Bibliografías temáticas / Taste education

Literatura académica sobre el tema "Taste education"

Autor: Grafiati
Publicado: 20 de abril de 2024

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Artículos de revistas sobre el tema "Taste education"

1

Best, Michael R. y W. Robert Batsell. "A Classroom Demonstration of Taste-Aversion Learning". Teaching of Psychology 25, n.º 2 (abril de 1998): 116–18. http://dx.doi.org/10.1207/s15328023top2502_8.

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Rats readily avoid tastes paired with illness, although they associate exteroceptive cues less well with toxicosis. In this article, we describe a demonstration that recreates the central features of taste-aversion research. A dark, tasty fluid is paired with a toxin. Students can directly observe the animal's behavior to conclude that the taste component, not the visual component, is associated with internal malaise. This demonstration places in a more concrete context the contribution of animal research to the principles of psychology.
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2

Goldman, Alan H. "THE EDUCATION OF TASTE". British Journal of Aesthetics 30, n.º 2 (1990): 105–16. http://dx.doi.org/10.1093/bjaesthetics/30.2.105.

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Purhonen, Semi, Jukka Gronow y Keijo Rahkonen. "Social Differentiation of Musical and Literary Taste Patterns in Finland". Finnish Journal of Social Research 2 (15 de diciembre de 2009): 39–49. http://dx.doi.org/10.51815/fjsr.110689.

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Music and literature are analysed in terms of liking different cultural genres following a three-step analytical strategy. First, the distributions of likes/dislikes of different music and literary genres are examined. Second, we examined how the genres are interrelated. Third, we investigated how interrelating genres condensed into different taste patterns can be explained by five background variables: gender, age, education, income and residential area. In addition, there is a short analysis of the connections among taste patterns across the two cultural areas. The results suggest clear social differentiation in tastes, both in music and in literature, in Finland. Age and especially gender proved to be at least as important as education in explaining musical and literary taste patterns in general and highbrow tastes in particular. Three major correlations representing ‘highbrow’, ‘popular folk’ and ‘popular action’ tastes across the two cultural areas were found, indicating clear homologies between musical and literary taste.
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4

Merie, Olha. "ARCHITECTURAL TASTE AS AN ARCHITECTURAL AND PSYCHOLOGICAL PHENOMENON, ITS FACTORS AND ROLE IN THE ARCHITECTURAL EDUCATION AND PRACTICE". Current problems of architecture and urban planning, n.º 59 (1 de marzo de 2021): 63–79. http://dx.doi.org/10.32347/2077-3455.2021.59.63-79.

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The article presents the results of a theoretical study of architectural taste as an architectural and psychological phenomenon, its factors and role in architectural education and practice. The peculiarity of architectural taste is facilitated by gustosology – complex science about aesthetic taste, its nature, peculiarities of formation and function in public life, role in the development of the general culture of personality and society generally. It is determined that architectural taste is an aesthetic pleasure derived from individual patterns of architecture preferences, which has an intellectual character, associated with the result of reasoning, sequence of evaluation and quick judgement, through which a non-trivial result is achieved by the proportionality of beauty. It was established that according to the theoretical research, the differences of architectural taste depend on factors: 1) professional and artistic (inherent to specialists – architects, designers and depends on the level of education and culture of a particular person); 2) sexual (for example, female tastes are more emotionally colored, more sensitive; they are mainly found in the design of the interiors of buildings); 3) national (hence – English, French taste); 4) ethnographic (for example, Hutsul style); 5) social (belonging to the noble family); 6) own and borrowed tastes (unification of tastes under the influence of fashion); 7) ecological (reflectses human’s attitude to the preservation and development of the eco-system); 8) educational (the study of tastes concerns the process of their formation in educational institutions); 9) physiological (perception of architecture); 10) psychological (temperament; psychological types of people by K. G. Jung according to the types of drawings of architectural objects (by Vinogradova E. I. and Barabanov A. A.). It is confirmed that architectural taste is formed throughout the life, and therefore may change. The results of the research are valuable for: theories of architecture; architectural education – for better understanding of students-architects by teachers of higher education institutions; for architectural practice in the field of urbanism and urban planning, as well as in work with customers; for the further experimental research, in particular, the identification of typology of architectural tastes of individuals and their psychological characteristics, which will be presented in the next publications of the author.
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Casta, Casta, Tjetjep Rohendi Rohidi, Triyanto Triyanto y Abdul Karim. "Production of Aesthetic Tastes and Creativity Education of Indonesian Glass Painting Artists". Harmonia: Journal of Arts Research and Education 21, n.º 2 (1 de enero de 2022): 266–77. http://dx.doi.org/10.15294/harmonia.v21i2.30348.

