Academic literature on the topic 'Marist Pedagogy'
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Journal articles on the topic "Marist Pedagogy"
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Kostkiewicz, Janina. "Edukacja, które ocala i tworzy: pozostał już tylko awangardowy konserwatyzm?" Polska Myśl Pedagogiczna 8 (November 14, 2022): 61–78. http://dx.doi.org/10.4467/24504564pmp.22.004.16057.
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Ze stanu polskiej edukacji wynika, że w ostatnich dekadach zabrakło w niej wpływów pedagogiki, która ocala tradycję i tworzy drogi ewolucyjnego doskonalenia edukacji. Miała ona bowiem zbyt wielu wrogów wśród „zdetronizowanych” (pozornie) elit oficjalnie zamkniętego w 1989 roku systemu pedagogiki socjalistycznej. Po trzech dekadach miękkich gier politycznych i naukowych elity uniwersyteckie tej dyscypliny dokonały kolonizacji pedagogiki przez pedagogikę krytyczną (neomarksistowską). Skutkiem tego pedagog wiążący swoje prace z innym (prawicowym, powiązanym z religią katolicką) nurtem ideologii edukacyjnej doświadcza (w zależności od środowiska) różnych rodzajów marginalizacji, a nawet opresji: od pseudonaukowych argumentów po racje (ponownie!) „jedynie słusznej” ideologii edukacyjnej. W tej sytuacji pedagogom nurtu konserwatywnego pozostaje rola awangardy uprawiającej pedagogikę konserwatywną jako skrajnie niepopularną, twórczą i zarazem nowatorską; awangardy potrafiącej przy tym udźwignąć niechęć, pogardę i marginalizację akademickiej (neomarksistowskiej) większości, która w efekcie kolonizacji zdominowała struktury nauki oraz jej bliższe i dalsze konteksty. Wobec powyższego uprawnione staje się pytanie: czy pozostał nam już tylko konserwatyzm awangardowy? Education that Saves and Creates: Is Only Avant-Garde Conservatism Left? The state of Polish education shows that in the last decade it lacked the influence of pedagogy, which saves tradition and encourages the evolution of educational improvement. It has faced too many enemies among the elite of socialist pedagogy, which was (supposedly) dethroned after 1989. After three decades of soft political and scientific games, this academic elite successfully colonialized the field of pedagogy by means of (neo-Marxist) critical pedagogy. As a result of this pedagogue associated with another stream of educational ideology (e.g., rightwing, Catholic) experience various types of marginalization and even oppression (depending on the environment): from pseudoscientific arguments to the rationale (again!) of the ‘only right’ educational ideology. In this situation, conservative pedagogues are left in the role of the avant-garde; practicing conservative pedagogy that is extremely unpopular, creative, and at the same time innovative. This avant-garde can bear the weight of aversion, contempt, and the marginalization by the academic (neo-Marxist) majority, which as a result of colonization has come to dominate the structures of science and its closer and further contexts. In light of this situation, we are faced with the following question: are we left with only avant-garde conservatism?
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Mayo, Peter. "Marxist-inflected praxis in Paulo Freire's political pedagogy." Debates em Educação 13 (September 29, 2021): 82–99. http://dx.doi.org/10.28998/2175-6600.2021v13nespp82-99.
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This paper discusses and explains Freire's Marxist-inflected concept of praxis as developed throughout his oeuvre. A key feature, deriving from Marx and others, notably Gramsci, is the positing of a dialectical relationship between consciousness and the world. This is at the heart of his celebrated pedagogical approach. Praxis dates back to the time of the ancient Greek ‘civilisation’ Aristotle in primis. It involves an intellectual effort, a reflection on one’s individual and collective lifeworld. These are the reflecting on action processes that can ultimately collectively lead to political change. Praxis lies at the heart of Marxian and Gramscian political thought and strategy. It is the kernel of Paulo Freire's pedagogical politics; it differs from simply practice. This pedagogical politics involves the codification of this reflection on action into theory. It, in turn, entails evaluating relevant theory against the very reflection on everyday action. The world of action is life itself with all its dimensions, including community living and work, but extends well beyond.
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McLaren, Peter, and Nathalia E. Jaramillo. "Not Neo-Marxist, Not Post-Marxist, Not Marxian, Not Autonomist Marxism: Reflections on a Revolutionary (Marxist) Critical Pedagogy." Cultural Studies ↔ Critical Methodologies 10, no. 3 (January 26, 2010): 251–62. http://dx.doi.org/10.1177/1532708609354317.
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Freedman, Carl. "Marxist Theory, Radical Pedagogy, and the Reification of Thought." College English 49, no. 1 (January 1987): 70. http://dx.doi.org/10.2307/377790.
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Brenneman, Mark. "Don’t We Relate? Resources for Organization in Marxist Pedagogy." Philosophy of Education 63 (2007): 294–97. http://dx.doi.org/10.47925/2007.294.
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Sabharwal, Dhruv. "Structural Marketing Pedagogy and Market Demarcation- Substituting Demographic Analysis." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 1277–83. http://dx.doi.org/10.31142/ijtsrd9494.
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Gyanwali, Gokarna Prasad. "Mistica: A Marxist Praxis." Patan Pragya 9, no. 02 (December 31, 2021): 91–98. http://dx.doi.org/10.3126/pragya.v9i02.42027.
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The Mística is the symbolic or dramatic social movement of Marxism initiated by Brazilian Landless Rural Workers. It is the popular movement practiced by the Communist parties and socialist organizations of the world. It was developed from Latin American liberation doctrine and interpreted as love for a cause, solidarity experienced in collectivity, symbolic presentation of the socialist movement, and belief in radical change. It is one type of philosophical movement which has a demonstrative attachment, praxis of pedagogy, behavioral collectivity, and cultural movement to change the social world guided by the theory of Karl Marx. It has political roots against the homogenization of culture, imperialism, and capitalist domination of the world. It uses art, music, drama, activity, symbol, media, and other modern tools which help the people for emancipation. This article will demonstrate some of the major aspects of mistica based upon the field observation of Brazil and Nepal.
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Cambi, Franco. "Marx in der italienischen Pädagogik – ein komplexes Abenteuer." Vierteljahrsschrift für wissenschaftliche Pädagogik 94, no. 2 (July 4, 2018): 232–45. http://dx.doi.org/10.30965/25890581-09402005.
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Marx in Italian Pedagogy – A Complex AdventureIn Italy – apart from some former socialist countries –, Marx probably has received broader and more diverse pedagogical attention than in any other western country. The author diachronically depicts this both continuous and differentiated reception, characterizes the persons who are crucially involved in it and refers to their most important relevant publications. The result is a very colourful picture, which illuminates many possibilities of a marxist-inspired pedagogy. The main focus inevitably is on Antonio Gramsci, who is classified especially with regard to his importance for both Italian and international pedagogy. From a synchronous perspective, the author refers to Marx as the great classic of a pedagogy of (individual and social) emancipation, especially in terms of his (pedagogical) anthropology and his contribution to a renewal of culture.
