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This special issue of Confero takes its start in an essay by John Mazarakis who presents an overarching perspective on the underpinning politics of transhumanism. Considering theoretical debates and differences in the transhumanist movement over the last two decades, Mazarakis proposes the emergence of two distinct political stances: the techno-progressive and the technolibertarian. Using Lyotardian concepts, Mazarakis questions the latent legacy of 'the grand narratives of modernism' and their potential to function as a basis for theorizing a transhuman future. ; QC 20220207

This special issue of Confero takes its start in an essay by John Mazarakis who presents an overarching perspective on the underpinning politics of transhumanism. Considering theoretical debates and differences in the transhumanist movement over the last two decades, Mazarakis proposes the emergence of two distinct political stances: the techno-progressive and the technolibertarian. Using Lyotardian concepts, Mazarakis questions the latent legacy of 'the grand narratives of modernism' and their potential to function as a basis for theorizing a transhuman future.

Progressive education, with its purpose of educating young people to become democratic citizens, has influenced the Swedish educational system for many years. Critical voices have been raised, claiming that progressive education has diminished Swedish pupils' results. Since 2011, when entrepreneurship as a concept and as a pedagogical approach was instituted in Swedish curricula, the debate has emerged again. In this case, however, the problem was with the pedagogical ideas of the entrepreneurship in school. Critical voices claim that entrepreneurship is a part of the neoliberal agenda and that the language of progressive education has been appropriated and misused in order to create productive citizens who will maintain the capitalist state. This article is written from the perspective of pupils in an upper secondary school, illuminating and problematizing the sense in which the entrepreneurship in school can be said to be progressive in the spirit of John Dewey. The result shows that the entrepreneurship in school contains many similarities with the ideas of progressive education, especially in the way that pupils work and take part in activities. However, the lack of pupils who talk about learning to improve future society or to develop democracy is obvious. Thus, even if working methods seem to be equal, the overall educational goals are different. The goal of entrepreneurship in school is to educate young people to become independent, innovative individuals but in that education mission, there is a risk that democratic values are neglected.

Узагальнено сутність педагогічної інноватики як цілісного суспільного феномена в освіті, в якому синтезовано ідеї та теорії різних наукових напрямів. Проаналізовано методологічні та методичні засади педагогічної інноватики. Вивчення наукових джерел уможливило встановити її категоріально-понятійний апарат, визначити об'єкт, предмет, принципи та закономірності, ключові поняття. На основі розгляду світових тенденцій розвитку освітніх систем розглянуто організаційно-методичне забезпечення педагогічної інноватики у вищій школі України, а саме: розробку та впровадження в практику інноваційних моделей, проектів, технологій, методів тощо. Наведено приклад інноваційного освітнього проекту «Англійська мова для університетів», ініційованого Британською Радою в Україні за підтримки Міністерства освіти і науки (МОН) України, як процедури й комплексу заходів національного й інституційного характеру, котрі забезпечують перехід освітнього процесу, зокрема в контексті викладання та вивчення англійської мови, на якісно новий рівень. Доведено, що реалізація проекту відповідає більшості виявлених тенденцій розвитку системи вищої освіти: сприяє покращенню рівня володіння англійською мовою в університетах України; уможливлює безперервний професійний розвиток, вдосконалення лінгвістичних та професійних умінь академічних працівників і викладачів; забезпечує впровадження політики інтернаціоналізації університетів та популяризації викладання фахових дисциплін англійською мовою, оновлення методичного забезпечення викладання навчальної дисципліни «Англійська мова професійного спрямування». З'ясовано, що для впровадження педагогічних інновацій в освітній процес закладу вищої освіти необхідним є аналіз тріади чинників: поточних можливостей закладу; інноваційного потенціалу (особистісних, методичних, технологічних ресурсів); наявності довгострокової стратегії. ; In the present article the analysis of scientific literature enabled to define innovative pedagogy not only as a science that studies essence, origin and patterns of development of pedagogical innovations, but also as a holistic social phenomenon in education that combines ideas and theories of various branches of science. The general problems of the support of the innovations in education are determined upon the foundation of the analysis of the modern state of introduction and extension of innovations and innovative education projects; their general characteristics are given. Modern ways to introduction of the innovations in the system of higher school in Ukraine are characterized. It is discovered that specifics of the up-to-day tendencies of the development of the higher school are caused by necessity of training of highly professional and competent specialist, the one, who correspond to new demands of the socio-cultural and information situation. It is outlined that modern innovative education is the surpassing education, the main peculiarity of which is working out of the advanced methods and means of the knowledge obtaining that form individuality in the information and education space of the common world. It is stressed upon the need of development of innovative activity of the higher school institutions, as well as necessity of its introduction by the members of the educational process on the basis of the word freedom and creativity, knowledge and information spreading, scientific researches and using of the results. It is mentioned that the main attention is drawn to the international integration of the system of higher school of Ukraine, and at the same time to preserving and development of the achievements of the progressive traditions of the national higher school. The importance of creation of the conditions for keeping, development and using of national scientific-technical and innovative potential; as well as cooperation of science, education, production and finance-credit clusters in development of innovating activity is underlined. The urgency of the problem of forming and spreading of innovations in pedagogical process, the necessity of determination of pedagogic innovative trends from the point of view of the modern world tendencies in the system of higher school is emphasized with understanding that modern humanistic and democratic dimensions of education have to assist to creation of integral educational system with advanced content and forms. The analysis of the methodological foundations of innovative pedagogy has been carried out; its object, subject, principles and regularities, and the terminology apparatus have been specified. The organisational and methodical provision of innovative pedagogy has been considered at the higher education level on the basis of identifying global trends of educational systems development. The example of the innovative educational project "English for Universities" initiated by the British Council and supported by the Ministry of Education and Science of Ukraine has been provided. The above-mentioned project has been described as a procedure and a complex of measures of national and institutional character that ensure transition of the educational process to a qualitatively new level, in particular in the context of teaching and learning English for professional purposes. It has been revealed that the main condition for the introduction of innovative educational activities in higher education institutions is the appropriate training of academic and pedagogical staff.

