ancestors lies at the heart of the «seven tribes», an unwritten steppe law, which only the Kazakh people have and which since ancient times has formed its genetic integrity. And the Sultankozhauly Jacket is a high example of patriotism and love for its people and humanity, devoting its life to the search for ways of spiritual and physical health.
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Marini, Irmo, Roy Chan, Amber Feist, and Lelia Flores-Torres. "Student Attitudes Toward Intimacy with Persons Who are Wheelchair Users." Rehabilitation Research, Policy, and Education 25, no. 1 (January 1, 2011): 15–26. http://dx.doi.org/10.1891/2168-6653.25.1.15.
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The present study explored whether students would be attracted to having an intimate relationship with a wheelchair user if participants were able to first see a head shot photo and later read a short biography of the person. Four hundred and eight undergraduate students were surveyed regarding their interest in potentially being friends, dating or marrying a wheelchair user. Sixty-six percent indicated they would have no problem dating and/or marrying a wheelchair user. A MANOVA revealed significant differences between gender, type of relationship, and experience with a prior disability relationship. Personal characteristics of intelligence, humor and appearance rated most highly. Those unwilling to date and/or marry their selection cited that the partner would be too much work, interaction would be awkward, and the partner would be sick often. Educators may benefit from training counselors about misconceptions regarding sexuality, whereas counselors can role play and provide clients with insights regarding societal beliefs.
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Cukras-Stelągowska, Joanna. "Konflikty, kompromisy i rezerwuar międzykulturowości w małżeństwach mieszanych." Kultura-Społeczeństwo-Edukacja 22, no. 2 (December 30, 2022): 145–64. http://dx.doi.org/10.14746/kse.2022.22.07.
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In this article, I discuss the issues of mixed marriages, referring to research conducted by Polish sociologists, psychologists and educators. On this basis, I try to show possible areas of conflict in this type of relationships, various strategies for working out compromises as well as various relations with the social microstructure. I emphasise problems related to bringing up children in a bi-cultural family environment, in particular aspects of bi-religious home education. My intention is also to identify potential areas of intercultural enrichment and the emergence of new cultural capital in mixed families. I also reflect on PolishJewish marriages by recalling the biography of a representative of the third generation of the Holocaust survivors, married to a Catholic, who has introduced, together with her husband, a model of dualistic education. The research was based on the biographical method, unstructured/indepth interviews. The article presents one of the elements of broader research, which focused on the construction of the socio-cultural identity of the narrators.
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Masruri, Muhammad Muhammad. "Konsep Khudi Iqbal dalam Pengembangan Kreatifitas Pembelajaran di Madrasah." JURNAL PENELITIAN KEISLAMAN 16, no. 1 (June 23, 2020): 46–59. http://dx.doi.org/10.20414/jpk.v16i1.2220.
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Tujuan kajian ini adalah untuk mengontekstualisasikan konsep Khudi dari seorang Muhammad Iqbal dalam pengembangan kreatifitas pembelajaran di Madrasah. peneliti akan mencoba mengawali menelaah biografi dan sejarah pendidikan yang didapat Muhammad Iqbal, konsep Khudi serta pengembangan konsep Khudi tersebut dalam pembelajaran di Madrasah. Metode penelitian yang digunakan adalah metode studi pustaka (library research). Studi kepustakaan adalah tekhnik pengumpulan dataddengan mengadakan studi penelaahan terhadap buku-buku, literatur-literatur, catatan-catatan dan laporan-laporan yang ada hubungannya dengan masalah yang dipecahkan. Jenis penelitian ini adalah termasuk penelitian deskriptif kualitatif. Hasil penelitian menunjukkan bahwa proses pembelajaran di madrasah hendaknya mengutamakan kepribadian dengan mewujudkan keseimbanagn berupa kebahagiaan lahiriah dan batiniah. Muhammad Iqbal (1877-1938) menjadi tokoh sentral dengan berbagai gagasannya sebagai seorang tokoh pemikir dan pembaharu dapat menjadi motor penggerak bagi para pendidik dalam melaksanakan proses pendidikan di madrasah. Dengan gagasan Khudi-nya, Iqbal memberikan gambaran kepada pendidik di madrasah agar saling melengkapi dan mampu berdialog tidak hanya antara pelaku pendidikan saja melainkan dapat berdialog dengan Tuhan. Hal ini dapat tercapai apabila seorang pendidik dapat mencapai derajat Khudi yang tinggi. Hal ini dapat menjadi pemecah kebuntuan pendidik tatkala menghadapi berbagai macam permasalahan yang timbul dalam menghadapi proses pembelajaran.
Title: Iqbal Concept Of Iqbal In Developing Learning Creativity In Madrasah
Abstract: The purpose of this study is to contextualize the Khudi concept of a Muhammad Iqbal in developing learning creativity in Madrasas. The researcher will try to start studying the biography and educational history obtained by Muhammad Iqbal, the Khudi concept and the development of the Khudi concept in learning in Madrasas. The research method used is the library study method. Literature study is a data collection technique by conducting a study of books, literature, notes and reports that are related to the problem being solved. This type of research is a qualitative descriptive study. The results showed that the learning process in madrasas should prioritize personality by manifesting balance in the form of physical and inner happiness. Muhammad Iqbal (1877-1938) had became a central figure with his various ideas as a thinker and reformer figure can be a driving force for educators in implementing the education process in madrasas. With his Khudi ideas, Iqbal had given an overview to educators in madrasas so that they are mutually complementary and able to be dialogue not only among education practitioners but also in dialogue with God. This can be achieved if an educator can achieve a high degree of gambling. This can be a deadlock for educators when facing various kinds of problems that arise in dealing with the learning process
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Gerasimova, S. A. "Activities of Encyclopedic Educator and Intellectual Culture of 18th Century." Nauchnyi dialog, no. 4 (April 21, 2021): 28–41. http://dx.doi.org/10.24224/2227-1295-2021-4-28-41.
