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Introduction to the philosophy of education / G.F. Kneller.
Abstract
Aquí el autor trata el concepto de filosofía educativa considerándola como filosofía política y social; estas, como parte de la filosofía formal modificada. Aborda también los temas de: valores y conocimiento; teorías educativas contemporáneas y la lógica y el análisis.
... Ethics studies human conduct and actions in terms of goodness and rightness and 'ought to' of actions and conducts; which are generally referred to as morality. Aesthetics is the study of values in the realm of beauty (Kneller, 1971). Values could be objective or subjective. ...
... The Idealist philosophic school believes that values are absolute and unchanging. In their essence values are not man-made but are part of the very nature of the universe for spiritual harmony and rational balance of the society (Kneller, 1971). Hegel posited that the individual derives his understanding and practice of virtue only from a virtuous society which according to Kant can be enhanced when values are seen as maxims that demand categorical imperatives and a duty to be performed by all. ...
... A recall of former experience in similar circumstances forms habituation. Intuitionism argues that values are apprehended by individuals directly by grasping the rightness or wrongness of something by means of an inborn moral sense through intuition (Kneller, 1971). Socrates opined that since virtues are latent in individuals, then, education could bring this to the consciousness of learners. ...
Religion has been variously assumed as an effective tool of values education as religion is conceived as superior source of values rather than that of social criterion and self. This paper examines the correctness of this assumption in the light of the values that religion portrays and in terms of its features, worldviews and its absolutism. Could it be an effective medium in a multi-cultural, plural and mono-cultural social milieu? These were interrogated using the philosophical tools of speculation, analysis and prescription. This paper concludes that religion tends to stand in contra in providing the basis for effective and relevant values education which by its nature encourages critical, rational and reflective choice in values decisions in societies that are dynamic due to its conflicting and absolutist approaches. Rather, religion, it is suggested, could be taught as comparative study for ease of better societal engagements. It is recommended that value education should be based on social criterion and critical reasoning
... Epistemology is the theory of knowledge. It is particularly relevant to this research into the provision of PD on caring nursing practice because it is important to consider: what constitutes knowledge about caring, what are the origins of that knowledge, (society, individual perception, introspection, memory, reasonincluding research etc.,), what types of knowledge can be considered -revealed, authoritative, intuitive, rational, and empirical (Kneller, 1964), how is knowledge acquired (unconsciously, sub-consciously, consciously), what knowledge can legitimately be included in a PD program and how these questions and the answers to the questions might have an impact on the selection of PD content and teaching and learning strategies (University College Dublin-Teaching and Learning, 2017). ...
... For example -We know that caring is correlated with better patient outcomes -reduced patient stay and reduced staff turnover which in turn results in more cost effective health care so we need to find a way to enhance caring (Government of Western Australia, 2018b). 6. Scepticism: a theoretical perspective which deals with all knowledge with uncertainty and questions whether truth / knowledge is knowable (Baert, 2004;Hirst, 1973;Kneller, 1964). For example -The nurse comforted him when he was crying and appeared to demonstrate caring nursing practice but how do I know this wasn't an act? ...
... The aim of the study was to promote deep understandings through critical thinking about the theoretical knowledge and lived experience of caring nursing practice of participants. Towards this end the PD program was developed to instil a 'love of wisdom' in line with the definition of philosophy (Kneller, 1964). It was not a theoretical wisdom but a practical wisdom in line with pragmatism found in successive nursing theorists from Nightingale to modern day (Watson, 2008). ...
Continuous professional development (CPD) has been purported to be able to enhance and support caring nursing practice; however, the relationship has never been studied in Western Australia. CPD is used in Australia as an overarching term. It includes three types of study leave; accredited courses, training with defence force reserves, and professional development (PD). The aim of this study was to determine the extent to which a professional development program can support caring nursing practice in Western Australian (WA) hospitals.
A PD program consisting of a one-day Master Class (MC) on caring nursing practice with additional and optional on-line reflective practice journaling (RPJ) was developed, implemented and evaluated for use in Western Australia. Convenience sampling was used to invite nurses from tertiary metropolitan hospitals in WA to participate. Snowball sampling followed. MCs were delivered at five major hospitals in the greater metropolitan area. The RPJ were submitted via e-mail.
Qualitative and quantitative data were analysed using descriptive statistics and traditional theming techniques. The study used a synergistic, dynamic approach to mixed methods combining a systemic approach. This approach uses concurrent analysis of survey qualitative and quantitative data followed by typology method using convergent analysis of survey and reflective practice journaling data (Hall & Howard, 2008).
Findings indicate that PD may be able to support caring nursing practice in WA hospitals by three means: firstly, by supporting and understanding how organisations operate within a health care system and a cultural context; secondly, by supporting ‘meaning-making’; and thirdly, by supporting ‘agency’ of nurses. Findings also indicate that some educational content and strategies may be more effective in maximising the extent to which PD can support caring nursing practice in WA hospitals.
The conclusion drawn from the findings was that PD has the capacity to support caring nursing practice in WA hospitals. The extent to which it is able to do this may be limited by cultural, organisational, nursing and personal factors beyond the reach of PD.
... Beliau menganggap bahwa anak merupakan suatu individu yang aktif dan mengeksplorasi dirinya sendiri. Melalui pengalaman anak bisa tumbuh dan berkembang sesuai dengan minatnya (Kneller 2010). Anak tidak bisa lepas dari lingkungannya, maka ia harus belajar tentang apa yang memengaruhinya, begitulah pemikiran pragmatism Dewey (Saito 2018). ...
... Dalam karyanya, Dewey menentang adanya konsep dualistik dari kosmos. Menurutnya, manusia mampu menganalisis bahwasannya alam tidak akan berubah dan sudag pasti lengkap sempurna (Kneller 2010). ...
Education is a right for all citizens without discrimination. Everyone has the right to a decent living, including children with special needs. However, education in our country still underestimates the presence of children with disabilities. Many educational institutions refuse to accept children with special needs (ABK). In line with Dewey's thoughts, a Western pragmatic philosopher said that every boy and girl has the same right to get a decent education. Strengthened State law article 31 paragraph 1 concerning the right of all citizens to receive education. This research aims to analyze the relevance of Dewey's thoughts to inclusive education and to educate readers that children with special needs also have the right to receive adequate education. This research uses a library study method by collecting various information through journals, books, newspapers, and other media. The results of this research show the relevance of John Dewey's thinking to inclusive education
... lembaga-lembaga pendidikan (dalam hal ini sekolah), dengan sengaja mentransformasi warisan budayanya, yaitu berupa pengetahuan, nilai-nilai, serta berupa keterampilan-keterampilan dari generasi ke generasi (Kneller, 1971). ...
... Hal yang senada juga dijelaskan oleh (Kneller, 1971) bahwa secara prinsip pendidikan progresivisme lebih mendefinisikan pendidikan sebagai hidup itu sendiri, bukan persiapan untuk hidup. Kehidupan yang baik adalah kehidupan yang intelegen yang dapat menggunakan akal untuk memecahkan masalah-masalah kehidupan, yakni kehidupan yang mencakup interpretasi dan juga rekonstruksi pengalaman. ...
