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We aim to identify and analyze the contents prescribed in the first phase of the Boletín de Educación Paraguaya - Monthly Journal of Guidance and Pedagogical Information, between 1956 and 1959, under the dictatorial government of Alfredo Stroessner. We work on the hypothesis that the periodical newsletter stimulated new representations around the teaching work in Paraguay, in light of the active school precepts, having teachers as target readers. We wondered about the prescriptions that wished to establish new patterns of behaviors and attitudes to Paraguayan teachers after analyzing the first 37 issues of the newsletter. As theoretical-methodological references for analysis, the text is based on cultural history and the bibliographies on the history of Paraguayan education. We conclude that the stimuli spread in the periodical to produce new representations about the role of the teacher, in Paraguay in the 1950s, places him/her as main character of the Paraguayan Educational Reform of 1957, instilling them as a role model for society, a moral authority, an example of patriotic and filled with modern and scientific knowledge. ; Tratamos de identificar y analizar los contenidos prescritos en la primera fase del Boletín de Educación Paraguaya - Revista Mensual de Orientación e Información Pedagógica, entre 1956 y 1959, bajo el gobierno dictatorial de Alfredo Stroessner. Partimos de la hipótesis de que este impreso estimuló nuevas representaciones alrededor del quehacer docente en Paraguay, a la luz de los preceptos de la escuela activa, teniendo a los docentes como lectores visados. Cuestionamos las prescripciones para establecer nuevos patrones de comportamiento y actitudes para los profesores paraguayos al analizar los primeros 37 números de la revista. Como referenciales teórico-metodológicos de análisis nos basamos en la historia cultural y en las bibliografías sobre historia de la educación paraguaya. Concluimos que los estímulos divulgados en el Boletín para producir nuevas representaciones sobre la figura del profesor, en el Paraguay en la década de 1950, lo ubican como protagonista de la Reforma Educativa Paraguaya de 1957, inculcándoles un modelo de conducta ante la sociedad, una autoridad moral y saberes científicos modernos y patrióticos.

1. Introduction: Citizenship, Religion and Moral Values -- Part I. Our Struggles with Citizenship, Religion and Secularism -- 2. Citizenship and Religion: A British Perspective -- 3. Citizenship, Secularism and Religion: A 'Triangle' in Permanent Tension -- 4. How is it to be Muslim in France? -- 5. Are Algerian Women Full Citizens? -- 6. Citizenship under Occupation -- 7. 'Ecumenical' Citizenships and Belonging -- Part II. Is Religion a Resource or a Barrier for Active Citizenship? -- 8. It's the Culture, Stupid! Cultures Maintain a Strong Hold on their Members -- 9. The Elusiveness of the Word 'Citizenship' in Connection to Religion -- 10. Daughters Against Fathers: How Islam Builds a New Social Fabric in Contemporary Algeria -- 11. French Youth and Secularism: Towards a Social Polarisation -- 12. The Place of Islam within a Secular France and Europe: How to Avoid the Traps of the So-Called Islamic Extremism -- 13. 'Islam Does Not Belong to Germany' or How Some German Citizens Have Rediscovered Religions -- 14. Conclusion: Where Do We Go From Here?.

The importance of the outlined problem lies in the fact that professional training of future fine arts teachers should take into account the trends of recent general scientific, socio-cultural and moral-aesthetic processes.
Analysis of the professional training system in the context of the requirements of postmodern society gives grounds to claim that it requires significant updating. In particular, individualization and democratization of education, interdisciplinarity, departure from traditional patterns of professional training, rethinking of pedagogical ideas and postulates in the context of quality assurance, etc. are paramount.
The article defines the structure of artistic and pedagogical competence of a fine arts teacher. Its structural elements (artistic component (artistic and aesthetic education, skill)) and pedagogical component (psychological and pedagogical culture, reflection) and ways of their formation are determined.
Ways to improve professional training of future fine arts teachers taking into account the postmodern features of higher education development (ensuring continuity of creative education; updating the scope of professional training; the use of information technology in the process of professional training of future fine arts teachers; emphasis of the educational programme on personal and creative development, self-fulfilment of students of artistic specialties.
Development of pedagogical conditions for formation of artistic and pedagogical competence in future fine arts teachers and organization of a pedagogical experiment in order to determine their effectiveness seems promising.