James Miles, "Historical Pageantry and Progressive Pedagogy at Canada's 1927 Diamond Jubilee Celebration,"1–26. Bruce Curtis, "Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield's A Letter from Sydney,"27–47. Gerald Thomson, "The Determination of the Intellectual Equipment Is Imperative: Mental Hygiene, Problem Children, and the History of the Provincial Child Guidance Clinic of British Columbia, 1932–1958,"48–78. Andrée Dufour, "Le métier d'institutrice indépendante francophone à Montréal, 1869 –1915, "79–89. Book Reviews/Comptes rendus Clermont Barnabé et Pierre Toussaint, L'administration de l'éducation : une perspective historique| Alexandre Beaupré-Lavallée, 91–93. Samira El Atia, dir., L'éducation supérieure et la dualité linguistique dans l'Ouest canadien. Défis et réalités |Phyllis Dalley, 93–96. David Aubin, L'élite sous la mitraille. Les normaliens, les mathématiques et la Grande Guerre 1900–1925 |Mahdi Khelfaoui, 96–98. Daniel Poitras, Expérience du temps et historiographie au XXe siècle — Michel de Certeau, François Furet et Fernand Dumont |Philippe Momège, 98–100. Alexandre Lanoix, Matière à mémoire. Les finalités de l'enseignement de l'histoire du Québec selon les enseignantE |Andrea Mongelós Toledo, 100–102. Roderick J. Barman, editor, Safe Haven: The Wartime Letters of Ben Barman and Margaret Penrose, 1940–1943 |Isabel Campbell, 102–104. Theodore Michael Christou, Progressive Rhetoric and Curriculum: Contested Visions of Public Education in Interwar Ontario |Kurt Clausen, 104–106. Elizabeth Todd-Breland, A Political Education: Black Politics and Education Reform in Chicago since the 1960s |Esther Cyna, 106–108. Christabelle Sethna and Steve Hewitt, Just Watch Us: RCMP Surveillance of the Women's Liberation Movement in Cold War Canada |Rose Fine-Meyer, 108–110. Brian Titley, Into Silence and Servitude: How American GirlsBecame Nuns, 1945–1965 |Jacqueline Gresko, 111–112. Randall Curren and Charles Dorn, Patriotic Education in a Global AgeandSam Wineburg, Why Learn History (When It's Already on Your Phone) |Lindsay Gibson, 113–117. Catherine Carstairs, Bethany Philpott, and Sara Wilmshurst, Be Wise! Be Healthy! Morality and Citizenship in Canadian Public Health Campaigns |Dan Malleck, 117–119. Raymond B. Blake and Matthew Hayday, editors,Celebrating Canada, Volume 2: Commemorations, Anniversaries, and National Symbols |Brenda Trofanenko, 119–121. 2018–2019 Reviewers for HSE-RHÉ /Les examinateurs de la RHÉ pour l'année 2018–2019 ; Table des matières Articles James Miles, "Historical Pageantry and Progressive Pedagogy at Canada's 1927 Diamond Jubilee Celebration,"1–26. Bruce Curtis, "Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield's A Letter from Sydney,"27–47. Gerald Thomson, "The Determination of the Intellectual Equipment Is Imperative: Mental Hygiene, Problem Children, and the History of the Provincial Child Guidance Clinic of British Columbia, 1932–1958,"48–78. Andrée Dufour, "Le métier d'institutrice indépendante francophone à Montréal, 1869 –1915, "79–89. Book Reviews/Comptes rendus Clermont Barnabé et Pierre Toussaint, L'administration de l'éducation : une perspective historique| Alexandre Beaupré-Lavallée, 91–93. Samira El Atia, dir., L'éducation supérieure et la dualité linguistique dans l'Ouest canadien. Défis et réalités |Phyllis Dalley, 93–96. David Aubin, L'élite sous la mitraille. Les normaliens, les mathématiques et la Grande Guerre 1900–1925 |Mahdi Khelfaoui, 96–98. Daniel Poitras, Expérience du temps et historiographie au XXe siècle — Michel de Certeau, François Furet et Fernand Dumont |Philippe Momège, 98–100. Alexandre Lanoix, Matière à mémoire. Les finalités de l'enseignement de l'histoire du Québec selon les enseignantE |Andrea Mongelós Toledo, 100–102. Roderick J. Barman, editor, Safe Haven: The Wartime Letters of Ben Barman and Margaret Penrose, 1940–1943 |Isabel Campbell, 102–104. Theodore Michael Christou, Progressive Rhetoric and Curriculum: Contested Visions of Public Education in Interwar Ontario |Kurt Clausen, 104–106. Elizabeth Todd-Breland, A Political Education: Black Politics and Education Reform in Chicago since the 1960s |Esther Cyna, 106–108. Christabelle Sethna and Steve Hewitt, Just Watch Us: RCMP Surveillance of the Women's Liberation Movement in Cold War Canada |Rose Fine-Meyer, 108–110. Brian Titley, Into Silence and Servitude: How American GirlsBecame Nuns, 1945–1965 |Jacqueline Gresko, 111–112. Randall Curren and Charles Dorn, Patriotic Education in a Global AgeandSam Wineburg, Why Learn History (When It's Already on Your Phone) |Lindsay Gibson, 113–117. Catherine Carstairs, Bethany Philpott, and Sara Wilmshurst, Be Wise! Be Healthy! Morality and Citizenship in Canadian Public Health Campaigns |Dan Malleck, 117–119. Raymond B. Blake and Matthew Hayday, editors,Celebrating Canada, Volume 2: Commemorations, Anniversaries, and National Symbols |Brenda Trofanenko, 119–121. 2018–2019 Reviewers for HSE-RHÉ /Les examinateurs de la RHÉ pour l'année 2018–2019