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Xie, Jerry. "Cages and Class Struggle: A Leninist Inquiry into the Caricature of Marxism in Fenggang Yang’s ‘Soul Searching’." Critical Sociology 44, no. 1 (August 4, 2016): 173–87. http://dx.doi.org/10.1177/0896920516654556.
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The sociologist of religion Fenggang Yang has recently extended his ‘markets of religion’ framework to the spiritual ‘soul searching’ in contemporary literature. In his epilogue to Angelica Duran and Yuhan Huang’s Mo Yan in Context (2014), an anthology of interdisciplinary interpretations of Mo Yan’s ‘hallucinatory realist’ fiction, Yang claims that ‘Chinese souls’ have been ‘caged’ by, among other things, ‘Marxist-Leninist-Maoist atheism’. He refers to the Marxist theory of religion as merely ‘the Marxist adage’ that religion is ‘the opiate of the people’. This essay analyzes Yang’s ‘cage’ concept, to ‘work against it both from without and within’, as Lenin says. In doing so, I argue that Yang’s ‘soul searching’ epilogue is a highly concentrated text of bourgeois ideological mystification and is, therefore, a productive site for Marxist oppositional pedagogy which contests the imagism of ‘cages’ with the materialist dialectics of class struggle.
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Favoreto, Aparecida. "PIONEIROS DO MARXISMO E DA ESCOLA NOVA NO BRASIL: o lugar da escola no processo histórico." Cadernos de Pesquisa 22, no. 2 (August 31, 2015): 74. http://dx.doi.org/10.18764/2178-2229.v22.n2.p.74-87.
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O artigo analisa a proposta educacional dos pioneiros da Escola Nova e a dos pioneiros do pensamentomarxista no Brasil. Os escolanovistas partiam do pressuposto de que a educação era um elemento ativo no processode transformação social, sendo assim, elaboraram um projeto amplo de reforma na política educacional, na estruturado ensino e na pedagogia. Para os pioneiros marxistas, o elemento ativo estaria no desenvolvimento históricoe na mobilização de classe e não na escola. Assim, priorizou a formação do militante revolucionário. Em termosescolares, seguiram juntos com os escolanovistas, acreditando ser a escola burguesa uma etapa necessária. Umapostura que encontra respaldo na concepção etapista da história que fundamentava a luta marxista do período.Palavras-chave: Pecebistas. Escolanovistas. Escola e transformação social. MARXIST AND NEW SCHOOL INTRODUCERS IN BRAZIL: the school place inthe historical processAbstract: The article analyzes the educational proposal of the pioneers of the New School and the pioneers ofMarxist thought in Brazil. The New School researchers have assumed that education was an active element in theprocess of social transformation. Therefore, they developed a great reform project in education policy, educationstructure as well as in its pedagogy. For the Marxist pioneers, the active element would be placed in the historicaldevelopment and the mobilization of class, but not in the school. Like this, it prioritized the training of the revolutionarymilitant. In school terms, both of them followed along with the New School introducers, since they believed thatthe bourgeois school was a necessary step. It is an attitude supported by the step by step conception of history thatthe Marxist struggle was based during that period.Keywords: New School and Marxist Introducers. School and social transformation. PIONEROS DEL MARXISMO Y DE LA ESCOLA NOVA EN EL BRASIL: el lugar dela escuela en el proceso históricoResumen: El artículo analiza a la propuesta educacional de los pioneros de la Escola Nova a la de los pionerosdel pensamiento marxista en el Brasil. Los escolanovistas partian del presupuesto de que la educación era un elementoactivo en el proceso de transformación social, frente a eso, desarollaran un proyecto amplio de reforma enla política educacional, en la estructura de la enseñanza y en la pedagogia. Para los pioneros marxistas, el elemntoactivo estaria en el desarollo histórico y en la mobilización de la clase y no en la escuela. De esa manera, priorizó laformación del militante revolucionário. En termos escolares, siguieron juntos com los escolanovistas, creendo que laescuela burguesa era una etapa necesária. Una postura que encontra apoyo en la concepción etapista de la historiaque fundamentaba la lucha marxista del periodo.Palabras clave: Pecebistas. Escolanovistas. Escuela y Transformación social.
Dissertations / Theses on the topic "Marist Pedagogy"
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Braniff, John Michael. "The Marist Brothers' teaching tradition in Australia, 1872-2000." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/691.
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Recent Australian academic attempts to define the 'charism,' or distinguishing spirit, of the Marist Brothers' style of education, have been conducted using sociological methodologies and have resulted in findings which are more religious than educational or pedagogical, in content. The present enquiry is more educational in focus and historical in approach. This enquiry poses a series of questions e.g: Did the Marists who arrived in Australia in 1872 come as the conscious bearers of a distinctive style of teaching? Did they adapt this distinctive style to meet the needs of the Australian society? How faithfully did they cling to their founding inspiration? Have they been successful in preserving this distinctiveness in the face of modern developments in Australian education and in the Catholic Church? Or, is all that remains the name 'Marist'? The historical methodology employed uses both recent academic analyses of the Marist Brothers' Founder's work and also of the archival documentation of the Order's foundation and development in Australia. It also tracks, though not in isolation, the development of the first Marist school in Sydney, St Patrick's, Church Hill; founded in 1872 and still operating, at a new location 'Dundas' in the more recently-formed diocese of Parramatta. This individual school's role in Marist teacher education in early, and more recent times, makes it an appropriate focus. In summary, the thesis concludes that the Marists did come as conscious disciples of St Marcellin Champagnat, their founder; but that the pristine inspiration had already begun to evolve. In Australia the brothers continued to follow his example in adapting to the newer demands of Church and State. After Vatican II and the return of State Aid, however, the pace and scope of development precipitated changes which arguably constitute a break from all but the names 'Marist' and 'Champagnat'.
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Braniff, John Michael. "The Marist Brothers' teaching tradition in Australia, 1872-2000." University of Sydney. Policy and Practice, 2004. http://hdl.handle.net/2123/691.
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Recent Australian academic attempts to define the 'charism,' or distinguishing spirit, of the Marist Brothers' style of education, have been conducted using sociological methodologies and have resulted in findings which are more religious than educational or pedagogical, in content. The present enquiry is more educational in focus and historical in approach. This enquiry poses a series of questions e.g: Did the Marists who arrived in Australia in 1872 come as the conscious bearers of a distinctive style of teaching? Did they adapt this distinctive style to meet the needs of the Australian society? How faithfully did they cling to their founding inspiration? Have they been successful in preserving this distinctiveness in the face of modern developments in Australian education and in the Catholic Church? Or, is all that remains the name �Marist�? The historical methodology employed uses both recent academic analyses of the Marist Brothers� Founder�s work and also of the archival documentation of the Order�s foundation and development in Australia. It also tracks, though not in isolation, the development of the first Marist school in Sydney, St Patrick�s, Church Hill; founded in 1872 and still operating, at a new location � Dundas � in the more recently-formed diocese of Parramatta. This individual school�s role in Marist teacher education in early, and more recent times, makes it an appropriate focus. In summary, the thesis concludes that the Marists did come as conscious disciples of St Marcellin Champagnat, their founder; but that the pristine inspiration had already begun to evolve. In Australia the brothers continued to follow his example in adapting to the newer demands of Church and State. After Vatican II and the return of State Aid, however, the pace and scope of development precipitated changes which arguably constitute a break from all but the names �Marist� and �Champagnat�.
