Suchergebnisse

In the articleUzbekistan's accession to international documents developed and adopted within the framework of UNESCO contributes to the international legal protection of our cultural heritage by the world community, Uzbekistan's scientific potential, science, culture, historical programs, unique archeological and architectural complexes, national and spiritual masterpieces. Along with the wide range of opportunities to promote and increase the effectiveness of their work in this area, the further development of our legislation in this area, as well as the further development of education, science, culture, information and communication technologies in Uzbekistan. and focuses on opportunities to help it stay strong in its place among influential states. The reason is that the state independence of Uzbekistan is a legitimate result of the hard and arduous struggle of our people for many years. Now the fate of our people is in their hands, they are working hard to strengthen the independence of their country. As an independent state, Uzbekistan has become a party to international conventions and influential world organizations such as the UN, OSCE and ILO. Since gaining its independence, Uzbekistan has taken the path of establishing and developing interstate relations with influential countries around the world, defining the main directions of foreign policy and finally joining UNESCO, one of the 15 specialized organizations of the United Nations. The results of the cooperation since its accession in October to the present are described in the article. The article also covers the relations of our country with UNESCO and its history during the period of national independence. Finally, Uzbekistan's integration into the world community, mutually beneficial political, diplomatic, economic and cultural ties with the world's largest, developed countries are widely covered. The most important thing is that in a short historical period, Uzbekistan has taken a worthy place in the world community, rising to the level of a state with its own independent voice on global issues.

In the articleUzbekistan's accession to international documents developed and adopted within the framework of UNESCO contributes to the international legal protection of our cultural heritage by the world community, Uzbekistan's scientific potential, science, culture, historical programs, unique archeological and architectural complexes, national and spiritual masterpieces. Along with the wide range of opportunities to promote and increase the effectiveness of their work in this area, the further development of our legislation in this area, as well as the further development of education, science, culture, information and communication technologies in Uzbekistan. and focuses on opportunities to help it stay strong in its place among influential states. The reason is that the state independence of Uzbekistan is a legitimate result of the hard and arduous struggle of our people for many years. Now the fate of our people is in their hands, they are working hard to strengthen the independence of their country. As an independent state, Uzbekistan has become a party to international conventions and influential world organizations such as the UN, OSCE and ILO. Since gaining its independence, Uzbekistan has taken the path of establishing and developing interstate relations with influential countries around the world, defining the main directions of foreign policy and finally joining UNESCO, one of the 15 specialized organizations of the United Nations. The results of the cooperation since its accession in October to the present are described in the article. The article also covers the relations of our country with UNESCO and its history during the period of national independence. Finally, Uzbekistan's integration into the world community, mutually beneficial political, diplomatic, economic and cultural ties with the world's largest, developed countries are widely covered. The most important thing is that in a short historical period, Uzbekistan has taken a worthy place in the world community, rising to the level of a state with its own independent voice on global issues.

The article highlights the opportunities and social factors created in this society for well-being. The action strategy is based on the fact that it is a practical expression of the well- being of society and positive changes in people's lives. At the same time, issues of strengthening the spiritual and mental immunity of a person based on the correct formation of the concept of happiness are highlighted. In the formation of immunity, along with the concept of happiness, the concept of national ideas, the path of democratic development, civil society and spirituality are revealed. At the same time, destructive ideas are compared with national ideology with a special emphasis on the role of spirituality in the formation of ideological immunity.

This article presents findings from two qualitative research studies on readers' emotional reactions and empathy towards literary texts. Participants were presented with two fragments from novels by Vigdís Grímsdóttir and then asked about their reactions. In the first study, 20 participants were asked to read a fragment from the novel Þögnin(2000) and half of the participants had some kind of a musical education and the other half with no background in music. Interestingly, having a musical background impacted reactions differently than what was expected. As a result, a second study was carried out where the reactions of visual artists (10) were compared to non-artists (10) to a fragment from the novel Þegar stjarna hrapar (2003). Both novels contain information specific to music (Þögnin) or visual arts (Þegar stjarna hrapar). Cognitive science methods, such as the schema theory, will be used to explain how readers of diverse backgrounds react differently to the same text. This approach also illustrates how useful qualitative methods can be in studying topics beyond only the content of the text.