In North America, the use of the term 'social pedagogy' is a relatively new phenomenon, but social pedagogical practices have been used for a long time. The recent interest in the field of social pedagogy can be explained in part by the publication of an unprecedented volume of books and articles in English language, the creation of a new international journal, the simultaneous development of graduate programs in social pedagogy in the UK and the USA, and the establishment of a social pedagogy association that brings together academics and practitioners. In North America, social pedagogy thinking is influenced by the history of the field, by current social pedagogy theory and practice in other parts of the world, and by several traditions that connect education with social change. The paper discusses ten of them: indigenous education, progressive education, social movement learning), community development, public pedagogy, popular education, participatory action research, social economy, participatory democracy, and critical theory. ; A pesar de que en América del Norte, el uso de la "pedagogía social" sea un fenómeno relativamente nuevo, las prácticas pedagógicas sociales existen desde hace mucho. El reciente interés des- pertado por el campo de la pedagogía social podría explicarse en parte por la publicación de un volumen sin precedentes de libros y artículos en inglés, la creación de una nueva revista internacional, el desa- rrollo simultáneo de programas de postgrado en pedagogía social en Reino Unido y EE.UU, y la creación de una asociación de pedagogía social que aúna académicos y profesionales. En América del Norte, la pedagogía social está influenciada por la historia del campo, por la teoría y la práctica actual de la pedagogía social en otras partes del mundo y por varias tradiciones que relacionan la educación con el cambio social. En este artículo se analizan diez de ellas: educación indígena, educación activa, apren- dizaje en movimientos sociales, desarrollo comunitario, pedagogía pública, educación popular, investigación acción participativa (IAP), economía social, democracia participativa y teoría crítica. ; Na América do Norte, o uso do termo "pedagogia social" é um fenômeno relativamente novo, mas as práticas sociais pedagógicas vêm sendo usadas faz um longo tempo. O recente interesse no campo da pedagogia social pode ser explicado em parte pela publicação de um volume sem pre- cedentes de livros e artigos em Inglês, a criação de uma nova revista internacional, o desenvolvimento simultâneo de programas de pós-graduação em pedagogia social no Reino Unido e EUA, bem como o estabelecimento de uma associação de pedagogia social que reúne acadêmicos e profissionais. Na América do Norte, o pensamento da pedagogia social é influenciada pela história do campo, pela teo- ria pedagógica social atual e prática em outras partes do mundo, e por várias tradições que ligam a educação com a mudança social. O artigo discute dez deles: educação indígena, educação progressiva, a aprendizagem en movimento social, desenvolvimento comunitário, pedagogia pública, educação po- pular, pesquisa de ação participativa, economia social, a democracia participativa, e a teoria crítica.