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Wesley, Paul. "Toward a critical pedagogy, the limits of traditional Marxist theory in education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ40679.pdf.
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Brooks, Allison Marie. "An Atlas of a Difficult World System: A Marxist Feminist Reading of Adrienne Rich’s Poetry and Prose." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1585837295633261.
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Maziev, Yuri. "A CRITIQUE OF VYGOTSKIAN SCHOLARSHIP IN WRITING AND LITERACY STUDIES: THE ROLE OF MARXIST DIALECTICS IN THE DISCUSSIONS OF METHOD." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302496150.
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Barroso, Maria Cleide da Silva. "O ideÃrio construtivista e a formaÃÃo do pedagogo: uma anÃlise na perspectiva da crÃtica marxista." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6962.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoNo inicio dos anos 1990 do sÃculo XX, presenciamos um forte discurso no Ãmbito nacional e internacional da necessidade de melhoria da educaÃÃo pÃblica, sendo, a formaÃÃo de professores, um dos eixos norteadores dessa perspectiva. Desse modo, a dÃcada que antecede a virada do sÃculo fora instituÃda como a âDÃcada da EducaÃÃoâ, espaÃo de acontecimentos de congressos, fÃruns e encontros sobre educaÃÃo que resultaram em declaraÃÃes, recomendaÃÃes, metas e planos de aÃÃes estabelecidas pelos organismos internacionais, sobretudo o Banco Mundial. Nesse quadro, o construtivismo desponta como pedagogia dominante, a ser assumida pelas diretrizes orientadoras do processo de formaÃÃo docente, exigindo, por esse turno, uma proposta educacional â a construtivista â que compreendesse a inteligÃncia como um processo adaptativo, condiÃÃo absolutamente indispensÃvel para o processo de (re)produÃÃo do capital. Diante desse contexto, nossa pesquisa assume como objetivo analisar, à luz da crÃtica marxista, a relaÃÃo existente entre o ideÃrio construtivista e as principais diretrizes das polÃticas de formaÃÃo do educador, especificamente, a do pedagogo, investigando as determinaÃÃes impostas à prÃxis docente. Nessa direÃÃo, com base na perspectiva marxiana, buscamos o desvelamento e a apropriaÃÃo crÃtica dos elementos que nos apontam o real significado do construtivismo no curso de formaÃÃo de professores, analisando as relaÃÃes entre construtivismo e a formaÃÃo docente contemporÃnea, particularmente, do curso de formaÃÃo do pedagogo. Consoante com este referencial teÃrico, desenvolvemos uma investigaÃÃo de cunho teÃrico-bibliogrÃfico e documental sobre a formaÃÃo de professores encaminhada, particularmente, aos Cursos de Pedagogia, frente aos paradigmas atuais da educaÃÃo, enfocando o construtivismo e o alcance deste referencial no processo de formaÃÃo do Pedagogo. Para tanto, cuidamos primeiramente de realizar uma revisÃo teÃrica acerca da centralidade do trabalho, enfocando a relaÃÃo deste com os outros complexos sociais, especialmente, a educaÃÃo. De posse desse estudo passamos a analisar as bases piagetianas do construtivismo, retomando, ademais, uma anÃlise dos pressupostos teÃricos do construtivismo em Piaget, apoiados em teÃricos afinados com a perspectiva marxiana. No que se refere à particularidade da formaÃÃo do pedagogo e a sua relaÃÃo com o ideÃrio construtivista, tratamos inicialmente de esboÃar uma breve retrospectiva da histÃria do curso de pedagogia, avanÃando, por essa via, para anÃlise das DCNs-Diretrizes Curriculares para o Curso de Pedagogia (2006) e seu entrelaÃamento teÃrico-prÃtico com o ideÃrio construtivista. Por fim, destacamos o profundo poder de seduÃÃo exercido pelo ideÃrio construtivista e as conseqÃÃncias dessa adesÃo no campo da formaÃÃo do pedagogo, em particular, e da prÃtica docente, em geral, aprofundando, desse modo, o carÃter alienador das polÃticas de formaÃÃo de professores, jà que esse modelo teÃrico tem despontado como um forte modismo na educaÃÃo.
In the beginning of the years 1990 of the XXth Century, we watched a strong speech, in the national and international scopes, about the necessity of public education improvement. This way, the decade which precedes the century changing had been instituted as the âEducation Decadeâ; place in which congresses, forums and meetings have happened. These events have resulted in declarations, recommendations, aims and plans of actions established by the international organisms, mainly by the World Bank. According to this situation, the constructivism emerges as dominant Pedagogy, to be assumed by the orientating guidelines of the teaching formation process, demanding, by this time, an educational proposal â the constructivist â that could understand the intelligence as an adaptative process, essential condition for the capitalâs (re)production process. In face of this context, our research assumes as objective to analyze, by the Marxist criticism, the relation that exists between the constructivist ideary and the main guidelines of the politics of educators formation, specifically the teachersâ one, investigating the determinations which are imposed to the teaching praxis. In this direction, based on the marxian perspective, we search the discovering and the critic appropriation of the elements that show us the real meaning of constructivism in the teachers formation course, analyzing the relations between constructivism and contemporary teaching formation, particularly, of the teachers formation course. According to this theoretical perspective, we developed a theoretical-bibliographical and documental investigation about the teachers formation directed, particularly, to the Pedagogy Courses, in the face of the current educational paradigms, hanging the constructivism and the reach of this perspective in the teachersâ formation process. Towards this, we took care, first of all, about making a theoretical revision of the labor centrality, emphasizing its relation with the other social complexes, specially the education. Having done this study, we analyzed the piagetian basis of constructivism, retaking, moreover, an analysis of the theoretical presupposed of constructivism in Piaget, basing ourselves in authors who guide themselves by the marxian perspective. Concerning to the particularity of the teachers formation and its relation with the constructivist ideary, we initially sketched a brief retrospective of the Pedagogy Course, advancing, thorough this way, to the analysis of the DCNs - National Curricular Guidelines for the Pedagogy Course (2006) and its theoretical-practical entwining with the constructivist ideary. For the ending, we emphasize the great power of seduction practiced by the constructivist ideary and the consequences of this adhesion in the sphere of the teachersâ formation, particularly, and of the teaching practice, in general, deepening, this way, the alienating character of the politics of teaching formation, in face of the fact that this theoretical model has emerged as a strongly current practice in the education.
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Zhao, Meng. "The Media, Education, and the State: Arts-Based Research and a Marxist Analysis of the Syrian Refugee Crisis." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/8.
