Relevant bibliographies by topics / Theory-practice reflection

Academic literature on the topic 'Theory-practice reflection'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Theory-practice reflection"

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Swanwick, Keith. "Reflection, theory and practice." British Journal of Music Education 25, no. 3 (November 2008): 223–32. http://dx.doi.org/10.1017/s026505170800805x.

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A brief review of the state of music education in the UK at the time of the creation of the British Journal of Music Education (BJME) leads to a consideration of the range and focus of topics since the initiation of the Journal. In particular, the initial requirement of careful and critical enquiry is amplified, drawing out the inevitability of theorising, an activity which is considered to be essential for reflective practice. The relationship of theory and data is examined, in particular differentiating between the sciences and the arts. A ‘case study’ of theorising is presented and examined in some detail and possible strands of future development are identified.
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Robinson, Evan T., and Frances K. Kochan. "Theory and Practice: Discovery Through Reflection." Journal of Pharmacy Teaching 8, no. 2 (2000): 63–76. http://dx.doi.org/10.1300/j060v08n02_05.

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Dzidowski, Adam. "Aesthetic Reflection in Managerial Theory and Practice." Problemy Zarzadzania 6/2018, no. 80 (August 8, 2019): 39–51. http://dx.doi.org/10.7172/1644-9584.80.3.

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Stenberg, Katariina, Antti Rajala, and Jaakko Hilppo. "Fostering theory–practice reflection in teaching practicums." Asia-Pacific Journal of Teacher Education 44, no. 5 (January 27, 2016): 470–85. http://dx.doi.org/10.1080/1359866x.2015.1136406.

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Alcock, Martha Wilson. "Theory, Practice, Reflection: A Model for Professionalism." Contemporary Psychology 48, no. 2 (April 2003): 218–20. http://dx.doi.org/10.1037/000770.

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Stephens, Zoe, Jacqueline Lee, and Elinor Wilde. "Coaching in Schools – theory, practice and reflection." DECP Debate 1, no. 132 (September 2009): 49. http://dx.doi.org/10.53841/bpsdeb.2009.1.132.49.

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Clark, Phillip G. "Reflecting on reflection in interprofessional education: Implications for theory and practice." Journal of Interprofessional Care 23, no. 3 (January 2009): 213–23. http://dx.doi.org/10.1080/13561820902877195.

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Clarke, Margaret. "Action and reflection: practice and theory in nursing." Journal of Advanced Nursing 11, no. 1 (January 1986): 3–11. http://dx.doi.org/10.1111/j.1365-2648.1986.tb01214.x.

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TAM, MATTHEW K. "ITERATIVE PROJECTION AND REFLECTION METHODS: THEORY AND PRACTICE." Bulletin of the Australian Mathematical Society 94, no. 1 (May 18, 2016): 175–76. http://dx.doi.org/10.1017/s0004972716000265.

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Mathieson, Luke. "Synergies in critical reflective practice and science: Science as reflection and reflection as science." Journal of University Teaching and Learning Practice 13, no. 2 (April 1, 2016): 46–59. http://dx.doi.org/10.53761/1.13.2.4.

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The conceptions of reflective practice in education have their roots at least partly in the work of Dewey, who describes reflection as “the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (Dewey 1933, p.9). This conception of reflection has carried on into more-focused efforts to describe critical reflection as a tool for improving professional practice (where academic and educational practice is the particular interest of this study); “… some puzzling or troubling or interesting phenomenon” allows the practitioner to access “the understandings which have been implicit in his action, understandings which he surfaces, criticizes, restructures, and embodies in further action” (Schön 1983, p. 50). Both of these descriptions embody a central idea of critical reflective practice: that the examination of practice involves the divination (in a rational, critical sense) of order and perhaps meaning from the facts at hand (which, in turn, are brought to light by the events that occur as the results of implementation of theory). As part of a lecture series, Gottlieb defined science as “an intellectual activity carried out by humans to understand the structure and functions of the world in which they live” (Gottlieb 1997). While science and critical reflective practice attempt to build models about different parts of our world – the natural world and the world of professional (educational) practice respectively – both embody certain underlying aims and methodologies. Indeed, it is striking that in these definitions the simple replacement of the terminology of reflective practice with the terminology of science (or vice versa) leads to a perfectly comprehensible definition of either. It is this confluence that this paper studies, building from two separate foundations, critical reflective practice and science. Via their models and exemplars of their “models-in-practice” – action research and the scientific method – the paper forms a bridge between two empirical practices. We contend that the ability to do this is no accident, but stems from a deeper substrate that they have in common: empirical epistemology, as expressed in post-enlightenment models of the development of reliable knowledge.
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Dissertations / Theses on the topic "Theory-practice reflection"