Architecture is, at its most basic, about imagining desirable futures. Yet, despite growing awareness of the lasting and extensive effects that design decisions have in the world, many people remain inadequately represented (or entirely unrepresented) by the profession, which lacks diversity. The faction of those who hold the power to design is still, by and large, comprised of a relatively homogenous group of middle-class white men who dominate not only the profession but also architectural education, even though there is now—in most places—near gender parity among students. How, then, might we—as educators committed to forms and practices of architecture that are inclusive, progressive, egalitarian, socially and environmentally just, and so on—implement and promote feminist pedagogies? Together, this set of short responses by young as well as established figures in the field, begins to sketch the outlines of an approach to architectural education rooted in feminist politics. Our goal is to offer possible tools at our disposal, from revisionist architectural history to site-specific, community-based spatial projects to gender-centered design studios. Edited by Torsten Lange and Emily Eliza Scott (ETH), with contributions by with contributions by Lila Athanasiadouc, Harriet Harrissd, Andrea Merrete, Seyed Hossein Iradj Moeinif, Jane Rendellg, and Rachel Sarah. ; ISSN:1755-0068

En el marco de la tradición de la Educación Progresista norteamericana, la Pedagogía Crítica ha sido ampliamente discutida en el proyecto de reforma que reta a los estudiantes a convertirse en políticamente ilustrados de manera de que puedan comprender mejor y transformar el poder y los privilegios; la Pedagogía Crítica se ha mostrado como una importante protagonista en la lucha para un justicia económica y social; sin embargo rara vez ha desafiado la base fundamental de las relaciones sociales capitalistas. Entre los muchos defensores de la Pedagogía Crítica en Estados Unidos, el análisis de la pedagogía marxista ha sido prácticamente inexistente; de hecho en las últimas décadas, su orientación conceptual ha estado más cerca del posmodernismo y del posestructuralismo. Este artículo sostiene que a menos que el análisis de las clases y la lucha de clases jueguen un papel central en la pedagogía crítica, seguirá destinada al camino de la mayoría de los movimientos de reforma liberales del pasado, mezclando demandas a la distribución y asignación más justa de recursos y el apoyo a la diversidad racial, sin cuestionar radicalmente el cambio social que este tipo de proclamas hacen ; Within the North American progressive education tradition, critical pedagogy has been a broadly debated project of educational reform that faces students to develop politically well-educated so that they might better recognize and change how power and privilege works on a daily basis in current social contexts. As a project of social change, critical pedagogy is pushed as a significant protagonist in the struggle for social and economic justice, nonetheless it has infrequently ever challenged the fundamental root of capitalist social relations. Amongst the many and varied exponents of critical pedagogy in the United States, Marxist analysis has been almost missing; in fact, over the last decades, its conceptual alignment has been more closely associated with postmodernism and poststructuralism. This paper debates that without class analysis and class struggle play a central role in critical pedagogy, it is meant to go the way of most liberal reform movements of the past, combining into calls for fairer resource distribution and allocation, and maintenance for racial diversity, without fundamentally challenging the social world of capital in which such requests are made ; Dentro da educação tradição progressista norte-americana, a pedagogia crítica tem-se amplamente debatido um projeto de rostos de reforma educacional que desenvolvem os alunos a politicamente educado melhor para que eles possam reconhecer e mudar a forma como o poder e privilégio funciona em uma base diária em contextos sociais atuais. Como um projeto de mudança