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This study aims to find the repertoire of aesthetic taste as a creative act and its relation to symbolic power in the arena of Indonesian cultural production of glass painting. The study used a qualitative approach with a phenomenological design. Data collection used in-depth interviews, participant observation, individual life’s history, and document examination. Data analysis used interpretive phenomenological analysis. The study finds five aesthetic taste repertoires that include: (1) the aesthetic taste of the palace which is characterized by the symbolic decorative visualization of calligraphy pictographs of petarekatan with wadasan and mega mendung ornaments; (2) the taste of strengthening cultural identity is marked by the symbolic decorative visualization of a traditional sourcebook for puppet shadow objects with wadasan and mega mendung ornaments; (3) the taste of traditional renewal is characterized by liberating expressive decorative visualizations; (4) the taste of cultural revitalization is characterized by decorative visualization of the superiority of tradition which is involute; and (5) the taste of marginalized community is characterized by the simplicity of traditional object visualizations. The five aesthetic tastes carry a decorative expression style with an interpretation of tradition based on the cultural capital of the artists. The production of aesthetic taste cannot fully be used to classify the social class structure of appreciators but is related to the identity of the cultural capital they have. The production of aesthetic taste is a creative education model that responds to the doxa of symbolic power in the form of orthodox or heterodox, resulting in defensive, subversive, defensive-subversive synthesis, and pseudo-subversive strategies, which are fought for legitimacy as symbolic power.
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Harel, Guershon, Merlyn Behr, Richard Lesh y Thomas Post. "Invariance of Ratio: The Case of Children's Anticipatory Scheme for Constancy of Taste". Journal for Research in Mathematics Education 25, n.º 4 (julio de 1994): 324–45. http://dx.doi.org/10.5951/jresematheduc.25.4.0324.

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In this article we study the concept of invariance of ratio through an investigation of children's understanding of constancy of taste—that is, the notion that random samples of a given mixture taste the same—using a device that does not resort to conventional symbolism. The paper begins with a definition of constancy of taste and other quantitative analogues. Then it presents a theoretical analysis of how constancy of taste may emerge from the child's additive world and grow into a conception where taste becomes an intensive quantity. The analysis suggests that one's conception of taste constancy is linked in a fundamental way to one's conception of invariance of ratio. Following this analysis, the paper reports a study that demonstrates the absence of taste constancy among sixth-grade children. More specifically, the study shows that sixth-grade children base their judgment of the relative strength of the taste of two samples from the same mixture on at least one of three (extraneous) variables: the relative volumes of the samples to be tasted, whether the mixture is thought of as consisting of a single ingredient or more than one ingredient, and the relative amount of the ingredients stated in the problem.
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7

Jeon, Soyeon, Yeonhee Kim, Sohyun Min, Mina Song, Sungtaek Son y Seungmin Lee. "Taste Sensitivity of Elderly People Is Associated with Quality of Life and Inadequate Dietary Intake". Nutrients 13, n.º 5 (17 de mayo de 2021): 1693. http://dx.doi.org/10.3390/nu13051693.

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Aging has been implicated in the alteration of taste acuity. Diet can affect taste sensitivity. We aimed to investigate the types of tastes altered in elderly Korean people and factors associated with taste alteration in relation to dietary intake and other factors. Elderly participants (≥65 years) and young adults were assessed to determine their recognition thresholds (RT) for sweet, salty, bitter, sour, and umami tastes. Elderly participants were further surveyed for dietary intake and non-nutritional factors. Five taste RTs were correlated with age, but only four taste RTs, except sweetness, differed between the elderly participants and young adults. Inadequate intake of iron, thiamin, folic acid, zinc, and phosphorus among the elderly participants was related to elevated taste RT levels, except for bitter taste. In both correlation and regression analyses, only salty and sour RTs were associated with energy, iron, thiamin, fiber, vitamin C, and riboflavin levels in the elderly participants. The elderly participants’ taste RTs exhibited strong associations with quality of life (QOL) but showed partial relationships with physical activity, number of medicine intakes, social gatherings, and education. Taste sensitivity may decrease with age, which is further influenced by insufficient dietary intake, especially iron and thiamin, and QOL.
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Birukov, Mikhail Yurievich. "Origins of the concept of taste as the basis for forming artistic taste of art students". Samara Journal of Science 5, n.º 1 (1 de marzo de 2016): 137–42. http://dx.doi.org/10.17816/snv20161302.