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Hyacinth, Timi B. "Reflection for specific purposes : the use of reflection by Nigerian English language teachers." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59716/.

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Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers who used it intuitively and through those who have participated in a formal reflective international teacher development course. Findings show that reflection is multifaceted, distinctively construed and used for specific purposes. Four types of reflection are identified: learner-centred reflection; teacher-centred reflection; skill-centred reflection and knowledge-centred reflection. By comparing the two groups of participants’ perspectives of reflection and their use of reflection, the benefit and potential of reflection to bring change and development in the context is highlighted. The study shows that as participants progress through the spectrum of reflection-in-use that was identified in the study, they make sense of teaching and learning and of themselves as teachers; moving from intuitive encounters of reflection-in-use to the more explicit zones of systematic reflection. The study concludes that because reflection is multifaceted and used in specific ways, teacher educators will need to develop specific and relevant learning tools to teach it in more teacher-centred ways.
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Khan, Muhammad Ilyas. "Reflection as a teacher education concept, connotation and implementation : a qualitative case study of a Postgraduate Certificate in Education (Secondary) Programme at a UK university." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11064.

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This thesis reports a qualitative case study exploring the connotation and implementation of reflection as an educational concept in a PGCE (secondary) programme at a UK university in the light of the perceptions of university tutors and student teachers. Reflection has been an important concept in many teacher education programmes but it has consistently been intricate in terms of its connotation and implementation and despite a vast amount of research aimed at deconstructing its complexity, the matter does not seem to have been resolved. Despite its conceptual complexity it has often been taken in its common sense meaning by practitioners in educational programmes and is, at times, turned into a slogan. This study was, therefore, aimed at an exploration of the meaning and implementation of the concept and the various factors that influence it in the programme under study. The findings of the study reveal that, true to its reputation, the concept defies any agreed upon understanding. On a conceptual level there was recognition of its complexity among the university tutors, although this did not come out in the case of student teachers who predominantly defined it in its common sense meaning. At the implementation level the common sense practice-oriented connotation appeared to prevail among both groups. Factors influencing this orientation included the practical emphasis of the PGCE, the focus on response to the centralised QTS standards, the time-work balance and the under-appreciation for theory in its technical-rational conceptualisation in the predominantly skill-oriented and subject-teaching focused structure of the training. The study implies that for reflection to be appreciated and implemented at the deeper, conceptual and critical level, it should be put into practice more overtly with elaborate theoretical underpinnings. This would call for changes in this and similar programmes in terms of structure, content and aims.
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Fook, Janis. "Developing an integrated framework for critical reflection : from practice, to theory, towards research." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/339973/.

