Suchergebnisse

International audience ; Why teach with images? What images should be taught? How should they be approached? What do images teach us such that we learn not just from images or through images? How can we make use of their emotional power and analyze our study of them? Bringing together the perspectives of literature, art history, applied arts, film and pedagogy specialists in addition to those of an editor, a novelist, and a graphic designer, this volume traces the history of using images as a pedagogical tool and proposes directions for a new pedagogy of the image. This volume allows contemporary reflections to be informed by the past and for the work of historians to be nuanced by a modern application.The digital revolution offers unprecedented access to a profusion of images but does the body of images thus benefit from some kind of renewal and are our pedagogical practices transformed? The historical perspective proposed in this collection demonstrates that at each important moment in the history of pedagogy, the image is seen as a privileged medium for pedagogical innovation, while crystalizing a certain number of questions that lie at the heart of the debates within the world of education. Comenius was the first to correlate the use of images in language learning with discussions of the idea of educability. At once universal and cultural, in their effects as in their content, images appear throughout these essays as ideological vectors and as creators of interculturality. Immediately visible but undeniably complex, if we consider the apparatus that each one puts into place, whatever its nature and function may be, images present themselves on the one hand as effective tools for democratizing knowledge, and on the other, as scholarly objects that demand an expert's knowledge, the practitioner's perspective, the mediator's encouragement. Two traditions coexist and cross paths in this history (story?) of a meeting with and around the image: a critical approach, often favorable to the image/text connection that ...

International audience ; Why teach with images? What images should be taught? How should they be approached? What do images teach us such that we learn not just from images or through images? How can we make use of their emotional power and analyze our study of them? Bringing together the perspectives of literature, art history, applied arts, film and pedagogy specialists in addition to those of an editor, a novelist, and a graphic designer, this volume traces the history of using images as a pedagogical tool and proposes directions for a new pedagogy of the image. This volume allows contemporary reflections to be informed by the past and for the work of historians to be nuanced by a modern application.The digital revolution offers unprecedented access to a profusion of images but does the body of images thus benefit from some kind of renewal and are our pedagogical practices transformed? The historical perspective proposed in this collection demonstrates that at each important moment in the history of pedagogy, the image is seen as a privileged medium for pedagogical innovation, while crystalizing a certain number of questions that lie at the heart of the debates within the world of education. Comenius was the first to correlate the use of images in language learning with discussions of the idea of educability. At once universal and cultural, in their effects as in their content, images appear throughout these essays as ideological vectors and as creators of interculturality. Immediately visible but undeniably complex, if we consider the apparatus that each one puts into place, whatever its nature and function may be, images present themselves on the one hand as effective tools for democratizing knowledge, and on the other, as scholarly objects that demand an expert's knowledge, the practitioner's perspective, the mediator's encouragement. Two traditions coexist and cross paths in this history (story?) of a meeting with and around the image: a critical approach, often favorable to the image/text connection that ...

This is a research article about conflict as a problematic that concerning society, educational system and educational institutions; just as it has been talking about since the end of World War II on education for peace. Which leads us to wonder if the Education for the Peaceful is an abstract construct such as an ideal and hence the need to see it from the constructions of an education for Education for the Peaceful Resolution of Conflicts to that based in this recognition, peace a reality. If the main goal of this research was identify, from the documentary review about strategies for Peaceful education, the need to think first in an Education for the Peaceful Resolution of Conflicts so that it has a positive effect on Peaceful Education. This in order to account, based on data collected and analyzed, that in the elaborated and developed strategies in educational institutions it pursues an ideal of education for peace, and from there the need of redefine strategies like dialogue, focal groups, workshops with parents, among others, They are part of an education that seeks to teach students solve conflicts peacefully. From Comenius, "Science and political organization up with pedagogy, are based on the supreme happiness of mankind" (UNESCO, 1957, pág. 15). And to reach that supreme happiness it is necessary don't focusing in negative situations of society, but in the search for union of peoples. It is developed a documentary-style research, it was taken fifty documents from 2000 to 2015, in different Hispano-American countries, and this research was classified in articles, thesis, reports and books. Then it proceeded to the categorization of the strategies found in the documents consulted, which have been implemented in educational institutions around the world for the peace education and the Education for the Peaceful Resolution of Conflicts. This article leads to reflect in the way that is taught in Educational Institutions, of the importance of educating students with critical reflexive thinking, face to controversial situations that occur in their social environment so that it can find possible solutions.

