This article provides an outline theoretical synthesis of educational sociological and political theology, through the concept of 'disenchantment' to afford insights on critical current debates around secularization and securitization. Drawing together two originating frameworks—Max Weber's (1918) sociological theorization of religious authority's intellectual demise as disenchantment of the modern world and Carl Schmitt's (1922) contemporaneous framing of a political theology—this article argues that a bringing together of these apparently disparate perspectives facilitates an understanding of securitization as a staging post in the history of the secularization of religion in education. Here an educational sociology and political theology of disenchantment thereby provides embryonic evidence of the securitization of the sacred as a staging post in the history of secularization. It is argued, in conclusion, that all these framings are a matter of decision-making in the exercise of ideological, political and theological power in and through education. Such decision-making in educational policy presents new sociological and political-theological territory for empirical and theoretical analysis of the shifting sources of authority amongst what C. Wright Mills called the "power elite".
This article provides an outline theoretical synthesis of educational sociological and political theology, through the concept of &lsquo ; disenchantment&rsquo ; to afford insights on critical current debates around secularization and securitization. Drawing together two originating frameworks&mdash ; Max Weber&rsquo ; s (1918) sociological theorization of religious authority&rsquo ; s intellectual demise as disenchantment of the modern world and Carl Schmitt&rsquo ; s (1922) contemporaneous framing of a political theology&mdash ; this article argues that a bringing together of these apparently disparate perspectives facilitates an understanding of securitization as a staging post in the history of the secularization of religion in education. Here an educational sociology and political theology of disenchantment thereby provides embryonic evidence of the securitization of the sacred as a staging post in the history of secularization. It is argued, in conclusion, that all these framings are a matter of decision-making in the exercise of ideological, political and theological power in and through education. Such decision-making in educational policy presents new sociological and political-theological territory for empirical and theoretical analysis of the shifting sources of authority amongst what C. Wright Mills called the &ldquo ; power elite&rdquo ; .
This book seeks to pay tribute to this great political figure and social thinker of the 20th century. It comprises chapters from different parts of the world including New Zealand, Brazil, the United States, Canada, Germany and England. It complements another publication which Pete Mayo co-edited (Borg et al., 2002) in that it draws on the work of authors with which the three editors of the 2002 book were not familiar at the time of planning that volume. Peter Mayo was very careful therefore not to include in this book authors who had contributed to the 2002 book. The issues tackled are various. Deb Hill provides an in-depth philosophical discussion on the Hegelian and Marxian influence on Gramsci's 'philosophy of praxis' arguably the central phrase in his prison writings originally intended as a work 'für ewig' (for eternity). The connections between Gramsci's thought and Marx's theory of consciousness and dialectical mode of thinking are carefully teased out here. This piece complements the work of Paula Allman (2002) around the subject. ; peer-reviewed
This research aimed to describe the element of sociology and educational values in novel of Bunda Lisa written by Jombang Santani Khairen. This research was qualitative descriptive. The source of data was from novel of Bunda Lisa work of Jombang Santani Khairen. The technique of data collection were critically reading and noting. To test the validity of data, the writer used triangulation theory. Technique to analysis data used interactive analysis technique that consist of: data reduction, data display and drawing conclusion. Result of the research showed that there were six of social problem namely: 1) lack of community awareness toward education. 2) dissatisfaction of community, 3) economic crisis, 4) the lack of government facility, 5) poverty, and 6) lack of job opportunity. While the character educational value in novel of Bunda Lisa were: (1) religion values, (2) tolerance, (3) hard work, (4) curiosity, (5) social awareness, (6) environmental awareness, and (7) creative.
During the last number of years, middle school bullying has received wide spread attention across numerous media sources. Coverage of the most troubling accounts of bullying have even led to criminal charges and the introduction of legislation against acts of bullying. A substantial body of research has shown that bullying leads to negative social and emotional outcomes for both the victims and the perpetrators of such acts. The same body of research also shows how much difficulty there is for teachers and other school personnel who attempt to control these fluid acts of aggression on a daily basis in and outside of their classroom. This study interviewed 12 teachers from a middle school in the Midwest of the United States. The interviewer worked to uncover when, where, and how teachers intervene in bullying situations that they encounter during their school day. Once this information had been established the respondents were asked to give information about any obstacles that they felt hindered them in effectively intervening in bullying situations. Whereas teachers felt they did a good job controlling acts of aggression within their classroom, they reported not being as successful in the common areas of the school. Those responding listed several reasons why strategies used inside the classroom were not appropriate for use outside of the classroom. Supervision strategies were not only different in these two areas but behavioral expectations were also different in these areas of school. These differences led to uncertainty among teachers and students about who was ultimately in charge of defining potentially harmful actions in the common areas of school.