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By 2019, the Syrian civil war has lasted for nearly eight years and it has created the largest humanitarian crisis since WWII (Achlume, 2015). Using the siege of Aleppo in 2016 as a case study, the author applied a Marxist-humanist theoretical framework and incorporated arts-based research methodology to examine how US news media supports capitalist social relations. The research question for this study was: how do the US media depictions of the siege of Aleppo, Syria in 2016 reflect capitalist social relations? There were three sub-questions that followed: (1) Which elements of the siege of Aleppo in 2016 get the most attention in the specific outlets examined? In what ways do these depictions support the US government and/or corporate interests? (2) What are some of the ways in which Syrian refugees are depicted in the various outlets examined? How and in what ways is US humanitarian policy reflected? How are Syrian’s racialized through these depictions? and (3) How are corporate and government interests tied to these media outlets? This study used narrative inquiry, visual analysis, and critical discourse analysis as research methods to discover five major themes found in US news media’s reporting on the siege of Aleppo in 2016. The author then examined these five main themes through a Marxist-humanist lens to discover how the US news media, the supposed “gatekeeper” for the public, establishes, maintains, and reinforces an ideology that supported hegemony for the dominant class.
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Boschetti, Luís Paulo Zanolla [UNESP]. "A pedagogia das competências: estudo de caso em um curso de tecnologia da UTFPR." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/122122.
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000813476.pdf: 488281 bytes, checksum: cfc16fd9fc4aa9d09035eb6fe04e0de5 (MD5)Composta por dois capítulos, esta dissertação discorre, em seu primeiro capítulo, sobre a pedagogia das competências, expondo opiniões de seu mentor intelectual, Philippe Perrenoud, e de cinco autores brasileiros com opiniões contrárias, dentre os quais Acácia Zeneida Kuenzer e Marise Nogueira Ramos. O segundo capítulo é dedicado a um breve relato histórico da Universidade Tecnológica Federal do Paraná (UTFPR), ao que se segue uma depuração (sob o ponto de vista da pedagogia das competências) do Curso Superior de Tecnologia em Manutenção Industrial, ofertado em seu Câmpus Medianeira (PR). Foram estudados o perfil dos professores, dos alunos, dos egressos e da legislação que a eles se refere e do mercado de trabalho regional. Concluiu-se que, apesar da nítida orientação ideológica institucional a favor da pedagogia das competências (evidenciada por meio de normativas internas), os perfis do graduando e do egresso seguem muito mais o paradigma fordista/taylorista que o modelo toyotista, pelas razões elencadas ao longo do texto.
Comprising two chapters, this dissertation discusses, in its first chapter, on the pedagogy of competences, exposing opinions of its intellectual mentor, Philippe Perrenoud, and five Brazilian authors with opposing views, among which Acacia Zeneida Kuenzer and Marise Nogueira Ramos. The second chapter is devoted to a brief historical account of the Federal Technological University of Paraná (UTFPR), it is followed by a clearance (under the point of view of the pedagogy of competences) of the undergraduate course of Technology in Industrial Maintenance, offered on the campus Medianeira (PR). The profile of teachers, students and graduated, the legislation relating thereto and the regional labor market were also analyzed. It was concluded that, despite the clear institutional ideological orientation in favor of the pedagogy of competences (evidenced by internal regulations), the profiles of the student and graduate follow much more the fordist/taylorist paradigm than the toyotism, for the reasons listed in throughout the text.
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BARROSO, Maria Cleide da Silva. "O ideário construtivista e a formação do pedagogo: uma análise na perspectiva da crítica marxista." http://www.teses.ufc.br, 2009. http://www.repositorio.ufc.br/handle/riufc/3573.
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BARROSO, Maria Cleide da Silva. O ideário construtivista e a formação do pedagogo: uma análise na perspectiva da crítica marxista. 2009. 151f. Dissertação (Mestrado em Educação) - Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009.Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-30T15:09:03Z No. of bitstreams: 1 2009_Dis_MCSBarroso.pdf: 723459 bytes, checksum: 99a92689f1410a139f1e8a70311dfab6 (MD5)
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In the beginning of the years 1990 of the XXth Century, we watched a strong speech, in the national and international scopes, about the necessity of public education improvement. This way, the decade which precedes the century changing had been instituted as the “Education Decade”; place in which congresses, forums and meetings have happened. These events have resulted in declarations, recommendations, aims and plans of actions established by the international organisms, mainly by the World Bank. According to this situation, the constructivism emerges as dominant Pedagogy, to be assumed by the orientating guidelines of the teaching formation process, demanding, by this time, an educational proposal – the constructivist – that could understand the intelligence as an adaptative process, essential condition for the capital’s (re)production process. In face of this context, our research assumes as objective to analyze, by the Marxist criticism, the relation that exists between the constructivist ideary and the main guidelines of the politics of educators formation, specifically the teachers’ one, investigating the determinations which are imposed to the teaching praxis. In this direction, based on the marxian perspective, we search the discovering and the critic appropriation of the elements that show us the real meaning of constructivism in the teachers formation course, analyzing the relations between constructivism and contemporary teaching formation, particularly, of the teachers formation course. According to this theoretical perspective, we developed a theoretical-bibliographical and documental investigation about the teachers formation directed, particularly, to the Pedagogy Courses, in the face of the current educational paradigms, hanging the constructivism and the reach of this perspective in the teachers’ formation process. Towards this, we took care, first of all, about making a theoretical revision of the labor centrality, emphasizing its relation with the other social complexes, specially the education. Having done this study, we analyzed the piagetian basis of constructivism, retaking, moreover, an analysis of the theoretical presupposed of constructivism in Piaget, basing ourselves in authors who guide themselves by the marxian perspective. Concerning to the particularity of the teachers formation and its relation with the constructivist ideary, we initially sketched a brief retrospective of the Pedagogy Course, advancing, thorough this way, to the analysis of the DCNs - National Curricular Guidelines for the Pedagogy Course (2006) and its theoretical-practical entwining with the constructivist ideary. For the ending, we emphasize the great power of seduction practiced by the constructivist ideary and the consequences of this adhesion in the sphere of the teachers’ formation, particularly, and of the teaching practice, in general, deepening, this way, the alienating character of the politics of teaching formation, in face of the fact that this theoretical model has emerged as a strongly current practice in the education.