Freedom to learn is a new education policy in Indonesia that requires a big change for the better than the previous education. Freedom to learn is present as an instrument that was born from the merger of educational theory and previous policies. Freedom to learn and the educational philosophy of progressivism have the same goal, namely to provide a wide space for students, teachers, and also educational institutions to design a series of learning that is liberating, democratic, independent, and also free to innovate. This study uses a qualitative method with a philosophical hermeneutic approach and uses Miles and Huberman's data analysis patterns. The results of this study are the educational philosophy of progressivism emphasizes that students must develop naturally, experience is the key word in motivating children's learning, teachers act as facilitators in learning, and the curriculum must be designed student-centred. The concept of independent learning in principle provides a wide space for exploring the greatest potential for teachers and students to innovate and improve the quality of learning independently. Then the application of freedom to learn in Hindu religious learning is to provide space for students, teachers, and schools to always are free in thinking, free to innovate, and independent in creativity so that the concept of education that relies on "sa vidya ya vimuktaye" or learning is what liberating humanity can be achieved.
... According to Kneller (1971), there are five formal philosophies that are often applied to the field of education. From these philosophies, corresponding learning theories have been constructed which seek to help instructors develop a conception of a learning process for themselves and their students. ...
... By studying the great works of literature, philosophy, history, and science, an individual develops his/her rational faculties and forms notions of good and virtuous citizenship. What one learns about the past will prepare a person for the future (Kneller, 1971). The learner is viewed as deficient cognitively, and the mind is viewed as superior to the body. ...
Fourteen professors expressed their "traditional," "humanist," and "critical" philosophies about teaching and learning when they engaged in dialogue with us and each other. The relationship between their philosophy of teaching and their practice in the classroom is the research question. Four themes that elaborate these philosophies-in-action emerged from a grounded-theory approach to data analysis. One theme, "Expert vs. Co-learner" describes these professors' views of themselves as teachers. A second theme, "The Relationship of Comfort to Critique, " outlines some of the tensions that arise from attempting to create a comfortable classroom environment while also encouraging critical thought. "Learning for Change, " the third theme, is about the differing forms of change in the learner that these professors seek as evidence that learning is taking place. Finally, in the section called "Coping with Constraints, " our study participants identify institutional issues that have made it difficult for them to enact their particular teaching-learning philosophies in university classes.
... The source has the thought, need or information to transmit to another party. Kneller (1972) has condemned this giver receiver concept when applied to education. He described it as: > Act of verbal manipulation or dictation in which one person imposes himself on another, turning the latter into an object of his will expressed in speech. ...
... Nkwocha, Onyemerekeya, Ekeada, Ogwudire & Emenogu (1996) have noted the basic assumptions of the behaviouristic theorists as: ➢ Man is born without innate abilities; ➢ Man is passive in his development and essentially a product of his environment which operates through a system of reinforcement and/or punishment; ➢ The infant's mind at birth is a "tabula-rasa" or blank slate on which environmental factors write in experience; ➢ Practice and reinforcement are crucial in shaping and modifying behaviours. Kneller (1972) has described the evil of this behaviourist assumptions when he decried that our children are herded into educational factories, where they are processed and fashioned alike regardless of their personal uniqueness. Werner and Bower (1982) conceptualized appropriate Technology as a fashionable way to say "doing things in low-cost, effective ways that local people (students and teachers) can manage and control" (emphasis in bracket is mine). ...
... The source has the thought, need or information to transmit to another party. Kneller (1972) has condemned this giver receiver concept when applied to education. He described it as: > Act of verbal manipulation or dictation in which one person imposes himself on another, turning the latter into an object of his will expressed in speech. ...
... Nkwocha, Onyemerekeya, Ekeada, Ogwudire & Emenogu (1996) have noted the basic assumptions of the behaviouristic theorists as: ➢ Man is born without innate abilities; ➢ Man is passive in his development and essentially a product of his environment which operates through a system of reinforcement and/or punishment; ➢ The infant's mind at birth is a "tabula-rasa" or blank slate on which environmental factors write in experience; ➢ Practice and reinforcement are crucial in shaping and modifying behaviours. Kneller (1972) has described the evil of this behaviourist assumptions when he decried that our children are herded into educational factories, where they are processed and fashioned alike regardless of their personal uniqueness. Werner and Bower (1982) conceptualized appropriate Technology as a fashionable way to say "doing things in low-cost, effective ways that local people (students and teachers) can manage and control" (emphasis in bracket is mine). ...
... The source has the thought, need or information to transmit to another party. Kneller(1972) has condemned this giver receiver concept when applied to education. He described it as: > Act of verbal manipulation or dictation in which one person imposes himself on another, turning the latter into an object of his will expressed in speech. ...
... Nkwocha, Onyemerekeya, Ekeada, Ogwudire&Emenogu(1996) have noted the basic assumptions of the behaviouristic theorists as: ➢ Man is born without innate abilities; ➢ Man is passive in his development and essentially a product of his environment which operates through a system of reinforcement and/or punishment; ➢ The infant's mind at birth is a "tabula-rasa" or blank slate on which environmental factors write in experience; ➢ Practice and reinforcement are crucial in shaping and modifying behaviours. Kneller(1972) has described the evil of this behaviourist assumptions when he decried that our children are herded into educational factories, where they are processed and fashioned alike regardless of their personal uniqueness. Werner and Bower (1982) conceptualized appropriate Technology as a fashionable way to say "doing things in low-cost, effective ways thatlocal people (students and teachers) can manage and control" (emphasis in bracket is mine). ...
... Jones and Brader-Araje (2005) defined that axiology as the branch of philosophy that studies judgments about values, including both ethics and aesthetics. Ethics examines the values in the realm of human conduct (Kneller, 1971). It deals with such questions as what is suitable for all men. ...
... Similarly, it is the philosophy of values, which helps us decide to how and for what purpose these means should be utilized. Kneller (1971) argued about the importance and the implication of axiology in geographical studies and education. He says that values are everywhere in education (Cohen, Manion, and Morrison, 2006). ...
Geography has had limited interchange with the implications of major philosophical assumptions and paradigms in geographical education and research methodology. This paper claims a closer engagement with the philosophical arguments on ontology, epistemology, and axiology as well as the research and teaching strategies or paradigms. It is adopted and has much to offer to geography, not least in providing a showground within which very different types of geographical inquiry i.e., qualitative and quantitative, may find some common ground for helpful discussion and debate in geographic research. Nevertheless, this will only be fully accomplished if geography enters on: (1) studies that develop and arrange clear positivist ideas and concepts within the particular geographic research; (2) studies that attempt to relate geographic research to the broader realm of the constructionism/ interpretivism tradition; and (3) examination of the link of the geographic research with the pragmatism. The contemporary revival of geographic paradigm is described, together with its impacts on research and teaching methodology in geography. The prevailing literature on geographical rendezvous with positivism is then examined, and it is claimed that there is a single reality, which can be measured and known. Therefore, they are more likely to use quantitative methods to measure the fact. Likewise, constructivist believe that there is no single reality or truth. Thus, existence need to be interoperated, and consequently they are more likely to use qualitative methods to get those multiple realities. Pragmatism has much broader relevance within both physical and human geography, not linked to particular research styles. It believes that truth or reality is constantly negotiated, debated, interpreted and therefore, the best method to use is to solve the problem or explores the truth or fact.
