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Pluralism has become the defining characteristic of many modern societies. Not only a plurality of individual and social claims and activities gain impacts on societal life. A creative pluralism of institutions and their norms profoundly shape our moral commitments and character – notably the family, the market, the media, and systems of law, religion, politics, research, education, health care, and defense. In the theoretical, empirical, and historical contributions to this volume, specialists on medicine, medical ethics, psychology, theology and health care discuss the many challenges that major transformations in their areas of expertise pose to the communication and orientation in late modern pluralistic societies. Contributors come from Germany, the USA and Australia.

The article examines the Academist movement between 1900 and 1914 – the student branches of a number of right-wing groups that emerged in the Russian Empire between 1900 and 1905 and endured throughout the late imperial period. It will argue that these groups arose separately from the Russian autocracy, and formed part of an independent, 'right-wing' approach to the problems facing Russian society in the late imperial period. It is particularly concerned with the idea, widely present on the right, that the Russian present was in a period of crisis and a more drastic approach to moral and spiritual renewal was needed. It will consider the nature of the Academists' conceptions of moral education, spiritual renewal of society, and also their violence, anti-Semitism and emergence of an ethno-populist politics. The contention is that the emergence of an independent right-wing movement contributed to the wider instability in the Russian autocracy in the late imperial period.

This article examines traditional education practices, forms of the revitalisation of Islamic education, and efforts at the Salafiyah Parappe Islamic Boarding School to maintain traditional educational practices in facing the opportunities and challenges of modern education. This article departs from qualitative research using an Islamic pedagogic-normative approach. Regarding the revitalisation of Islamic education practised by the Salafiyah Parappe Islamic Boarding School, namely maximising the internal potential of Islamic boarding schools including the development of educators' competencies, the transformation of methods, media and technology in learning; and strengthening the kiai's leadership, building boarding school infrastructure. The Salafiyah Parappe Islamic Boarding School's efforts to maintain traditional educational practices in facing the opportunities and challenges of modern education include revitalising the functions of the people's demoralisation solution, strengthening the institutional competitiveness of Islamic boarding schools, developing alumni competencies based on needs and social dynamics, strengthening partnerships with related institutions and stakeholders, both the government as well as the private sector, maintaining the independence and independence of Islamic boarding schools, optimising the grounding of the yellow book in the community, expanding the orientation and targets of Islamic boarding schools namely the dimensions of religiosity, social, moral, vocational, and other social community fields.

This article uses historical and sociological research as the basis for a philosophically argued thesis about the negative educational consequences of the atomization of the family structure. Carle Zimmerman's theory of the social causality involved in the atomistic family structure is illustrated with an example of a Bolshevik social experiment and applied to the atomization of the modern Western family as shown by contemporary social science research. The focus is on the ways that the atomization of the family undermines the education of children into autonomous and critical citizens. Once the normative structures of marriage and family disintegrate, the identity and relationship rights of children are violated. This violation is often experienced by children as a rejection. Such a rejection wounds children morally and undermines their faith in moral norms. Furthermore, the disintegration of the family leaves children in a state of emotional and moral deprivation, which undermines their ontological security and their development into autonomous moral agents and critical citizens. By exposing them to the emotional influence of the cultural myths used in propaganda and indoctrination, these deprivations make them externally-directed instead of developing their capacity for autonomous deliberation and independent moral agency. Insofar as citizen's views and attitudes are directed from the outside, they fail to function as a counterbalance to the ruling elites, and democracy deteriorates into elite rule. ; peerReviewed

This paper explores the development of my educational beliefs over a period of ten years. From consideration of differing notions of character education, to implicit assumptions about private and public education, to neoliberal educational and social policies, to social justice and democratic models of education, to Aboriginal conceptions of holism, this critical self-examination revealed the initial disparity between my moral impulse for entering the teaching profession, the aims of education as I understood them, and the means I had ascribed to achieve those aims. The paper concludes with the suggestion that an ideal educational model is holistic in nature, justice-oriented in its approach, contributes to the public good, and has democratic citizenship as the primary aim for all of its students. ; Education, Faculty of ; Educational Studies (EDST), Department of ; Unreviewed ; Graduate

PurposeNational identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project's possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide.Design/methodology/approachThe authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project.FindingsThis paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993).Originality/valueThe paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour's nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong's citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.