Context The educational process which has no end or is called lifelong learning, Islam offers an integrative framework for achieving sustainable knowledge management and a holistic, integrated and balanced learning organization. This study aims to describe the concept of the global discourse 'lifelong learning' facts and role perceptions to be played in the 21st century in two western and Islamic perspectives. the conclusions of this study are: 1) In the western level lifelong learning is limited to utopia in the negotiation of the realization of education and political rationality from the institutional redesign which will be a site for contestation of different views on the meaning and application in global discourse whose application is influenced by the dynamics of the present , so that sometimes it loses the source of ideas and alternative practices that are strong and durable because they tend to be obscured by the author of a lifetime education itself. 2) Lifelong education from an Islamic perspective takes into account three dimensions of education in a holistic, integrated and balanced manner, each concept has a different focus area but remains in a holistic, integrated and balanced framework, Tarbiyah focuses on care and care in various stages of human development . Ta'dhib focuses on the ethical dimension on character development to produce highly moral individuals. Ta'lim pay attention to how knowledge is taught and learned.

The paper deals with the peculiarities of the formation of ecological and economiccompetences at modern school. The paper shows that ecological and economic education iscontinuous and uninterrupted psychological process which is directed towards the formation ofknowledge, culture and consciousness of a person. Attention is paid to the problems ofenvironmental and economic situation in the Carpathian region of Ukraine. Ecological andeconomic model of education can develop effectively only on the basis of humanistic orientationand innovation potential of the educational institution. The humanization provides increasedattention to the individual as a whole, the promotion of its abilities, physical and moral qualities.Modern education aims to form environmentally and economically responsible person, that isready for the conscious activity on the basis of the gained knowledge and formes behavioral normsand rules concerning the environment. Humanity has the ability to choose either the path ofenvironmental and economic education, or the path of the global catastrophe and self-destruction.Civilized, cultured people are called to protect and multiply the good, by laws and authority toestablish the highest spiritual values of the life in the society and public opinion. Only intelligenceand environmental and economic culture, that is continuous educational training and educationalactivity, may generate culture of society, relevant to the permanent development, and transfer itsrelationships with the environment on the way of intelligent coexistence.

La genealogía de la educación física y el deporte moderno tiene una fundamentación civilizadora y pedagógica, forjada a través de los códigos disciplinares de la moral católica que utilizó el aforismo clásico: Mens sana in corpore sano. En el caso de España, la Contrarreforma utilizó la educación con el propósito de construir y solidificar un Estado católico. Las didácticas utilizadas, caracterizadas por el sentido de la eutrapelia y la emulación, fueron dispositivos que actuaron en el modelamiento de la docilidad corporal y del caballero cristiano. De este modo aparecieron diferentes usos sociales de la corporalidad en la educación, la formación militar, la recreación, el trabajo y la vida religiosa de la gente. De ahí surgió una concepción ética y burguesa que, a través del juego, la emulación y la eutrapelia, cimentó las bases de un capitalismo y una nueva manera de imaginar el mundo. El análisis de esta concepción y sentido de la corporalidad en la Contrarreforma (s. xvi y xvii) es el objeto de estudio del presente trabajo. La metodología se ha basado en el análisis de las principales fuentes primarias, contextualizándolas con trabajos posteriores que aportan una determinada visión hermenéutica al estudio. Se concluye que la educación (del cuerpo) en esta época fue una excusa para promover un ideal nacional, patriótico y de servidumbre a la patria española ; The genealogy of physical education and modern sport has a civilizing and pedagogical foundation. This was forged through the disciplinary codes of Catholic morality that used the classic aphorism: Mens sana in corpora sano. In Spain, Counter-Reformation used education with the purpose of building a solid Catholic state. Methodologies used, characterized by the sense of eutrapelia and emulation, were devices that acted in the modeling of corporal docility and the Christian gentleman. In this way, different social uses of corporality appeared, both in education, as in military training, recreation and people's work and their religious life. From this an ethical and bourgeois conception arose that, through play, emulation and eutrapelia, based the foundations of a capitalism and a new way of imagining the world. The analysis of this conception and sense of corporality in the Counter Reformation (xvi and xvii centuries) is the object of study in this work. The methodology has been based on the analysis of the main primary sources, which have been contextualized with subsequent works that contribute to create a certain hermeneutic vision to the study. It's concluded that education of body at this time was an excuse to promote a national, patriotic and servile ideal to the Spanish homeland