... Američki teoretičar Kneller (1964), istražujući odnose obrazovanja i filozofije, utvrdio je postojanje triju filozofskih pravaca iz kojih se konstruiraju pedagogijske teorije, a oni su: idealizam, realizam i pragmatizam. Nadalje, navodi da su egzistencijalizam i filozofska analiza dva pravca koja imaju snažan utjecaj na obrazovanje. ...
... Landasan filosofis lainnya yang sering diterapkan dalam penyusunan kurikulum adalah humanisme, yang menekankan pengembangan potensi manusia secara holistik, termasuk aspek kognitif, afektif, dan psikomotorik (Kneller, 1971). ...
The book “Strengthening Teaching Skills” is a comprehensive guide for educators who want to improve their teaching skills. From basic pedagogical principles to practical classroom strategies, each chapter offers deep insights and proven methods. Readers will be guided through a wide array of topics, from understanding effective teaching styles to managing a classroom well. The book not only highlights innovative teaching techniques but also emphasizes the importance of positive teacher-student interactions. With a clear and inspiring synopsis, readers are directed to solidify their teaching skills, create a dynamic learning environment, and make a positive contribution to the world of education.
... Landasan filosofis lainnya yang sering diterapkan dalam penyusunan kurikulum adalah humanisme, yang menekankan pengembangan potensi manusia secara holistik, termasuk aspek kognitif, afektif, dan psikomotorik (Kneller, 1971). ...
Evaluasi pembelajaran berbasis kompetensi, yang merupakan pendekatan penting dalam mengukur keterampilan, pengetahuan, dan sikap yang harus dicapai siswa sebagai hasil dari proses pembelajaran. Evaluasi ini menekankan penilaian yang berkelanjutan, menggunakan berbagai metode seperti tes tertulis, proyek, presentasi, dan observasi untuk memberikan gambaran yang komprehensif tentang pencapaian siswa. Dalam konteks ini, kompetensi tidak hanya diukur dari hasil akhir, tetapi juga melalui proses belajar, yang melibatkan penilaian formatif. Evaluasi berbasis kompetensi dirancang untuk memastikan bahwa siswa tidak hanya memahami konsep-konsep teoritis, tetapi juga mampu menerapkan keterampilan yang relevan dengan tantangan dunia nyata, seperti berpikir kritis, pemecahan masalah, dan kolaborasi. Penilaian dalam pembelajaran ini juga disesuaikan dengan pendekatan-pendekatan modern seperti Problem-Based Learning (PBL) dan Inkuiri, yang mendorong partisipasi aktif siswa dalam proses belajar dan evaluasi berkelanjutan. Dengan pendekatan ini, pembelajaran berbasis kompetensi dapat membantu siswa siap menghadapi tuntutan global di era modern.
... It calls for logical and systematic thinking in order to draw necessary distinctions between what is essential and what is not. Conceptual analysis also studies meanings that lie behind terminologies used in ordinary contexts (Kneller, 1964). The analytic method brought out a clear understanding of the meaning of COVID-19 pandemic by establishing its origin, meaning and influence on technological innovation. ...
Despite the devastation caused by the novel COVID-19 pandemic, its outbreak ushered in an era of fortunes in the sectors of global technology, education, health and economy. This paper analyzes the influence of the COVID-19 pandemic to technological innovation and utilization in the context of Zedong’s law of contradiction in things. The law postulates that everything and even phenomenon contains a contradiction, and the struggle between the mutually contradictory aspects in things determine their existence and development. The paper argues that the outbreak of the pandemic triggered the reminiscence and actualization of human’s innate technological and innovational potential that had hitherto been untapped. Had it not been for the outbreak of the pandemic, perhaps such innovations would not have been actualized in this era. In the event of such a phenomenon, it’s devastating effects activate the human’s rational faculty to figure out measures on how to mitigate it and in the event, such endeavour sets into motion a series of activities that culminate in research and emergence of technological innovation. It is recommended that an understanding of the correlation between catastrophic phenomena and emergence of technological innovation would form frontiers of research in education, science and technology
... Rationalists tend to argue that intellectual development is the way to achieve moral perfection. Finally, the analysis of Fromm's works clearly reveals his interest in the irrationalist domain of philosophy (Kneller, 1971;Barrett, 1958Barrett, , 1972. Its adherents argue that a technological (mass) approach to education is unproductivetherefore, it is proposed to focus on providing individual assistance to a person who is learning and striving for moral perfection. ...
Along with reading the works of philosophers of the past and reflecting on their logic and content, it is important for modern humanities to identify the difference in their standpoints on the fundamental issues of human existence. The given article addresses these issues exemplified by the dialogue in letters between E. Fromm and Z. Freud. It investigates the difference between the two philosophers' views on the problems of rationalism and irrationalism, free will, good and evil in human nature, the specificity of human aggressiveness, and the relationship between the conscious and the unconscious. The article also examines the similarities and differences in the ways the thinkers approach the problem of human fear, the role of childhood in a person's adult life, manifestations of narcissism, the correlation of biological and social factors in the process of character formation, the nature of dreams in their works. In most cases, Fromm's position, focused on "libidinal charm", is recognized by Fromm as limited and supplemented by spirituality and sociality. At the same time, in a number of cases, Fromm's criticism is mild, and sometimes it shows strong, justified disagreement with Freud. It is noted that the dialogue of thinkers is interesting as highly intellectual communication on universal human issues, clearly reflecting the personal and scientific portraits of the authors for a modern researcher in the field of psychology, philosophy, sociology, and theoretical and practical education. There is a stated methodological value of the dialogue in question: through the opportunity offered to a reader to identify the correctness of the methods used: a) meaningful comparison of scientific positions; b) interpretation of quotes of the criticized opponent; c) defining the opponent's consideration as incomplete, unreasonably narrow, not reflecting the magnitude of the object under consideration; d) exposing the narrowed analysis perspective of the criticized author in a new integrity; e) analysis of the possibilities of applying the law of the excluded middle to particular cases; f) the possibility, based on a logical-meaningful synthesis, to identify those problems that have escaped the notice of the criticizing author.
... Justru dalam titik inilah letak 'idealisme' dari progresivisme. Sekolah berbeda bila dibandingkan masyarakat pada umumnya, karena sekolah adalah masyarakat khusus 44 . ...
This paper aims to assess the thoughts of two liberal figures related to the strengths and weaknesses of thought in the context of modern education. In this paper , the author tries to explore deeper and more broadly related to Liberal ideology and paradigm through two cross - age figures , namely the modern era and the contemporary era . The method used in this research is library research. Although these two Liberal figures have different views; namely John Locke is referred to as the main character of empiricism in education and John Dewey is referred to as an instrumental figure in education, but in O'neil's book these two figures fall into the category of Liberal figures, both of which complement each other. The final conclusion in this study is the modernization and renewal of learning centered on individual freedom, say student centered education - the problems that occur in society are not diminishing or disappearing, but from day to day they increase and accumulate, the philosophy of constructivism is that each child constructs own knowledge, it turns out that the goal is to humanize humans to fail, to produce people who highlight the competitive side and education capitalism
... This model is rooted in the contemporary Idealism educational philosophy, which asserts that knowledge involves giving meaning and organization to sensory data. In this context, teaching aims to assist students in structuring and understanding information (Kneller, 1971). Additionally, the model incorporates Winecoff's perspective on Value Education, which emphasizes the process of encouraging students to critically examine their existing values to enhance their cognitive and emotional experiences (Larry, 1988). ...
