Philosophical analysis of socio-economic, socio-political, cultural processes of the modern era includes their historical roots, including philosophical research. It is necessary to clarify the ...meaning of rational bases on which it is possible to develop effective educational strategies, taking into account the situation that creates non-standard difficulties for society in a constantly changing world. Currently, there are real opportunities for the development and implementation of new educational strategies that will meet the needs of the modern development of society on the one hand,and take into account the spiritual dimension of human existence on the other hand.These processes affect many problems related to both the analysis of existing educational systems and doctrines, and the search for new ways that take into account existing experience. Modeling is a method of studying social phenomena and processes based on replacing conventional images of real objects with their analogues. In my modeling process, the characteristics, relationships and directions of the studied systems and processes are reflected, which allows us to assess their state, make predictions and make informed decisions.The article talks about the role of semantic theories in the teaching process based on the German language materials, the ways that allow to determine the importance of the justification of the methodological level for the implementation of the pedagogical paradigm.
Povijesna izmjena pedagoških ideja i usmjerenja koja ih utemeljuju pokazuju upućenost pedagogije prema općim tijekovima društvenog razvoja. Svako povijesno razdoblje stvara interpretativan okvir ...odgoja djece. Tumačenja odgojno-obrazovnih koncepata zavisna su od političko-ekonomsko-gospodarskog konteksta življenja zajednice, opće filozofije koja se društveno zagovara i značajki razvoja raznih znanstvenih disciplina. Uvažavajući društveni kontekst, pedagoška paradigma konceptualizira se stvarajući autentične znanstvene spoznaje i prihvaćajući saznanja komplementarnih znanosti. Radom se razmatraju sličnosti i razlike tradicionalne i suvremene pedagoške paradigme vezane uz kontekst ranog i predškolskog odgoja. Također se izdvajaju znanstvene pretpostavke, polazišta i istraživanja disciplina s kojima suvremena odgojno-obrazovna paradigma dijeli isti predmet interesa, a pomoću kojih osmišljava i na temelju kojih zastupa svoj odgojno-obrazovni pristup. Problematizira se način implementacije suvremenih odgojno-obrazovnih koncepata u praksu ranog i predškolskog odgoja i obrazovanja. Kroz prethodno navedena težišta promatra se na koji način suvremeni pedagoški koncept zastupa svoj autentičan pristup i u kojoj mjeri njegovi principi odmiču, a koliko se nastavljaju na prevladane pedagoške prakse.
In English language teaching (ELT) circles, the English used in the Philippines is traditionally labelled as ESL. However, that label, including the attitudes and practices that it brings, does not ...accurately capture the complex language situation in the country. In this article, we argue that English education in the Philippines does not account for the multilingual and linguistically diverse context of use in the country. We argue that monolingual perspectives and approaches in ELT continue to dominate the field. Issues of language variation, the existence of varieties of English, and the reality of translanguaging practices are not addressed. From curriculum design, assessment policies and practices, to classroom teaching, ELT in the Philippines persists in taking a one-size-fits-all approach that only privileges so-called ‘native speaker’ norms. English in the Philippines is best characterized as Englishes. Although an educated Philippine variety of English exists (Bautista, 2008), it cannot be concluded that this is the variety of widespread use across the archipelago. The language situation of the Philippines is complex, thereby eluding labels and categories that only betray a nativespeakerism perspective and a monolingual bias. We argue that Englishes in the Philippines are more appropriately approached as ENL, ESL, and EFL. The implications of these categorizations on ELT in the country are discussed in this paper.
The burgeoning application of contemplative pedagogy (CP) in Buddhist studies courses has been widely discussed; yet, how educators incorporate it with other teaching strategies has not attracted ...much scholarly attention. Drawing from the author’s teaching experience at a Jesuit University, this article demonstrates that integrating CP’s first-person, second-person, and third-person approaches with the Ignatian Pedagogical Paradigm (IPP) will create a multidimensional environment in learning Buddhism in higher education. This article first argues that the issue of avoiding even implied proselytizing can be successfully overcome, as it is related to the application of Buddhist-inspired contemplative practice, such as Cognitively-Based Compassion Training®, in class. Next, based on the principles of CP and the IPP, this study shows specific examples of multisensory contemplation activities that expand students’ ways of knowing about Buddhist practice and foster their consideration for others. Third, to complement the Jesuit educational purpose of students’ spiritual growth, and the CP’s advocating for inner growth, this research navigates these concerns in a way that also enhances students’ learning in the course content. In conclusion, a combination of CP and the IPP facilitates the whole-person development as well as deepens students’ understanding of Buddhism.
Radom se promatra odgojni pristup djetetu kao društveno pitanje koje je određeno općim socijalnim, gospodarskim, ekonomskim i političkim trendovima u društvu. Odgoj je nemoguće promatrati kao fenomen ...izoliran od razvojnih tendencija društva u cjelini. Analizira se oblikovanje suvremenoga pedagoškog pristupa usporedno s promjenama političko-ekonomskoga okruženja. Time se pokazuje kako svako socijalno ustrojstvo stvara sebi prikladan odgoj. U tome smislu ne možemo govoriti o univerzalno poželjnom odgoju, već o kulturološki prikladnom odgoju. Izbjegavanjem se vlastitoga pedagoškog centrizma omogućuje objektivniji uvid u realne praktične trendove razvoja pedagoškoga koncepta, što posljedično dovodi do njegova kontinuiranog razvoja. U radu se tako sveobuhvatno napominje i cjelovitost svih pozitivnih obilježja i eventualnih manjkavosti suvremenoga pedagoškog pristupa. Cilj je takvoga razmatranja uočavanje karakteristika aktualne pedagoške paradigme objektivnom percepcijom njezinih obilježja kako bi se sustavno korigirala i razvijala na dobrobit djece kojima je primarno namijenjena.
The professional capacities of a conservator-restorer are extensive and complex. In essence, the occupation combines both practical hands-on skills with a thorough theoretical understanding of ...materials and techniques used to create and conserve artworks. This paper will address a pedagogical approach that allows conservation students to develop the necessary hand-skills while also gaining the required theoretical knowledge. Key aspects are repetition and reflection.
While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the ...analysis of a Buddhist‐inspired and interdisciplinary contemplation program, Cognitively‐Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well‐being and widen their ethical concerns. As these outcomes are inherently cross‐disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character.
This article explains how and why the Ignatian Pedagogical Paradigm (IPP), a 450-year-old approach to education, can serve as a framework for a modern principles-based ethics course in accounting. ...The IPP takes a holistic view of the world, combining five elements: context, experience, reflection, action, and evaluation. We describe the components of the IPP and discuss how they align with suggestions from prior research for providing principles-based ethics instruction in accounting. We conclude by describing how we used the IPP as a framework to create a graduate-level accounting ethics course.
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