Eitt af meginmarkmiðum núgildandi aðalnámskrár (Mennta- og menningarmálaráðuneytið, 2011/2013) er að búa nemendur undir þátttöku í lýðræðislegu samfélagi. Samkvæmt þessu á grunnskólinn að vera sá staður sem veitir nemendum svigrúm til að öðlast reynslu af lýðræðislegu starfi og vera þátttakendur í því. Markmið þessarar rannsóknar var að kanna mögulegar breytingar á viðhorfum nemenda í þessum efnum yfir fimm ára tímabil, 2010 til 2015. Tveir hópar nemenda í 6.–10. bekk (Nalls = 627) voru spurðir um afstöðu sína til lýðræðis og lýðræðisþátttöku með fimm ára millibili. Rannsóknin var gerð í samvinnu við tíu skóla sem söfnuðu gögnum við reglubundið sjálfsmat. Niðurstöður sýna að viðhorf nemenda til lýðræðis í grunnskólum á Íslandi og lýðræðisþátttaka virðist hafa tekið mjög litlum breytingum á framangreindu tímabili. Engar breytingar var að finna á því sem kallað hefur verið frjálslynd lýðræðissjónarmið, svo sem tjáningarfrelsi og samkeppni í skólastofunni. Aftur á móti mátti greina smávægilega jákvæða breytingu á viðhorfum til þess sem kallað hefur verið samstarfslýðræði, þ.e. til þátttöku og samvinnu. Mikilvægi lýðræðisþátttöku að mati nemendanna virtist dala lítillega yfir þetta fimm ára tímabil. Niðurstöðurnar voru bornar saman við danska rannsókn frá árinu 2001 sem þessi rannsókn tók mið af. Enginn afgerandi munur fannst á viðhorfum dönsku og íslensku ungmennanna. Þó virtust frjálslynd lýðræðissjónarmið vera traustari hjá dönsku ungmennunum. ; The Icelandic national curriculum guide for compulsory schools published in 2011 specially emphasized the importance of preparing students for active participation in a democratic society: "It is expected that children and youth learn democracy by learning about democracy in a democracy" (Mennta- og menningarmálaráðuneytið, p. 19). Democracy was furthermore emphasized as one of six fundamental pillars of the Icelandic education system together with literacy, sustainability, health and welfare, human rights, equality, and creativity. Accordingly, knowledge about changes in attitudes towards democracy and democratic participation since the introduction of this new conception in 2011 is of importance. The increased emphasis on issues related to democracy introduced in the Icelandic national curriculum guide for compulsory schools were to be fully implemented in 2013. Studies on how Icelandic students are prepared for an active participation in the constantly changing democratic society are few and far between. Therefore, the results of this study can be considered of importance for education stakeholders such as teachers, parents, students, and scholars. The theoretical model used in the study is based on the works of Danish researchers (Jacobsen, Jensen, Madsen, Sylvestersen, & Vincent, 2004), where democratic perspectives in a Western tradition are conceived as liberal democracy (e.g., emphasizing the rights of the individual) and republican democracy (e.g., emphasizing solidarity). According to the model, both perspectives need to be in place for a democracy to function, and it is in the tension between these two perspectives a democratic process becomes active. The goal of this study is to contribute to an increased theoretical and empirical knowledge about democratic processes and democratic participation in public schools. The research was intended to detect possible changes in the responses of children to questions related to liberal and republican democracy after the full implementation of the Icelandic national curriculum guide from 2011. The goals of the study were approached by asking two groups of children in Grades 6 through 10 (Ntotal = 627) about their attitudes towards democracy and democratic participation in the classroom. The first data collection was conducted in 2010 and the second data collection was conducted in 2015. The study was conducted in collaboration with 10 schools that carried out the data collection as a part of their own internal evaluation. The results show that attitudes towards democracy and democratic participation over the above depicted period had changed remotely during the five-year period. No changes were found in attitudes related to a liberal democracy. A slight positive change was detected regarding opportunities for participation and collaboration in a republican democracy. However, the importance of democratic participation showed a slight decline during this five-year period. According to the model of Jacobsen et. al. (2004) one of the prerequisites for liberal democracy is individuality. A comparison with Danish result from 2001 showed that about 61% of the Danish adolescents indicated that it was very important to "be the way they are" but only 47% of the Icelandic adolescents responded the same way in 2015. These results were in accordance with other manifestations of liberal democracy in the survey, which seemed stronger among the Danish adolescents. The limited change in the attitudes of adolescents towards democracy and democratic participation raises questions about whether compulsory schools had the resources to implement the changes in policy recommended by the 2011 national curriculum guide. More research is needed to explore what was done in schools to increase democracy in the classroom during the 2011-2013 implementation period. Furthermore, it is important to conduct further research to identify efficient ways for teachers and school administrators to meet the policy recommendation for an increased emphasis of democracy in Icelandic classrooms. Finally, comparison with results from other countries give reason to conduct more research on manifestations of liberal democracy (e.g., opportunities for an open and democratic discussion; respect for individuality) among Icelandic adolescents. ; Peer Reviewed