AbstractThis research is promoting the values of Didong as a content supplement to elevating the practice of character education in the current curriculum of Indonesia. The main objective of this research is to describe explicitly the character values of Didong art. The qualitative with socio-historical approach was used as a research approach to finding historically and socially the existence of Didong art. The data were collected through literature review and field observation. The results of the research show that the Didong art came from Central Aceh District, particularly this art exists in the Gayo`s ethnic area. Didong art can be categorized as an indigenous art that consists of the combination of dance, vocal, and literature elements. In its beautiful performance, the Didong art contains character values that derive from the poetic verses of background song and dance motion. The character values of Didong art comprise of religious values, appreciate the achievement, communicative, peacefulness, and social care. These values could be inserted in the educational field, particularly in the practice of character education, in form of content enrichment. The character education is necessary to be developed because of the problem of moral degradation of the young generation. The implementation of character education, which contain the local values such as in the Didong art, would support the people`s personal and social life in the family, friendship, society, as well as in nationhood to achieve the better life in the future. Keyword: Didong art, Gayonese, character education.

The aim of this work is to prove that it is possible to develop a system able to detect gestures based only on ultrasonic signals and Edge devices. A set of 7 gestures plus idle has been defined, being possible to combine them to increase the recognized gestures. In order to recognize them, Ultrasound transceivers will be used to detect the 2 dimensional gestures. The Edge device approach implies that the whole data is processed in the device at the network edge rather than depending on external devices or services such as Cloud Computing. The system presented in this paper has been proven to be able to measure Time of Flight (ToF) signals that can be used to recognize multiple gestures by the integration of two transceivers, with an accuracy between 84.18% and 98.4%. Due to the optimization of the preprocessing correlation technique to extract the ToF from the echo signals and our specific firmware design to enable the parallelization of concurrent processes, the system can be implemented as an Edge Device. ; European Commission 737487 16ESE0161K ; European Union's Horizon 2020 Programme (ECSEL) ; Federal Ministry of Education & Research (BMBF)

Participants in this roundtable, organized for the 2001 annual meeting of the International Studies Assoc (ISA) in response to the address at the 2000 meeting by ISA President Craig N. Murphy, offer comments on his "Political Consequences of the New Inequality." Focus is on the applicability of his ideas to teaching undergraduates about these inequalities & their ramifications for both the global system & students' personal lives. In Changing Perspective: Teaching Undergraduates about the New Inequality, James M. Scott outlines an active-learning approach to the subject & suggests some methods of implementing it. In Reflections on Craig Murphy's Presidential Address as an Invitation to Moral Education, B. Welling Hall discusses the possibility of using education on inequality as a means of instilling moral values in undergraduates, & offers some teaching strategies. In Teaching the Political Consequences of Inequality: Theory and Practice, Peter Dombrowski explores the relationship between the practice & teaching of international affairs & outlines some roles for educators. In Teaching International Relations: A Non-American Perspective, Glen Segell draws on experience as a teacher in different countries to examine educators' responsibilities, noting the influence of different political systems & the importance of diversity. In The National Interest, the New Inequality, and Globalization, Dan Caldwell outlines changes in the international system since 1960 & offers some projections to 2040, noting implications for undergraduate international relations instruction. In "Taking Up the Challenge": A Response, Murphy replies to some critical points raised by the commentators, & expresses hope for the future of international relations pedagogy. 4 Tables, 45 References. K. Hyatt Stewart