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Implementation of the principles of democracy, humanitarian priorities in the higher vocational education determines profound changes in the formation of artistic taste of contemporary young people. The problem of the formation of art taste and personality is complex, ambiguous and examined by representatives of different sciences. The artistic taste is the focus of aesthetic evaluation criteria of all spheres of human activities, it serves as a basis for establishing the invariant personality-the unique forms of the individuals behavior, thinking and creativity. This article examines the history, state and value of artistic taste in the formation of human personality in the historical and modern science, distinguishes between subjective and objective views on the conditions for the existence and formation of artistic taste, works out a definition of artistic taste at the present stage of society development. The variety of artistic tastes is explained by the unlimited richness of art objects themselves, as well as the constant development of reality - and, above all, social reality - by the emergence of new conditions of life, development of man and man-made objects. The question of the diversity of artistic tastes finds its solution, first of all, while considering the objectivity of their content; the variety of specific manifestations of beauty accounts for diverse taste preferences. Individual display of artistic taste is valuable in demonstrating the nuances of the qualities of the object and allows one to pass on to others the feeling one experienced. Thus, a foundation is laid for creative evaluating interaction, so the artistic taste serves as an effective means of aesthetic education of art students in the course of vocational training.
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9

Sharplin, Elaine. "Taste of Country". Australian and International Journal of Rural Education 20, n.º 1 (1 de marzo de 2010): 17–27. http://dx.doi.org/10.47381/aijre.v20i1.582.

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In order to improve recruitment of teachers to rural schools, preservice teachers need opportunities to become familiar with rural education contexts, overcome anxieties promoted by negative stereotypes and build confidence in their professional and personal abilities. Traditional approaches involve rural practicums which are not feasible for many preservice teachers. The Rural Education Field Trip provides an alternative mechanism for promoting familiarity with rural schools in a cost and time effective manner. This paper describes the Rural Education Field Trip offered by The University of Western Australia, identifying the benefits perceived by a variety of stakeholders.
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Nielsen, Morten Kromann, Pernille Malberg Dyg y Karen Wistoft. "Outdoor taste education: Danish perspectives on potentials and challenges for taste education in school gardens and outdoor education". Food, Culture & Society 23, n.º 4 (9 de julio de 2020): 523–41. http://dx.doi.org/10.1080/15528014.2020.1776013.

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Tesis sobre el tema "Taste education"

1

Day, Deanna Lea. ""A taste of teaching": Preservice teachers and children engage in literature circles". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280166.

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The purpose of this qualitative teacher research study was to explore the characteristics of literature circles with preservice teachers and children. Drawing on Vygotsky's (1978) sociocultural theory and Rosenblatt's (1938) transactional theory, this study focuses on the talk of preservice teachers in literature circles with children and the perceptions of preservice teachers about these literature circles. The study was conducted in a fourth grade classroom and a university children's literature course in the southwestern United States over one academic year. Thirty children and 27-28 preservice teachers participated in three to five literature circles each semester. A total of 47 literature circles were tape recorded, transcribed and analyzed. Other sources of data included a teaching journal, free writes from participants and interviews with some preservice teachers. The methods of analysis included coding, visual markers and constant comparison. These literature circles were investigated through a detailed description of the data. There were certain characteristics to organizing the discussions such as selecting books, developing the discussion strategies, planning the circles, producing free writes and reflecting on the experience. This study focuses on how the talk of preservice teachers in literature circles with children evolved over time. The results indicate that the preservice teachers initiated and facilitated discussion, asked and answered questions, dominated discussion, listened, supported and explored children's talk, and shared personal connections and responses as a reader. In addition, the study explores preservice teachers' perceptions of literature circles with children. Three major themes were found: The preservice teachers learned about children in the literature circles, how to do circles and the value these circles for children. Finally, the findings illustrate how the literature experience with preservice teachers influenced the children. According to the data, the children had significant relationships with young adults, managed the literature circles, considered different perspectives in the discussions, gained confidence in their ability to talk, gained perspectives on college and acquired personal advocates. This study shows the importance of partnerships between universities and elementary schools. The preservice teachers were given opportunities to experience reading, writing, learning and teaching with children. The college students were able to observe children learning and to reflect on these experiences.
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2

Beaudreault, Amy. "Students' taste for organic food: a look into influences of perceptions". The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399555659.

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3

Thompson, Val. "A taste of higher education : exploring a culinary arts degree through arts-based approaches". Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522375.

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4

Kummerfeld, Rebecca Kay. "For Industry, Taste and Hand-eye Coordination: Art Education in Sydney from 1850 to 1915". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/15551.