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The article is devoted to the issues of reflection of the intellectual culture of the Enlightenment in popular science discourse, represented in the activities of encyclopedic educators. The relevance of the research topic is due to the study of the views of the scientist, which influenced the value coordinates of popular science knowledge of the society of that time. The research methodology is based on a narrative approach in a historiographic perspective, as well as a culture-anthropocentric method that reveals the biography of a scientist as a manifestation of the socio-cultural processes of the era. The use of these methods determined the novelty of the research as a vector of movement of research thought, modeling the phenomenon of professionalism, since it contributes to a deeper understanding of the specifics of the professional picture of the scientist’s world. The dynamics of the views of the French educator Louis de Jaucourt is revealed, the degree of his contribution to the formation of the French Encyclopedia (Encyclopédie, ou Dictionnaire raisonné des sciences, des arts et des métiers) is determined. It is proved that moral satisfaction from participation in the creation of an encyclopedia, due to the creativity of his personality, has become significant for the scientist. The research material was the articles by L. de Jaucourt posted on the website of the first edition of the encyclopedia. Analysis of the articles shows that their pragmatics are aimed at trans-mitting information to an educated reader in popular science discourse.
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Rahmat Fajar Al-Qusyairi JNZ. "Thoughts on Children's Education from the Perspective of Ibn Hajar Al-Haitami." ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini 3, no. 2 (May 15, 2024): 69–80. http://dx.doi.org/10.58355/attaqwa.v3i2.65.
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According to Ibn Hajar al-Haitami, the purpose of children's education involves efforts to care, develop, and exploit the potential of students so that they are able to understand kitabulloh, have noble morals, and have the skills to lead an independent life. In order to achieve these educational goals, Ibn Hajar al-Haitami wrote a book that specifically discusses various aspects, including educational objectives, educational flow, educator competencies, children's educational techniques, education costs, and characteristics of children's educational institutions. All these components are analyzed and described in his work entitled Tahrīru al-Maqōl Fī Adābi Wa Ahkāmi Wa Fawā'idu Yahtāju Ilaihā Muˋaddibū al-Aṭfāl. The study focused on six aspects of education discussed in the book, using. Descriptive Content Analysis Method, Types of Literature Research, and Descriptive Qualitative Approach. The main data are obtained from Tahrīru al-Maqōl Fī Adābi Wa Ahkāmi Wa Fawā'idu Yahtāju Ilaihā Muˋaddibū al-Aṭfāl, while the secondary data comes from various books discussing the biography of Ibn Hajar al-Haitami. The research process involves three stages: data collection, data processing, and data reporting. The results showed that the focus of children's educational goals emphasizes the development of material and non-material potential of learners. A religious-conservative approach is used in the flow of children's education, with the dominant educational technique being takzir. The competence of educators that is prioritized includes personal and social dimensions, while education financing can be obtained through salaries, endowments, and grants. Ibn Hajar al-Haitami recommended educational institutions in the form of maktab and madrasa.
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Würker, Sylwia. "Myśl i praktyka edukacyjna niemieckich pietystów - poglądy i działalność Augusta Hermanna Frankego." Biuletyn Historii Wychowania, no. 24 (March 18, 2019): 47–60. http://dx.doi.org/10.14746/bhw.2008.24.4.
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The article presents the opinions and pedagogical and educational activity of August Hermann Franke - a person of interesting biography and multifaceted activity. The main objective of this sketch is to demonstrate the influence of the assumptions and practice of Pietists on pedagogical concepts and pragmatic enterprises. As far as the origin and the evolution of Pietists are concerned, the author discusses the common, fundamental assumptions (internalized faith, active social engagement, missionary work aimed at improvement of social conditions) and their exemplifications in the activity of August Hermann Franke. The fundamental conceptions of Franke were based on pietistic motivation for life according to faith and individual experience in working with the youth. The article depicts the functioning of centres and schools founded by Franke, in which the founder introduced progressive teaching and educational methods, promoted an individual approach towards pupils. Also, he maintained strict discipline and a system of reprimand, reproval, threats and punishment. The sketch stresses the significance of teachers’ training for the role of educators and also indicates which assumptions and educational practices of Franke survived until modern-day times.
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Raiyah, Ali Matur. "PEMIKIRAN PENDIDIKAN ISLAM K.H. MUHAMMAD ZAINI ABDUL GHANI (STUDI PENDIDIKAN AKHLAK DI MARTAPURA, KALIMANTAN SELATAN)." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 24, no. 1 (June 3, 2019): 84–99. http://dx.doi.org/10.24090/insania.v24i1.2270.