A importância da educação baseada em valores no desenvolvimento do caráter e na inculcação de atitudes de cidadania ética nas escolas quenianas não pode ser subestimada. No passado recente, os casos de comportamento antiético entre crianças que frequentam a escola primária e aquelas que se formaram neste importante segmento da educação aumentaram, apesar das várias intervenções do governo queniano para integrar, no currículo, preocupações com os valores. Desde 2020, houve um aumento acentuado nos casos de incêndios criminosos liderados por estudantes em instituições de ensino no Quênia. Desde a independência, o governo do Quênia adotou uma abordagem indireta de educação de valores que defende a integração de valores no currículo regular. Esta estratégia parece ineficaz devido ao aumento dos casos de indisciplina entre os alunos. Este estudo procura examinar a aplicação da Filosofia para Crianças (FpC) como a arquitetura para implementar a educação baseada em valores e a realização do Capítulo Seis da Constituição do Quênia, porque os valores que a FpC visa nutrir são altamente consistentes com os da Constituição do Quênia. Por meio da FpC, o sistema educacional queniano pode atingir seu objetivo de preparar cidadãos responsáveis e éticos de alta integridade moral. O Capítulo Seis da Constituição do Quênia estabeleceu os princípios fundamentais de Liderança, Integridade e elementos de cidadania ética. Ele dita o código de conduta para funcionários do estado e cidadãos responsáveis. Por meio do Currículo Baseado em Competências (CBC), o Ministério da Educação busca inculcar esses princípios nos alunos desde cedo. ; The significance of value-based education in character development and inculcation of ethical citizenship attitudes in Kenyan schools cannot be overemphasized. In the recent past, cases of unethical behaviour among primary school-going children and those who have graduated from this important segment of education have been on the rise, despite the various interventions by the Kenyan government to ...

The present study has been conducted to view the impact of modernization on gender roles. This was a quantitative study. The researcher has selected the area of Muzaffar Garh, And one hundred Advocates of Muzaffar garh are respondents. The researcher has study the socialization, decision-making, choice of marriage and household duties. Gender roles have been changed at a great extent due to modernization. Education played an important role for the progress and change in gender roles. The question comes in mind that is modernization good or bad. It had changed traditional gender roles. Now females have equal right in decision making. Females have choice to marriage and equal opportunity in education, and have easily access to university. Socialization of children and liberty are influenced due to modernization. It is concluded that male and female both are doing work out of home and in the home, due to which there have been created a gap and socialization of children is influenced. Our morals, values have remained back and we are not thinking about it. Females have choice to marriage, and male do not feel any hesitation to do house work. Modernization, mass media, technology and education have played important role to change gender roles.

International audience ; This paper studies the organisation of death in a hospital. Beyond ethical issues, we examine the technical, professional, and sociological stakes of the management of end of life situations. Through an ethnographic study we followed geriatricians and their efforts to organise a 'good' death. We show that this invisible work aims at organising the passage toward a "natural" and "confortable" death, a death that is not only "peaceful" but also accompanied. ; Cet article porte sur l'organisation de la mort dans le contexte hospitalier. Au-delà des questions éthiques, les auteurs étudient les enjeux techniques, professionnels et sociologiques de la gestion hospitalière de la fin de vie. Une étude ethnographique leurs a permis d'observer le travail quotidien de gériatres et leurs efforts pour organiser une « bonne » mort. Ils montrent que ce travail, largement invisible, permet d'organiser le passage vers une mort « naturelle » et « confortable », non seulement « apaisée » mais surtout accompagnée.