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This thesis explores the history of art education in Sydney from 1850 to 1915. This was a foundational period for the establishment of both art and education in Sydney. It was a time during which structures of schooling first emerged, technical instruction became a priority and a government supported art gallery was established. I draw on a wide range of English and Australian sources to consider what comprised art education in Sydney during this foundational period. It is a topic that has received little scholarly attention, but is important for allowing those currently involved in art education an understanding of the foundations on which our current system was built. This thesis focuses on four key research questions. The first, ‘why teach art?’ is examined through analysis of discourse surrounding art education in this period. Three major motivations that informed the provision of art education in Sydney are identified: the importance of art for industry, a desire to teach taste and the broader educational benefit of art instruction for improving hand-eye coordination. ‘Where was art taught?’ is a second major focus. The art instruction offered through schools, technical colleges, exhibitions and galleries is examined in order to map the landscape of art education in Sydney. This thesis offers a novel contribution through the creation of a chronology, tracing the development of art instruction across a range of educational institutions. Thirdly, ‘who taught art?’ is considered through a series of professional biographies, featuring a range of individuals involved in the provision of art education. These case studies show the way one person could influence instruction across a range of institutions. Analysis of periodicals, personal papers, educational magazines, government records and school archives is undertaken to gain a deeper understanding of the contribution of these individuals. Finally, the question of ‘how art was taught’ is considered through close analysis of the tools used in teaching. Plaster casts and copybooks are examined, both for their pedagogic value and as artistic objects in themselves and how they were used to disseminate visual culture in Sydney.
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Lima, Andréa Orrigo [UNESP]. "Jovens violinistas e a pragmática do gosto: a construção do gosto pela música". Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/142857.

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Submitted by ANDRÉA ORRIGO LIMA null (andreageigen@gmail.com) on 2016-08-08T16:39:54Z No. of bitstreams: 1 LIMA, Andréa O. Jovens violinistas e a pragmática do gosto a construção do gosto pela música.pdf: 5359902 bytes, checksum: 71762ea8227b3ef684544168309e31c0 (MD5)
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta investigação, produzida no campo da Educação Musical, na sua abordagem sociocultural, é de caráter qualitativo e tem por objetivo compreender como jovens violinistas e violistas, estudantes da Escola de Música do Estado de São Paulo – EMESP Tom Jobim, constroem seu gosto pela música. No início do trabalho situo o objeto de estudo, bem como esclareço os conceitos sociológicos jovens e juventudes. Abordo estudos que tratam da interação de jovens e músicas e relato, na revisão bibliográfica, alguns trabalhos acerca do gosto dos jovens pela música. Seguindo, apresento a teoria do gosto de Antoine Hennion, aporte teórico desta investigação, nos seus conceitos centrais: o coletivo dos amadores, esses entendidos como “aqueles que fazem algo com a música”, profissionais ou diletantes, o conceito de mediação, a reflexividade, a performance musical e os quatro suportes para a análise do gosto. Recorri a procedimentos etnográficos como observação participante, diários de campo, conversas informais, entrevistas semiestruturadas, observações das práticas musicais desses jovens e registros audiovisuais. De outubro de 2014 a junho de 2015 interagi com dez jovens, sendo nove violinistas e um violista com idade entre 11 e 24 anos, interação ocorrida na EMESP Tom Jobim e na OJESP – Orquestra Jovem do Estado de São Paulo. No capítulo interpretativo, apresento os mediadores envolvidos, os amadores em ação e os gêneros musicais degustados. Exponho uma ilustração criada a partir das reflexões acerca da pragmática do gosto pela música, que me auxiliou a compreender como os jovens constroem o gosto pela música. Os resultados indicam mediadores que ligam os jovens à música e às ações musicais densas de expressões corporais, sensações físicas e emocionais. Constatei que os mediadores são suportes para a construção do gosto dos jovens pela música que, de modo coletivo, desenvolvem suas performances e demonstram no engajamento do corpo o gosto pela música verbalizando-o por meio da reflexividade. Finalizo, indicando implicações desta pesquisa para a educação musical.
This investigation is produced in the field of musical education with a socio-cultural approach. It is a qualitative study and aims to understand how young violinists and violist students of the School of Music of the State of São Paulo – Tom Jobim, EMESP - have built their taste in music. At the beginning of this work it is showed the object of study, as well as is clarified the sociological concepts of young people and youth. I review studies dealing with interaction between young people and music, and some works about the taste of young people by music. Following, I present the taste theory of Antoine Hennion which is the theoretical support of this research in its central concepts: the collective of the amateurs, which are understood as "people who does something with the music"; the professional or amateurish, the concept of mediation, the reflexivity, the musical performance and the four supports for the analysis of taste. It was also resorted ethnographic procedures as participant observation, fieldnotes, informal conversations, semi-structured interviews and observations of these young musical practices, and audiovisual records. From October 2014 to June 2015 I interacted with ten young students, nine violinists and a violist with age between 11 and 24 years, that interaction took place in Tom Jobim EMESP and OJESP-Youth Orchestra of the State of São Paulo in Brazil. In interpretative chapter, I present the mediators involved on the study, amateurs in action and the musical genres tasted. I exhibit an illustration created from reflections about the pragmatics of taste in music, which have helped to understand how young people build their taste for music. The results point out the mediators that linking young people to music and to music actions dense of bodily expressions, physical and emotional sensations. It was observed that the mediators are supports for the construction of taste of young people for music that collectively develops their performances and show on the engagement of the body the taste by music, verbalizing it through music reflexivity. Finally, I concluded indicating implications of this research for music education.
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6

Steudte, Bjoern. "Architecture and Human Senses - Pre-School in alexandria Old Town". Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/30950.