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Abstract: This study uses qualitative method using biography approach which means the study of an individual by explaining the results of K.H Muhammad Zaini Abdul Ghani's thoughts. Research findings about Islamic education thought. K. H. Muhammad Zaini Abdul Ghani include the purpose of Islamic education which means to really know Allah SWT, so always remembering Him in every situation. Then, educators mean people who change students to be better, the curriculum which is used related with experience outside of school as part of educational activities. Then the method used by K.H. Muhammad Zaini Abdul Ghani is an exemplary method, habituation, *bandongan*, demonstration, and question and answer method. While the works of KH. Muhammad Zaini Abdul Ghani included Risalah al-Mubarakah, Manakib asy-syeikh Muhammad Samman al-Madani, Ar-risalat an nuraniyah fi syarh at-tawassulat as-sammaniyah, Nubzat min manaqib al imam al-masyhur bil ustadz al a ' zham Muhammad bin ali ba'alawi, Al-amdad fi Aurad Ahl Al-Widad, Manaqib Ash-Shaykh As-Sayyid Muhammad bin Abdul Qadir Al-Qadiri and Al-Fushul Al-Ilmiyah wa Al-Ushul Al-Hikamiyah.
Keywords: Thought, Islamic Education, K.H. Muhammad Zaini Abdul Ghani.
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Qu, Xi, and Xiangyang Xu. "Chinese Teaching from the Aesthetic Perspective: Issues, Pathways, and Prospects." Lecture Notes in Education Psychology and Public Media 35, no. 1 (January 3, 2024): 245–54. http://dx.doi.org/10.54254/2753-7048/35/20232127.
Full textAbstract:
As a source of aesthetic education in the new era, the Chinese language subject is profoundly related to art education, personality cultivation and emotional cultivation, and is of great significance to the realisation of the goal of cultivating morality. This study is a qualitative research that will analyse the problems of aesthetic education existing in Chinese language teaching in the new era from the connotation of aesthetic education in the new era. A representative poem, a travelogue and a biography are used as case studies. Based on the disciplinary characteristics of Chinese teaching, we will try to explore the implementation path to solve the problems of aesthetic education through cross-disciplinary learning. In this study, instructors attempted to break through the boundaries between the Chinese language curriculum teaching and the arts curriculum teaching, to enhance the synthesis of subject knowledge, and to guide learners to enjoy the beauty of the pictures described in the text. Ultimately, this study is expected to provide valuable insights and potential solutions for integrating aesthetic education in the Chinese language curriculum in the new era, providing guidance for educators and policy makers.
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Wałęga, Agnieszka. "Franciszek Majchrowicz (1858–1928) – pedagog i historyk wychowania. Kilka uzupełnień do biografii." Biuletyn Historii Wychowania, no. 25 (March 6, 2019): 103–16. http://dx.doi.org/10.14746/bhw.2009.25.7.
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Franciszek Majchrowicz was a renowned Lvov-based educator and a historian of education. Throughout many years of his professional career he was involved in teaching in secondary schools and teachers’ training colleges. At the same time, he was actively participating in educational initiatives as an activist. Majchrowicz was a co-editor of the periodical Rodzina i Szkoła [Family and School], co-operated with the Council of National Education in Galicia (Eastern Poland) and with the School Board of the Lvov province. His publishing output included numerous articles and pedagogical texts as well as historical and educational works, including one of the first textbooks for teaching history of education in teachers’ training colleges (with many editions throughout the years 1901-1924). Majchrowicz also published source materials for the history of Polish education, promoted the educational ideas of the Commission of National Education and attempted to develop the history of education into a coherent academic discipline for researchers and a subject in the national curriculum for educators. The hitherto available historical and educational literature lacks comprehensive and detailed information on his university education or professional training and qualifications. The present work attempts by no means to be exhaustive or to offer a comprehensive coverage of a full biography of Franciszek Majchrowicz as an educator and historian of education. It merely complements some facts and explanations that have already been published earlier, and provides some new information that may help resolve doubts concerning certain aspects of his professional career presented in the hitherto published body of works on the subject. It is mostly due to the archival material from Lvov (this mainly comprises students catalogues and minute books of doctoral examinations from the National District Archive), constituting the source base for the present work, that providing complete answers to such issues as the course of Majchrowicz’s studies, his doctoral dissertation procedure and the scope of his teacher’s examination, have become possible. The above source material made it also possible to conclude with certain remarks regarding the masters Majchrowicz had in great esteem and their influence upon research and academic interests of the Lvov-based educator and historian of education.
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Brown, Jabari, Kevin Connell, Jeanne Firth, and Theo Hilton. "The history of the land: a relational and place-based approach for teaching (more) radical food geographies." Human Geography 13, no. 3 (October 25, 2020): 242–52. http://dx.doi.org/10.1177/1942778620962024.
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The History of the Land (Brown et al., 2019) is a workshop, field trip, and pedagogical lens developed at Grow Dat Youth Farm in New Orleans and led with teenagers and adults. Using popular education methods, the lesson explores the relational biography of the land on which the farm currently resides. We argue that the history of the land is essential to understanding the spatial and social configurations of contemporary foodscapes; however, critical land histories are not engaged with in many alternative food initiatives and food justice organizations. We offer the adaptable pedagogical apparatus of the History of the Land as a tool for others to further the generative convergence of food geographies and anti-oppression work. In addition to discussing the workshop at Grow Dat, we reflect upon our own learning and healing from participating in an ongoing series of history of the land field trips to rural Mississippi where several of us hold deep personal ties to the land. We coauthors are a collective of farmers, food activists, educators, and academics. Across differences of gender, race, sexuality, class, location, and history, learning about the land together has brought us into intimate conversation about loss, memory, narration, transformation, and how we imagine alternate, liberatory futures.