Der 1998 verstorbene Pädagoge Klaus Mollenhauer beschäftigte sich in seinem Oevre ausführlich mit Grundsatzfragen der Pädagogik und Sozialpädagogik. Diese sind ebenfalls Grundfragen der Sozialen Arbeit, auch wenn bei ihr im Sinne der Wortevidenz pädagogisches Handeln in den Hintergrund tritt. [Des Autors Meinung] nach ist aber kaum ein Handeln in einem sozialen Arbeitsfeld möglich, ohne erzieherisch - mit anderen Worten pädagogisch - Einfluss zu nehmen. Es ist kein Pädagoge denkbar, der nicht durch sich selbst, durch sein Verhalten vermittelt, was für ihn als Erwachsener (religiös, politisch, moralisch, ästhetisch) Verbindlichkeit besitzt. Gesteht man dies zu, muss ebenfalls zugestanden werden, dass damit auch zugleich Fragen der Bildung berührt sind – zumindest, wenn pädagogisches Handeln ein Ziel, eine Richtung und einen Inhalt haben soll. (DIPF/Orig.)

Welche Grundannahmen liegen der Forderung nach einem Abbau sozialer Ungleichheit zugrunde? Warum ist Ungleichheit im Bildungswesen ein Problem? Ist sie überhaupt ein Problem? Solche und ähnliche Fragen werden eher selten gestellt und oft nur implizit beantwortet. Im Buch werden die Welt- und Menschenbilder von "Klassikern" der Bildungsphilosophie wie Platon, Rousseau und Pestalozzi dargestellt und mögliche pädagogische Konsequenzen gezeigt. So wird eine neue Perspektive auf aktuelle Debatten über Bildung und Ungleichheit gewonnen.

Kriege bilden eine weltgeschichtliche Konstante, ebenso die alte Sehnsucht nach Frieden. Dennoch fehlen bisher in der (religions-)pädagogischen Geschichtsschreibung sowohl eine Geschichte der Friedenspädagogik als auch eine darauf aufbauende Theoriebildung. Diesem Desiderat begegnet Karl Ernst Nipkow mit dem vorliegenden Band. In einem historisch-systematischen Durchgang macht er, großenteils biografisch eingebettet, den überraschenden Reichtum vergessener und verdrängter friedenserzieherischer und theologischer Einsichten seit der Epoche von Humanismus und Reformation wieder sichtbar. Durchgängig wird hierbei die Rolle der christlichen Religion analysiert. In Aufnahme der - genuin pädagogischen - Frage "Sind Gewaltverzicht und Friedensfähigkeit erlernbar?" entfaltet Nipkow in drei Analyseschritten eine realitätsnahe "Theorie der Friedenspädagogik", die sehr konkret an die pädagogische und die darin präsente (welt-)politische Praxis anknüpft.

The philosophy of education, which was formed in Turkestan in the late 19th - early 20 th centuries, is interpreted as an area of research that analyzes the national pedagogical activity and educational foundations of these modern educators, its goals and ideals, the methodology of pedagogical knowledge, methods of creating a new Russian school system. Thus, it can be said with confidence that the philosophy of education, as an area that has a socio-institutional form during this period, reflected the goals and objectives of the educational program of the Jadids. We know that during the formation of the Jadid Enlightenment, special studies of the philosophy of education were carried out, first in the United States and then in Europe. However, even before that, a separate philosophical system for the philosophy of education was created by such philosophers as Plato, Aristotle, Jan Amos Comenius, Locke, Herbart. In general, the philosophy of education is understood as an area of philosophical knowledge that has a subject of study. The philosophy of education as a science originated at the beginning of the 20th century. The founder of the philosophy of education in the world is the Anglo-American philosopher John Dewey. Today, in English-speaking countries, the philosophy of education has become a discipline with the status of a subject offered by individual faculties of universities. Thus, this chapter is devoted to the analysis of philosophical problems associated with the theory and practice of education of the Jadids, their approach to the problems of education, description and reflection of the educational system of that period, its goals and levels, since the entire period of philosophical development is closely related to the ideas of enlightenment. This chapter also presents a conceptual analysis of educational organization and gender issues in Turkestan schools of the "new method". For the Jadids, Islam was a way to get rid of ignorance, a means to achieve spiritual perfection. In Turkestan, the main goal for the future is to build a secular state based on universal ideas, governed by parliamentarism. In particular, we see this in the process of political efforts to create a "national autonomy for Turkestan autonomy." The changing nature of the Jadid movement is also characterized by an emphasis on education. This was due to the idea of the Jadid enlighteners to follow the Turkish, Tatar and Azerbaijani intellectual world, as well as to learn about Western European enlightenment.

