Suchergebnisse

La conformación de la disciplina escolar Lengua y Literatura se constituye como una trama polifónica de múltiples dimensiones históricas, políticas, sociales y culturales. A su vez, su historia está ligada a la yuxtaposición y entrecruzamiento de tradiciones, paradigmas teóricos y modos de hacer que configuran el conocimiento escolar. En este artículo nos proponemos reconstruir desde una perspectiva histórica-cultural una tradición escolar que atraviesa la disciplina escolar Lengua y Literatura desde fines del siglo XIX hasta nuestros días: la defensa de una lengua escolar pura, sin contaminaciones. En esta tradición escolar ocupan un lugar central el uso de las gramáticas -como documentos donde se legisla la corrección idiomática- y la enseñanza de la normativa. Para ello indagaremos en diversidad de fuentes que permitirán reconstruir la experiencia cotidiana escolar: dispositivos didácticos como manuales, gramáticas; testimonios orales y propuestas de prácticas de lectura y escritura. ; Language and Literature as a school discipline stands as a polyphony of multiple historical, political, social and cultural dimensions. Moreover, its history is related to the juxtaposition and intertwining of traditions, theoretical paradigms and ways of doing things that make up school knowledge. In this article we set out to re build from a historical and cultural perspective a school tradition that Language and Literature as a school discipline has gone through from the end of the XIX century to these days, namely, the defense of a pure, unpolluted school language. In this school tradition the use of grammars, documents which rule about idiomatic accuracy, and the teaching of normative grammar play a key role. To be able to re build the daily school experience we will look into several sources such as teaching aids like manuals and grammars, oral testimonies, and practical reading and writing proposals. ; Fil: Sardi, Valeria. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP-CONICET); Argentina.

La conformación de la disciplina escolar Lengua y Literatura se constituye como una trama polifónica de múltiples dimensiones históricas, políticas, sociales y culturales. A su vez, su historia está ligada a la yuxtaposición y entrecruzamiento de tradiciones, paradigmas teóricos y modos de hacer que configuran el conocimiento escolar. En este artículo nos proponemos reconstruir desde una perspectiva histórica-cultural una tradición escolar que atraviesa la disciplina escolar Lengua y Literatura desde fines del siglo XIX hasta nuestros días: la defensa de una lengua escolar pura, sin contaminaciones. En esta tradición escolar ocupan un lugar central el uso de las gramáticas -como documentos donde se legisla la corrección idiomática- y la enseñanza de la normativa. Para ello indagaremos en diversidad de fuentes que permitirán reconstruir la experiencia cotidiana escolar: dispositivos didácticos como manuales, gramáticas; testimonios orales y propuestas de prácticas de lectura y escritura. ; Language and Literature as a school discipline stands as a polyphony of multiple historical, political, social and cultural dimensions. Moreover, its history is related to the juxtaposition and intertwining of traditions, theoretical paradigms and ways of doing things that make up school knowledge. In this article we set out to re build from a historical and cultural perspective a school tradition that Language and Literature as a school discipline has gone through from the end of the XIX century to these days, namely, the defense of a pure, unpolluted school language. In this school tradition the use of grammars, documents which rule about idiomatic accuracy, and the teaching of normative grammar play a key role. To be able to re build the daily school experience we will look into several sources such as teaching aids like manuals and grammars, oral testimonies, and practical reading and writing proposals. ; Fil: Sardi, Valeria. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP-CONICET); Argentina.

Shortcomings of public policy as a discipline, ways to increase its utility, possible goals, and ways to achieve them.

El artículo expone y reflexiona sobre la experiencia en un curso de maestría sobre usos sociales y políticos de la imagen en 2012. El trabajo con un grupo de estudiantes, capacitados en diferentes disciplinas, comenzó con la identificación de la historia personal de esas huellas digitales o hitos que se han quedado con imágenes que permanecen como una parte importante en el desarrollo personal. Desde este marco, la imagen se extendió a la indagación sobre el lugar que las imágenes tienen en otros círculos o esferas de la vida como las relaciones cercanas y sociales. Como resultado, cada participante creó un montaje de imágenes que constituye una nueva pista y se da cuenta de la realidad transformada por la autoobservación y la reflexión compartida. ; The article exposes and reflects about the experience in a master's course on social and political uses of the image in 2012. The work with a group of students, trained in different disciplines, started with the identification on the personal history of those fingerprints or milestones that have been left by images that remain as an important part in personal development. From this framework, the picture was extended to the inquiry about the place that images have in other circles or spheres of life as the close relational and social ones. As a result, each participant created a montage of images that constitutes a new track and realize the reality transformed by self-observation and shared reflection. ; O artigo relata e reflete a experiência de trabalho num curso de mestria sobre os usos sociais e políticos da imagem no ano 2012. O trabalho com o grupo de estudantes, formados em diferentes disciplinas, partiu da identificação, na própria história pessoal, os rastros ou marcos que as imagens deixaram e que se mantém como parte importante no desenvolvimento pessoal. Desde este quadro, foi ampliado o panorama até a indagação pelo lugar que as imagens têm em outros âmbitos da vida como o relacional perto e o social. Como resultado, cada participante fez uma montagem de imagens que se constitui um novo rastro e da conta da realidade transformada pela auto-observação e a reflexão compartilhadas.