social, pedagogia crítica é empurrado como um protagonista importante na luta pela justiça social e econômica, raramente entanto que nunca desafiou a raiz básica de relações sociais capitalistas. Entre os muitos e variados expoentes da pedagogia crítica nos Estados Unidos, a análise marxista tem sido, quase ausente; na verdade, nas últimas décadas, o seu alinhamento conceitual mais de perto tem sido associada com o pós-modernismo e pós-estruturalismo. Este papel debates sem essa análise de classe e luta de classes desempenhar o papel central na pedagogia crítica, que se destina a seguir o caminho da reforma liberal maioria dos movimentos do passado, combinando em chamadas para uma distribuição mais justa e alocação de recursos e manutenção da diversidade racial, sem fundamentalmente desafiando o mundo social dos títulos em que tais pedidos são feitos.

"The aim of the research was to determine the social and psychological predictors of alcohol-related incidents involving servicemen. The research involved 310 servicemen, who were subjected to disciplinary and administrative penalties within 2016-2021 years for the offence commitment under the influence of alcohol. The control group included 650 servicemen who joined the service within this period. The analysis of psychological features of servicemen was carried out with the help of the following methods: "Determination of Type Accentuation of Character Traits and Temper" Questionnaire, "Self-Esteem Structures of Temper Questionnaire", "Multilevel Personality 'Adaptability' Questionnaire", "Progressive Matrix", "16 PF Questionnaire", and "Self-Esteem Structures of Temper Questionnaire". Cluster analysis was used to differentiate servicemen who committed incidents under the influence of alcohol. The determined typology was valuable for the organization of preventive works, events dedicated to the improvement of socialization by recruits, adequate formation of servicemen image as well as their identification in accordance with it, and events dedicated to the prevention of suicidal behaviour."

Modifi cation of labour functions and the progressive development of digital technologies and means of communication leads to the emergence of new professions, respectively, there is a need to fi ll them with jobs. In this connection, a large number of studies appear studying the features of changing professional identity at the present stage of social development. The purpose of this article is to analyse modern empirical research aimed at studying professional identity in the context of digitalisation, professionalism. Based on the analysis, the problem points of the studied area were identifi ed and the directions
for further study of the socio-psychological construct of professional identity in the transitive processes of modern society were identifi ed.

Democratic Education in Practice by Matthew Knoester provides a powerful antidote to the despair progressive teachers too easily can feel in the face of the corporate-sponsored onslaught against 21st-century public schools. The book provides a fine-grained view of the Mission Hill School in Boston, started in 1997 by two of the nation's most committed and creative progressive educators.

The article deals with institutionally developed ESP (English for Specific Purposes) courses, one of the predominant and progressive language teaching approaches in tertiary education, as it is focused on the specific and profession-related needs of students. The paper studies the role of analysis and material selection needs, later adaptation according to particular specialty student requirements, changes of business environment and current demands for English language skills. The implication of the study results in that ESP courses should be more attuned to students' needs targeting productive skills, specialised vocabulary, language functions and intercultural competency. The study alsodiscusses the ways and methods, which can increase professional competency development in the context of the multiprofessional environment of a modern economic university experiencing constant changes due to internationalisation.