Este estudo abrange uma breve explanação sobre os modos de ensinar, Ensino Simultâneo, possuindo como idealizador João Amós Coménio, do século XVII e, o Ensino Mútuo, por Lancaster, do século XIX. Embora essas propostas tenham surgido nos séculos mencionados, nos séculos posteriores se constatam elementos que se assemelham ao ensino mútuo, em classes multisseriadas (século XX) e no século XXI uma estrutura de ensino semelhante à de Coménio. Objetivou-se desvelar os elementos constituintes da Organização do Trabalho Didático – OTD em uma classe multisseriada, no ano de 1961 e uma classe seriada no ano de 2017. Para tanto, utilizou-se como procedimento de coleta de dados o uso das narrativas de dois docentes, sendo que a professora que aborda o objeto, na atualidade, é filha do professor que atuou em 1961, tendo sido alfabetizada por ele. As análises dos dois modos de ensinar articulados ao contexto histórico e social, no qual emergiram, evidenciam que o processo educacional é tecido pela sociedade, serve aos interesses da mesma, mas a intencionalidade do professor pode influenciar o processo e beneficiar o educando, mesmo perante contextos não favoráveis. Conclui-se que alguns elementos constitutivos da Organização do Trabalho Didático perduraram por séculos depois de sua idealização.Palavras-chave: Ensino Mútuo. Ensino Simultâneo. Organização do Trabalho Didático.AbstractThis study includes a brief explanation about the ways of teaching, Simultaneous Teaching, having as idealizer João Amós Coménio, of the seventeenth century, and the Mutual Teaching, by Lancaster, of the nineteenth century. Although these proposals arose in the centuries mentioned, in the following centuries, elements that resemble the mutual teaching, in multi-seriate classes (twentieth century) and in the twenty-first century an education structure similar to Comenius. The objective was to unveil the constituent elements of the Didactic Work Organization - OTD in a multiseriate class, in the year 1961 and a serial class in the year 2017. For this purpose, it was used as a data collection procedure the use of the narratives of two teachers, and the teacher who approaches the object at the present time, is the teacher's daughter r who acted in 1961, who was alphabetized by him. The analysis of the two teaching modes articulated to the historical and social context in which they emerged, evidenced that the educational process is woven by society, serves the interests of the same, but the teacher's intentionality, can influence the learner's process and benefit, even before unfavorable contexts. It is concluded that some elements of the Organization of Didactic Work, lasted for centuries after its idealization.Keywords: Mutual education. Simultaneous teaching. Organization of Didactic Work

La didáctica es una disciplina relativamente joven es su construcción y estudio epistemológico. Si bien, todos aquellos que se atreven a hablar de ella, citan a Comenio con su Didáctica Magna como la obra cumbre. Pero en los tiempos de globalización y nuevas corrientes pedagógicas y didácticas, surge la necesidad de examinar con detalle las prácticas de enseñanza con sus manifestaciones contemporáneas y más aún en los docentes universitarios, pues en esas prácticas reposa la responsabilidad social de formar profesionales y en los docentes, la grandiosa función política de ejercer su profesión con pasión, entrega, pero sobre todo con un equilibrio disciplinar y didáctico. En el presente trabajo de grado el sujeto enseñante que fue descrito en el ámbito universitario desde los referentes de la buena enseñanza, sus configuraciones didácticas y sus construcciones metodológicas para observar en detalle cómo enseñan los docentes en la universidad, sobre todo, en aquellas instituciones y facultades que se dedican a formar docentes. No cabe duda que la docencia es un entramado de manifestaciones objetivas y subjetivas, políticas, sociales, culturales, y que el aula es un escenario tan diverso como problemático. Por ello el objetivo principal de este esta investigación fue explorar y describir las acciones de enseñanza de los docentes universitarios, dejando ver la apropiación de aquel saber didáctico, que sin más, está ausente en muchas de las aulas de todos los niveles educativos del país. ; The teaching is a relatively young discipline is its construction and epistemological study. While all those who dare to speak of it, cite your Teaching Comenius Magna as the masterpiece. But in times of globalization and new educational trends and teaching, the need to examine in detail the teaching practices with its contemporary manifestations and even more university teachers, for in such practices social responsibility rests educate professionals and the teachers, the great political function to practice their profession with passion, commitment, and above all with a balance discipline and teaching. In this paper the subject grade teacher who was described in the university from the references of good teaching, their teaching and their configurations methodological constructions to observe in detail how teachers teach in college, especially in those institutions and powers engaged in training teachers. There is no doubt that teaching is a web of subjective and objective manifestations, political, social, cultural, and that the classroom is a diverse and challenging scenario. Therefore, the main objective of this research was to explore this and describe the actions of university teachers teaching, revealing that the appropriation of didactic knowledge, without more, is absent in many of the classrooms in all levels of education in the country.