A democratic society largely depends on the educational system therein. In attempting to examine the educational prerequisites of a society in accordance to man's dignity, Plato embarks on a vast critique of social systems and educational programmes. In what follows I intend to examine (a) his concept of normativity in relation to conformism in the formation of a society which is closed in nature; (b) his views on the dynamism of knowledge, capable of enhancing human formation; and (c) his way of denouncing the myth of dogmatism while analyzing the nature of educational transmission. ; peer-reviewed
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history. ; Santrauka. Straipsnyje taikomas socioanalizės metodas, kai, pasitelkus sociologiją, yra analizuojama sociologijos didaktika ir sociologijos perspektyvos bendrojo lavinimo sistemoje. Bendrojo lavinimo sistemoje vadinamuosiuose socialiniuose moksluose, kaip kartais apjungiamos įvairios socialinių mokslų disciplinos, nei sociologija, nei sociologijos didaktika neįsitvirtino. Straipsnyje analizuojama ir bendresnė sociologijos didaktikos formavimosi tema. Sociologijos didaktikos raida, kurioje galima skirti tris etapus, analizuojama remiantis ugdymo teorijos ir sociologijos santykių požiūriu. Pirmas etapas susijęs su ugdymo sociologijos kaip normatyvinės ir taikomojo pobūdžio disciplinos, subordinuotos ugdymo teorijai ir didaktikai, įsitvirtinimu. Antras etapas susijęs su švietimo sociologijos kaip savarankiškos disciplinos susiformavimu. Šiame etape švietimo sociologija, atsisakiusi taikomojo pobūdžio funkcijų, atitolo nuo ugdymo problematikos ir pasuko akademinės autonomijos bei empirinės švietimo procesų analizės keliu. Trečias etapas prasidėjo, kai švietimo sociologija, ypač jos kritinė atšaka buvo pradėta integruoti į mokytojų rengimo programas. Straipsnyje analizuojamas vienos švietimo sociologijos temos, paslėptos ugdymo programos, kurią visiškai ignoravo ugdymo sociologija, integravimo į mokytojų rengimą pavyzdys. Šis žingsnis yra interpretuojamas, kaip organinės viešosios sociologijos atvejis. Viešosios sociologijos aktualizuotos sociologinio raštingumo, kuris susijęs su piliečių kompetencijomis, idėjos primena Gyvosios istorijos programą, todėl idėjų sociologijos didaktikai aptarti žvalgomasi ir akademinės istorijos bei istorijos didaktikos santykių raidoje. Pagrindiniai žodžiai: sociologijos didaktika, socialinių mokslų didaktika, ugdymo sociologija, švietimo sociologija. Key words: didactics of social sciences, didactics of sociology, educational sociology, sociology of education. ABSTRACT SOCIOLOGICAL INSIGHTS FOR THE DIDACTICS OF SOCIOLOGY The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
The European Council's Recommendation relating to teacher training in education for intercultural understanding, highlights the fact that the purpose of international education, which is above intercultural education, is to develop the sense of social responsibility and solidarity with disadvantaged groups and induce respect for the principle of equality in daily behaviour. The essence of the intercultural education system is represented by ensuring authentic cultural interactions, free from the constraints of a competitive axiology. We refer, in this respect, to the promotion through education of a continuum of value, of connecting bridges between different cultures, ethnicities, religions or races which are in contact. (DIPF/Orig.)
'An essential student-friendly text for Education Studies.' Dr Gillian Forrester, Subject Head for Education & Early Childhood Studies, Liverpool John Moores University 'Introducing students to the complexities of Education Studies is a difficult task and this book will go a long way to making it easier. I will definitely be recommending this to all my students.' Kevin Brain, Programme Leader, Education Studies, Leeds Trinity University This textbook explains the basic principles of sociology and relates these concepts to today's society and education system in order to deepen your understanding of how these issues affect our lives and the world we live in, encouraging you to think critically and to develop a 'sociological imagination'. Coverage includes: the wider political and economic context for education in the UK, including an analysis of the reforms of the 2010 coalition government childhood, schooling and pupil voice non-traditional consideration of critical pedagogy, 'race' and gender the role of education in a multicultural society inequalities in educational opportunity in terms of class, ethnicity and disability. This is essential reading for students on undergraduate Education Studies degrees, and for sociology courses covering educational issues.
Introduction: Internally Displaced Persons (IDPs) are people who involuntary migrate from their homes due to armed conflict or drought and disasters in such critical situations that the relocation of an affected population becomes inevitable. They are scourged by poverty and hunger, diseases, neglect and feelings of alienation, among others. Purpose: The study focused on effects of the Boko Haram insurgency on educational needs, educational services, and socio-economic interventions by the various NGOs and governmental actors involved in humanitarian assistance, coordinated by the National Emergency Management Agency (NEMA) and State Emergency Management Agency (SEMA)on the basis camp in Bakasi, Dalori and Farm center IDPs of Borno state, Nigeria. Methodology: The survey design was used for the study. A descriptive study using pre-test and post-test treatment with a stratified sampling technique was used to select three (3) IDPs camps (IDPCs). The Hypotheses were tested using ANOVA was used to test the hypothesis. A total of 435 questionnaires were administered to the respondents, out of which 395 (Bakasi 116, Farm Centre 75, and Dalori 244) questionnaires were dully completed. Result: The study reveals that socio-economic and educational services of the respondents and educational facilities on the basis of the camp had not differed. Recommendation: Educational provisions should be made available where the children of the IDPs will be hosted and skills acquisition programmes to cater to skill development in different areas to enhance their economic status. There should effective synergy between security forces, Government, civil society NGOs, locals and internationals in order to build confidence and trust.
