Suchergebnisse

In learning processes, the affective-relational aspect plays a strategic role of no less importance than the cognitive sphere. The traditional education offerings at schools and, even more, universities, very often neglect the necessary integration between these aspects. Art, in its various forms and its many languages, can promote motivation, interest, participation and passion in the learner and can be an effective element of connection between "the reasoning of the heart and the reasoning of the mind". The art languages are characterized by an uninterrupted flow of images, awesomeness, references, open-mindedness which predisposes to meta-learning, a crucial resource for the global education. A network connecting von Foerster, Van Gogh, Bateson and Frida Kahlo stems from narration about art, ethics, therapy, science and political activism. ; Nei processi di apprendimento, l'aspetto affettivo-relazionale ha un ruolo strategico di non minore importanza rispetto alla sfera cognitiva. Le offerte di formazione tradizionali delle scuole e, ancor più, delle università, molto spesso trascurano la necessaria integrazione tra questi aspetti. L'arte, nelle sue varie forme e nelle sue molte lingue, può promuovere la motivazione, l'interesse, la partecipazione e la passione nello studente e può essere un elemento efficace di collegamento tra "il ragionamento del cuore e il ragionamento della mente". I linguaggi dell'arte sono caratterizzati da un flusso ininterrotto di immagini, suggestioni, riferimenti, apertura mentale che predispone a un meta-apprendimento, una risorsa cruciale per l'educazione globale. Una rete che collega von Foerster, Van Gogh, Bateson e Frida Kahlo nasce dalla narrazione intorno all'arte, all'etica, alla terapia, alla scienza e all'attivismo politico.

This essay is based on in the findings from several research projects in which regional governments from all over Europe were directly involved. Keeping this background and some interpretation models from other research fields in mind, we will try to define some guidelines on how to manage methods and institutional learning processes involving regional governments. (DIPF/Orig.)

The recent reforms in the Latvian general education curriculum along with a school network reorganization have brought new attention to the issues related to a teacher education and the level of professionalism in everyday teaching work. Soviet-era education and work experience in diverse political and education systems (under the Soviet rule and after the restoration of independence) are factors that should be taken into account when analyzing the teacher in the citizenship education learning process. For the needs of this Paper, the authors used the data of the IEA ICCS 2016 (International Association for the Evaluation of Educational Achievement International Civic and Citizenship Study 2016) teachers who teach citizenship education-related school subjects (n=249) and their students (N=3224, Grade 8, average age from 13 to 14). To process the data, the authors usedclusters, correlations, regression analysis and descriptive statistics.The aim of this Paper is to study what the teacher is like in the process of citizenship education. The findings allow making two conclusions: First, the teacher's personality, experience and networking skills plays an important role; Second, the popular assumption among both professionals and nonprofessionals that cooperation between an eighth-grade teachers and parents leads to a better student achievements is false.

This essay is based on in the findings from several research projects in which regional governments from all over Europe were directly involved. Keeping this background and some interpretation models from other research fields in mind, we will try to define some guidelines on how to manage methods and institutional learning processes involving regional governments.

Objective: to identify the configuration and institutionalization of pedagogical practices and teaching processes in the discipline of nursing, as well as the proposals that emerge for the integral human development, according to the humanistic approach underlying the profession.
Methodology: integrative literature review based on the question: What are the scientific products that suggest the configuration and institutionalization of pedagogical practices and learning processes in nursing?
Results: 78 articles were selected of which 58 formed the final sample which allowed for the structuring and analysis of two categories: pedagogical practices, a process of reflection and transition; critical pedagogy and learning processes, a challenge for the discipline.
Conclusions: Nursing has a legacy of biomedical-traditional educational models, which have shaped a positivist teaching-learning process. In this historical process, one of the priorities is knowing the model institutionalized by academic programs with the aim of discussing and rethinking its coherence with the disciplinary phenomenon: care.

Organizations continuously learn about their markets through the linked processes of market sensing and sense making. Firms that have mastered these two processes gain an advantage by anticipating market opportunities ahead of their rivals and more accurately forecasting how the market will respond to their moves. Our purposes are first, to describe the primary mechanisms for acquiring market information and turning it into market knowledge; second, to assess the pitfalls and power of the mental models used by organizations to filter, sort and simplify market information into coherent patterns; and then to prescribe some ways to improve a market learning capability.

This paper presents a discussion of the role of adapting expectations in the bargaining process. Negotiators are charactenzed as persons who choose bargaining strategies in their attempt to optimize their payoffs from the situation. These strategies are contingent on each party's perception of the strategy of his opponent, and if these perceptions contain errors, expectations will change and this will lead in turn to a modification of each party's strategy choice. The payoff demands and manipulative moves which charactenze the bargaining process are seen as combinations of actions which are specified in the original bargaining plans of the parties and of changes in the plans themselves. The influence of the learnmg process on the settlement point is described as well as some empirical implications of the theory in general.

A new international, economic, social, and political order will rest upon shared perceptions of common global problems and their best solution. These shared perceptions will be developed when Americans and others can reach beyond their own traditional cultural perspectives and overcome their initial psychological anxieties when approaching the challenges of a global society. While it is doubtful that these concerns can ever be modified to the extent necessary to build a culturally-integrated world, public policymakers and educational leaders must realize that enabling Americans to contribute to an interdependent world is not just a matter of more information, but involves a much deeper issue affecting the values, beliefs, attitudes, and lifestyle of the American people. The task to be undertaken is no less than a cultural transition and the peace of the United States and the world depends upon how successfully it can be achieved.