The primary objective of this study was to examine a holistic learning approach that promotes the development of noble character values (akhlak karimah) in madrasah. The study employed a qualitative methodology, specifically utilizing phenomenological research and a descriptive method. Data collection involved interviews, observations, and examination of relevant documents. The participants in this research were Madrasah teachers responsible for teaching various subjects at the ibdtida'iyah, tsanawiyah, and aliyah levels in Lombok. The findings revealed the development of a learning model that integrates all aspects of education to foster the exploration of akhlak karimah values, which are defined as objectives in the affective domain. These values were identified based on the students' needs and were subsequently incorporated into the curriculum through student-centered integrated learning. The implementation of the proposed model follows a similar pattern and concludes with a dedication to this approach.
... He further expressed that the complexity is necessitated by the function education has to perform in the society. Perhaps the definition provided by Kneller (1971) may provide a direction. Kneller defined education as the process by which a society deliberately transmits its cultural heritage through schools, colleges, universities and other institutions. ...
Againstthebackdropoftheplaceofevaluationinassessingstudents’learningoutcomes,thischapterexaminedthemaintenanceofintegrityinNigeria’sacademicenvironmentthroughintegrityinstudents’evaluation.Inrelationtointegrityinstudents’evaluation,suchconceptsastest,measurement,skewnessindistributionoftestscores,evaluationandqualitiesofa goodinstrumentwereconsidered.Ineachofthesecasestheemphasiswasontheteacher.Itwasshownthatittakesadedicatedandanhonestteachertoconductevaluationthatproducesoutcomeswhichreflectthetrueabilitiesofexaminees.Itisonethingtohaveagoodinstrumentforanachievementtestorthedefenseofthesis/dissertation,butitisanothertoseethatdoublestandardsorsentimentsarenotused.Therefore,teachersarestronglyadvisedto guard against questionable evaluations.
... Convergent and divergent thinking are examples of cognitive strategies used by employees to address challenges (Duck, 1981). Convergent thinking seeks a single correct solution to the problem (Kneller, 1971). ...
Aim/Purpose: This research explores the influence of organizational-level and individual-level creativity and innovation and the technology acceptance model toward the higher education creative environment that consists of research creativity and teaching creativity. Background: Creativity and innovation are essential pillars for higher education institutions (HEIs). The two terms are interconnected, where creativity is referring to finding better ideas to do the work, while innovation is referring to how to do and implement these creative ideas. Choosing the optimal creative process and the organizational support needed to develop it is an important goal in achieving a creative and inventive environment. For the success of the creative environment to ensure the improvement of higher education institutions, information technology as social networking sites plays a crucial part in the creative process within universities. However, assessing the creativity and innovation of Saudi higher education institutions has not been well recognized. Universities today serve as knowledge-based institutions because they are at the forefront of cutting-edge R&D and scientific innovations. Creating such a productive research environment in universities, however, necessitates a work culture that encourages employees to be more creative while also encouraging the creation of new ideas and innovations. Methodology: A survey instrument was utilized as a quantitative method for this research to gather data from the study sample on the influencing variables employed in the research framework. Respondent data were analyzed using a disjoint two-stage method using PLS-SEM path modelling. Contribution: The results of this research contribute to the theoretical and scientific literature by offering a model of creativity and innovation in higher education institutions. The model proposes an optimal blend of organizational, individual, and technology variables that contribute to the development of the Higher Education Creative Environment in HEIs via creativity in teaching and research and a culture of innovation. In another way, the proposed framework especially helps to comprehend the challenges regulating establishing teaching and research creativity in HEIs via the adoption of organizational, individual, and technology enablers identified as part of this study. Findings: According to the results, organizational factors such as organizational encouragement, freedom, and challenging work have a positive relationship with the higher education creative environment. However, realistic work pressure, a lack of organizational impediments, managerial encouragement, and work group support is insufficient to affect the creative environment in higher education in Saudi Arabia. Individual variables (creative thinking skills and expertise, for example) also have a positive impact on the higher education creative environment. In the higher education creative environment, however, the influence of intrinsic motivation is insignificant. Finally, technology factors such as social networking site adoption intention, perceived usefulness, and perceived ease of use have the potential to influence the higher education creative environment. Recommendations for Practitioners: On the practical front, the obvious recommendation of this research is that it enables top leadership in Saudi HEIs to rethink the norms of creativity and innovation in their institutions, thereby instilling a mindset guided by a flourishing culture of creativity in the HEI environment with a specific focus on creativity practices in research and teaching domains. Furthermore, to promote the environment’s creativity within Saudi Arabian HEIs, university leaders must consider the suggested Organizational, Individual, and Technology factors as key enablers of creativity and innovation, which will guide them in revisiting their strategic actions in terms of further augmenting the creative performance of their academic’s staff, thereby sustaining a culture of Higher Education Creative Environment (HECE). Recommendation for Researchers: This study addressed many organizational, individual, and technology variables that facilitate Saudi Arabian HECE accomplishment in the form of research and teaching creativity. Furthermore, fresh insights for Saudi public HEIs are revealed when the success aspects of the creative environment are considered. If academic leadership at Saudi HEIs is to encourage the creative environment in general and creativity in teaching and research, it would be suitable for them to highlight individual, organizational, and technology success elements. As a result, their HEIs will be able to produce more innovative research, products, and services that can support and meaningfully achieve national transformation initiatives, opening the path for a transition into a knowledge-based economy. Impact on Society: In fact, this research is based on a quantitative research method, and the findings were also significant especially considering the current global crises. It is clearly understood by this process that includes organizational, individual, and technology factors as key enablers of the creative performance of academic staff, thereby sustaining a culture of HECE. Future Research: While providing the research model, it is probable that this study overlooked any other crucial aspects influencing creativity and innovation. As a result, future research should look at additional variables that may impact HECE in Saudi Arabian HEIs. Furthermore, while this study focused on deriving HECE with a particular emphasis on research and teaching creativity as results, future research might look at deriving other creativity outcomes (e.g., entrepreneurial creativity) within the investigated HECE dimension.
... Contrarily, types of values are categorized into seven categories: (Lobo, 1974) (i) recreational, health, and bodily; (ii) economic; (iii) social; (iv) moral; (v) aesthetic; (vi) intellectual; and (vii) religious. Kneller (1971) described the idealists', realists', and pragmatists' views as the hierarchy of values. The three main areas of axiology are politics, aesthetics, and ethics. ...
