The Journal of Education, Culture, and Society最新文献

{"title":"University-organised summer schools as cases of hybrid education","authors":"Agnė Poderytė","doi":"10.15503/jecs2020.2.211.223","DOIUrl":"https://doi.org/10.15503/jecs2020.2.211.223","url":null,"abstract":"Aim. The aim of is article is to discuss how summer schools can be approached as instances of hybrid education and how this can help to address the complex needs of their participants living in a culturally and technologically intertwined world. \u0000Methodology. This paper analyses the theoretical framework of hybrid education, its manifestations in summer schools and since it needs contextualisation, how it works in a specific case of Baltic Summer University organised by Vytautas Magnus University (Kaunas, Lithuania). \u0000Research and conclusion. To reach their target audience, summer schools combine academic content, and the elements of business and entertainment. This results in a separate mode of education with new possibilities and scope, however poses a paradox: while the adoption of business and entertainment practices puts summer schools somewhat outside the realm of the traditional university practices, it makes higher education more approachable and able to react to the fast-changing reality. Baltic Summer University fits the pattern established and as such, could benefit from a more active engagement of this theoretical approach and the opportunities it offers.   \u0000Originality. While summer schools are not a particularly new phenomenon, recently this field has witnessed a great expansion in both the supply of programmes and interest from students. The nature of these programmes and sudden interest in them remains under the radar of more extensive in-depth studies, which would actually help to harness its full potential.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125957920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE CONFRONTATION OF EDUCATION AND CUSTOMARY LAW AT SCHOOL: THE CASE OF ROMA GIRLS","authors":"Ingrida Žemaitėlytė-Ivanavičė","doi":"10.15503/jecs2020.2.68.81","DOIUrl":"https://doi.org/10.15503/jecs2020.2.68.81","url":null,"abstract":"Aim. The main goal of the article is to generalise and describe the aspects revealed during the ethnographic research conducted in 2018 that are related to the gender of Roma girls, as representatives of ethnic group, which have influence on the process of education in the context of school community. \u0000Concept. During the ethnographic research conducted in one of the schools in Lithuania in 2018, the fragments of Romani customary law were revealed, which are directly related to the female gender and show how belonging to a certain gender can have impact on the process of education at school. The Roma students were observed in their daily learning and communication environment, i.e. at school. The ethnographic research helped to reveal the ways a Roma school student thinks (interview method) and behaves (observation method) in a basic school. The present research was based on anthropological methodology (Okely, 2002; Bhopal & Myers, 2008; Durst, 2010) and mainly focused on one case-study. \u0000Conclusion. The Roma girls in the research acknowledged that life of Roma men is easier and that a heavy burden is placed on the shoulders of girls, what often hinders their successful learning. The burden mentioned by the Roma girls is related to responsibilities in housework and family. She is accompanied by the pressure of community to start a family early: to get married and to give birth to children and, thus, to emphasise and confirm own belonging to this ethnic group and continuation of traditions. The situation is exacerbated by the stereotypes in society and the Roma community, which in most cases are ruthless towards Roma girls and women. \u0000Cognitive value. The patriarchate, as the basis of Romani culture, and the unwritten customary law accompanying it frequently become a source of ambiguity. The Roma people, as an ethic group, draw a very distinct boundary between the understanding of \"we\" and \"they\", i.e. \"the Roma people\" and \"gadje\". Being a non-Roma researcher, i.e. gadje, one faces a difficult challenge - not to make mistakes interpreting various aspects of Romani culture, especially such sensitive ones as gender, gender roles and inequality. However, it becomes easier evaluating indisputable facts: the Romani customary law has influence on the process of their children's education. Roma children (girls in particular) still abandon the system of education too early (from our, gadje, perspective). EU documents (European Union Agency for Fundamental Rights [FRA], 2014) indicate that more Roma girls than boys indicate the fact of marriage or pregnancy to be the reason for early school leaving. The academic discourse, feminist anthropology allows for particularly critical evaluation of processes.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130784292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MANDARIN DISCRIMINATION IN HONG KONG: FOUR MAINLAND CHINESE SOJOURN TEACHERS’ EXPERIENCE OF SYMBOLIC VIOLENCE","authors":"Yulong Li, Daibo Xiao","doi":"10.15503/jecs2020.2.499.520","DOIUrl":"https://doi.org/10.15503/jecs2020.2.499.520","url":null,"abstract":"Thesis. After the handover of Hong Kong’s sovereignty to China in 1997, the Hong Kong Special Administrative Region government stipulated a trilingual (English, Cantonese, and Mandarin) and biliterate (English and Chinese) policy, in order to include Mandarin as an additional co-official language together with the original English and Cantonese. Until the handover, the use of Mandarin was restricted in British colonial Hong Kong. Since the handover, however, Mandarin and its users have experienced some resistance by local Hong Kong people. \u0000Method. In an attempt to better understand this resistance and its implications, this study adopts Pierre Bourdieu’s field, habitus, and capital theory, to analyse the anti-Mandarin discourse that has prevailed in the ensuing two decades. Via narrative inquiry, this study explains the habitus of four Mandarin speaking teachers, while especially noting their clashes with the anti-Mandarin discourse, and the symbolic violence they suffered in the field. \u0000    Conclusion. The study concludes with a reflection on the clash between the teachers’ struggles with the discourse from a postcolonial perspective, and it also considers the legal issues involved in protecting mainland Chinese as a minority in Hong Kong.