Competences in the construction sector of the Slovak Republic (SR) under the current legislation are exercised at the local level of the state both by institutions of local self-government (municipalities) and state administration (district offices). The building authorities with the authority to decide on building permits are currently the municipalities to which the state has delegated building competences by Act No. 50/1976 Coll. on spatial planning and building regulations, as amended. However, the new construction legislation, effective from 1.4.2024, leads to a retroactive transfer of construction competences from municipalities to the state, to the newly created regional construction authorities. The long-awaited change in the legislation in the field of building regulations is expected to shorten the permitting processes and improve the functioning of building authorities. Municipalities will carry out the spatial planning, but the issuance of decisions on construction will be the responsibility of the state. The research presented in the paper, conducted through guided interviews with municipalities and district authorities in two selected regions of the SR, demonstrated the lack of state preparedness for the operation of the new state policy in the construction sector. We have come to a similar conclusion by theoretical analysis of the opinions of domestic and foreign authors. Optimal functioning of cooperation between state and local authorities would be possible with future legislative adjustments to the redistribution of construction proceedings between state and local self-government.

###EgeUn### ; The fauna of amphibians and reptiles (except turtles) from the early Miocene localities of the Kilcak section (Turkey) is described here. The herpetofaunal assemblage of the Kilcak localities is the best documented early Miocene herpetofauna in Anatolia. The following taxa are revealed: Salamandra sp., Latonia sp., Eopelobates sp., Crocodylia indet., Lacertidae indet. (morphotypes A and B), Ophisaurus sp., Anguinae indet., Eoanilius cf. oligocenicus, Bavarioboa sp., Falseryx sp., and Texasophis sp. Among them, Latonia represents the oldest published record of this frog in Anatolia. Its maxilla is sculptured, extending the occurrence of the Latonia lineage with ornamented maxillae to the earliest Miocene, and demonstrating the long coexistence of the Latonia lineages (with smooth and ornamented maxillae), for almost the entirety of the Late Cenozoic. The genera Eopelobates, Eoanilius, and Falseryx are described from Anatolia and Asia for the first time. The booid fauna, being poorly known from this time interval (i.e., the so called "Dark Period" of booid snakes), significantly adds to our knowledge of early Miocene snake assemblages. The snake material from Kilcak indicates a transition from "ancient" late Oligocene to "modern" early-middle Miocene fauna. The widely distributed European taxa recovered in Kilcak, indicate that Anatolia had close faunal links to Europe during the late Oligocene - early Miocene. ; Russian Foundation for Basic ResearchRussian Foundation for Basic Research (RFBR) [19-04-00514, AAAA-A19-119020590095-9]; Ege UniversityEge University [TTM /001/2016, TTM/002/2016]; international bilateral research of TUBITAK-RFBRTurkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) [111Y192]; University of Torino [SYNTHESYS ES-TAF-5910, SYNTHESYS AT-TAF-5911, SYNTHESYS HU-TAF-6145]; National Scholarship Program of the Slovak Republic (SAIA) ; Roman Rakitov (Borissiak Paleontological Institute RAS, Moscow, Russia) is thanked for assistance with SEM microscopy. Alexey Tesakov (Geological Institute of the Russian Academy of Sciences) and Andrej Eeroansky (Comenius University in Bratislava) are thanked for fruitful comments. Lars van den Hoek Ostende (Naturalis Biodiversity Center) is thanked for providing literature. This work was supported by the Russian Foundation for Basic Research under No. 19-04-00514, and the government theme under No. AAAA-A19-119020590095-9 (EVS). Authors also were supported by Ege University (TTM /001/2016) and (TTM/002/2016) research grants as well as the international bilateral research of TUBITAK-RFBR 111Y192 during his visits in Russia. GLG acknowledges travel support from the University of Torino, SYNTHESYS ES-TAF-5910 (MNCN, Museo Nacional de Ciencias Naturales, Madrid, Spain), SYNTHESYS AT-TAF-5911 (NHMW, Naturhistorisches Museum Wien, Vienna, Austria), and SYNTHESYS HU-TAF-6145 (HNHM, Hungarian Museum of Natural History, Budapest, Hungary) and funding from the National Scholarship Program of the Slovak Republic (SAIA)-the curators of MNCN, NHMW, and HNHM (Marta Calvo Revuelta, Heinz Grillitsch and Silke Schweiger, and Judit Voros, respectively) are highly acknowledged. We thank two anonymous reviewers for their comments and corrections.