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Throughout my years of architecture education I have become more and more aware that we are connected with architecture from the very first moments of our life. Architecture, an important part of our environment, affects our experiences, feelings, memories, and ultimately the decisions we make. To exploring the connection between architecture and the human experience was the intention for my thesis. Whether positive or negative, everything created or done by man has an affect on his environment. Some people are more aware of their architectural environment some are less but at the end we all life with it and have at least an unconscious impression of it. Based on these impressions and the consciously experienced details of our environment, of events we have feelings and make judgments and decisions. The nice dinner on a Friday night which makes you feel comfortable and good, it is a result of the whole environment of the place where you have dinner. Not only the room temperature, your company, your table neighbors, the restaurant staff, the expectations of the coming weekend but more important the dimensions of the space that make it feel grand or intimate, the way sound sticks to the walls or bounces off them giving life to the space, or the way a single beam of light can show you the beauty of colors and materials.
Master of Architecture
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7

Wiberg, Åsa. ""Man skulle behöva en definition av Skolverket" : en studie om idrottslärarstudenters föreställningar om natur och friluftsliv i lärarutbildning och ämnet idrott och hälsa". Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39021.

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Syftet med denna undersökning är att undersöka blivande idrottslärares erfarenheter av och smak för natur och friluftsliv och hur det kommer till uttryck i deras föreställningar om natur och friluftsliv i utbildningen och skolämnet idrott och hälsa. I studien, som har en kvalitativ ansats, har använts ostrukturerade intervjuer i fokusgrupper. Resultatet är analyserat med hjälp av Bourdieus teorier och begrepp om fält, kapital, habitus och smak. Resultatet visar att respondenterna i denna studie har erfarenhet av friluftsliv av det enkla slaget. När de börjar sin lärarutbildning i friluftsliv uppstår en krock i mötet mellan respondenternas habitus med enkelt friluftsliv i närmiljön och lärarutbildningens ”spelregler” där vana och erfarenheter av mer exklusivt friluftsliv erkänns värde. Smak eller avsmak för friluftsliv förstärks under utbildningen. Respondenterna upplever också en problematik med tolkning av begreppen natur och friluftsliv som är mångfasetterade. Natur beskrivs som å ena sidan orörd vildmark och å andra sidan som en park i staden. En aktivitet betraktas som friluftsliv i ett sammanhang och samma aktivitet betraktas som idrott i ett annat.  Resultatet visar också på en samsyn hos respondenterna vad gäller hur undervisning i friluftsliv inom ämnet idrott och hälsa ska genomföras i framtidens skola. Intresse eller smak för friluftsliv är enligt respondenterna en förutsättning för att kunna undervisa på ett professionellt sätt. Det räcker inte med att vara kompetent didaktiskt och färdighetsmässigt och en viktig aspekt för respondenterna är också att följa styrdokumentens intentioner vad gäller friluftsliv.
The purpose of this study is to investigate the prospective PE teachers' experiences of and taste for nature and outdoor life, how it is reflected in their beliefs about nature and outdoor activities in education and school physical education. The method of the study, which has a qualitative approach, has been unstructured interviews and focus groups. The results are analyzed with the help of Bourdieu's theories and concepts of field, capital, habitus and taste. The result shows that the respondents in this study have had experiences of outdoor activities that are of a simple nature. When they start their teacher training in outdoor activities, there is a collision between the respondents' habitus with simple outdoor life in their local environment and the teacher training "game rules" where the experience of more upscale and advanced outdoor activities are recognized and valued. Taste or distaste for outdoor activities is amplified during training. Respondents also experience problems with the interpretation of the concepts of nature and outdoor activities that are multifaceted. Nature is described on the one hand as untouched wilderness and on the other hand as a park in the city. An activity is considered an outdoor activity in one context and the same activity is regarded as a sport in another context. The results also show a consensus among respondents when regarding the teaching of outdoor activities in physical education and how it should be implemented in the future of the school. Interest in or a taste for outdoor activities, according to respondents, is essential to teach in a professional manner. It is not enough to only have a didactic skill but an important aspect for the respondents are also the ability to follow the policy documents’ intentions with regard to outdoor recreation.
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Schneider, Marco André Feldman. "A comunicação e o gosto: uma abordagem marxista". Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-07052009-125413/.