This book explains complex cybercrimes from the perspectives of multiple disciplines and scientifically analyzes their impact on individuals, society, and nations, both holistically and comprehensively. It explores how to legislate proactive cyberlaws.

The term 'social pedagogy' was coined in Germany, a country which also provided fertile ground for the early development of social work. This article reconstructs the evolution of the two disciplines, which existed alongside one another for much of the twentieth century. It starts with their identities at the time of their early emergence, and then focuses on two formative periods: the early twentieth century, when both disciplines were in the nascent stages of independent development; and the late twentieth century, when they appeared to be in a state of amalgamation. In the course of this examination, Hämäläinen's recent suggestion that social pedagogy can be regarded as a science, as a profession and in terms of its education is investigated. So too is Lorenz's framework for considering a nation's social professions in terms of social policy, civil society and academic discourse elements. Those academic discourses tied to the identity of the two professions offer an opportunity to pin down the slippery German concept of social pedagogy, demarcate it from social work and consider the path dependencies of each profession. This is carried out with particular reference to the early figures who shaped the disciplines, specifically Paul Natorp, Herman Nohl and Alice Salomon. The case of Germany reveals not only few uncontested definitions of the two professions, but also a clear formal separation for much of the twentieth century, which is best understood by considering historical, not contemporary arrangements.

This article examines the challenges involved in the process of police militarization and implementation of police discipline in the State of São Paulo during the First Brazilian Republic (1889 to 1930). The implementation of a militarized police model, initiated by the 1906 French Military Mission, was not fully able to deal with indiscipline issues among policemen. Beyond creating problems of its own, such as fostering a corporatist culture and strengthening rigid hierarchies, military discipline prevented police forces to address new issues that would affect its practices. Documents in the São Paulo State Public Archive provides a window to the daily violence, the personal compromises, the institutional conflicts and the political meddling that was part of police life in the State of São Paulo at the turn of the century.

The major objective and main content of the policy which our Party consistently implements involves creating for the worker the most pleasant surroundings for work, study, and leisure, in order to develop and utilize his abilities to the fullest.Leonid BrezhnevIn recent years, Soviet officials and scholars have expressed increasing concern
about the "lack of discipline" among industrial workers in the USSR. Labor
productivity remains low, and it is improving at an unacceptably slow pace. At
the same time, "shirking," "idling," on-the-job drunkenness, and industrial accidents
are widespread. But the most troublesome manifestation of the Soviet
worker's lack of discipline is the high rate of labor turnover.

The article attempts to monitor the formation of the legal culture of future bachelors in economics in the process of their professional preparation. The state of their professional training is revealed, which includes the cycle of general training (humanities, fundamental), professional training, disciplines of free choice, research work and practice. It is established that economic disciplines have considerable pedagogical potential for education of the bachelor personality who has a legal culture. However, the legal potential of economic disciplines is not fully utilized. This reduces the role of the legal culture in shaping the students' value propositions, in grasping the future specialist's role in professional activity.On the basis of theoretical analysis of the problem, the relative legal literacy of students is demonstrated, because in the vast majority of all stages of the study they highly value the importance of compliance with legal norms (both for the life of society and for their professional activity), the state and its institutions for students (both in political and the legal field) that play a leading role. It is established that future specialists highly value their legal awareness (especially senior students), which is quite appropriate to the real situation. But a significant number of students, especially in their fourth year of study, find real law-abiding behavior impossible or difficult under specific social conditions. It is proved that there are significant gaps in the professional training of students, namely: non-use of the legal potential of professional disciplines; failure to take into account the integration of legal knowledge in professional disciplines, which involves the interrelation of economic and legal areas of future bachelors in economics professional training; limited access to the subject of preparation, which has to overcome in everyday practice the contradiction between the requirements of the law and the real conditions of solving economic and legal issues, not using the opportunities of independent work of students in the formation of their legal culture in the aspect of future economic professional activity ; У статті здійснено спробу здійснити моніторинг процесу формування правової культури майбутніх бакалаврів з економіки у процесі фахової підготовки. Розкрито стан їхньої професійної підготовки. Встановлено, що економічні дисципліни мають значний педагогічний потенціал для виховання особистості бакалавра, який володіє правовою культурою. Проте правовий потенціал економічних дисциплін використовується не повною мірою. Продемонстровано відносну юридичну грамотність студентів, оскільки, в переважній більшості, на всіх етапах навчання вони високо оцінюють значимість дотримання правових норм як для життя суспільства, так і для власної професійної діяльності. Виявлено суттєві прогалини в професійній підготовці студентів.