According to Lewis Gordon, one is said to adhere to disciplinary decadence when disciplinary orthodoxy is prioritised over how particular problems are addressed. Under neoliberal capitalism, disciplinary decadence oftentimes reproduces a politics that is based on individual – rather than collective – freedoms (i.e. a liberal politics). This article interrogates two common disciplinarily decadent ways of politicising community psychology (CP), namely: parochial historicization and respect for diversity as liberal tolerance. We contend that in both cases, pseudo-progressive language is used to advance a liberal politics distorts the collective change-making capacities of CP. In an attempt to break from such liberal politics, we consider the progressive potential of an ethic of discomfort in CP. It is through this ethic, we argue, that ­we can begin to recognize the institutional limitations of CP, while realizing the role that CP is (and is not) able to play in community struggles. We conclude by calling for a CP that signifies a critical approach rather than a set of disciplinarily-bound dictums.

An analysis of the bourgeois Lithuanian primary school curriculum professional training issues reaffirmed that the bourgeoisie has neglected its management during professional training, and rather tried to use it to maintain class inequality. While the bourgeois government diverted the full government apparatus and nationalist ideology against the Marxist-Leninist ideas of professional training, persecuted and tried to distort them in every way, they remained alive and functioned for the school and students. The Lithuanian Communist Party-led revolutionary movement and the united professional schools in the USSR experience promoted professional training progressive movement in Lithuania. Professional training elements were formulated on this basis: introduction to the world of work, working people's activities, and rudimentary work skills positively acted upon training process as well as being a positive source of scientific outlook in bourgeois Lithuania. Thus the ruling bourgeoisie attempts to suppress the ideas of progressive professional training were fruitless, and when the anti-fascist movement intensified and Lithuania was ripe for revolution, fascist leaders lost their balance and in order to distract the attention of progressive teachers from the analysis of the Soviet school and scientific work and teaching, they began to feverishly change programs (1936, 1939, 1940). This testifies to the weakening of the position of the bourgeoisie, the workers fighting for their rights are gaining strength, which led to the overthrow of the bourgeois government and the restoration of Soviet power in Lithuania, so all the conditions emerged for deployment of science-based professional education in schools. ; Buržuazinės Lietuvos pradinių mokyklų mokymo programų darbinio mokymo klausimu analizė dar kartą patvirtino, kad buržuazija savo valdymo laikotarpiu nesirūpino darbiniu mokymu, o tik stengėsi ją panaudoti klasių nelygybės palaikymui. Nors buržuazinė valdžia visą savo valdžios aparatą ir nacionalistinę ideologiją nukreipė prieš marksistines – leninines darbinio mokymo idėjas, visaip jas persekiojo ir bandė iškreipti, jos išliko gyvos ir veikė mokyklą ir mokinius. Lietuvos komunistų partijos vadovaujamas revoliucinis judėjimas bei vieningos darbinės mokyklos TSRS patirtis skatino darbinio mokymo progresyvų judėjimą Lietuvoje. Šiuo pagrindu suformuluoti darbinio mokymo elementai – supažindinimas su darbo pasauliu, darbine žmonių veikla, elementarūs darbiniai įgūdžiai – pozityviai veikė mokymo procesą ir buvo pozityvus mokslinės pasaulėžiūros šaltinis buržuazinėje Lietuvoje. Tokiu būdu valdančiosios buržuazijos pastangos nuslopinti progresyvias darbino mokymo idėjas buvo bevaisės, o kai stiprėjo antifašistinis judėjimas ir Lietuvoje subrendo revoliucinė situacija, fašistiniai vadovai prarado pusiausvyrą ir, siekdami atitraukti progresyvių mokytojų dėmesį nuo tarybinės mokyklos ir mokslinės darbo ir mokymo sujungimo analizės, pradėjo karštligiškai keisti programas (1936, 1939, 1940 metais). Tai liudija apie buržuazijos pozicijų susilpnėjimą, darbininkų kovos už savo teises stiprėjimą, o tai privedė prie buržuazinės valdžios nuvertimo ir Tarybų valdžios atkūrimo Lietuvoje, tad atsirado visos sąlygos diegti mokyklose mokslu grįstą darbinį ugdymą.