The paper attempts to provide an overview of the value system in addressing practice of multilingual speakers. Scholars' interest in this area is not accidental rather deliberations in the field have turned it into interdisciplinary linguistic research. The awareness or knowledge of value (axiology) systems reflect several mechanisms from socio-cultural perspectives, consequently promoting mutual sharing and understanding of community or society. In this paper, we have drawn a philosophical discussion on multilingual cognition by addressing practices in global contexts. The paper aims to explore the worldview of multilinguals in address forms. The study objectives are based on the literature available on the topic. We highlighted the scope, definitions, perspectives, and advancements in axiological theories and approaches. We also turn our attention related to ideas with axiology from theoretical and methodological contributions and advancements in research. The paper concludes the discussion by summarizing facts that culture and linguistic identity observed in the usage of address forms. Thus, the study concludes a short overview of the axiology of multilingual speakers and their reflection on communication behaviour.
... Educators bear essential roles as exemplary models to build students' character as their character continues to decrease (Albertus 2017(Albertus , 2018Kneller 1971). A successful education system should equip students with intelligence and good character values (Pane and Patriana 2016). ...
... Design researchers have studied the impact of various design thinking strategies on design, such as convergent and divergent thinking [62]. Generally, divergent thinking seeks multiple possible solutions to problems, while convergent thinking assumes that a problem has a single solution [63]. Convergent thinking has a problem-solving focus on existing ideas, while divergent thinking is more associated with creative or emergent new ideas [18]. ...
This study presents a systematic literature review on the utilisation of biometric analyses within the research area of design cognition. Design is a critical phase of many industries including architecture and construction, industrial design, engineering design, and many others. The development of design theories and methodologies to further understanding of designers’ cognitive design processes is thereby crucial. Traditional methods for design studies such as protocol analysis are prone to subjective factors and rely upon designers’ externalisations of their own design intentions, which typically makes such results difficult to validate. Design neuroscience has become an emerging area of research in recent years. Utilising biometric measurements such as electroencephalography (EEG), functional magnetic resonance imaging (fMRI) and eye-tracking, more objective data can be obtained about the physiological responses of designers during their performing of design activities, and such empirical data can then be analysed without relying on designers to self-report. Recent years have witnessed an increasing number of studies in that research area. However, there is a lack of comprehensive understanding about current design studies that utilise biometric analysis as well as the application and effectiveness of the analysis approach. Therefore, this research utilised a systematic literature review method, reviewing the past decade’s biometric analysis studies related to design cognition, aiming to bridge the research gap areas as informed by the systematic review. The findings of this study suggest that this research area is still at an early stage, and there has accordingly been a trend of increasing publications within the field. Most design neuroscience studies have investigated the common areas such as design problem solving, design creativity, design thinking strategies, cognitive load and visual attention. Further research is especially needed in the following: (i) design neuroscience studies for various digital design environments; (ii) practical applications of biometric analysis design studies to both design practice and design education; and (iii) further advancement of biometric techniques applicable to future design studies. The results of this study contribute to a more comprehensive understanding of the existing knowledge and research about the application of biometric analysis to design cognition studies; this is potentially beneficial to future design research and education, and it leads to more advanced application of design cognition studies.
... If the human communication process in philosophy is examined in more detail, it will have three linguistic components; mind, sentiment, and attitude. According to Kneller, language has three purposes in human life: it serves as a symbol, an emotive, and an effective tool (Kneller, 1964). Language's use of symbols in communication significantly impacts philosophy and knowledge. ...
Linguistic is an alternate term that is frequently used in the language term. Linguistics is part of philosophy. Philosophy is the main core of all knowledge that human beings learn. Philosophy and language are inseparable units. The term ‘language philosophy’ refers to the study of philosophy concerning language or linguistics. This study discovers the language and linguistic issues under the frame of language philosophy. The qualitative approach is employed by conducting critical literature reviews on various relevant literature. In critical literature reviews, the writer analyzed the linguistic literature from the perspective of language philosophy.
... In this context, higher education in the Republic of Moldova had the opportunity to make itself known abroad for the first time, during the reign of the Alliance for the Democracy and Reform (1998 -1999). According to the Action Program of the Government of the Republic of Moldova for 1998 -2001 "Deeping reforms, restructuring and economic growth", was published the main objective of the Government's policy, which was aimed at overcoming the crisis, modernizing the country, moving closer to Europe, actively participating in the processes of European and international integration, etc. 7 electoral platform, the DMDM (the Movement "For a Democratic and Prosperous Moldova") decided to take part in the creation of the Alliance for Democracy and Reforms (ADR). The government of the ADR -the first coalition government in the history of the country -was created as a result of difficult negotiations. ...
In the modern world, the importance of the education is increasing as the most important factor in the formation of a new quality not only of the economy, but of the society as a whole. Its role is constantly growing along with the growing influence of human capital. This article aims to study the main stages in the formation of relations between the European Union and the Republic of Moldova in the field of higher education, since the education system of the Republic of Moldova is able to compete with the education systems of advanced countries. However, its advantages can be quickly lost if a nationwide educational policy will not be formulated, if the state will not restore its responsibility and active role in this area, will not carry out a deep and comprehensive modernization of higher education with the allocation of the necessary resources and creation of mechanisms for their effective use.
... It has also helped in building a strong knowledge base through the inculcation of free inquiry, observation, and critical thinking. Epistemology has provided us with clarification on the concepts of knowledge, belief, and opinion and helps us effectively differentiate them [48][49][50][51][52][53][54][55]. Epistemology essentially birthed science and established the scientific method. ...
This article is devoted to the philosophical study of the conditions under which knowledge can become a component or tool of education. The presentation of the contribution of epistemology to human development and education is based on addressing issues such as the nature of knowledge, sources of knowledge, theories, and criteria of truth. We proceed from the idea that knowledge is a condition of education. Particular attention is paid to the issue of distinguishing between such types of knowledge as 'knowing how' and 'knowing that'. Educational practices open a common foundation that unites the life world of people, types of sociality, and hermeneutical practices. The epistemological approach to the question of the essence of knowledge assumes that knowledge meets three requirements, namely, knowledge must be objective, subjective, and evidentiary. Epistemology includes subjectivity as the basis of human existence in the natural world and the world with others. Intersubjectivity is considered a criterion for the reliability of knowledge about the world, which allows asserting the relationship of the objective with the subjective.
... It is problem based, and as Karl Jaspers observes University Education should be by nature Socratic (Chukwu, 2011). Another Method advocated by Jean Pal Sartre is Play (Sartre, 1943).Sartre valued essay and play, he himself wrote several essays depicting plays in normal life set up (Kneller, 1964). Lastly the Project method ensures that the leaner is hands-on in his studies. ...
This study sought to examine the bond between existentialism and Education. Two objectives, namely: To examine key concepts of Existentialism and their Educational referents, and to investigate educational implications of existentialism, informed the sub areas under investigation. Using Philosophical analysis the paper investigates the key principles of Existentialism like Anguish, Freedom and Responsibility, and proceeds to attempt to find the place of Existentialism in the aims of education, curriculum, roles of the teacher and the learner, learning environment and Methods of teaching. The study infers that existential locus in education lies in the promotion and uplifting of the individuality of the learner and the teacher, alongside promoting the subsequent freedom that facilitates communion between the learner and the teacher. Finally the study infers the connectivity between the aims of education and the curriculum.
... On the divergent end, thinking seeks multiple perspectives and multiple possible answers to questions and problems. On the other end of the spectrum, convergent thinking assumes that a question has one right answer and that a problem has a single solution (Kneller, 1971). Divergent thinking generally resists the accepted ways of doing things and seeks alternatives. ...