International audience ; This paper studies the organisation of death in a hospital. Beyond ethical issues, we examine the technical, professional, and sociological stakes of the management of end of life situations. Through an ethnographic study we followed geriatricians and their efforts to organise a 'good' death. We show that this invisible work aims at organising the passage toward a "natural" and "confortable" death, a death that is not only "peaceful" but also accompanied. ; Cet article porte sur l'organisation de la mort dans le contexte hospitalier. Au-delà des questions éthiques, les auteurs étudient les enjeux techniques, professionnels et sociologiques de la gestion hospitalière de la fin de vie. Une étude ethnographique leurs a permis d'observer le travail quotidien de gériatres et leurs efforts pour organiser une « bonne » mort. Ils montrent que ce travail, largement invisible, permet d'organiser le passage vers une mort « naturelle » et « confortable », non seulement « apaisée » mais surtout accompagnée.

International audience ; This paper studies the organisation of death in a hospital. Beyond ethical issues, we examine the technical, professional, and sociological stakes of the management of end of life situations. Through an ethnographic study we followed geriatricians and their efforts to organise a 'good' death. We show that this invisible work aims at organising the passage toward a "natural" and "confortable" death, a death that is not only "peaceful" but also accompanied. ; Cet article porte sur l'organisation de la mort dans le contexte hospitalier. Au-delà des questions éthiques, les auteurs étudient les enjeux techniques, professionnels et sociologiques de la gestion hospitalière de la fin de vie. Une étude ethnographique leurs a permis d'observer le travail quotidien de gériatres et leurs efforts pour organiser une « bonne » mort. Ils montrent que ce travail, largement invisible, permet d'organiser le passage vers une mort « naturelle » et « confortable », non seulement « apaisée » mais surtout accompagnée.