The article attempts to monitor the formation of the legal culture of future bachelors in economics in the process of their professional preparation. The state of their professional training is revealed, which includes the cycle of general training (humanities, fundamental), professional training, disciplines of free choice, research work and practice. It is established that economic disciplines have considerable pedagogical potential for education of the bachelor personality who has a legal culture. However, the legal potential of economic disciplines is not fully utilized. This reduces the role of the legal culture in shaping the students' value propositions, in grasping the future specialist's role in professional activity.On the basis of theoretical analysis of the problem, the relative legal literacy of students is demonstrated, because in the vast majority of all stages of the study they highly value the importance of compliance with legal norms (both for the life of society and for their professional activity), the state and its institutions for students (both in political and the legal field) that play a leading role. It is established that future specialists highly value their legal awareness (especially senior students), which is quite appropriate to the real situation. But a significant number of students, especially in their fourth year of study, find real law-abiding behavior impossible or difficult under specific social conditions. It is proved that there are significant gaps in the professional training of students, namely: non-use of the legal potential of professional disciplines; failure to take into account the integration of legal knowledge in professional disciplines, which involves the interrelation of economic and legal areas of future bachelors in economics professional training; limited access to the subject of preparation, which has to overcome in everyday practice the contradiction between the requirements of the law and the real conditions of solving economic and legal issues, not using the opportunities of independent work of students in the formation of their legal culture in the aspect of future economic professional activity ; У статті здійснено спробу здійснити моніторинг процесу формування правової культури майбутніх бакалаврів з економіки у процесі фахової підготовки. Розкрито стан їхньої професійної підготовки. Встановлено, що економічні дисципліни мають значний педагогічний потенціал для виховання особистості бакалавра, який володіє правовою культурою. Проте правовий потенціал економічних дисциплін використовується не повною мірою. Продемонстровано відносну юридичну грамотність студентів, оскільки, в переважній більшості, на всіх етапах навчання вони високо оцінюють значимість дотримання правових норм як для життя суспільства, так і для власної професійної діяльності. Виявлено суттєві прогалини в професійній підготовці студентів.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- LIST OF CONTRIBUTORS -- PREFACE -- I. Language/Power in the Social Sciences -- 1. Poetics, Politics, and Truth: An Invitation to Rhetorical Analysis -- 2. Text/Context: The Rhetoric of the Social Sciences -- II. Rhetoric and Truth in the Social Sciences -- 3. The Interpretation of Disciplinary Writing -- 4. No Anthro-Apologies, or Der(r)idHing a Discipline -- 5. Textual Form and Social Formation in Evans-Pritchard and Lévi-Strauss -- III. Social Science as Political Discourse -- 6. Communication, Persuasion, and The Establishment of Academic Disciplines: The Case of American Psychology -- 7. Poetics and Politics in Ethnographic Texts: A View from the Colonial Ethnography of Afghanistan -- 8. Listening for the Silences: The Rhetorics of the Research Field -- 9. The Rhetoric of Efficiency: Applied Social Science as Depoliticization -- 10. Fact, Fiction, and Factions: Scandal, Controversy, and "Filemaking" as Social Theory -- IV. Challenges for the Rhetoric of the Human Sciences -- 11. Human Needs and Control: A Foundation for Human Science and Critique -- 12. Narration, Reason, and Community -- 13. From Suspicion to Affirmation: Postmodernism and the Challenges of Rhetorical Analysis -- Index

This new book is a wide-ranging, contemporary and accessible analysis of familiar and recurring myths about mass education in the United Kingdom. Looking at a variety of important issues and problems, each chapter begins by dispelling myths and assumptions about the classroom, going beyond class, race and gender, to offer analysis of topics such as discipline, youth cultures, information technology and globalisation. Utilising an interdisciplinary lens, this book offers knowledge from disciplines as diverse as sociology, philosophy, jurisprudence and cultural studies. Gordon Tait examines the strengths and weaknesses of different theoretical approaches to education, from critical theory to postmodernism, and Foucaultian governance to post-colonialism. Analysing the many assumptions about education taken for granted in British public discourse, important conclusions are drawn about which of these assumptions are fair and reasonable, and which we should challenge. This book is an essential resource for advanced undergraduate and postgraduate courses on the sociology of education, culture and education, and the philosophy of education

Through mapping the provision of teaching gender and sexuality studies on politics/political science and international relations (IR) programmes, this article asserts that the top-ranked politics and IR departments in the UK offer very little provision of such teaching. We argue that this lack of gender and, more so, sexuality teaching is highly problematic for the discipline. Moreover, we suggest that the lack of such provision is not reflective of staff research interests, potentially not reflective of the market (i.e. students), works against the trend of mainstreaming gender, and is problematic in the wider sense in that gender and sexuality are rendered invisible or as trivial matters. Overall, then, this article contends that curricula in politics and IR departments work to perpetuate the idea that the 'personal is not political', thereby defining the parameters of the discipline in both a narrow and inaccurate way. Adapted from the source document.