The paper examines the use of NSF's Collaborative Infrastructure and the Convergence Research approach for complex social innovation challenges used by the authors in their NSF INCLUDES project (#1744490). The paper clarified terminologies related to Convergence Research for multi-, co-inter-and trans-disciplinary. This paper defines and describes collaborative research at each of these interfaces. Then it discussed key factors for engaging in collaborative partnerships as individuals, with teams, and as organizations. Then, it presented concepts tied to individual factors for engagement with the attitude, investment, motivation, and scenario analysis method. Next, by drawing on business and management research, the Availability, Interest, and Knowledge methodology provided a simple way to identify the alignment of the vision, mission, and theory of change by understanding the why, what, and how of your actions. Following this, the authors integrated the concepts of strategic planning and logic models with the Universal Model of Strategic Planning. The authors discuss the double diamond model to represent the complex web of partnerships and the framework developed for communication and collaboration amongst stakeholders. The result is the Collaborative Convergence Pyramid framework for negotiating understanding within a new common space being generated together. Finally, the work concluded with a discussion of the vital roles collaborative infrastructure and strategic planning played in facilitating the Convergence Research approach with a multi-stakeholder coalition.
... In a similar vein, Finney (2002) and Kneller (1964) suggest a progressivist approach to the curriculum and syllabus. Progressivism places stress on the process of learning. ...
Curriculum, and its ensuing syllabus, may reflect various competing ideologies rather than merely being a vehicle to promote quality teaching and education. In practice, English teachers may have to encounter and confront an imposed curriculum, and syllabus, in thier EGP classes. Despite such imposition, this article argues that they can and should adopt a flexible approach to the document in order to cater for learners varied and changing learning needs. To achieve the aim, this article draws on theories of curriculum and discusses core issues in the teaching of English for Specific Purposes. A particular focus is then given to teaching practices in EGP classrooms where teachers interpret and implement a curriculum. A flexible model to the syllabus is offered.DOI: https://doi.org/10.24071/llt.2014.170104
... Education is also defined as the effort to achieve independence and responsibility (Mochtar, 1994). For Kneller (1964), education is a task to develop a person's competence in the form of attitudes and behaviors that occur in society. Process is when a person is influenced by a guided environment, particularly in a schooling environment, so that he can achieve social competence and develop his character. ...
... Menurut Kneller (Kneller, 1971) pendidikan dalam artian luas dijelaskan dengan tindakan ataupun pengalaman yang memberikan pengaruh perkembangan jiwa, watak, maupun kemampuan fisik seseorang. Sementara dalam artian yang sempit, pendidikan dijelaskan dengan sebuah proses menyampaikan nilai-nilai serta keterampilan dari generasi yang dijalankan oleh individu melalui lembaga pendidikan tinggi ataupun berbagai lembaga lainnya, sehingga sangat berpengaruh terhadap seseorang dan dapat menentukan kemampuan seseorang dalam bekerja. ...
The main objective of this research is to determine the effect of MSME owners perception about using the accounting information, education level, and accounting literacy on the use of accounting nformation on MSME. Sample used in this study amounted to 93 respondents of MSME owner in Malioboro, Yogyakarta. Using multiple linier regression analysis the results shows that: (1) there is a positive the effect of MSME owner’s perception about the use of accounting information for MSME (2) level of education has no effect on the use of accounting information for MSME; (3) accounting literacy has a positive effect of accounting information for MSME.
Education is a process that endures in the lives of human beings from cradle to grave. However, conventional educational methods do not provide enough real-life experiences. Therefore, the significance of the educational approach of the famous American pedagogue John Dewey is increasing. A vocational school is a type of school that provides practical education rather than theory. In this context, the purpose of this chapter is to raise social awareness among students by allowing them to participate in social life. Students employed this project under the umbrella of improving their feelings of moral and cultural values. The study is qualitative, longitudinal, and comparatively validates students' attitudes towards their vocational education. Data analysis was collected through observation, student interviews, and the researcher's diary. The findings of the study indicated that students applied what they found out about their profession by rehearsing their future professional lives outside the classroom walls in an attempt to shed some light on their learning process.
Despite extensive research regarding best practices in professional development (PD), minimal research is available to determine administrator views regarding PD in international schools. This study ascertains the views of administrators on how professional development is planned, implemented, evaluated, and resourced in international schools. A survey of over 90 international school administrators worldwide was conducted. Participants consider PD to include a wide range of activities. Regarding PD practice, 60 participants indicated that it was a requirement by the school for all teachers, 15 indicated it was a requirement for IB teachers only, and 10 indicated that it was required for AP teachers only. The results suggest the importance teachers and administrators place on working together to determine PD needs, and there was strong agreement on teachers being involved in assessing PD effectiveness. Findings from quantitative data indicated strong agreement that administrators should work collaboratively with teachers to determine the professional development needs of the school and that teachers should be involved in assessing professional development effectiveness. The observations and conclusions drawn from the quantitative research provided evidence that guided the selection of areas that needed deeper understanding and inquiry during the interview phase that followed.
This article aims to elucidate the process of developing spiritual intelligence through learning in an Islamic high school (madrasah aliyah). Therefore, understanding of ethics and spirituality must be established as its foundation. In this madrasah, spiritual intelligence is cultivated through various methods, one of which is through the subject of aqidah akhlak (ethics and morality). This research adopts a qualitative field research approach, which involves procedures that generate descriptive data in the form of written or spoken words and observed behaviors. Data collection techniques include participant observation, in-depth interviews, and documentation. Data analysis employs reflective thinking (data reduction, data presentation, conclusion drawing). Data validity is checked through researcher involvement extension, observation diligence, triangulation, and auditing. The study reveals that planning begins with setting learning objectives, selecting methods, choosing media, and evaluation, all of which are accommodated in the lesson plans (RPP) derived from the syllabus, curriculum framework (prota), and annual program (promes). This investigation also finds that the implementation of this planning involves an emotional approach, where educators attempt to activate the affective domain of learners. Building positive behaviors among learners is done repeatedly using dogmatic, deductive, and inductive methods. The study also presents several outcomes after the implementation of the planning, such as a more conducive learning environment, improvement in the moral and spiritual aspects of learners, prevention of negative behaviors, control of learners' emotions, and the cultivation of strong aqidah and virtuous behavior among learners.
This book, "Nurturing Naturalism: The Imperative of Naturalistic Education in India," aims to explore the philosophy of naturalistic education, its relevance in the Indian context, and practical ways to implement it. It discusses the challenges, opportunities, and case studies while providing a roadmap for transforming education in India to better prepare students for the complexities of the 21st century.