Announcement by Alden Partridge of the opening of the Pennsylvania Scientific and Military Collegiate Institute, at Reading, Pennsylvania. Includes a general description of the system of education and course of study offered at the school. A note about the possibility of opening a female seminary at this location is also included. ; Printed at Norwich, Vermont? ; THE PENNSYLVANIA SCIENTIFIC AND MILITARY COLLEGIATE INSTITUTE AT READING, PENNSYLVANIA. CA.PT. A. PARTRIDGE would inform the public that the above Institution will be opened under his superinten-dence, assisted by able and faithful Instructors, on the FIRST MONDAY IN APRIL, 1850. The following branches of Literature, Science and practical Instruction will constitute the course of Education, at this Institution, viz : The Latin, Greek, aud English Languages; Arithmetic ; the Construction and Use of Logarithms ; Algebra: Geometry; Trigonometry; Planometry ; Stereometry; Mensuration of Heights and Distances; Practical Geo-metry, includiug particularly Surveying and Levelling; Civil Engineering; Conic Sections ; The Use of the Ba-rometer, with its application to measuring the altitudes of Mountains and other Eminences; Natural Philosophy ; Astronomy ; the Elements of Chemistry and Electricity ; Optics; Navigation ; Geography, with the use of Maps ^nd Globes; Composition and Declamation; Logic; History; Moral Philosophy; Natural and Political Law; the Law of Nations ; Military Law ; the Constitution of the United States, and the Science of Government gene-rally ; Metaphysics; Political Economy; Agriculture ; Permanent and Field Fortification, both Ancient and Mod-ern ; Field Engineering; the Construction of Marine Batteries ; Artillery Duty; the Principles of Gunnery; a complete Course of Military Tactics; the Attack and Defence of Fortified Places, both in ancient and modern times; Castrametation ; Military and Topographical Drawing; Architecture; Book Keeping. The Military Exercises will be attended to at such hours of the day as not to interfere with the studies and rec-itations ; they will conduce equally to health and improvement. The charge for Tuition, per quarter of eleven weeks, will be as follows, viz; For the Latin and Greek Languages, $10,00 For the English Course, - 8,00 Students between the ages of ten and fourteen years, will be charged per quarter, for Tuition, as follows, viz ; For the Latin and Greek Languages, $7,00 For the English Branches, 6,00 No deduction will be made for absence in term time. A Primary Department will be established, should there be sufficient encouragement, in which will be taught all the elementary branches necessary to prepare the students to enter on the higher branches of study in the Institute. The Tuition will be four dollars per quarter. Youths under eleven years of age will be admitted into this Department. The tuition in all of the departments must be paid quarterly in advance. Board will be furnished on reasonable terms. Students, whose parents reside at such distance that they cannot attend to the pecuniary affairs of their sons, can be furnished with Board, Tuition, the use of study rooms and furniture, with washing, lights, and fuel, for one hundred and seventy five dollars for the Collegiate year of forty four weeks—one half to be paid to the Superintendent, at the time of joining, and the oth-er half at the expiration of twenty two weeks. Capt, P. will take charge of the funds of all such students, and see that they are appropriated for necessary purposes only. No extra charge will be made for this duty. Capt. P. has engaged Professors Rehrer and Batehelder, as his assistants in the Institute. These gentlemen are well ac-quainted with the system of Education, (having been educated under it,) and are in every respect well qualified for their respective stations. Students who may not wish to complete the full course of studies, can attend to such branches as they, or their parents or guardians may designate. The full course will prepare a young man for any of the learned professions, for Civil and Military Engineers, for practical Science, and all the practical business of life; in fine it will make good scholars, good citizens, and good soldiers. Capt. P. will deliver an annual course of Lectures on Military Science, Political Economy, Philosophy, Astronomy, Geography, &c., which will be free to all the members of the Institute. For further information, prior to the first of April, application can be made to Capt. P. at Pembroke, New Hampshire, also to Gen. WM. H. KEIM, the Hon. J. P. JONES, and Judge BANKS, at Reading. NORWICH, VERMONT, NOVEMBER 8, 1849. NOTE. A Seminary for Young Ladies will be opened at Reading, under the patronage of the Institute, as soon as sufficient encouragement shall be given. The course of Instruction will be of as high an order as at the best Female Seminaries in the country.

This interdisciplinary book explores posthuman and psychological approaches to childhood education and wellbeing by examining animal-assisted education, using qualitative approaches to understand the nuanced mechanisms which unfold in child-dog interactions

Саміра Мір-Багірзаде. Система освіти і виховання на мусульманському Сході. Стаття присвячена проблемі дослідження системної освіти і виховання на мусульманському Сході. В середньовічному мусульманському світі медресе мало статус самостійного інституту ісламської освіти і служило центром навчання. Первісно медресе призначалося для викладання мусульманського права фікха, а пізніше й інших предметів, що в сукупності складали цілісну систему знань різних наук. В період розквіту ісламської цивілізації існувала велика кількість вищих шкіл, які вважалися важливими центрами наукової діяльності. Великий інтерес ісламу до світського виховання слугував підґрунтям для розробки особливої системи виховання, в якій світські і релігійні інтереси були зрівноважені. Мета ісламського виховання полягала в розвиненні комплексу моральних якостей. Співвіднесенність тіла і духа було також одним із моральних правил, тому мусульмани сер'йозно ставилися і до фізичного виховання. Зацікавленість мусульман у ратному вихованні і воєнних науках не йшло урозріз з намаганням опанувати інші знання. Основна мета дослідження показати шляхи розвитку і формування освіти і виховання на мусульманському Сході.Работа посвящена проблеме исследования системного образования и воспитания на мусульманском Востоке. В средневековом мусульманском мире медресе обладало самостоятельным статусом в качестве института исламского образования, и служило центром обучения. Изначально медресе предназначалось для преподавания мусульманского права фикха, а затем и других предметов, представляющих собой целую систему знаний различных наук. В период расцвета исламской цивилизации существовало огромное количество высших школ, которые считались важными центрами научной деятельности. Большой интерес ислама к мирскому воспитанию в мусульманских странах послужил основой для разработки особой системы воспитания, в котором мирские и религиозные интересы были оптимально уравновешены. Целью исламского воспитания было привить комплекс моральных качеств. Соотнесенность тела и духа являлось также одним из нравственных правил, поэтому мусульмане серьёзно относились и к физическому воспитанию. Интерес мусульман к ратному воспитанию и военным наукам не шёл вразрез со стремлением к освоению других знаний. Основная цель исследования раскрыть пути развития и формирования образования и воспитания на мусульманском Востоке.Mir-Bagirzadeh Samira Altay gizi. Education System in the Muslim East The article is devoted to a problem of research of system education in the Muslim East. In the medieval Muslim world medrese possessed the independent status as institute of Islamic education, and served as the center of training. Initially medrese intended for teaching the Muslim right -fikh, and then and other subjects, representing the whole system of knowledge of various sciences. During blossoming an Islamic civilization there was a huge quantity of the higher schools. They were considered as the important centers of scientific activity. The big interest of an Islam to worldly education in the Muslim countries has formed a basis for development special educational systems in which worldly and religious interests have been optimum counterbalanced. The purpose of Islamic education was to impart a complex of moral qualities. Correlation of a body and spirit was also one of moral rules, therefore Moslems seriously concerned to physical training. Interest of Moslems to military education and military sciences did not go with aspiration to development of other knowledge. The basic purpose of research is to consider ways of development and formation of education to the Muslim East.