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Lemeshev, Konstantin. "ELIZAVETA RAZINA — SCHOOL TEACHER AND CHILDREN’S AUTHOR: IN SEARCH OF A PROFESSIONAL PATH." Children's Readings: Studies in Children's Literature 22, no. 2 (2022): 252–72. http://dx.doi.org/10.31860/2304-5817-2022-2-22-252-272.
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This article examines the creative biography of Elizaveta Alexeevna Razina (1856–1915) on the basis of materials from the “autobiographical collection” of S. A. Vengerov at the Institute of Russian Literature (Pushkin House) of the Russian Academy of Sciences and the Central State Historical Archive in St. Petersburg, as well as other documents. An exploration of biographical facts, literary works, and textbooks makes it possible to see how two lines interact in Elizaveta Razina’s destiny and work: on the one hand, reflection on the heritage and life of her father, the famous children’s writer Alexej E. Razin, and on the other hand, her pedagogical activities. This article presents the results of the study of Elizaveta Razina’s professional path in the context of school education reforms and emerging opportunities for women educators. Children’s literature has become a focus for informal teachers’ communities and one of their activities, primarily in the form of a recommendatory bibliography. Elizaveta Razina took part in collective bibliographic reviews and in the compilation of a textbook for upper primary schools, but in her case, the desire to give children a really good book and the desire to be worthy of her father’s memory and to continue his work led to the emergence of a new children’s author.
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Werbińska, Dorota. "From Turning Points to Teacher Identity Learning Environments: Late-Career Language Teachers Speak Up." Roczniki Humanistyczne 71, no. 10 (December 29, 2023): 177–96. http://dx.doi.org/10.18290/rh237110.12.
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Although learning is usually associated with some regulatory bodies, external education, programmes or experts, there is another kind of learning which can be gained from reflection on a language teacher’s biography and their teacher identity learning in a professional environment. The present article focuses on the analysis of four veteran Polish late-career language teachers of English, French, German and Russian who share their language-teacher lives in in-depth narrative inquiry interviews with the author of this text. The article aims to find out how various language-related critical incidents, or turning points, that took place in these teachers’ lives have affected their succeeding professional lives, and their individual perception of the language-teacher identity learning environments available to them. From the analysis of the data, four teacher identity constructions have been distinguished: “the constructive problem solver”, “the comfort minder”, “the perceiver of language-related social injustice” and “the language learner”, and it transpires that the teachers’ previous experiences are likely to affect how and why other things happen. This finding may have vital pedagogical implications for language-teacher educators, as the construction of teacher identities that are related to the participants’ meaningful and unique past experiences may question the sense of developing one universal language-teacher identity.
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Alibekova, Patimat M., and Rosa S. Basirova. "THE LIFE AND WORK OF A PROMINENT SCHOLAR AND EDUCATOR ISMAILDIBIR FROM SHULANI." History, Archeology and Ethnography of the Caucasus 16, no. 4 (December 18, 2020): 917–39. http://dx.doi.org/10.32653/ch164917-939.
Full textAbstract:
Ismaildibir from Shulani – a scholar-enlightener who contributed greatly to the intellectual sphere of Dagestan in the second half of the 19th – early 20th centuries. He was part of the Dagestan cohort of scholars that produced a substantial layer of spiritual literature, popularized Islamic knowledge and made a significant contribution to the cultural heritage of the peoples of Dagestan. His life and work, as well as many other Dagestan scholars, theologians, educators, have been studied poorly.
With the aim of compiling the biographical portrait of the scholar and studying his bibliographical heritage, the authors conducted a field trip to the village of Shulani, Gunibsky district of the Republic of Dagestan. We had an opportunity to meet Ismaildibir’s granddaughter, Bagzhat Alikhanova, and to study his private library.
Ismaildibir translated works of Arab scholars to the Avar language and published them in Muhammadmirza Mavraev’ typography in Temir-Khan-Shura. He also made copies of popular Arabic works due to having calligraphic handwriting. The paper gives a list of these works.
In 1996, a manuscript with Ismaildibir’s poems in the Avar language was returned from Turkey to Dagestan. During the trip to Shulani, we studied the aforementioned collection of poems. The paper provides the table of the collection’s contents and an annotation to his works.
As a result of the study, we managed to clarify and supplement the biography of the scholar. A list of his works was compiled, features of Ismaildibir’s creative heritage were extended. The introduction of the works of Ismaildibir from Shulani in the Avar language, written in the Ajam script, his translations of theological works of Arab scholars into the native Avar language is an essential contribution to the study of the history of spiritual literature and esthetic thought of the peoples of Dagestan.
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Lemak, Oksana. "PEDAGOGICAL IDEAS IN THE WORKS OF VASIL GRANJA-DONSKYI DURING THE INTER-WAR PERIOD OF THE 20-30s OF THE XXth CENTURY." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(54) (May 13, 2024): 88–91. http://dx.doi.org/10.24144/2524-0609.2024.54.88-91.