International audience ; Présentation : Il s'agit d'approcher au plus près ce qu'on appelle « l'esprit des Lumières », entendu comme progrès de la connaissance et des moeurs par l'usage libre de la raison individuelle, à la fois contre l' « illuminisme » (cf. Kant) et contre le « dogmatisme » (cf. Condorcet). « Le sommeil de la raison engendre des monstres » (Goya). On examinera en priorité les trois domaines où le XVIII e siècle va exercer avec force cette liberté de penser : le domaine politique avec Montesquieu et Rousseau, le domaine des moeurs avec Voltaire et Laclos et le domaine religieux avec Diderot. L'origine des Lumières est cependant à rechercher un siècle plus tôt, comme le devinait Voltaire, durant celui de Louis XIV, à travers les trois mouvements d'idées qui marquent l'émancipation de la raison universelle et de la personne libre : le courant libertin (Cyrano de Bergerac), le libre examen « réformé » (Comenius) et le doute radical (Descartes). Mais ce n'est qu'avec ce que l'on appelle le « Siècle des Lumières » que l'on passera à l'idée d'un progrès possible de « l'esprit humain » (Condorcet). Dès l'ouverture du second tome de la Démocratie en Amérique, Tocqueville montre comment on est passé imperceptiblement de la promotion de l'humain durant la Renaissance au refus radical des références qu'inspirent les doctrines totalisantes politiques ou religieuses. Pour l'homme des Lumières l'argument d'autorité ne convainc plus. Il faut lui substituer l'autorité d'une argumentation rationnelle qui emporte la conviction. « Considérons, écrit Tocqueville, l'enchaînement du temps. Au 16 e siècle, les Réformateurs soumettent à la raison individuelle quelques-uns des dogmes de l'ancienne foi. Mais ils continuent à lui soustraire la discussion de tous les autres. Au 17 e siècle, Bacon, dans les sciences naturelles et Descartes, dans la philosophie proprement dite, abolissent les formules reçues, détruisent l'empire des traditions et renversent l'autorité du maître ? Les philosophes du 18 e siècle généralisent enfin le même principe, entreprennent de soumettre à l'examen individuel de chaque homme l'objet de toutes les croyances. Qui ne voit que Luther, Descartes et Voltaire se sont servis de la même méthode et qu'ils ne diffèrent que dans le plus ou le moins grand usage qu'ils ont prétendu qu'on en fit. » 2 Voulant qualifier en quelques mots le XVIII e siècle, Ernst Cassirer, le présente à son tour comme celui « qui a vu et glorifié dans la raison et la science la suprême puissance de l'homme. » 3 L'esprit général des Lumières Avec les « Lumières », la finitude humaine qu'avait souligné la recherche humaniste commençante n'est plus seulement un point de départ, elle devient désormais un point d'arrivée. L'absolu plie devant le relatif dans tous les domaines de la connaissance et de l'action. L'homme devient objet de science au travers des manifestations diverses de son existence. L'auteur de la connaissance pose comme objet de sa recherche son propre être. Les sciences de l'homme le sont à un double sens : en tant qu'elle sont faites par des hommes et ont de ce fait besoin de se voir garanties ; en tant qu'elles portent sur les hommes eux-mêmes.

Der Autor stellt in seiner Schrift eine Sammlung von Aufsätzen, die ihm zumeist bei den üblichen Jahresfeiern abgefordert wurden, dar. Damit möchte er etwas von dem erzieherischen Impuls vermitteln, der doch der letzte Sinn solcher Geschichte ist. (DIPF/Orig.)