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Critical reflection is increasingly regarded as a necessary requirement of professional practice. Yet there are many differing perspectives on what it is, and how it should be taught in professional education, and it is not easy to see how they all relate. This is often confusing for students and educators. This potentially leads to poor standards of reflection, and little rigorous research or development of critical reflection. This thesis aims to address this problem by developing an integrated understanding of critical reflection. It draws together the different perspectives on critical reflection (including reflective practice, the concept of reflexivity, postmodernism and critical perspectives), and shows how these different understandings can be integrated under the rubric of learning from experience. Although the idea of learning from experience in fact underpins early understandings of critical reflection, this thesis demonstrates how later formulations add to and develop this conception. In doing this, the thesis traces the practical and theoretical development of critical reflection into a framework which might be used as a basis for researching professional practice experience. The thesis begins with an introduction which outlines the context of my thinking about social work knowledge, in which my thinking about critical reflection is located. The body of the thesis traces how I have developed these frameworks, from a mix of practical experience, theorizing from different perspectives, and reviews of literature, into the potential for its use as a research method. The concluding section of the thesis returns to the original outline of social work knowledge, and shows how this integrated understanding of critical reflection is also congruent with basic principles of social work. In this sense, the development of thinking about critical reflection is also a contribution to the development of social work knowledge.
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Wright, Elizabeth Ann. "Visual preferences in an ageing population : design, theory, practice, education & critical reflection." Thesis, Open University, 2013. http://oro.open.ac.uk/54504/.

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Formative periods represent early phases in life when we are particularly sensitive to experiences that influence later choices. This investigation hypothesised that the design of products associated with formative periods continues to influence preference throughout life. In design for an ageing population these preferences are important because designers often wrongly assume a decline in interest in design and physical ability. If these assumptions are prioritised there can be a detrimental effect on the visual sensitivity and emotional value products convey. In the United Kingdom a significant proportion of the ageing population is financially independent, physically healthy and resistant to traditionally negative associations of ageing. However, limited interrogation of the design process, or of the products produced, leaves a largely youth orientated design industry ill- equipped to challenge these associations and design for consumers whose experiences differ from their own. This investigation interviewed leading design professionals to test these assumptions and to inform an innovative questionnaire to identify visual preference. The questionnaire incorporated images of domestic products from 1930 to 1990 and asked for rapid responses reflecting intuitive preferences. A fifty five percent , response rate was achieved from 5,000 questionnaires posted to respondents aged fifty to seventy five years. Analysis of the findings identified two associations. Firstly, a statistically small association between age and visual preference, older respondents preferred older products, although the association was marginal and insufficient to support the hypothesis. Secondly, visual analysis revealed a strong preference for the most familiar form of the product, proposed as representing the 'contemporary essence'. These findings challenge assumptions that ageing is accompanied by a decline in design interest. Rather, the economic and social cost of establishing a design environment reduces the flexibility of future choices. These issues are age neutral. To address these issues, a critically reflective design approach is proposed as a positive response to an ageing population in an inclusive society.
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Leiper, Tara E. "The impact of critical reflection on a private practice singing teacher's thinking." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3417/.

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This situated self-as-researched investigation explores the impact of critical reflection on a private practice singing teacher’s thinking. The project is based upon the use of five ‘vehicles’ through which to develop the skills of critical reflection, these being journal writing, personal writing, critical incident technique, narrative inquiry and ideology critique. Each of these vehicles is used to undertake critical reflection of singing teaching practices whereby values and assumptions are interrogated. Each of the vehicles of critical reflection used in this inquiry is evaluated for their ease of use and effectiveness in enabling critical reflection processes to be developed in the participant. Engaging in critical reflection presents the possibility for transformative learning (Mezirow 1990) whereby frames of reference are challenged and altered as a result of the processes undertaken and examples of this in action are included in this research report. This dissertation contributes to the small but growing body of research in the area of private professional music education. The private instrumental and vocal teacher often works in an isolated environment with limited development opportunities available. This research proposes that critical reflection may be a viable tool for professional development and practice improvement.
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Hulshult, Nancy Kay. "MORAL LEADERSHIP IN ALTERNATIVE EDUCATION: THEORY AND PRACTICE IN SCHOOL ADMINISTRATION." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1114085889.

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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.
Title from second page of PDF document. Document formatted into pages; contains [2], v, 117 p. Includes bibliographical references (p. 94-97).
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Hughes, Brenda Helen. "An exploration of business students' experiences of reflection in learning." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30921/.