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Studying the pedagogical ideas of Vasyl Grenji-Donsky in the interwar period of the 20th century is important in connection with his influence on the development of pedagogy and education. Understanding his concepts helps modern educators and researchers to understand important aspects of the learning and upbringing process. The article aims to analyze the contribution of the Ukrainian writer and cultural and educational figure of Transcarpathia V.Grenji-Donsky to the development of children's literature in the 20s and 30s of the 20th century. and find out its educational potential. In the process of research preparation, the following methods have been used: heuristic search, analysis and synthesis, content analysis, discourse analysis, and biography. It was found out that the collections of poems by V.Granji-Donsky «Flowers with Thorns» (1923), «Golden Keys» (1923), «The Path of Thorns» (1924), «Bouquet of Flowers» (1925) et al. became the first works written in the literary Ukrainian language in Transcarpathia. The results of the study reveal important aspects of the pedagogical activity of Vasyl Grenji-Donsky, in particular, his views on education, methods of education and education, the organization of the educational process, and the role of the teacher in the formation of the student's personality. His poetry, prose, and dramatic works were widely presented in «Narodovets» children's, youth, and cultural and educational publications («Rusyn», «Our native land», «Pchilka», etc.). The national-patriotic sound of the artist's poems is shown («We love our native land more than anything», «Ukraine was divided between enemies», «Noise», «Verkhovyno, mother», etc.).
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Mcclain, Margy. "Parental Agency in Educational Decision Making: A Mexican American Example." Teachers College Record: The Voice of Scholarship in Education 112, no. 12 (December 2010): 3074–101. http://dx.doi.org/10.1177/016146811011201203.
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Background/Context This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son. Relatively little attention has been paid to parents’ beliefs, attitudes, and, in particular, experiences as they actively engage in—and sometimes affect—their children's schooling. Parents’ agency in utilizing various kinds of educational strategizing, especially immigrant and urban working-class parents, has been overlooked. Deficit theories of low-income families have a long history in educational thought. Although more recent scholarship has debunked these theories, they remain pervasive across the country. Educators often do not recognize the many ways in which urban parents may be involved in their children's schooling. Voices of parents themselves speaking to their experiences with schools are just beginning to emerge. Purpose This article offers a rich example of the educational decision-making process of one Mexican American family. I take a phenomenological approach to examine human agency in specific familial decisions about this child's schooling that support the parents’ own vision of education. Here is a story of thoughtful, reflective decision-making that took place over a period of several years, when the parents finally decided to move their son from a transitional bilingual program at a public school to a parochial school taught in English. Research Design This is a narrative inquiry based on interviews and observations that took place with one family and one focal child through the course of a calendar year. It is situated within the frame of an ethnographic study on the educational life worlds of the family. The analysis draws on van Manen's use of phenomenology to examine how parents reflected upon experience to better understand a situation, resulting in “lived experience,” an understanding of the meanings a particular person finds in an event. Conclusions/Recommendations Immigrant and other urban parents may be actively engaged in their children's education, asking important and valid curriculum questions in ways that remain invisible to educators. I suggest alternatives to deficit theories that render parents’ perspectives invisible. Terms usually reserved for teachers can also be applied to parents: “knowledgeable observers” who make “pedagogically thoughtful” decisions about “curriculum.” This perspective would recommend that educational practice and policy use theoretical frameworks stressing parents’ roles as strong, positive, and active agents on behalf of their children and the need to develop dialogue based on respect. Further qualitative research in particular can provide needed depth in our understanding of parents’ struggles to negotiate the boundaries of culture, history and biography as they guide their children through the complex maze of school.
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Lazarev, Yu V. "The image of the teacher of literature in the poems of students’ In Memoriam." Literature at School, no. 3, 2020 (2020): 99–109. http://dx.doi.org/10.31862/0130-3414-2020-3-99-109.
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The article is devoted to the daily life of a Russian language teacher. A peculiar and insufficiently studied source of everyday life description is the poems In Memoriam. We have analyzed poems published in various sources and dedicated to famous language teachers of the late XIX – early XX centuries: V.I. Vodovozov, S.A. Varsher, V.P. Ostrogorsky, P.V. Smirnovsky. The purpose of the work is to reconstruct the perception of the image of a language teacher in the In Memoriam poems of students’. The article uses a comparative historical research method, recruits memoirs, introduces previously little-known materials to the scientific community. It is revealed that the poems In Memoriam have a single organization principle: The emphasis in them is put on the perception of the death of the teacher and the teacher himself. At the same time, personal qualities and biography facts are mentioned in a condensed form. The authors do not create specific images of their heroes (one can only catch the real traits), but artistically recreate the image of the teacher with his set of virtues. Poems have a specific emotional coloring: the motives of sadness, grief, irreplaceability of loss dominate in them; there is a combination of motives for passing away and immortality. At the same time, the primary attention is paid specifically to the teaching merits of the educators’, their role in shaping the spiritual world of their students. It is established that the category of memory is the most important in the system of artistic coordinates of all works. It is concluded that all the poems are united by the author’s understanding of the personality and fate of the teacher of literature, expressed in them, and the works of memorial poetry can supplement the overall picture of the history of school literary education.
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Uderbayeva, Saule K. "Другой Валиханов." Oriental studies 16, no. 1 (April 14, 2023): 21–32. http://dx.doi.org/10.22162/2619-0990-2023-65-1-21-32.