No inicio dos anos 1990 do século XX, presenciamos um forte discurso no âmbito nacional e internacional da necessidade de melhoria da educação pública, sendo, a formação de professores, um dos eixos norteadores dessa perspectiva. Desse modo, a década que antecede a virada do século fora instituída como a ‘Década da Educação’, espaço de acontecimentos de congressos, fóruns e encontros sobre educação que resultaram em declarações, recomendações, metas e planos de ações estabelecidas pelos organismos internacionais, sobretudo o Banco Mundial. Nesse quadro, o construtivismo desponta como pedagogia dominante, a ser assumida pelas diretrizes orientadoras do processo de formação docente, exigindo, por esse turno, uma proposta educacional – a construtivista – que compreendesse a inteligência como um processo adaptativo, condição absolutamente indispensável para o processo de (re)produção do capital. Diante desse contexto, nossa pesquisa assume como objetivo analisar, à luz da crítica marxista, a relação existente entre o ideário construtivista e as principais diretrizes das políticas de formação do educador, especificamente, a do pedagogo, investigando as determinações impostas à práxis docente. Nessa direção, com base na perspectiva marxiana, buscamos o desvelamento e a apropriação crítica dos elementos que nos apontam o real significado do construtivismo no curso de formação de professores, analisando as relações entre construtivismo e a formação docente contemporânea, particularmente, do curso de formação do pedagogo. Consoante com este referencial teórico, desenvolvemos uma investigação de cunho teórico-bibliográfico e documental sobre a formação de professores encaminhada, particularmente, aos Cursos de Pedagogia, frente aos paradigmas atuais da educação, enfocando o construtivismo e o alcance deste referencial no processo de formação do Pedagogo. Para tanto, cuidamos primeiramente de realizar uma revisão teórica acerca da centralidade do trabalho, enfocando a relação deste com os outros complexos sociais, especialmente, a educação. De posse desse estudo passamos a analisar as bases piagetianas do construtivismo, retomando, ademais, uma análise dos pressupostos teóricos do construtivismo em Piaget, apoiados em teóricos afinados com a perspectiva marxiana. No que se refere à particularidade da formação do pedagogo e a sua relação com o ideário construtivista, tratamos inicialmente de esboçar uma breve retrospectiva da história do curso de pedagogia, avançando, por essa via, para análise das DCNs-Diretrizes Curriculares para o Curso de Pedagogia (2006) e seu entrelaçamento teórico-prático com o ideário construtivista. Por fim, destacamos o profundo poder de sedução exercido pelo ideário construtivista e as conseqüências dessa adesão no campo da formação do pedagogo, em particular, e da prática docente, em geral, aprofundando, desse modo, o caráter alienador das políticas de formação de professores, já que esse modelo teórico tem despontado como um forte modismo na educação.
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Oliveira, Murilo Morais de. "O trato com o conhecimento esporte na abordagem crítico-superadora." Faculdade de Educação, 2018. http://repositorio.ufba.br/ri/handle/ri/25391.
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Alterações significativas no que diz respeito ao trato com o conhecimento esporte requerem uma alteração significativa em sua concepção. Radicalizamos o debate partindo de uma concepção de esporte contra-hegemônica (prática social) que se expressa por dentro da contradição agonístico/lúdico. Esta concepção nos permitiu vislumbrar possibilidades de seleção, organização, sistematização e periodização do conhecimento esporte que atendam ao objetivo de contribuir no processo de humanização e no desenvolvimento do pensamento teórico dos alunos, alinhando- se, em última instancia a uma concepção de educação, de homem, de sociedade e de mundo revolucionária. Pelo debate com a proposição de trato com o conhecimento conforme esta é apresentada pelo Coletivo de Autores, discussões com a Psicologia Histórico-Cultural e a Pedagogia Histórico-Crítica, chegamos aos três eixos que regulam a atividade esportiva e aprofundamos os princípios curriculares para o trato com o conhecimento em sua relação com o esporte. A partir destas formulações tecemos considerações acerca dos ciclos de escolarização no trato com o conhecimento desta manifestação da cultura corporal. Concluímos com a observação da contradição que se apresenta quando se procura trabalhar pedagogicamente o esporte permanecendo-se circunscrito às concepções naturalizantes, biologizantes, dicotômicas e fragmentarias do fenômeno, o que dificulta sobremaneira o trato com o conhecimento esporte como um elemento que possa vir a contribuir no processo de humanização e no desenvolvimento do pensamento teórico dos alunos. Pautado no materialismo histórico-dialético, este estudo se soma aos que procuram contribuir na luta pela superação do capitalismo como modo de produção da vida, e na superação do esporte enquanto elemento utilizado ou para os fins da seletividade rígida, da competição extrema e da regulamentação inflexível, ou seja, o esporte quando abordado a partir de sua expressão de alto rendimento, fundamentado em marcos biologizantes, que atende a necessidades do capital; ou então do esporte simplesmente visto como um meio para outros fins, ou seja, como algo que não possui um conteúdo próprio que deve ser aos homens ensinado, mas que antes serve como um instrumento para que se veicule outros conteúdos.
ABSTRACT Significant changes with regard to dealing with sports knowledge require a significant change in their conception. We radicalize the debate based on a conception of counter-hegemonic sport (social practice) that expresses itself within the agonistic / ludic contradiction. This conception has allowed us to glimpse possibilities of selection, organization, systematization and periodization of sports knowledge that meet the objective of contributing to the process of humanization and the development of students' theoretical thinking, ultimately aligning themselves with a revolutionary conception of education, man, society and world. Through the debate with the proposal of knowledge treatment as it is presented by the Collective of Authors and discussions with Historical-Cultural Psychology and Historical-Critical Pedagogy, we reach the three poles that regulate the sport activity and deepened the curricular principles for the knowledge treatment in its relation with sport. From these formulations we make considerations about schooling cycles in dealing with the knowledge of this manifestation of body culture. We conclude with the observation of the contradiction that presents itself when one tries to work pedagogically the sport remaining circumscribed to the naturalizing, biologizing, dichotomic and fragmentary conceptions of the phenomenon, which makes it extremely difficult to deal with sport knowledge as an element that may contribute in the process of humanization and in the development of students' theoretical thinking. Based on historical-dialectical materialism, this study joins those who seek to contribute to the struggle to overcome capitalism as a way of producing life, and to overcome sport as an element used or for the purposes of rigid selectivity, extreme competition and inflexible regulations, that is, the sport when approached from its expression of high performance, based on biological landmarks, which meets the needs of capital; or of sport simply seen as a means to other ends, that is, as something that does not have a content of its own that should be taught to men, but rather serves as an instrument for the propagation of other contents.
Books on the topic "Marist Pedagogy"
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Critical Race Theory and education: A Marxist response. New York: Palgrave Macmillan, 2009.
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Ford, Derek R. Encountering Education: Elements for a Marxist Pedagogy. Iskra Books, 2022.
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Petrovic, John E. Unschooling Critical Pedagogy, Unfixing Schools. Lang Publishing, Incorporated, Peter, 2019.
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Petrovic, John E. Unschooling Critical Pedagogy, Unfixing Schools. Lang Publishing, Incorporated, Peter, 2019.
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Solomon, Samuel. Lyric Pedagogy and Marxist-Feminism: Social Reproduction and the Institutions of Poetry. Bloomsbury Publishing Plc, 2020.
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Wesley, Paul. Toward a critical pedagogy: The limits of traditional Marxist theory in education. 1998.
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Lyric Pedagogy and Marxist-Feminism: Social Reproduction and the Institutions of Poetry. Bloomsbury Publishing Plc, 2019.
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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. The new vocationalism: Deweyan, Marxist, and Freirean themes. Columbus, Ohio: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, Ohio State University, 1997.