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131734034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Power as knowledge. The reverse logic of the post-scientific world","authors":"Aleksander Kobylarek","doi":"10.15503/jecs2020.2.5.14","DOIUrl":"https://doi.org/10.15503/jecs2020.2.5.14","url":null,"abstract":"This article deals with the causes and effects of a surrender to anti-science in social development. Populist governments support the idea of anti-science in an attempt to win over poorly-educated electors. The text analyses the fundamental characteristics of the pressure mechanisms adopted by populist movements, and points to the system of measures in various spheres which help in fostering general ignorance and support anti-scientific operations. For the agents of power science, and the system of values which accompanies it, becomes a target to attack. Simultaneously, for the average person scientific knowledge ceases to be the basis of analysis and interpretation of different phenomena. Anti-science regimes support anti-science movements in order to manipulate society and disrupt potential opposition. This is possible thanks to superficial education and not enough emphasis on critical thinking within the education system, because less discerning citizens will go along with an anti-science regime. \u0000            Analysis leads to the conclusion that the narrow short-term material interest of the regime is its only value, to which all others are subordinated, including Plato’s triad. In the face of a lack of understanding on the part of the authorities, education based on episteme is not possible, at least not entirely. This article suggests the need for change in the philosophy of education to one where the major emphasis is on quality and prioritised content.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121702329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The exhibition is just the beginning","authors":"Yolanda Echegoyen Sanz, A. Ezpeleta","doi":"10.15503/jecs2020.2.297.310","DOIUrl":"https://doi.org/10.15503/jecs2020.2.297.310","url":null,"abstract":"Aim. The aim of this work is to present a qualitative analysis of the creative educational materials prepared by preservice teachers in the context of an educational experience around a museum exhibition about Science and Literature, described in a previous work (Authors, 2020). The responses to a final questionnaire about interdisciplinarity, integration of Sciences and Arts or the use of museums for children’s education are also analysed. \u0000Methods. The participants were 121 alumni of two different subjects “Natural Sciences for teachers” and “Literary training for teachers” at a Spanish university. Preservice teachers had to select an item of the museum exhibition and, as a group, prepare a catalogue intended for children, where they had to write a short text related to the object and activities for children in an exercise of didactic transposition. The students generated teaching materials with a high component of creativity and a multimodal approach, with a mixture of linguistic and non-linguistic codes. The qualitative analysis of these creative teaching materials was carried out with Atlas.ti v8. To assess the experience a questionnaire about different aspects of the proposal was completed by the students at the end of the semester. \u0000Results and conclusion. The analysis of the teaching materials demonstrates differences between the alumni attending both subjects in the type of items selected, the literary genre of the short text and the prepared activities. The responses to the final questionnaire give us an insight on the reasons for the item selection and show how most of the students considered the experience as very interesting and formative. We can conclude that the educational experience here described served as an exercise to internalise the benefits of this method and, at the same time, adapt it for their future students in Primary Education.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129742942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DESIGN OF THE SUBJECT O F WEATHER REPORT AS A COURSE UNIT IN LANGUAGE TEACHING","authors":"H. Coşkun","doi":"10.15503/jecs2020.2.183.198","DOIUrl":"https://doi.org/10.15503/jecs2020.2.183.198","url":null,"abstract":"Aim. In Turkey, in connection with the Bologna process, German is a foreign language course. In this study, the subject of a weather report (forecast) was planned for the German courses. The purpose of this study is the preparation, implementation and evaluation of a sample lesson to describe the selection of the subject of a weather report for the German courses taught at schools and universities.    \u0000Methods. This study was conducted by qualitative research (Yildirim & Şimsek, 2008, pp. 187-193). During the 2019 / 2020 academic year, I taught the subject of a weather report students in German courses and 38 students in master courses. \u0000Result and Conclusion. It was observed that participants talk about the weather in their hometown and in the places where they go on vacation. In addition to the subject discussed in class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of this interest. \u0000Origin. The students who were in German speaking countries under the Erasmus program participate in German courses to maintain their fluency in German language. In order to conduct German courses effectively for different purposes, and for participants coming from different countries and students with different levels of fluency, a suitable method should be developed.