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Introduction. The constellation of Kazakh public activists from the imperial period is distinguished by the outstanding scientist, traveler, and commissioned officer of the Russian Empire Chokan (Muhammed Qanafiya) Valikhanov. However, another Valikhanov — Gazi — was also substantially involved in important historical events of that period. One can trace quite a number of parallels between the two figures — family ties, tragic destinies. Still, due to some circumstances the latter’s name is not that widely known. Goals. The article aims to explore genealogical backgrounds, professional and personal life of the prominent Kazakh public figure — the most honored representative of the Horde, a regular officer of pre-revolutionary Russia’s army, General and Sultan Gazi Bulatovich Valikhanov. Materials and methods. Comparative insights into documentary sources and available historiography serve to consistently trace key milestones in the biography of Gazi Valikhanov, determine his role in the history of Kazakhstan, comprehend the events and circumstances that influenced the shaping of his personality and fate. Results. The amazing intertwining of Chokan Valikhanov and Gazi Valikhanov’s destinies has led to several historical inaccuracies and preconceived assumptions. But the examined materials attest to that assumptions about somewhat complicated, hostile relationships between the two Kazakh sultans have no serious grounds. In his lifetime Sultan Gazi Valikhanov did a lot: he built a brilliant military career and was simultaneously engaged in research activities as a member of the Imperial Russian Geographical Society, attended the Amu Darya Expedition, was an initiator and co-founder of the Muslim Charitable Society in St. Petersburg, and also assisted some prominent educators and figures of that time, in particular, I. Gasprinsky. Gazi Valikhanov is a worthy ethnic Kazakh of the 19th–20th centuries. His name has been revived from oblivion. However, his life and results of sociopolitical, research activities need further investigation.
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Lasota, Wojciech. "The New Opportunities in Korczakian Documentary Research. Love and Friendship Among Pupils in the Orphans’ Home." Chowanna, no. 2(59) (December 29, 2022): 1–26. http://dx.doi.org/10.31261/chowanna.2022.59.03.
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The main aim of this article is to show an example of the new opportunities in Korczakian research. They have arisen due to the development of digital history and recently donated or hitherto unused archival resources. The article also adopts the perspective of deepening the knowledge of those aspects of the Korczak research field that is not directly related to Janusz Korczak, his biography and pedagogy. I consider it important to explore the topics and biographies of people around Korczak, not only Stefania Wilczyńska, but also children, educators or staff. The more complete the picture of Korczak’s universe, the better we will understand the multidirectional influences and connections between individuals and topics. My ambition was also to introduce non-Polish-speaking researchers to Korczak source materials that are rarely translated from Polish. My preliminary research, based on almost unknown sources from the archives of Lohamei Ha’Getaot in Israel (Ghetto Fighters’ House Archives), served as an example of how to take advantage of new opportunities. I adopted a microhistorical approach and analyzed personal documents, primarily letters of the pupils of the Orphans’ Home from 1938/1939–1941. The content of the sources made it possible to look at love and friendship relationships among the teenagers in the Orphans’ Home. I also discuss the topics of love and friendship in the pedagogical context of Janusz Korczak’s approach. Their intimate stories complement the knowledge of the history and functioning of the Orphans’ Home that we get from Korczak’s writings, Wilczyńska’s texts and other documents. In turn, the intrapersonal and interpersonal skills that can be captured in the sources I examined allow us to assume that also in the aspect of love and friendship relations, we can capture the positive impact of the Orphans’ Home on its pupils.
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Parfentyeva, Irina. "National-patriotic education of future teachers of musical art in the study of the disciplines of the conductor-choral cycle (on the example of the revival of the choral heritage of A. Wedel abroad)." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 224–27. http://dx.doi.org/10.33310/2518-7813-2019-65-2-224-227.
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The article deals with the problems of the national-patriotic education of future teachers of musical art by means of choral art on the example of one of the outstanding representatives of the Ukrainian composer and choirmaster school – Artemy Lukyanovich Vedel. The stages of knowledge of the choral heritage of the Ukrainian composer of the late eighteenth and early nineteenth centuries in Western Europe and America of the twentieth century are considered. Sources from periodicals allow us to analyze various forms of perception of his works by a foreign listener during concert performances. Named the national choir, Ukrainian and foreign performers, who were direct popularizers of the artist’s creativity. The distribution of A. Vedel’s choral heritage in the countries of Western Europe and America of the twentieth century had its own definite place. The problem of popularizing the choral heritage of the outstanding Ukrainian composer Artemii Lukyanovich Vedel is not sufficiently covered in modern scientific research. Domestic educators and culturologists pay more attention to revealing the secrets of biography, outlook and search of little-known works of the composer, therefore the question of widespread distribution of his musical work is now relevant, which helps to highlight the bright personality of the artist. The source of our searches is based on the materials of publications of the national periodicals of the twentieth century. These are, first and foremost, magazine and newspaper articles related to concert performances by well-known domestic choral groups and individual performers of the last century. Available factual materials allow us to conclude that despite all the prohibition on singing the works of this composer in the 19th and the first half of the 20th century, his art proved his vitality in concert performance by choir collectives, in the pedagogical repertoire of educational choir collectives, which was confirmed by modern practice. national musical pedagogy. This topic, with all its obvious features, has a prospect of development in various areas of musical and pedagogical research.
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Nurhayati, Lintang, Rini Budiharti, and Dwi Teguh Rahardjo. "Pengembangan Modul Elektronik Interaktif Berbasis Exe-Learning dengan Pendekatan Saintifik pada Materi Gerak Melingkar Beraturan." Jurnal Materi dan Pembelajaran Fisika 13, no. 1 (June 21, 2023): 7. http://dx.doi.org/10.20961/jmpf.v13i1.63579.