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Abate, Michelle Ann, and Gwen Athene Tarbox, eds. Graphic Novels for Children and Young Adults. University Press of Mississippi, 2017. http://dx.doi.org/10.14325/mississippi/9781496811677.001.0001.
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One of the most significant transformations in literature for children and young adults during the last twenty years has been the resurgence of comics. Educators and librarians extol the benefits of comics reading, and increasingly, children's and young adult comics and comics hybrids have won major prizes, including the Printz Award and the National Book Award. Despite the popularity and influence of children's and young adult graphic novels, the genre has not received adequate scholarly attention. This book offers a critical examination of children's and YA comics. The anthology is divided into five sections: structure and narration; transmedia; pedagogy; gender and sexuality; and identity, that reflect crucial issues and recurring topics in comics scholarship during the twenty-first century. The chapters analyze a variety of contemporary comics, including such highly popular series as Diary of a Wimpy Kid and Lumberjanes; Eisner award-winning graphic novels by Gene Luen Yang, Nate Powell, Mariko Tamaki, and Jillian Tamaki; as well as volumes frequently challenged for use in secondary classrooms, such as Raina Telgemeier's Drama and Sherman Alexie's The Absolutely True Diary of a Part-Time Indian.
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Ferraro, Thomas J. Transgression and Redemption in American Fiction. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198863052.001.0001.
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This book considers modern American fiction in its own Italianate coloration: the interplay of sex (the red of passion), violence (the black of violence), and sanctity (the gold of redemption). Its purpose is to involve readers in the mythopoetics of American narrative, long-lived and well overdue, in which Marian Catholicism is seen as integral to apprehending the nexus among eros, grace, and sacrifice in U.S. self-making—especially for Protestants! It starts with Hawthorne’s The Scarlet Letter, the primary instigator, as well as with Frederic’s ingenious retelling, The Damnation of Theron Ware, a second persisting prism. Sustained revisionist accounts of five major novels and several stories follow, including Chopin’s The Awakening, James’ The Wings of the Dove, Fitzgerald’s The Great Gatsby, Cather’s The Professor’s House, and Hemingway’s The Sun Also Rises. Each novel is recalled as a melodrama of beset sexuality and revealed as a martyr tale of forbidden love—successive, self-aware courtings of devotional Catholicism that the critical and teaching establishment has found too mysterious and dangerous to recognize, never mind sanction. In counterpoint, the book illuminates each tale in its own terms, which are often surprising yet almost always common-sensical; it identifies the special senses—beauty, courage, and wisdom—that emerge, often in the face of social terror and moral darkness, under Marian-Catholic pedagogy; and it yields an overview of the mainline of the modern American novel in which sexual transgression (including betrayal) and graced redemption (the sanctification of passion, mediated confession, martyring sacrifice) go hand in hand, syncretically.
Book chapters on the topic "Marist Pedagogy"
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Elmore, John M. "A Marxist Pig Farmer in Kansas." In Leaders in Critical Pedagogy, 157–68. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-166-3_12.
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Au, Wayne. "Defending Dialectics: Rethinking the Neo-Marxist Turn in Critical Education Theory." In Revolutionizing Pedagogy, 145–66. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230104709_7.
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Morris, Marla. "Joe L. Kincheloe: Marxist Kritik and the Tender-Hearted." In Practicing Critical Pedagogy, 131–39. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25847-8_13.
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Au, Wayne. "Just What the Hell is a Neo-Marxist Anyway?" In Leaders in Critical Pedagogy, 17–35. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-166-3_2.
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Pal, Maïa. "Employability as Exploitability: A Marxist Critical Pedagogy." In Thinking Beyond Neoliberalism, 197–219. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82669-7_9.
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McLaren, Peter. "Critical Pedagogy as Revolutionary Practice." In Marxism and Education, 215–34. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119864_10.
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Peović, Katarina Vuković, and Petar Jandrić. "Critical Pedagogy and Digital Technology: Postmodernist and Marxist Perspectives." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_121-1.
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Peović, Katarina Vuković, and Petar Jandrić. "Critical Pedagogy and Digital Technology: Postmodernist and Marxist Perspectives." In Encyclopedia of Educational Philosophy and Theory, 286–91. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_121.
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Ford, Derek R. "The Educational Consensus: You Must Learn!" In Marxism, Pedagogy, and the General Intellect, 55–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83834-8_4.
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Ford, Derek R. "A Pedagogical Exodus: Stupidity." In Marxism, Pedagogy, and the General Intellect, 75–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83834-8_5.
Full textConference papers on the topic "Marist Pedagogy"
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Bicudo da Silva, Mariza. "A SALA DE AULA DE TEATRO SOB A INFLUÊNCIA DA TECNOLOGIA Pontifícia Universidade Católica de São Paulo Mariza Bicudo marteatro@uol.com.br." In Colóquio Internacional De Pedagogia Do Teatro. Campinas - SP, Brazil: Galoa, 2018. http://dx.doi.org/10.17648/colipete-2018-85861.
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Casciani, Daria, Chiara Colombi, and Federica Vacca. "Reverse Metadesign: Pedagogy And Learning Tools For Teaching The Fashion Collection Design Process Online." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13181.
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The present article discusses the experience of redesigning the pedagogy and learning tools of a pillar course at the School of Design of XXX, the Metadesign studio course. Metadesign is a design methodology that leads to the concept definition of a new product or service, through a research process that synthesizes design goals, technological and productive constraints, market context and consumption trends for a consumers’ group of reference. It represents a unique methodological approach characterizing the design education as it provides a consolidated research practice able to support the design process. The course structure foresees the reconstruction in phases and successive elaborations of all the elements of context that come into relation with the object of the design process (product, space, service, communication artifact…) influencing its characteristics and creating the “abacus” of elements that make its development possible. In line with the ever-increasing need to reshape the whole education system through the paradigms of digital transformation, and due the acceleration the COVID-19 emergency pushed to the request for on-distance courses, the article presents a renewed reverse course structure, highlighting strengths and opportunities for further improvements that represent a solid base for innovating a fashion design education.
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Reza Emad, Gholam, and Aditi Kataria. "Challenges of simulation training for future engineering seafarers - A qualitative case study." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002501.
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Maritime transportation is currently in a transitional period to an impending autonomous future. To that end, novel technologies are increasingly being introduced on-board ships and their engine rooms. At the same time, advancements in digitalization and automation are progressively replacing and reducing the number of marine engineers on-board. Consequently, with increasing automation in machinery spaces and unmanned engine rooms, the role of the marine engineers has been altered to that of monitoring and oversight. The substantial changes in the nature of tools and job description of the marine engineers necessitate the re-assessment and revision of their training and pedagogy. Currently, the simulator is a powerful tool in the training and development of marine operators. Although the literature review reveals some interest in marine engineering simulation training, however, there is a lack of attention to remote and cloud-based simulation training as part of blended learning. This study reveals that imparting marine engineering simulation training online is not free from challenges. This study reports the findings from a qualitative study of marine engineering simulation training, conducted as part of a larger ethnographic study on developing maritime competence. The study utilizes the socio-historical, context-dependent framework of the Activity System (AS) to analyze marine engineering simulation training. The study reveals issues with cloud-based marine engineering simulation training. Firstly, cloud-based training is not seamless to access. Secondly, not all features present in the desktop simulation are present in the cloud version. Thirdly the cloud-based platform affords limited feedback in comparison to the desktop version. Fourthly, cloud-based simulation training does not support peer learning. An understanding of the challenges of cloud-based marine engineering simulation training will help address these concerns. Furthermore, it will facilitate the competence development of marine engineers as they work in increasingly automated workspaces in the transition to autonomous ship operations.