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O objetivo desta pesquisa é demonstrar a contribuição que o conceito gosto cuja origem, em diversas línguas, revela uma íntima relação entre as noções de sabor e saber pode trazer para a compreensão e para o desmonte dos dispositivos objetivos e subjetivos mediante os quais se opera a subordinação das pessoas ao capital, processo em meio ao qual a comunicação de massa desempenha um papel relevante. Metodologicamente, trata-se de uma pesquisa teórica tecnicamente, de uma pesquisa bibliográfica , que articula reflexões sobre o gosto nos terrenos da filosofia, da estética e da sociologia com o debate político e epistemológico mais amplo em torno do marxismo, e com o debate político e epistemológico mais específico no campo da comunicação. O resultado pretendido com o trabalho é a fundamentação teórica de um alerta veemente quanto à urgência de se criar alternativas para o potencial catastrófico da situação social planetária. Neste sentido são apresentadas algumas sugestões práticas, com destaque para uma nova educação, calcada nas noções de autonomia e sabor, oposta à instrumentalidade dominante.
The goal of this research is to demonstrate the contribution that the concept taste which origin, in many languages, reveals an inner relation between the notions flavour and knowledge can bring to the understanding and the disassembling of the objective and subjective devices through which operates the subordination of people to capital, a process within which mass-communication performs an important role. Methodologically, it is a theoretical research technicaly, a bibliographic one , that articulates reflexions about taste in the fields of philosophy, aesthetics and sociology with the political and epistemological wider debate around marxism, and with the political and epistemological specific debate in the field of communication. The result of the work should be the theoretical foundation of a vehement alert about the urgency to create alternatives for the catastrophic potencial of the contemporary global social reality. Following this direction, there are a few practical proposals, specially for a new education, based on the notions autonomy and flavour, opposed to the dominant intrumentality.
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Almeida, Maria das Graças Queiroz. "A construção do gosto pela leitura : uma contribuição pedagógica para a formação de leitores". Faculdades EST, 2008. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=113.

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As reflexões aqui mencionadas direcionam-se a uma análise sobre a importância do ensino da leitura prática entendida como uma construção do ato de linguagem do escritor, de seu sentido e de seu porquê, na qual leitor e escritor, supostamente, se encontram em um ato de cooperação; como também a capacidade de ler, compreender, refletir, interagir e agir sobre a realidade. A leitura fator essencial para a compreensão da realidade serve para reforçar valores éticos e morais, como também para desenvolver a criatividade em uma abordagem diferenciada e desafiadora. A leitura faz parte da vida. Com isso, sua prática deve ser envolvente e cativante a ponto de gerar necessidade e satisfação pessoal. Devemos proporcionar aos alunos um convívio com a leitura, oportunizar que ela cumpra seu papel: alargar, por meio da leitura dos signos, a leitura do mundo e privilegiar a leitura para a aquisição de conhecimento, entender como um processo histórico-social que promove e capacita o indivíduo, acreditar que o ensino de uma leitura crítica é um componente do processo de desenvolvimento e de conscientização, que permitirá ao indivíduo uma reflexão mais cuidadosa em relação aos atos sociais nos quais está inserido. O gosto pela leitura será despertado se a criança exercitar a leitura diariamente, de forma agradável, compreensiva e confortável; o gosto pela leitura não é despertado por motivos externos, ele é interno, já vem com a pessoa ou então o gosto pela leitura será despertado se a criança tiver exemplos em casa e acesso à leitura variada.
The reflections mentioned here direct it to an analysis about the importance of the reading education - understood practical as a construction of the language act of the writer, of its direction and of its reason, in which reader and writer, supposedly, meet in a cooperating act as well the capacity of reading, of understanding, of reflecting, of interacting and of acting over the reality. The reading - essential factor for the understanding of the reality - serves to strengthen Ethical and Moral values, as well to develop the creativity in a differentiated and challenging boarding. Reading is part of life. With this, its practical must be involving and captivating to the point of generating necessity and personal satisfaction. We must provide to the students a conviviality with the reading, allowing that it fulfills its role: to widen by means of the reading of signs, the reading of the World and to privilege the reading for the acquisition of knowledge, understand how a historical-social process that promotes and enables the individual to believe that the teaching of a critical reading is a component of the awareness and development process, that will allow to the individual a more careful reflection in relation to the social acts in which is inserted. The taste for the reading will be awaked if the child exercises the daily reading, in a pleasant, comprehensive and comfortable form; the taste for the reading isnt awaked for external reasons, it is internal; it already comes with the person or then the taste for the reading will be awaked if the child will have examples at home and will have access to the varied reading.
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Olivier, Florian. "L'impact des études supérieures sur les valeurs des étudiants". Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0068/document.