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<div><table cellspacing="0" cellpadding="0" align="right"><tbody><tr><td align="left" valign="top"><p><em>This study aims to describe the characteristics of Exe-Learning based electronic modules on physics material of Regular Circular Motion class X SMA and describe the assessment category of Exe-Learning based electronic modules on Regular Circular Motion material class X SMA by expert validators. The research model used in this research is Research and Development. The method used in this research is the development method with the ADDIE development model which is limited to three stages namely Analysis, design, and development. The data taken in the form of quantitative and qualitative data obtained from research subjects, namely expert validators, educators, and students. The data collection technique used a questionnaire technique. The data analysis used refers to the rating scale and interview by Sugiyono and the number line by Riduwan and Sunarto. The conclusion of this research is (1) the Exe-Learning-based electronic module on physics material for class X SMA regular circular motion has interactive characteristics in accordance with the scientific stages and consists of module cover, author biography, preface, table of contents, glossary, KI and KD, concept maps and competency maps, chapter 1 introduction, chapter 2 learning, evaluation, and closing, (2) based on expert assessments and the results of trials to students as research subjects, Exe-Learning-based electronic modules on physics material for class X SMA Regular Circular Motion based on material aspects, language aspects, and display aspects are categorized as at least good. After being tested to students, this module can be used in learning high school physics on the material of Regular Circular Motion.</em></p></td></tr></tbody></table></div>
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Kerimov, Ismail Asanovich, and Lilia Ayderovna Memetova. "New touches to the biography of the educator Ismail Gaspirali." Litera, no. 8 (August 2020): 80–86. http://dx.doi.org/10.25136/2409-8698.2020.8.33563.
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The subject of this research is the details of biography of Ismail Gaspirali, preserved in the Arabographic notes of the contemporaries, which allow adding new touches to his biographical portrait. The goal of this article lies in analysis and introduction into the scientific discourse of certain episodes from the life of Ismail Gasprali, which are of special value in comprising his full scientific biography. The dominant method for this work became the biographical research based on studying the persona of Ismail Gaspirali in the context of his life journey and relationships with other people. The principle of historicism allowed defining the stages of evolution of national mentality as a result of progressive activity of the reformer and his supporters. The author was able to determine the previously unknown episodes from the life of Ismail Gaspirali, trace the challenges that faced in implementation of his conceptual views, outline the circle of close associates who shared his aspirations figure, and were next to him to the last days. The scientific novelty lies introduction into the discourse of new details on the life of Ismail Gaspirali, which can be used in comprising his scientific biography, as well as further research of ideological-aesthetic views of Gaspirali and his supporters. The acquired results contribute augment the existing knowledge on versatile personality of Ismail Gaspirali, as well as positively affect modern research on his persona.
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Kubilius, Jonas. "Profesorius Zigmas Žemaitis." Lietuvos matematikos rinkinys 45 (December 18, 2005): 11–20. http://dx.doi.org/10.15388/lmr.2005.24262.
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Misik, Maria. "Person – Disability – (Auto)biography:." Biografistyka Pedagogiczna 5, no. 2 (December 15, 2020): 77–103. http://dx.doi.org/10.36578/bp.2020.05.06.
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From the biographical perspective, Wojciech Chudy appears as a philosopher, ethicist and educator, who wonders who a person experiencing disability is. Based on his personal biographical experience, he wants to ‘think and tell the truth’ about the situation of people with disabilities. From the perspective of biographical analysis, it is clear how Chudy’s personalistic philosophy of human disability complements the philosophy of reflection and the disclosure of hypocrisy.
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Gusev, Nikita. "Pehlivanova, Kira. Biography of Jordan Georgiev Pehlivanov." Slavic World in the Third Millennium 13, no. 1-2 (2018): 188–99. http://dx.doi.org/10.31168/2412-6446.2018.1.4.01.
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The source published is a biography of Jordan Georgiev Pehlivanov, Bulgarian, Russian, and then Soviet officer, who left Russia in 1919, the second husband of the Russian actress and educator Vera Pushkareva. The biography is written by Pehlivanov’s daughter Kira. The source covers previously undocumented periods of her father’s life and allows making conclusions of axiological nature about the Bulgarian society at the turn of the nineteenth and twentieth century.
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КУРИЧЕВ, К. В. "SOLOMON KAITUKOVICH GARDANOV: THE LIFE OF AN EDUCATOR IT THE INTERSECTION OF MODERNIZATION AND SOCIAL STRUGGLE." Известия СОИГСИ, no. 52(91) (June 21, 2024): 77–101. http://dx.doi.org/10.46698/vnc.2024.91.52.003.