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Сорочан, Т. М. "УПРАВЛІННЯ ЯКІСТЮ ОСВІТНІХ ПОСЛУГ У ВІДКРИТОМУ УНІВЕРСИТЕТІ." In Proceedings of the XXV International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25012021/7356.
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The article is devoted to the issue of quality provision in respect of educational services rendered by the open university which is regarded as an innovative digital educational and scientific environment. The article gives substantiation and features the results achieved in approbation process of modern model applied for management of educational services quality in open university; this model is presented as the one which provides competitiveness of specialists in the labor market in conditions of social instability and uncertainty. In particular, the article characterizes such aspects as the influence of educational economics upon apprehension of educational services quality, the importance of transformational education applied to ensure the competitiveness of students in the labor market, the management basics of open university considered by the example of functioning of non-formal education system at SEE "University of Education Management" at NAES of Ukraine. The article features the orientation of transformational pedagogy at formation and development of complex (interdisciplinary) mentality of specialists, as well as at their ability to overcome obstacles in activities and to critically analyze different situations, to participate in joint problems solving, to find creative approaches and alternatives.
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"An Overview of the Global Open Educational Badge Movement: Opportunities and Challenges [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4242.
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Aim/Purpose: Educational stakeholders have little understanding of digital educational badg-ing. Background A current overview of the developing educational badging ecosystem, key terminology, advantages, challenges, and examples of badge utilization. Methodology: Illustrative case study Contribution: Creates a record of the developing digital badge industry providing insights to educational stakeholders. Findings: Highly dynamic industry, developing unique terminology, may improve access to higher education, reduce credential fraud, decrease concerns about vague transcripts, and support customized learning. The challenges include a crowded market with many providers, establishing standards, and determining the value proposition of the credential. Recommendations for Practitioners: Before engaging in a long-term badging strategy, understand the badging system as well as the advantages and challenges of this innovation. Recommendations for Researchers: Consider the profound shift offered by the badging system and the relationship that digital educational badges have on grounded theory related to credentials such as human capital development theory, signaling theory, and credentialism theory. Impact on Society: Digital badging marks a paradigm shift in how we think about formal human development; from one that is institution-centric and bounded to one that is learner-centric and unbounded. Future Research: As a new innovation, there is a wide range of needed research. Most current research involves motivational impacts on K-12 learners. Based on this investigation, research regarding impact on access, pedagogy, security, credential information granularity, case studies about choosing a badging platform, value proposition, and the development of standards is needed.
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Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt, and Anna Bella Siriban Manalang. "Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63254.
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Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.
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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
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Raj, Rengalakshmi, Thamizoli Perumal, and Venkataraman Balaji. "MobiMOOC – A Practical Learning Tool to Promote Corporate Literacy for Effective Functioning of Farmer Producer Organizations." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2639.
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Agriculture is the primary source of livelihood to more than 70% of rural households in India. Of the total farmers, 87% are small-holders with less than two hectares of land. Yet they play an imperative role in agriculture development and poverty reduction. They face constraints to adopt technologies, access credit services, buy inputs, get market links and achieve economies of scale. As a mitigation measure, in the recent past, Indian government has adopted the development of the Farmer Producer Organization (FPO) to collectivize farmers with the core objectives of doubling farmers income by reducing production costs, improving productivity, strengthening participation in the value-chain and foster business principles. As on date 10,000 FPOs are formed in India with an average 700 to 1000 shareholders and registered under the company’s act. However, there have been gaps and challenges in securing the active participation of the shareholders in contributing to the business. The recent impact study conducted in the state of Maharashtra pointed out that FPOs resulted in rising in price realization among 22% of members and 28% accessed inputs at a lesser cost. Although results are encouraging, promoting the participation of all members in business transactions is crucial to the growth of the company. The main barriers are limited understanding among shareholders about their roles, responsibilities, rights, operational structure, and governance of the organization. Members perceive the FPO as one more collective and thus they miss connecting the corporate dimension in their organization. Thus, promoting continuous learning among shareholders and leaders about the above-listed issues is necessary for their active participation in the company activities and achieving a successful business. // Against this backdrop, a corporate literacy course was designed and piloted using the MobiMOOC digital tool with 24 FPOs from five districts, having an average shareholder base of 1035, in Tamil Nadu, India. Contents are prepared based on the learner's needs assessment conducted and categorized into blocks, divided into units and chunks. The contents were disseminated to farmers as voice calls on simple mobile phones with options of retrieving (IVRS) and listening when convenient to individual farmers. In this paper we will discuss the experiences of pedagogy adopted, design and dissemination of contents, feedback of learners on how it supported in gaining and knowledge on FPOs, and how they practiced the learning in their FPOs businesses and its impacts. The paper will also touch upon the scope for replication of the learnings.
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Dreimane, Lana Frančeska, and Zinta Zālīte-Supe. "Teaching Interior Design in Augmented Reality." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.12.
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Augmented Reality (AR) has been effectively utilised across a diverse range of industries, including entertainment, medicine, the military, engineering and design. In parallel, AR has irreversibly changed the potential for interaction with the learning object across all education levels and a broad variety of disciplines ranging from the introduction of new concepts in Primary Education to more complex learning in STEM (science, technology, engineering, and mathematics), social sciences and humanities in Secondary and Tertiary Education. Current 21st Century research presents evidence that effective application of AR in education can facilitate effective competence acquisition while strengthening learner motivation and ensuring successful knowledge transfer to new contexts. Because of the swiftly shifting demands of the labour market and the immense potential of technology, the learning environment and context has become fundamental for learning in the 21st Century. Interior design as a field is a balance between creative innovation and the unbreakable bond with the physical reality demanding respect for precision and functionality. Major international companies, such as Amazon, Ikea, Wayfair and Target have been successfully utilising AR since the 2010s. Thus, nowadays, interior design education is unimaginable without incorporating AR technology, as this enables educators to deliver new forms of engaging and addressing interior design. AR permits experimentation without losing the attributes of the physical environment, thus allowing learners to gain more practical and diverse experience. This study addresses the lack of a systematised knowledge base, which is necessary to inform pedagogic and instructional decisions for interior design education at the secondary school level by examining scientific literature and analysing case study experience in order to formulate findings and recommendations for interior design educators and course developers.