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Ce travail de thèse part d'une idée simple : ce que l'on fait, ce que l'on vit nous change. Or au sein des expériences collectives vécues, l'une tend à devenir de plus en plus partagée : le passage par des études supérieures. Aussi peut-on être surpris de constater que peu nombreuses sont les études s'intéressant à l'impact que peuvent avoir les cursus disciplinaires sur le jugement des étudiants, population dont l'identité – ne serait-ce que professionnelle – reste en construction. A partir d'une enquête par questionnaire inspirée des European Values Survey et des Enquêtes sur les pratiques culturelles des Français et menée auprès d'un échantillon final d'étudiants de 11 filières universitaires, notre travail montre que l'idée controversée d'une socialisation disciplinaire mérite d'être considérée. Car si dès la première année, les disciplines tendent à s'attirer les faveurs de populations aux profils déjà différenciés, l'avancée dans les études tend de son côté à remodeler ces particularisme initiaux. Les contenus disciplinaires jouent indéniablement un rôle dans ce remodelage, via l'acquisition ou le renforcement de dispositions et (sentiments) de compétences spécifiques. Mais de façon concomitante, la particularisation des profils étudiants au fil des études apparaît relever d'un phénomène de socialisation anticipatrice faisant qu'avancée dans les études et appropriation de la future et probable place occupée dans l'espace social vont de pair
This thesis comes from a simple idea : what one does, what one lives change us. Now, within the collective experiences, one tends to become more and more shared : going for higher studies. It is therefore surprising to note that few studies have examined the impact that majors may have on the judgment of students, whose identity – so much as professional - remains under construction. From a survey inspired by the European Values Survey and the Survey on The Cultural Practices of the French, and conducted with a final sample of students from 11 academic disciplines, our work shows that the controversial idea of a socialization deserves consideration. For if from the first year the disciplines tend to attract populations with already differentiated profiles, they tends at the end to reshape these initial particularisms. Disciplinary contents undoubtedly play a role in this remodeling, through the acquisition or reinforcement of specific skills and dispositions. But concomitantly, the particularization of student profiles over the years appears to be a phenomenon of anticipatory socialization : becoming an advanced student and the appropriation of the future and probable place occupied in the social space go hand in hand
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Libros sobre el tema "Taste education"

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Hattatt, Lance. A taste ofhoney. London: Hodder and Stoughton, 1989.

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Ramadan, DIna. The Aesthetics of the Modern: Art, Education, and Taste in Egypt 1903-1952. [New York, N.Y.?]: [publisher not identified], 2013.

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Isaacs, Ronald H. A taste of text: An introduction to the Talmud and Midrash. New York, N.Y: UAHC Press, 2003.

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Read on...history: Reading lists for every taste. Santa Barbara, California: Libraries Unlimited, 2013.

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England), Jewish Museum (London. A taste of Judaism: Bite into the meaning of food in Jewish life : a resource for religious education. London: Jewish Museum, 2002.

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Ltd, Cambridge Occupational Analysts, ed. Personal development guide: The COA guide to gaining work experience, exploring gap year activities, improving your grades and getting a taste of higher education. 9a ed. Sparham, Norwich: Cambridge Occupational Analysts Ltd, 2015.

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Prophet, Jane. Taste, teaching and the Utah teapot: Creative, gender, aesthetic and pedagogical issues surrounding the use of electronic media in art and design education : with particular reference to hypertext applications. [s.l.]: typescript, 1994.

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Vassillo, Antonio. Tasse scolastiche e livello dell'istruzione in Italia. Napoli: Liguori, 1992.

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Den, Nakahiro. Ningen kara no shuppatsu: "kyōiku no magari kado ni tatte". 8a ed. Fukuoka-shi: Ashi Shobō, 1987.

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Carol, Coe, ed. The sixthformer's Guide to higher education open days and taster courses. Camberley: ISCO Careerscope, 2004.

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Capítulos de libros sobre el tema "Taste education"

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Chestnova, Elena. "Interiors and the education of taste". En Material Theories, 92–121. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003035299-5.

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Ueda, Haruka. "Jacques Puisais' Philosophy of Gastronomy and Taste Education". En Food Education and Gastronomic Tradition in Japan and France, 129–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003341895-11.

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Anderhag, Per. "Taste for Science: A Bourdieu-Pragmatism Approach to Interest, Aesthetics and Learning". En Cultural Studies of Science Education, 39–54. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43353-0_3.

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Xing, Xinyue. "Analysis of “Taste”: Serves as the Aesthetic Experience of Calligraphy". En Advances in Social Science, Education and Humanities Research, 448–55. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-170-8_50.

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Stuart, Mary, Catherine Lido y Jessica Morgan. "Choosing a Student Lifestyle? Questions of Taste, Cultural Capital and Gaining a Graduate Job". En Widening Participation in Higher Education, 129–45. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137283412_8.

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Priantari, Ika, Suratno Suratno, Dwi Wahyuni y Dafik Dafik. "Stem Education and Research-Based Learning Activities on Taste Roasted in Coffee". En Advances in Biological Sciences Research, 500–511. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-166-1_60.

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Manolopoulou-Sergi, Eleni. "‘Inviting Eve to Taste the Apple’: Some Metaphors for the Issue of Theory in In-service Second Language Teacher Education Courses in Greece". En Experiences of Second Language Teacher Education, 109–25. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137316257_6.