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This research explores how some undergraduate students’ experience reflection in their learning. The study is located within the interpretivist tradition and the research is based on two semi-structured interviews with eight undergraduate business students at two different stages in their programmes. This study indicates that both traditional and contemporary theories of reflection can contribute to an understanding of how undergraduate business students experience reflection. For example, I found that all of these students experience reflection in ways in which the self is the object of performative development and this mirrors some of the contemporary theoretical constructions of reflection. Interestingly, whilst acknowledging the wide variety of benefits associated with reflection in learning, the participants in this study provide detailed accounts of tensions and issues that remain including performance, group work and locating reflection alongside disciplinary knowledge. In terms of reflection on employment, these undergraduates indicate that third party ‘spillover effects’ are a broad dimension of their reflections indicating how attuned these business students are to the needs of employers. The undergraduate students in this study accept and operationalise notions of responsibilisation, self-governance and self-discipline. I also found that, for final year students in this study, reflection is central to the process of forming pre-professional identity. This is a small-scale study and I make no claims to generalisability or representativeness. However, this dissertation not only adds to what is known about how students’ experience reflection, but also provides some evidence that might usefully be considered by curriculum designers, educators and staff developers. Primarily, I suggest that reflection should be repositioned within the higher education business curriculum. Specifically, I propose a new paradigm for business education in which reflection within the curriculum is oriented to more critical questioning of disciplinary traditions and assumptions and offers greater opportunities to critically reflect on social relations and global injustice. Secondly, I suggest, having undertaken this study, that curriculum design should accommodate greater discussion and support for undergraduates struggling with reflection on performance, group-work or within disciplinary conventions.
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Mays, Lydia Criss. "Linking Theory to Practice: Understanding How Two Reading Recovery Teachers' Reflections Inform their Teaching Practices." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-07072009-162305/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. Diane Truscott, committee chair; Joyce Many, Barbara Meyers, Ramona Matthews, Floretta Reid-Thornton, committee members. Description based on contents viewed Oct. 19, 2009. Includes bibliographical references (p. 155-174).
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Atkinson, D. "Form and action in art education : A reflection upon theory and practice in the teaching of art." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382177.

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Xenos, Anthony J. "Teacher Learning in Action: Using Self-Study to Connect Practice with Theory." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416422110.

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Books on the topic "Theory-practice reflection"

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Moon, Jennifer A. Reflection in learning & professional development: Theory & practice. London, England: Kogan Page, 2000.

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Gerry, Czerniawski, ed. Successful teaching 14-19: Theory, practice, and reflection. Los Angeles: Sage, 2010.

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Reflection in learning and professional development: Theory and practice. London: Kogan Page, 2000.

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Reflection in learning and professional development: Theory and practice. London: RoutledgeFalmer, 2005.

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Geophysical data analysis: Understanding inverse problem theory and practice. Tulsa, OK: Society of Exploration Geophysicists, 1994.

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Johns, Christopher. Guided reflection: Advancing practice. Oxford: Blackwell Science, 2002.

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Maritain, Jacques. Natural law: Reflections on theory and practice. South Bend, Ind: St. Augustine's Press, 2001.

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Christopher, Johns, and Johns Christopher, eds. Guided reflection: A narrative approach to advancing professional practice. 2nd ed. Chichester, West Sussex: Blackwell Pub., 2010.

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Brandenburg, Robyn, Kathryn Glasswell, Mellita Jones, and Josephine Ryan, eds. Reflective Theory and Practice in Teacher Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3431-2.

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Krause, Franziska. Care in Healthcare: Reflections on Theory and Practice. Basingstoke: Springer Nature, 2017.

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Book chapters on the topic "Theory-practice reflection"

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Campbell, Betsy. "Doing reflection." In Practice Theory in Action, 54–65. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351017718-7.

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Lepper, Markus, and Baltasar Trancón y Widemann. "Optimization of Visitor Performance by Reflection-Based Analysis." In Theory and Practice of Model Transformations, 15–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21732-6_2.

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Handal, Gunnar. "Reflection on Practice-Theory, Critical Friendship and Teachers’ Professional Development." In Lost in Practice, 197–203. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-722-3_11.