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132460820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PRAGMATIC ASPECT OF WITTGENSTEIN’S PHILOSOPHY OF EDUCATION: A MODERN INTERPRETATION","authors":"A. Synytsia","doi":"10.15503/jecs2020.2.39.51","DOIUrl":"https://doi.org/10.15503/jecs2020.2.39.51","url":null,"abstract":"Aim. The aim of the study is to analyse the basic philosophical ideas proposed by Ludwig Wittgenstein in education from the pragmatic standpoint. \u0000Methods. The article is based on an extended literature review, which involves the use of such methods as interpretation (to explain incomprehensible and incomplete aspects of philosophical theory), comparative analysis (to compare Wittgenstein’s views with the views of pragmatists) and historico-philosophical reconstruction (to build a complete pragmatico-analytic conception of Wittgenstein’s philosophy of education). \u0000Results. The study clarified the pragmatic aspect of Wittgenstein’s reasoning about education. The author reconstructed and critically comprehended the features of Wittgenstein’s pedagogical method, his views on the purpose and characteristics of learning, communication in the educational environment and the results of the pedagogical process. \u0000Conclusion. Wittgenstein developed an original pedagogical method, which was a synthesis of his theoretical and practical generalisations based on personal experience of teaching and learning. He supplemented them with pragmatic ideas, which were both his own developments and the result of improving the ideas of pragmatic theory. This made it possible to form the basis of the pragmatico-analytic philosophy of education and to reinterpret its basic principles and ideas.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132490588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tolerance of uncertainty and ambiguity of the situation and anxiety as a state and as a feature","authors":"Sylwia Bokuniewicz","doi":"10.15503/jecs2020.2.224.236","DOIUrl":"https://doi.org/10.15503/jecs2020.2.224.236","url":null,"abstract":"Aim. The aim of the undertaken research is to explain to what extent the tolerance of uncertainty and ambiguity of the situation is associated with anxiety as a state and with anxiety as a trait. \u0000Methods. The survey was conducted in electronic form with the aid of a form created on the Profitest.pl platform. The Uncertainty Tolerance Scale (own translation), COPE, STAI and Ambiguity tolerance scale were used. The examined variables were: coping with stress, feeling of anxiety as a state and anxiety as a trait (explained variables); uncertainty tolerance and ambiguity tolerance (explanatory variables). \u0000Results and conclusion. The research shows that people who feel anxious in uncertainty situations can absorb it and start using it as a trait. It was also noted that the greater the tolerance of uncertainty they have to reply to, the worse they cope in critical ambiguity situations. It has also been found that in order to overcome discomfort in difficult situations, people use equal coping strategies. Greater ambiguity tolerance allows participants to experience less stress. On the other hand, the lower the tolerance, the more often they reach for emotional and instrumental support and focus on emotions. \u0000Originality. Understanding the mediating processes related to the studied phenomenon may be of fundamental importance in the development of support systems promoting the improvement of mental functioning of people who have problems with quick adaptation to changes and in the creation of appropriate prevention programs aimed at helping these people.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132537330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE ISSUE OF CULTURAL DIVERSITY AND TOLERANCE IN MODERN GEORGIAN POLITICS","authors":"Manana Darchashvili","doi":"10.15503/jecs2020.2.490.498","DOIUrl":"https://doi.org/10.15503/jecs2020.2.490.498","url":null,"abstract":"Aim. Georgia has traditionally been a country of cultural diversity. Due to the proper political approach, Georgian authorities of all times have managed to successfully govern the peaceful coexistence of people of different nationalities and religions. It is true that in the post-Soviet period, there was some disagreement between the cultures inspired by external forces; however, generally, all the authorities made every effort to legally strengthen the inherited tolerant habit. The paper does not deal with the conflicts of ethnopolitical nature, staged by Russia. The mentioned issue is a part of the country’s domestic policy, which is important and still is relevant nowadays, therefore the paper aims to study the role of cultural diversity and tolerance in modern Georgian politics, the attitude to it, and how the country managed to preserve the centuries-old heritage. \u0000Methods. Based on several empirical materials, various researched-studied documents, scientific papers, analysis of government documents, the use of the method of historicism is presented in the paper. \u0000Results. The paper presents the current existing reality in Georgia in the field of cultural diversity and the effective steps of the state for the proper development of cultural diversity. \u0000Conclusion. Modern Georgian politics is motivated to involve ethnic and religious minorities in the process of monitoring and implementing the Culture Policy Action Plan, based on the recent history and new current worldwide tendency, which will guarantee the establishment of a tolerant society and democracy in Georgia.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124659040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are the Humanities No Longer Relevant in the 21st Century?","authors":"N. Davidovitch","doi":"10.15503/jecs2020.2.17.38","DOIUrl":"https://doi.org/10.15503/jecs2020.2.17.38","url":null,"abstract":"Aims. In view of the diminishing demand for the humanities in Israel, we explore the profiles of current students of humanities in one high school and one university in Israel. \u0000Method. This study reviews the changes in the demand for and status of academic humanities studies and maps the profile of students of the humanities, both high school students and high school graduates over the age of 18. In total, 136 students (73 males and 60 females) participated in this survey-based study \u0000Results and Conclusion. The results show a positive and significant correlation between attitudes regarding the humanities and motivation to study these subjects in the future. In addition, a positive correlation was found between values of honesty, helping others, and contribution to the country, and motivation to study the humanities. \u0000Contribution. The findings of this study contribute by daring to challenge the perception concerning the insignificant status of the humanities in our day and age – aimed at eliminating them and rendering them irrelevant.","PeriodicalId":256704,"journal":{"name":"The Journal of Education, Culture, and Society","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131183489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}