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Coessens, Kathleen y Jean Paul Van Bendegem. "Cultural Capital as Educational Capital—The Need For a Reflection on the Educationalisation of Cultural Taste". En Educational Research: the Educationalization of Social Problems, 79–95. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-9724-9_6.

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"Education". En Taste of Control, 104–28. Rutgers University Press, 2020. http://dx.doi.org/10.2307/j.ctv11g95jg.9.

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"5. Education". En Taste of Control, 104–28. Rutgers University Press, 2020. http://dx.doi.org/10.36019/9781978806450-006.

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Actas de conferencias sobre el tema "Taste education"

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Nguyen, Minh Quang y Tu Quynh Vu. "Aesthetic Taste". En 6th International Conference on Social Network, Communication and Education (SNCE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/snce-16.2016.12.

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Wu, Xiao, Yusuke Tahara, Kiyoshi Toko y Hisao Kuriyaki. "Fabrication of taste sensor for education". En 11TH ASIAN CONFERENCE ON CHEMICAL SENSORS: (ACCS2015). Author(s), 2017. http://dx.doi.org/10.1063/1.4975297.

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Stepanov, D. V. y R. E. Olejnikova. "HYDRAULIC CUTTING OF SMALL FISH". En INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.421-424.

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The raw resources of the Azov-black sea basin are of great importance for the Crimean Peninsula. The basis of the catch consists of small pelagic fish species – anchovy, sprat and sprat. Traditionally, they are used for the preparation of salted, smoked and chilled fish products, as well as for the preparation of canned food. Fish raw materials are sent for processing in undivided form, which provides low taste qualities, and low consumer demand. Low taste qualities are due to the presence of small fish remains of the intestines.
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Deng, Zhixiang. "Improving Schooling Taste and Promoting Quality Development". En Proceedings of the 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceiss-18.2018.36.

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Treshcheva, Tatyana N. "DECORATIVE AND APPLIED ART AS A MEANS OF DEVELOPING THE ARTISTIC AND AESTHETIC TASTE OF OLDER PRESCHOOLERS". En All-Russian Conference with International Participation "Education, Social Mobility, and Human Development: to the 90th Anniversary of Prof. L.G. Borisova". Novosibirsk State University, 2022. http://dx.doi.org/10.25205/978-5-4437-1383-0-234-242.

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Aesthetic education is carried out at all stages of the age development of the individual, but the most sensitive period for its development is the period of preschool childhood. One of the most important categories in 10.25205/978-5-4437-1383-0-234-242 235 the structure of aesthetic education is artistic and aesthetic taste, which is an integrative education that combines artistic and aesthetic. The importance of developing artistic and aesthetic taste in preschoolers implies their ability in the future not only to give aesthetic assessments of works of art, but also to deeply perceive, reproduce them, and create independent works.
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Rusanova, D. M. "THE INFLUENCE OF THE SHAPE AND MATERIAL OF THE GLASS ON THE PERCEPTION OF WINE". En INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. ООО «ДГТУ-Принт» Адрес полиграфического предприятия: 344003, г. Ростов-на-Дону, пл. Гагарина,1., 2023. http://dx.doi.org/10.23947/itse.2023.303-305.

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Zhang, Haiyan. "Influence of the literati aesthetic taste of Art". En 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.8.

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Han, Zhengshun. "To Have Good Taste in the Mood for Love". En 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.86.

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Lugovtsova, S. Yu y V. Yu Stupko. "Taste assessment potato cultivars of collection of Krasnoyarsk Research Institute of Agriculture". En All-Russian Scientific Conference "Russian Science, Innovation, Education - 2022". Krasnoyarsk Science and Technology City Hall, 2022. http://dx.doi.org/10.47813/rosnio.2022.3.24-28.

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The optimization of the protocols of micropropagation including micro- and minitubes development processes is carried out as a part of the program to increase the effectiveness of health-improved potato seed material production. The collection of Krasnoyarsk RIA consists of potato cultivars being most popular in the Krasnoyarsk Territory. A large amount of work to increase the reproduction index does not allow them to be carried out involving all the stocked genotypes. To select the most commercially promising varieties, a tasting of potato tubers was carried out. Both classical statistic methods and those recommended by experts as more representative, according to recent data, for processing the results of expert evaluations of products were used in the present study. Kendall's coefficient of concordance showed middle consistency of expert evaluations (W = 0,31, p<0,01). Based on Cronbach's alpha criterion the panelist making the largest contribution to the evaluation unbalance were detected. That criterion also made it possible to point out the cultivars differed from others by unbalance in taste estimation of them: Meteor, Gala, Tuleevskiy, Aramis. According to the sum of Friedman's ranks, five cultivars with the best taste qualities, combined with great demand among agricultural producers, were selected: Kolomba, Tuleevskiy, Rozara, Tanay, Gala.
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Bian, Xin y Yuan Chen. "The Taste of the Japanese Courtyard Space Design under the Zen Thought". En International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.130.

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