This research offers a reading of the political and social situation of Bolivia in 2010 from the perspective of its education system. Based on the country's education system, this study proposes a historical approach to understand the evolution of the social model implemented by successive governments between 1955 and 2010. Taking the 1952 MNR government period as the starting point, the conceptual framework of this research takes the hypothesis that the political and educational measures taken by this government marked a turning point and showed willingness to include all components of society, on the one hand, as well as to widen political and decisional rights by putting a significant literacy programme in place, on the other. Furthermore, the research draws the conclusion that including indigenous languages and cultures within the educational system has a clear influence on the perception and the writing of a common history of Bolivia. The study analyses successive models of society sought by governments between 1955 and 2010 from the educational measures issued by three governments in 1955, 1994 and 2010. The research is based on the analysis of a body of legislative texts: Code of Education of 1955, Education Reform of 1944, Avelino Siñani-Elizardo Perez Law of 2010 and New Constitution of the pluri-national state of 2009. The objective shows the primordial role played by the school in building a model of society and a common history. ; Ce travail de recherche souhaite proposer une lecture de la situation politique et sociétale de la Bolivie en 2010, sous l'angle de la perspective éducative. Cette thèse veut proposer, à partir de l'éducation, une approche historique de l'évolution du modèle de société souhaité par les gouvernements successifs entre 1955 et 2010. En choisissant comme point de départ de notre étude la période du gouvernement du MNR de 1952, nous avançons d'une part l'hypothèse que les mesures politiques et éducatives de ce gouvernement marquent un tournant dans la volonté de l'Etat d'inclure toutes les composantes de la société en octroyant, à tous, des droits politiques et décisionnels renforcés par l'accès à l'alphabétisation à travers le système éducatif. D'autre part, ce travail émet l'hypothèse que la prise en compte des langues et des cultures indigènes au sein du système éducatif influe nettement sur la perception et sur l'écriture d'une histoire commune de la Bolivie. Les modèles de société successifs voulus par l'Etat entre 1955 et 2010 sont analysés à partir des mesures éducatives émises par trois gouvernements en 1955, 1994 et 2010. Ainsi, en se basant essentiellement sur l'analyse d'un corpus de textes législatifs, à savoir, le Code de l'Education de 1955, la Réforme éducative de 1994, la loi Avelino Siñani – Elizardo Pérez de 2010 et la Nouvelle Constitution de l'Etat Plurinational de 2009, cette étude s'attache à rendre compte du rôle primordial de l'école dans la construction d'un modèle de société et d'une histoire commune.