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Grohman, Magdalena G., Matthew J. Brown, and Eun Ah Lee. "Ethical Reflection as a Part of Creative Problem-solving." In Creativity and Innovation Theory, Research, and Practice, 285–94. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003233923-24.

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DeHart, Jason. "The Role of Reflection and Reflective Conversation in Sustaining Theoretically-Based Pedagogy in Middle Grades." In Connecting Theory and Practice in Middle School Literacy, 185–98. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003171508-15.

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Kumar, Maneesh. "Institutional Voids and Indian Automotive Industry: Challenges and Reflection." In Advances in Theory and Practice of Emerging Markets, 405–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75013-2_30.

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White, Mathew A. "Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model." In The Palgrave Handbook of Positive Education, 165–204. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_7.

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AbstractWhile positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education; that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.
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Gardner, Ryan S. "A Model of Reflection for Merging Theory and Practice in Interfaith Education." In Interfaith Education for All, 243–56. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-170-4_19.

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Williams, Geoff. "Reflection Literacy in the First Years of Schooling: Questions of Theory and Practice." In Society in Language, Language in Society, 333–56. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137402868_14.

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Franke, William. "Severance of Theory from Practice, Disentangling of Infinite from Finite, by Transcendental Reflection." In Dante’s Paradiso and the Theological Origins of Modern Thought, 127–28. New York, NY: Routledge, 2021. | Series: Routledge interdisciplinary perspectives on literature: Routledge, 2021. http://dx.doi.org/10.4324/9781003152156-23.

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Conference papers on the topic "Theory-practice reflection"

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Garipova, Galiya. "Reflection of the global problems of our time in social advertising." In Actual problems of communication: theory and practice (XIV). Baskir State University, 2022. http://dx.doi.org/10.33184/apktip14-2022-10-26.7.

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Cho, Janghee, Tian Xu, Abigail Zimmermann-Niefield, and Stephen Voida. "Reflection in Theory and Reflection in Practice: An Exploration of the Gaps in Reflection Support among Personal Informatics Apps." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491102.3501991.

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Strand, Knut Arne, and Tor Atle Hjeltnes. "Training in concurrent design the interplay of theory, practice, reflection and infrastructure." In 2017 International Conference on Engineering, Technology and Innovation (ICE/ITMC). IEEE, 2017. http://dx.doi.org/10.1109/ice.2017.8279880.

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Pavlik, Marek, Andrii Gladyr, and Jan Zbojovsky. "Comparison of Measured and Simulated Data of Shielding Effectiveness, Reflection and Absorption of Electromagnetic Field." In 2020 IEEE Problems of Automated Electrodrive. Theory and Practice (PAEP). IEEE, 2020. http://dx.doi.org/10.1109/paep49887.2020.9240895.

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Mulyani, Martina, Fuad Abdul Hamied, and Bachrudin Musthafa. "An Overview of Cooperative Learning in Theory and Practice: A reflection from students’ perspective." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.194.

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Mulyani, Martina, Fuad Abdul Hamied, and Bachrudin Musthafa. "An Overview of Cooperative Learning in Theory and Practice: A reflection from students’ perspective." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.301.

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Mulyani, Martina, Fuad Abdul Hamied, and Bachrudin Musthafa. "An Overview of Cooperative Learning in Theory and Practice: A reflection from students’ perspective." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.87.

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De Marinis, Cecilia, and Dorotea Ottaviani. "The Architectural Teaching Paradox: The Practice-Based PhD as a Compass in Navigating through the Incommunicable." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.10.