Reports on the topic "Marist Pedagogy"
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Surie, Aditi, Amlanjyoti Goswami, Amogh Arakali, Aromar Revi, Divya Ravindranath, Gautam Bhan, Geetika Anand Anand, et al. Towards a New Urban Practice: The Urban Fellows Programme 2016-2022. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/9788195847303.
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In 2022, the Urban Fellows Programme at the Indian Institute for Human Settlements, Bengaluru, completed six years with 227 graduates. Collectively written by Faculty and sta at IIHS, Towards a New Urban Practice marks this moment as a point of Reflection. Using the programme as an archive, the book reflects on questions of contemporary urban knowledge, interdisciplinary and southern urban pedagogy, what it means to teach about and from practice, and how our thinking on pedagogy needs to be equally rooted in questions of institutional design, operations, admissions, and the political economy of employment for new urban practitioners.
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Adebayo, Oliver, Joanna Aldoori, William Allum, Noel Aruparayil, Abdul Badran, Jasmine Winter Beatty, Sanchita Bhatia, et al. Future of Surgery: Technology Enhanced Surgical Training: Report of the FOS:TEST Commission. The Royal College of Surgeons of England, August 2022. http://dx.doi.org/10.1308/fos2.2022.
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Over the past 50 years the capability of technology to improve surgical care has been realised and while surgical trainees and trainers strive to deliver care and train; the technological ‘solutions’ market continues to expand. However, there remains no coordinated process to assess these technologies. The FOS:TEST Report aimed to (1) define the current, unmet needs in surgical training, (2) assess the current evidence-base of technologies that may be beneficial to training and map these onto both the patient and trainee pathway and (3) make recommendations on the development, assessment, and adoption of novel surgical technologies. The FOS:TEST Commission was formed by the Association of Surgeons in Training (ASiT), The Royal College of Surgeons of England (RCS England) Robotics and Digital Surgery Group and representatives from all trainee specialty associations. Two national datasets provided by Health Education England were used to identify unmet surgical training needs through qualitative analysis against pre-defined coding frameworks. These unmet needs were prioritised at two virtual consensus hackathons and mapped to the patient and trainee pathway and the capabilities in practice (CiPs) framework. The commission received more than 120 evidence submissions from surgeons in training, consultant surgeons and training leaders. Following peer review, 32 were selected that covered a range of innovations. Contributors also highlighted several important key considerations, including the changing pedagogy of surgical training, the ethics and challenges of big data and machine learning, sustainability, and health economics. This summates to 7 Key Recommendations and 51 concluding statements. The FOS:TEST Commission was borne out of what is a pivotal point in the digital transformation of surgical training. Academic expertise and collaboration will be required to evaluate efficacy of any novel training solution. However, this must be coupled with pragmatic assessments of feasibility and cost to ensure that any intervention is scalable for national implementation. Currently, there is no replacement for hands-on operating. However, for future UK and ROI surgeons to stay relevant in a global market, our training methods must adapt. The Future of Surgery: Technology Enhanced Surgical Training Report provides a blueprint for how this can be achieved.
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Johansson, Eva, Elisabeth Ianke Mørkeseth, Monika Röthle, Berit Tofteland, Berit Zachrisen, and Kristin Fugelsnes. Verdier i barnehagen: Mellom ideal og realiteter. University of Stavanger, March 2014. http://dx.doi.org/10.31265/usps.228.
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Denne rapporten er skrevet på bakgrunn av prosjektet «Verdier i barnehagen» (2010-2013), et samarbeidsprosjekt om utvikling og forskning i syv barnehager. Målet har vært å studere kommunikasjon av verdier mellom voksne og barn, og samtidig å støtte opp under og utfordre de voksnes arbeid med verdier i barnehagen. De syv barnehagene i prosjektet kommer fra to ulike kommuner i Rogaland. Den ene er en bykommune, den andre en landkommune. Initiativet kom fra Universitetet i Stavanger (UiS) som våren 2010 inviterte de to kommunene til å delta i prosjektet. Prosjektet har blitt finansiert dels av kommunene og den enkelte barnehage, dels av UiS og senere NordForsk. Fem forskere, universitetslektor Kristin Fugelsnes, førstelektorene Elisabeth Ianke Mørkeseth og Monika Röthle samt universitetslektor Berit Tofteland har medvirket i alle faser av studien. De fire forskerne hadde ansvar for én eller to barnehager hver. De fulgte barnehagen ”sin” gjennom hele prosjektperioden, både i utviklingsdelen og i forskningsdelen. De har også intervjuet personalet på den avdelingen de har filmet. Professor Eva Johansson står for prosjektidé og har vært leder av prosjektet. Hun har utført de fleste intervjuene i studien. Forskergruppen har sammen kontinuerlig arbeidet med å utvikle og gjennomføre prosjektet. Ytterligere en forsker, førsteamanuensis Berit Zachrisen, kom inn høsten 2013, og har deltatt i forskergruppen og arbeidet med rapporten. Prosjektet hviler på et nært samarbeid mellom barnehageansatte og forskere. Respekt for de ansattes kunnskap har vært sentralt gjennom hele prosjektet. Det betyr at det er de ansatte i barnehagene som selv har utarbeidet mål og arbeidsmåter i forhold til de verdier som de mener er viktige i forhold til sin gruppe av barn. Forskernes rolle har vært å støtte og utfordre prosessen uten å komme med ferdige løsninger. Slik bygger prosjektet som sådan på verdier som tillit, respekt og medvirkning. Prosjektet startet høsten 2010. Arbeidet i barnehagene, både med utviklingsprosjektet og med konstruksjon av data til forskningsprosjektet, foregikk frem til våren 2012, det vil si i til sammen to barnehageår. I denne perioden arbeidet de ansatte i barnehagene med verdier på ulike måter, og forskerne støttet dette arbeidet ved å arrangere seminarer og inspirasjonsdager. Én barnegruppe i hver barnehage ble i de to årene fulgt systematisk ved hjelp av forskjellige forskningsmetoder. Denne avdelingen kaller vi heretter forskningsavdelingen. Forskernes arbeid med analyse av data og rapportskriving foregikk i hovedsak etter at prosjektet i barnehagene var avsluttet, mellom 2012 og våren 2014. I mars 2013 holdt forskerne et tilbakemeldingsseminar der foreløpige funn fra prosjektet ble presentert. Prosjektet ble i 2013 utvidet til et nordisk prosjekt, «Values education in Nordic preschools: Basis of education for tomorrow», finansiert av NordForsk og deltakende universiteter i alle de nordiske landene. Den nordiske delen av prosjektet kommer til å pågå ut 2015. Denne rapporten pretenderer ikke å fremstille sannhet, men å gi et bilde av det komplekse arbeidet med verdier som pågår i hverdagens mange møter mellom voksne og barn. Vår forhåpning er at rapporten skal leses for å gi kunnskap, inspirasjon, refleksjon og støtte i det videre arbeidet med verdier. Den er ikke en vurdering av den enkelte pedagog eller barnehage. Arbeidet med verdier er, som flere av deltakerne har sagt, et arbeid som ikke avsluttes når prosjektet gjør det; det blir aldri ferdig!