The goal of this study was to determine how well AAQES Grade Six Teachers understood the Educational Philosophy in the Industrial Age 4.0: Input for Improvement Plan. 45 questions on a test given to AAQES instructors covered topics such the relationship between philosophy and education, its advantages, the educational philosophy they preferred and used in the classroom, and the variables that influenced their choice. It was noted that philosophy and education are related. To ensure that the children learned, teachers in sixth grade employed a variety of teaching philosophies and incorporated their subject into all learning environments. Similar evidence may be found for the many advantages of the relationship between philosophy and education. The desire and practice of educational philosophy in the classroom was further exposed, and all of the elements were judged as "very expressed," with an overall weighted mean of 3.84. Offering education program formation had the highest mean (4.20) and was deemed to be significantly presented. Finally, the AAQES teachers' reasons for selecting their educational philosophies received a total mean score of 4.24, which was assessed as moderately excellent. This indicates that sixth-grade teachers justified their educational philosophy to meet the needs of their pupils and understood the value of philosophy in both the curriculum and learner transformation. Education and teachers serve as change agents. Keywords: 21st century skills, awareness, educational philosophies, industrial age 4.0, input, improvement plan
Este artículo ofrece una amplia panorámica de la Filosofía de la Educación como disciplina académica. Se narran los antecedentes desde la «paideia» de la Antigua Grecia hasta las filosofías analíticas y continentales de la educación que rigen en la actualidad. Después, se explican las similitudes, las diferencias y el tipo de relación que hay entre la Filosofía de la Educación, la Teoría Educativa y la Práctica Educativa. Y finaliza ofreciendo una definición que intenta abarcar los diversos enfoques y métodos que caracterizan la Filosofía de la Educación.
The existence of a leader greatly determines the progress and retreat of a country. This research uses descriptive qualitative research methods using literature study as data collection technique. Based on analysis data, the essence of leadership in the view of Islam can be defined as the trust which must be carried out well and held accountable not only in this world but also before Allah. According to Philosophy, a moral leader can do job based on deep way of thinking. According to Psychology, the leadership style of moral person influences the process of his daily life. According to Sociology, moral of educational leadership is greatly influenced by social conditions of society and its institutions. The application of leadership moral in educational institution is barometer of achieving success or not and has implication to the educational process. This research adds important value that must exist in an educational leader who is guided by the foundations of religion, philosophy, psychology and sociology.
"WHAT SORT OF COMMUNITY OUGHT WE CONSTRUCT?": A DISCOURSE OF "MORAL PRINCIPLES" OF VIRTUE ETHICS IN ARISTOTLE AND PHILIPPA FOOT AND ITS RELEVANCE TO EDUCATION
Education is required to give earnest attention to the development of Indonesian people in all dimensions. This is in line with education as the main vehicle in nation and character building. The whole development of its dimensions (arrangement of nature, the characteristics of nature, and the position of nature) can only be done if humans since the beginning of its birth have been educated to the actualization of these potentials. Education would give a real and significant contribution in supporting the development of the nation’s character as a whole that become a big agenda for Indonesia. The research approach used in this research is qualitative descriptive. This research took place in SendangsariPrimary School, Pajangan, Bantul, Yogyakarta. The data were obtained by observation, interview, and documentation. The data analysis includes data reduction, classification, verification, and conclusion. The validity of data used triangulation. The research concluded that local wisdom values contained in batik can be identified as follows: the value of honesty, patience, perseverance, cooperation, tolerance, democratic, hard work, patience, religious, virtue, inner and outer well-being, the scientefic value (mixing colors in batik) patient, honest, loving environment, patriotism, creative and innovative. SD Sendangsari has been carrying out thematic-integrative character education based on local wisdom.
Since its independence, the Democratic Republic of East Timor through its Government has sought to pursue equity and education fairness across its territory. The education system with all its derivatives was laid out; educational facilities were built; educators were reorganized and placed. The Ministry of Education’s statistics show that development in the education sector until 2016 has been running maximally. However, there are still problems faced, namely: 1) the absence of definitive regulation on educators’ qualifications and passing standards of learners; 2) the curriculum does not give attention to essential values of education in the students; 3) the development of educational facilities is prioritized rather than the development and improvement of human resources. As a result, the nature of education and the values of education itself have not been realized and embedded properly. To solve this important issue, the Government and the entire Timorese community need to place the nature and values of education as the goal of education itself; develop and improve a long-term human resources development plan. Scheler’s ideas about human life values can serve as an inspirational basis for the search, discovery and creation of the human identity for East Timor.
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan proses penanaman nilai tanggung jawab dan kerja sama dan menganalisis hasil belajar mahasiswa mengenai nilai-nilai tanggung jawab dan kerja sama yang dilaksanakan secara terpadu di dalam perkuliahan Ilmu Pendidikan. Penelitian ini menggunakan pendekatan kualitatif–naturalistik interpretif. Setting penelitian adalah di Fakultas Ilmu Keolahragaan Universitas Negeri Yogyakarta. Subjek penelitian adalah seluruh mahasiswa Program Studi Pendidikan Jasmani Kesehatan dan Rekreasi (PJKR) Kellas E dan mahasiswa Pendidikan Kepelatihan Olahraga (PKO) Kelas A yang mengambil matakuliah Ilmu Pendidikan. Penentuan subjek penelitian dilakukan secara purposif. Teknik pengumpulan data menggunakan wawancara dan observasi kelas. Keabsahan data diperoleh dengan triangulasi sumber dan metode. Analisis data menggunakan model Miles & Huberman. Hasil penelitian menunjukkan proses pembelajaran nilai tanggung jawab yang diintegrasikan ke dalam perkuliahan Ilmu Pendidikan telah berjalan baik melalui penugasan kelompok dengan pokok bahasan: Pemikiran dan Karya-karya Tokoh Pendidikan. Proses pembelajaran nilai kerja sama telah berhasil diintegrasikan di dalam perkuliahan Ilmu Pendidikan dengan pokok bahasan: Kompetensi Guru Profesional, dengan metode permainan “Amplop”. Hasil pembelajaran nilai-nilai tanggung jawab dan kerja sama telah sesuai dengan yang diharapkan. Subjek mengetahui, merasakan arti penting nilai tanggung jawab dan kerja sama serta melaksanakan nilainilai tersebut dengan berpartisipasi di dalam kelompok. Nilai-nilai pengiring yang muncul selama proses pembelajaran, yaitu nilai keakraban, keluasan wawasan, kreativitas, dan suasana perkuliahan menjadi lebih aktif.
Kata Kunci: penanaman nilai, kerja sama, tanggung jawab, pendidikan karakter
THE NURTURANCE OF THE VALUES OF RESPOSIBILITY AND COOPERATION INTEGRATED IN THE EDUCATIONAL SCIENCE COURSE
Abstract: This research aimed at describing the process of inculcation of the values of responsibility and cooperation, and the students’ learning outcomes on the values of responsibility and cooperation, conducted integratedlyin thecourse of Educational Science (Ilmu Pendidikan). This research employed interpretive qualitative-naturalistic approach. The setting of the research was the Faculty of Sports, Yogyakarta State University. The subjects were allthe students of Class E majoring in Physical Education, Health, and Recreation or Pendidikan Jasmani, Kesehatan dan Rekreasi (PJKR) and the stu- dents of Class A majoring in Sport Coaching Education or Pendidikan Kepelatihan Olahraga (PKO). The subjects were determined purposively. Data were collected through interview and classroom observation. The validity of the data was obtained through the triangulation of the sources and methods. The data were analyzed using the analysis model of Miles and Huberman. The results of the research proved that the teaching and learning process of the value of responsibility integrated in the Educational Science class was well done through group assignments with the topics of: Pemikiran dan Karya-karya Tokoh Pendidikan (Thoughts and Works of Figures in Education). The teaching and learning process of the value of cooperation has been successfully integrated in the Educational Science course under the topic of Professional Teacher’s Competence, using the “Envelope” game technique. The results of the teaching and learning of the values of responsibility and cooperation already met the expected outcomes. The subjects understood and internalized the essence of the values of responsibility and cooperation, and implemented the values by taking part in group activities. Supporting values that emerged during the teaching and learning process were; good rapports, breadth of insights, creativity, and a more active class atmosphere.