Автор аналізує теоретичні основи сучасної правової реальності, що змінилася, а також ознаки кризи правопорядку в Україні сьогодні.Автор вважає, шо правова криза в Україні є перманентною, вона стала «інститутом запуску» інших національних криз — політичної, влади та управління, демографічної, економічної, моральної тощо. Одночасно правова криза підсилювалась і продовжує посилюватись політичною та іншими видами криз, створюючи загальну системну криз у державі. З'ясовано, що від міри адекватності обґрунтування його причин залежать спрямованість і ефективність як реформування суспільства в цілому, так і здійснення правової реформи як складової частини трансформаційних процесів зокрема.З філософської позиції розкриваються фактори формування правового поля освіти в умовах становлення нового історичного типу суспільства, у нашому випадку ­ інформаційного. Аналізується процес трансформації сучасного українського суспільства, коли в ньому відбувається докорінна зміна ролі права, що набуває рис основного ціннісного орієнтиру, однієї з фундаментальних суспільних засад. Показано, що також змінюється і завдання юридичної науки. Вона намагається осмислити залежність права від людини. Посилення процесів глобалізації у сучасному світі та перспективи побудови гуманістичної, ліберально­демократичної цивілізації відіграли роль суттєвих стимулів до інтеграційних пошуків, спрямованих на теоретичні побудови, здатні «примирити» позитивістський і природно­правовий напрями у розвитку сучасного правознавства. Важливою є необхідність відповісти на питання, хто відтворює і відбудовує форми буття, в яких суб'єктних взаємодіях і ситуаціях вони відтворюються, змінюються, проектуються і конструюються. ; Автор аналізує теоретичні основи сучасної правової реальності, що змінилася, а також ознаки кризи правопорядку в Україні сьогодні.Автор вважає, шо правова криза в Україні є перманентною, вона стала «інститутом запуску» інших національних криз — політичної, влади та управління, демографічної, економічної, моральної тощо. Одночасно правова криза підсилювалась і продовжує посилюватись політичною та іншими видами криз, створюючи загальну системну криз у державі. З'ясовано, що від міри адекватності обґрунтування його причин залежать спрямованість і ефективність як реформування суспільства в цілому, так і здійснення правової реформи як складової частини трансформаційних процесів зокрема.З філософської позиції розкриваються фактори формування правового поля освіти в умовах становлення нового історичного типу суспільства, у нашому випадку ­ інформаційного. Аналізується процес трансформації сучасного українського суспільства, коли в ньому відбувається докорінна зміна ролі права, що набуває рис основного ціннісного орієнтиру, однієї з фундаментальних суспільних засад. Показано, що також змінюється і завдання юридичної науки. Вона намагається осмислити залежність права від людини. Посилення процесів глобалізації у сучасному світі та перспективи побудови гуманістичної, ліберально­демократичної цивілізації відіграли роль суттєвих стимулів до інтеграційних пошуків, спрямованих на теоретичні побудови, здатні «примирити» позитивістський і природно­правовий напрями у розвитку сучасного правознавства. Важливою є необхідність відповісти на питання, хто відтворює і відбудовує форми буття, в яких суб'єктних взаємодіях і ситуаціях вони відтворюються, змінюються, проектуються і конструюються. ; The author analyzes the theoretical foundations of the modern legal reality has changed , as well as signs of a crisis of law in Ukraine sogodni.Avtor believe sho legal crisis in Ukraine is permanent , it became the " Institute Launch " other national crises ­ political, government and management, demographic, economic , moral , etc. . Simultaneously legal crisis intensified and continues to intensify political and other types of crises , creating an overall systemic crisis in the state. Revealed that the degree of adequacy of reasons justify its effectiveness depends on the direction and reform as society in general, and legal reform as part of the transformation processes in particular.From the philosophical positions revealed factors of legal education in the field of establishing a new historical type of society, in our case ­ the information . Examines the process of transformation of the modern Ukrainian society when it comes fundamental change in the role of law, acquires the features of the basic values, one of the fundamental social principles . It is shown that also changes the task of legal science . She tries to comprehend the relationship of human rights . Strengthening global processes tion in the modern world and the prospects of building a humanistic , liberal­democratic citizens tion played a significant role incentives for inte graceful searches aimed at theoretical constructions are able to " reconcile" the positivist and prirodnopravovy directions in the development of modern jurisprudence. Important is the need to answer the question of who plays and restores the form of being , in which the subject interaction and situations they reproduce, modify, designed and constructed.