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The reflections developed in this paper took place from a sentence that architect Botta pronounced during the conference ‘The Practice of Teaching’ held at the Biennale Architettura 2018 – 16th International Architecture Exhibition. In that context Botta stated “It is not possible to teach architecture, but it is possible to learn arc hitecture”1. This statement unveils the paradox inherent in architectural education on two different levels of reflection: first , reveals a truth about the different facets of architectural education that can be taught such as history, theory, technology etc., whereas the practice of architecture itself cannot be actually taught. The second stage of the reflection reveals an even more interesting feature of architectural education: design and the design practice are in fact taught but we do not have a clear understanding of how the process happens. Such anomaly suggests the existence of a nebulous space between teaching and learning in architecture and multiple questions arise from such reflections: how can one teach the matter of design? How is operational knowledge transferred from teachers to learners? Can one be trained on how to transfer knowledge or can one rely solely on their innate hunch?
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Molomo, Pulane. "STUDENTS REFLECTION ON WORK-BASED EXPERIENCE: CONNECTING THEORY AND PRACTICE AND ENABLING SOCIAL LEARNING AT CENTRAL UNIVERSITY OF TECHNOLOGY." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1717.

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Adelaide Molomo, Pulane. "STUDENTS’ REFLECTION ON WORK-BASED EXPERIENCE: CONNECTING SOCIAL LEARNING TO THEORY AND PRACTICE AT A SOUTH AFRICAN UNIVERSITY OF TECHNOLOGY." In ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202157.

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Reports on the topic "Theory-practice reflection"

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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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2

Carty, Anthony, and Jing Gu. Theory and Practice in China’s Approaches to Multilateralism and Critical Reflections on the Western ‘Rules-Based International Order’. Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/ids.2021.057.

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China is the subject of Western criticism for its supposed disregard of the rules-based international order. Such a charge implies that China is unilateralist. The aim in this study is to explain how China does in fact have a multilateral approach to international relations. China’s core idea of a community of shared future of humanity shows that it is aware of the need for a universal foundation for world order. The Research Report focuses on explaining the Chinese approach to multilateralism from its own internal perspective, with Chinese philosophy and history shaping its view of the nature of rules, rights, law, and of institutions which should shape relationships. A number of case studies show how the Chinese perspectives are implemented, such as with regards to development finance, infrastructure projects (especially the Belt and Road Initiative), shaping new international organisations (such as the Asian Infrastructure Investment Bank), climate change, cyber-regulation and Chinese participation in the United Nations in the field of human rights and peacekeeping. Looking at critical Western opinion of this activity, we find speculation around Chinese motives. This is why a major emphasis is placed on a hermeneutic approach to China which explains how it sees its intentions. The heart of the Research Report is an exploration of the underlying Chinese philosophy of rulemaking, undertaken in a comparative perspective to show how far it resembles or differs from the Western philosophy of rulemaking.
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3

Ivanyshyn, Petro. BASIC CONCEPTS OF YEVHEN MALANIUK’S NATIONAL-PHILOSOPHICAL INTERPRETATION: ESEISTIC DISCOURSE. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11070.

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The purpose of the research is to outline the structure of the main methodological ideas within the frames of interpretive thinking in the essay of the famous Vistnyk’s writer, critic and essayist Yevhen Malaniuk. Considering the purpose and tasks of the studio, an interdisciplinary methodological base, related to the author’s “national approach”, has been worked out. The epistemological potential of national philosophy as a philosophy of national existence, national science as a theory of nation, hermeneutics as a theory and practice of interpretation and post-colonialism as interpretation of cultural phenomena from the standpoint of anti- and post-imperial consciousness are used in the work. The scientific novelty is that on the basis of the previous hermeneutic generalization and definition of national-existential methodology, a propaedeutic outlining of the structure of national-philosophical concepts within the frames of the essayistic interpretation of reality in Ye. Malaniuk is proposed. In the methodological sense, the writer’s essayism is structured by such concepts as nation-centrism, idealism, voluntarism, heroism, and can be considered as one of the variants (close by the experiences of D. Dontsov, Yu. Lypa, M. Mukhyn, etc.) of the Vistnyk’s national-philosophical (national-existential, nationalistic or nation-centric) hermeneutics, that is, the way of understanding, which the author by himself outlined as a “national approach”. The support of Ye. Malaniuk as a culture-philosopher and exegete on the eternal nation-centric values and criteria in his essayistic studies makes his reflections not only historically interesting, but also theoretically productive, classically important for the development of modern Ukrainian hermeneutics and humanities in general.
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