Keywords: valuenurturance, cooperation, responsibility, character education
Nur (cahaya) yang Allah hujamkan ke dada adalah kunci sebagian besar ilmu pengetahuan. Maka, barangsiapa yang mengira bahwa tersingkapnya pengetahuan hanya tergantung pada dalil-dalil saja, maka berarti ia telah mempersempit rahmat Allah SWT Yang Maha Luas. Dari cahaya itulah hendaknya dicari kasyf (tersingkapnya suatu ilmu). Cahaya itu terpancar dari kemurahan Tuhan pada sebagian makhluk hidup dan harus dinanti-nantikan.Memastikan dengan bukti adalah ilmu, dan yang memproses esensi keadaan itu adalah dzauq, sedang yang menerima yang didengar maupun percobaan lewat prasangka baik adalah iman. Jadi, inilah tiga tingkatan: “Allah akan mengangkat orang-orang yang beriman diantara kalian dan yang telah diberi ilmu beberapa derajat.”
Parents love their children and always want them to be happy. However, sometimes parents’ good intentions backfire and result in pampering children. Ineffective parenting strategies lead to pampered child syndrome’ (PCS). The parents who pamper their children do not realize that they have been pampering until they experience negative consequences. It becomes challenging when children easily adopt a pampered lifestyle. Pampered children exhibit adjustment problems. Such children become over-demanding and feel entitled. This generates negative feelings toward such children. Ultimately, nobody likes them. Therefore, it is important for parents to understand their role and responsibilities in their children’s lives of children and adopt adequate measures while parenting. In this paper, we attempted to conceptualize PCS and developed a conceptual model linking parenting styles to PCS. We have outlined the negative consequences of the pampered lifestyle for the children along with the reasons for pampering children. Lastly, strategies for dealing with pampered children are discussed.
Education is essentially an effort to humanize humans. With human education, character is formed, by strengthening the cognitive, affective, and psychomotor aspects of students. The style of the student's character will become a unity with what philosophical foundation is used in the education. The context in this study is to explore the concept of existentialism education in Geguritan Selampah Laku by Ida Pedanda Made Sidemen. This study uses a qualitative method with a descriptive approach. The results of this study are 1). In the philosophy of existentialism education emphasizes that humans have full responsibility in determining their own actions. So that in the context of education, students are not only objects, but also as subjects, 2). The existentialism education dimension in Geguritan Selampah Laku emphasizes two principles, namely the aspect of selfhood and also the social aspect. The self-awareness aspect reveals how self-awareness plays a role in the educational process. 3). The social aspect includes disclosing the role of the environment in the educational process and emphasizing usefulness as a principle in education. This aspect is the basic foundation and a benchmark for success in the educational process.
This chapter explains and grounds in the literature the concepts of ‘epistemology’ and ‘ethics’ and their development within the project of modernity. The notion of epistemology here is grounded in traditional usage in identifying that discipline of inquiry which is focused on the philosophical study of knowledge: what knowledge is and how it is generated and recognised. However, in the lifelong learning movement, knowledge must be acknowledged as including the purpose of the movement: that of identifying, recognising and promoting valued learning. This acknowledgement introduces a normative dimension to the nature of epistemology. Different lifelong learning epistemologies focus on different conceptions of knowledge that is most valued, each encompassing a particular conception of ethics: a conception of what we should or might best be or do—how we should live our lives—out of concern for the wellbeing or respect for the integrity of valued objects.
In a continent where indices concerning literacy continue to plummet and technological advancement continues to be a mirage, it is urgent to examine the distinction between the qualities and state of being educated, on the one hand and the state of being learned on the other hand. This move is important owing to the level of literacy and education that has yielded almost no tangible result in 21st century Africa. On the first showing, the terms seem to be synonyms. Upon a critical reflection however, it soon becomes clear that this cannot be. This conviction is discernable once the method of analysis is applied to each of these terms with Africa in mind. The foremost purpose of this research, therefore, is to argue that these terms are not synonymous, much as they hold so similar implications for Africa and Africans concerning their epistemic leaning toward human and educational development. As a result, the principal motivation of the present disquisition is to employ an epistemic basis to foreground the parallels and departures between these two concepts that have usually been taken for granted as synonymous or interchangeable. The motivation to explore the epistemic alternative is motivated by the urgency to provide an impartial umpire in epistemology to mediate the places of similitude and radical departures between the ‘educated’ and the ‘learned.’ As a consequence, this study infers that much as the two concepts are intertwined there are places of deep divergence which allows the ‘educated’ to be much more sophisticated compared to the ‘learned.’ For its purpose, this study forays into various discourses that seems to underscore the distinction between the ‘learned’ and the ‘educated’ from an epistemic perspective. This is due to the pertinence for justifying the arguments marshaled and in line with the method of philosophical analysis, which is being deployed in this study.
The subject of this research is formation of the goals of general education. The majority of modern authors correlate formation of the goals of education with the traditions and trends existing in pedagogical practice; some authors formulate the goals of education based on the expert opinion; others rely on the futuristic forecasts of social development; and only few of them obtain educational goals from the science-based theories dedicated to personality development of a child. Such divergence of opinions allow speculating the goals of education, since the concepts of “social procurement”, “world traditions”, “harmonious personality development”, and “expert opinion”, although being virtually indeterminate and susceptible to personal fluctuations and political trends, are ultimately enshrined normative documents. This defines the relevance of the topic of formation of the goals of education regardless of personal, political, or other attitudes. The research problem is formulated in the following way: whether there is an invariant basis in the concept of the “goals of education”. This article explores the question of formation of the goals of general education from the perspective of systemology. Leaning on the theory of complex systems and the theory of signal transmission, the author outlines the goals of general education, which are interconnected by society and the state. The author describes how these goals are reflected in pedagogical practice and the Russian law “On Education”. The acquired results testify to the fact that the goals of general education are focused on the three aspects: inclusion of a child into the “social norms” subsystem; child’s development for effective resistance to the “external environment”; child’s development for effective interaction within the “educational structure” subsystem. All the identified goals are crucial, as they resemble the structure of relations between society, the state, and external environment. All other goals of education either correlated with the three aforementioned goals, or are not related to education. A hypothesis is advances on the hierarchy of goals: 1) preservation of society; 2) relationship with the external environment; efficiency of such relationship in the society. All these goals are reflected in the modern pedagogical practice, which may suggest the triviality of the formulated conclusions. In the scheme described by the author, they are not obtained empirically, but rather indicate systemic relationship with society and the state. The novelty of this research lies in justification of reasons for forming the goals of education. The provided formulizations allow to accurately and logically outline the strategy and structure of educational policy, both on the federal level and on the level each individual pedagogue.
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