Diese Forschung untersucht die lehrplanmäßige, pädagogische und didaktische Entwicklung der staatsbürgerlichen Bildung in Costa Rica im Zeitraum von 1886 bis 2015. Die Analyse wurde unter Berücksichtigung der nationalen Politik durchgeführt, indem unterschiedliche Situationen, Akteure, Tendenzen und politisch-pädagogischen Spannungen in Zusammenhang mit dem Lehrplan und der didaktischen Artikulation der politischen Bildung gesetzt wurden. Es wird angenommen, dass die Perspektive der bildungspolitischen Internationalisierung unterschiedliche Momente, Akteure und transnationale Prozesse bei der Artikulation der staatsbürgerlichen Bildung in Costa Rica einnimmt. Auf Grundlage der Kombination nationaler Politik und transnationalen politisch-pädagogischen Trends können drei Schlüsselmomente in der Entwicklung der Staatsbürgerschaftsbildung in Costa Rica identifiziert werden: Der erste Moment zeichnet sich zwischen 1886 und 1949 ab und ist gekennzeichnet durch die Dominanz republikanischer und liberaler politischer Gruppen in der nationalen Politik, die den staatsbürgerlichen Unterricht an zentraler Stelle im nationalen Lehrplan positionierten und mit französischen Ideen der Bürgerbildung unterfüttern. Auch der Einfluss des Instituto Pedagógico de Chile, in dem in der ersten Hälfte des 20. Jahrhunderts relevante Persönlichkeiten im Bereich des staatsbürgerlichen Unterrichts des Landes ausgebildet wurden, schlägt sich nieder. Der zweite Moment ab 1949 nach dem letzten Bürgerkrieg im Land und der Gründung der zweiten Republik war geprägt von der Dominanz der sozialdemokratischen Ideologie und der nationalen Befreiungspartei in der nationalen Politik. Die politische Bildung orientierte sich in dieser Zeit am demokratischen, antikommunistischen Diskurs und später an der Friedenserziehung aufgrund der Befriedung Mittelamerikas und des Friedensnobelpreises, der 1987 an den ehemaligen Präsidenten Oscar Arias verliehen wurde. Schließlich konzentrierte sich die Forschung auf die Haupttrends in Bezug auf politisch-pädagogische, pädagogische und lehrplanmäßige Transformationen, die in den ersten Jahren des 19. Jahrhunderts bis 2015 stattfanden. ; This research studies the curricular, pedagogical, and didactic evolution of Citizenship Education in Costa Rica for the period from 1886 -2015. The analysis has been carried out taking into account national politics, that is, the different situations, actors, tendencies, and political-educational tensions around the curricular and didactic articulation of Civic Education. The perspective of educational political internationalization is also assumed to observe different moments, agents, and transnational processes in the articulation of Citizenship Education in Costa Rica. There are three key moments in the evolution of Costa Rican Citizenship Education, as a result of the combination of national politics and transnational political-educational trends. The process developed between 1886 and 1949, characterized by the dominance in national politics of republican and liberal political groups, who positioned Civic Instruction in a central place in the national curriculum and came into contact with French ideas of citizen education and also with the Pedagogical Institute of Chile, in which relevant figures in the field of Civic Instruction of the country were formed during the first half of the 20th century. The second moment from 1949, after the last Civil War in the country and the founding of the Second Republic, was characterized by the dominance of the social-democratic ideology in national politics and the National Liberation Party. Civic Education was oriented in this period by democratic, anti-communist discourse and later by education for peace due to the pacification of Central America and the Nobel Peace Prize awarded to former president Oscar Arias in 1987. Finally the research focused on the main trends in political-educational, pedagogical, and curricular transformations that occurred during the first years of the 19th century until 2015. ; En esta investigación se estudia la evolución curricular, pedagógica y didáctica de la formación para la ciudadanía en Costa Rica durante el periodo 1886-2015. Se asume también la perspectiva de la internacionalización político educativa para observar distintos momentos, agentes y procesos transnacionales en la articulación de la educación para la ciudadanía en Costa Rica. Se distinguen tres momentos claves en la evolución de la educación para la ciudadanía, en los que la politicidad nacional y las tendencias político-educativas transnacionales dieron como resultante histórica distintas versiones de formación para la ciudadanía en Costa Rica. Un primer momento fue el comprendido entre 1886 y 1949, caracterizado por el dominio en la política nacional de las ideas y los grupos políticos republicanos y liberales, quienes posicionaron la Instrucción Cívica en un lugar central del currículo nacional.El segundo momento a partir de 1949, después de la última Guerra Civil del país y la fundación de la Segunda República, se caracterizó por el dominio en la política nacional de la socialdemocracia y del Partido Liberación Nacional. La Educación Cívica estuvo orientada en este período por el discurso democrático, anticomunista y más tarde por la educación para la paz debido a la pacificación de Centroamérica y el premio Nobel de la Paz otorgado al expresidente Oscar Arias en 1987. Un resultado de este proceso fue la implementación de la asignatura de Estudios Sociales procedente de Estados Unidos, asignatura que incluyó las materias de Historia, Geografía y Educación Cívica. Finalmente, se estudian las principales tendencias y transformaciones político-educativas, pedagógicas y curriculares que se produjeron durante los primeros años del siglo XIX hasta 2015.