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Цель статьи – показать взаимосвязь ключевых процессов истории Осетии второй половины XIX – первой четверти XX в.: модернизации общества, в первую очередь распространения образования, и социальной борьбы с деятельностью одного из первых осетинских педагогов и просветителей Соломона (Царая) Кайтуковича Гарданова. На основе фрагментарной информации из различных источников впервые составлено полное жизнеописание С.К. Гарданова, ряд сведений ранее в научной литературе не публиковался. Анализ развития системы образования в Северной Осетии, а также аграрных отношений в Дигории – регионе проживания С.К. Гарданова, позволил включить события его жизни в исторический контекст. Показано, что Россия вкладывала большие финансовые и кадровые ресурсы в образовательные проекты в Осетии, что дало возможность С.К. Гарданову закончить в 1867 г. приходскую школу в селе Вольно-Христиановское и продолжить образование во Владикавказском реальном училище. С середины 1870-х гг. Соломон Гарданов более полувека преподавал в школах Осетии, горной и плоскостной Дигории. Показано, что, наряду с работой учителя, Гарданов активно участвовал в общественной жизни. Он распространял знания среди взрослых жителей, был одним из организаторов кружка, ставящего целью разрешение конфликта за землю с помещиками в пользу крестьян. В 1884 г. он стал одним из руководителей крестьянского бунта в Вольно-Христиановском, за что был сослан на о. Чечень в Каспийском море. После ссылки Гарданов продолжил учительскую работу, принимал участие в первых съездах учителей Осетии. В 1919 г. он составил адаптированный учебник русского языка для детей горцев, для которых русский язык не являлся родным. Во время Гражданской войны участвовал в партизанских действиях на стороне большевиков-керменистов. Педагог и общественный деятель, Соломон Кайтукович Гарданов занимает достойное место в истории осетинского просвещения. The study aims to show the relationship of the key processes of the history of Ossetia in 1850–1925: the modernization of society (primarily, the development of education) and social struggle, with the activity of one of the first Ossetian teachers and educators Solomon (Tsarai) Kaitukovich Gardanov. For the first time, a full-scale biography of S.K. Gardanov was compiled from fragmentary information in various sources. Some information has not been published in the scientific literature before. The analysis of the development of the education system in North Ossetia, as well as agrarian relations in Digoria, the region of S.K. Gardanov’s residence, allows the events of his life be included in a historical context. It is shown that Russia invested large financial and organizational resources in educational projects in Ossetia, which allowed S.K. Gardanov to graduate from a parish school in the Volno-Khristianovskoye settlement in 1867 and to continue his education at the Vladikavkaz Real School. Then he taught in schools of Ironeti, and mountain and plain Digoria for more than half a century. Along with working as a teacher, S.K. Gardanov actively participated in public life. He spread knowledge not among children only, but also among adult peasants. He organized an educational community, which aimed to resolve the conflict between landlords and peasants. In 1884, he became one of the leaders of the peasant revolt, because of which he was sent into exile to the Chechen Island in the Caspian Sea. After his exile, S.K. Gardanov continued his teaching work, took part in the congresses of teachers of Ossetia. In 1919, he wrote an adapted textbook of the Russian language for Ossetian children for whom Russian was no their native language. During the Civil War, S.K. Gardanov participated in partisan actions on the side of bolshevik-kermenists. Solomon Kaitukovich Gardanov, a teacher and public figure, occupies a worthy place in the history of the Ossetian education.
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Antonova, L. G., Zh K. Gaponova, and A. B. Tishko. ""Connecting the past, present and future generations": reflecting on the main promising ideas of K. D. Ushinsky’s methodological legacy (to the 200th anniversary of the birth)." Russian language at school 84, no. 1 (January 18, 2023): 25–34. http://dx.doi.org/10.30515/0131-6141-2023-84-1-25-34.
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The paper explores the most significant aspects of K. D. Ushinsky’s biography and pedagogical legacy relevant to the modern practice of liberal education. The biographical information about the famous teacher we provide testifies to the special influence of his family, gymnasium teachers, famous university professors on the formation of K. D. Ushinsky’s views and activities. Moreover, the paper also gives important biographic facts which describe the founder of scientific pedagogy as a talented novice teacher at the Demidov Lyceum in Yaroslavl, where he won students’ genuine love and devotion. We analyse and comment on the outstanding educator’s main ideas related to the issues of native language teaching based on the principles of nationality (narodnost). In addition, drawing on Ushinsky’s wellknown works, we discuss the problems of creating universal schoolbooks for teaching the native language and speech and the basic requirements for the selection of didactic material for language courses with compulsory upbringing and developing potential. We focus attention on the critical issues of the anthropological and humanistic tradition in studying language and speech, the objectives of special comprehensive teacher training as well as the formation of teachers’ responsibility towards schoolchildren in education and upbringing.
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Ferguson, M. K. "ISDE Presidential Biography: David B. Skinner, MD." Diseases of the Esophagus 32, no. 10 (October 2019): 1–2. http://dx.doi.org/10.1093/dote/doz054.
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SUMMARY Dr. David Skinner, the 4th President of the ISDE, was a world-renowned surgeon, educator, scholar, and leader. He participated in the formation of the ISDE, hosted two international congresses in 1983 and 1989, and made important advances in the ISDE during his presidential tenure 1992–1995.
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Gryganska, I., N. Burmaka, and I. Kalashnyk. "NADIYA SHULGINA-ISCHUK: BIOGRAPHY, HERITAGE." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (June 29, 2018): 123–30. http://dx.doi.org/10.33531/farplss.2018.3.15.
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In remembrance of Professor of Mathematics Nadiya Shulgina-Ishchuk, a scientist, teacher, public figure, author of the first Ukrainian mathematical school textbook on the Dnieper Ukraine, correspondent member of the Ukrainian Free Academy of Sciences.
On the basis of personal meetings with N.Ya. Shulgina-Ishchuk’s daughter Natalia Romanivna Ishchuk-Pazuniak in 2009 and 2010, and the working out of sources of special literature, including the little-known, the pages of the lifeway, professional, scientific and social activities of Professor of Mathematics N.Ya. Shulgina-Ishchuk – a well-known scientist, educator, public figure, author of the first Ukrainian mathematical school textbook, correspondent member of the Ukrainian Academy of Arts and Sciences in the U.S.A., are illuminated.
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Martin, Jane. "The hope of biography: the historical recovery of women educator activists." History of Education 32, no. 2 (March 2003): 219–32. http://dx.doi.org/10.1080/00467600304158.
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