Because credit and insurance markets are imperfect and intrafamily transfers and how children use their time outside school hours are private information, the second-best policy makes school enrollment compulsory, forces overt child labor below its efficient level (if positive), and uses a combination of need- and merit-based grants, financed by earmarked taxes, to relax credit constraints, redistribute, and insure. Existing conditional cash transfer schemes can be made to approximate the second-best policy by incorporating these principles in some measure.

Актуальность поставленной проблемы обусловлена обострением ситуации в области воспитания подрастающего поколения гогласно традициям народной педагогики. Проведен обзорный анализ научных исследований по темам диссертаций по этнопедагогике в Республике Саха (Якутия) за последние 30-40 лет, что позволило совершить их структурирование по трем субстанционарным сущностям Кут человека: труды по физическому и трудовому воспитанию, подвижным играм детей, направленные на укрепление Буор кут подрастающих поколений; труды нравственно-эстетического, социального плана, нацеленные на развитие Салгын кут воспитуемых; труды по духовно-интеллектуальному раскрытию детей, предусматривающие их творческую самореализацию Ийэ кут. Выделены основные направления практико-ориентированных изысканий в республике (передовой педагогический опыт, имеющиеся школы, традиции и инновации и т. п.). Выводы по результатам проведенного обзора соотнесены с этнопедагогическими идеями академика Г. Н. Волкова, внесшего неоценимый вклад в этнопедагогизацию якутской науки и образования. Этнопедагогические исследования и их практическое внедрение необходимо соизмерять с принципом «ребенок в культуре и культура в ребенке», это выводит на первый план междисциплинарные исследования. Г. Н. Волков к концу своей научной жизни определенно склонялся к такому пути, выделяя специфические культурологические понятия.
The relevance of the investigated problem is due to the aggravation of the situation in the field of education of the younger generation in the tradition of ethnopedagogics. The author made a review analysis of scientific research works on ethnopedagogy in the Republic of Sakha (Yakutia) for the recent 30-40 years, which made it possible to structure them according three substances of Kut person: the works on physical and labor education, outdoor games aimed at strengthening the Buor Kut of the younger generations; the works on the moral, aesthetic, and social aspects aimed at the development of Salgyn Kut; the works on the disclosure of the spiritual and intellectual talent of children aimed at the creative self-realization of Iye Kut. The main areas of practice-oriented works (best practices, existing schools, traditions and innovations) in the Republic are identified. The conclusions of the review are correlated with the ethno-pedagogical ideas of academician G. N. Volkov, who made an invaluable contribution to the ethnopedagogization of Yakut science and education. Ethnopedagogical research works and their practical implementation should be measured with the principle which states "the child in culture and culture in the child". This brings interdisciplinary research to the fore. By the end of his scientific life,G. N. Volkov was inclined to this path. He clearly distinguished specific cultural concepts.

В статье затронута проблема нравственного воспитания молодежи в современном гражданском обществе. Отмечено, что социальная среда способна оказать на подрастающие поколения как позитивное, так и негативное воздействие. Выявлено, что здоровый нравственный климат в коллективе и семье - основа ответственного отношения молодого человека к правовым нормам. Место индивидуальности в современном социуме зависит от понимания молодежью своей роли в формировании гражданского общества. Особое значение для формирования нравственных качеств имеет освоение ценностей демократического общества. В качестве явления, препятствующего формированию нравственных ценностей гражданского общества, выделена бюрократия. ; The article deals with the problem of moral education of youth in the modern civil society. It is emphasized, that the social environment exerts both positive and negative influence on the younger generation, and the healthy moral climate in the team and the family is the foundation of responsible attitude of young people to the legal norms. The place of individuality in the modern society depends on youth's understanding of their role in the process of civil society formation. The familiarization with the democratic values has special relevance for the formation of the moral qualities. The bureaucracy is highlighted as a phenomenon that prevents the moral values development in the civil society.