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In: http://hdl.handle.net/10400.21/410
An education promoting scientific literacy (SL) that prepares the citizens to a responsible citizenship has persisted as an argument across discussions on curricula design. The ubiquity of science and technology on contemporary societies and the ideological requirement of informed democratic participation led to the identification of relevant categories that drive curriculum reforms towards a humanistic approach of school science. The category 'Science as culture' acquires in the current work a major importance: it enlightens the meaning of scientific literacy. Looking closely to the French term, culture scientifique et tecnologique, turns science simultaneously into a cultural object and product that can be both received and worked at different levels and within several approaches by the individuals and the communities. On the other hand, nonformal and informal education spaces gain greater importance. Together with the formal school environment these spaces allow for an enrichment and diversification of learning experiences. Examples of nonformal spaces where animators can develop their work may be science museums or botanical gardens; television and internet can be regarded as informal education spaces. Due to the above mentioned impossibility of setting apart the individual or community-based experiences from Science and Technology (S&T), the work in nonformal and informal spaces sets an additional challenge to the preparation of socio-cultural animators. Socio-scientific issues take, at times, heavily relevance within the communities. Pollution, high tension lines, spreading of diseases, food contamination or natural resources conservation are among the socio-scientific issues that often call upon arguments and emotions. In the context of qualifying programmes on socio-cultural animation (social education and community development) within European Higher Education Area (EHEA) the present study describes the Portuguese framework. The comparison of programmes within Portugal aims to contribute to the ...
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In: Futures: the journal of policy, planning and futures studies, Band 50, S. 66-73
ISSN: 0016-3287
In: Futures, Band 50, S. 66-73
Dr Aligwekwe's previous books have been exceptionally focused on reviewing African culture/tradition through history; aimed at both recapturing and, thus, perpetuating those laudable elements that could be submerged by some contemporary indiscriminate and harmful forces of change. These publications called for the elimination of the non-meritorious and contemptible, and the enhancement of the favourable. The present volume, Behavioural Science for Students of Science and Technology, is approx
Objective. This article is aimed at investigating the elements that define, typify and characterize reading as a socio-cultural practice.Design/Methodology/Approach. A bibliographic review was carried out to verify those elements that make possible to relate the socio-cultural practices with the reading.Results/Discussion. The main etymological, procedural and multidimensional attributes that define reading as a socio-cultural practice were exposed, emphasizing the historical, cultural and political dimensions.Conclusions. Reading is much more than the process by which one learns to decode or decipher a certain writing system, rather it is a socio-cultural practice associated with historical, cultural, ideological and institutional relationships. In addition, it can be said that reading as a socio-cultural practice is a practice that has been heavily laden with ideological, normative and prescriptive content, and is warned through various social, political and cultural discourses pertaining to different eras.Originality/Value. The value of visualizing the reading from this perspective lies in the possibilities of studying other scenarios beyond habits, making it possible to enter into the world of meanings assigned to this practice, the motivations that move the reading and the mediations that condition the act of reading. ; Objetivo. Se indagaron en elementos que definen, tipifican y caracterizan a la lectura como una práctica socio-cultural.Diseño/Metodología/Enfoque. Se llevó a cabo una revisión bibliográfica que hizo posible constatar aquellos elementos que relacionan a las prácticas socioculturales con la lectura.Resultados/Discusión. Se exponen los principales atributos etimológicos, procesales y multidimensionales que definen a la lectura como una práctica socio-cultural, haciendo énfasis en las dimensiones históricas, culturales y políticas.Conclusiones. La lectura es mucho más que el proceso por el cual se aprende a descodificar o descifrar un determinado sistema de escritura, más bien es una práctica socio-cultural asociada a relaciones históricas, culturales, ideológicas e institucionales. Además se puede decir que la lectura como práctica socio-cultural es una práctica que ha estado fuertemente cargada de contenidos ideológicos, normativos y prescriptivos, y es advertida a través de diversos discursos sociales, políticos y culturales pertenecientes a las distintas épocas.Originalidad/Valor. El valor que tiene la visualización de la lectura desde esta perspectiva radica en las posibilidades de estudiar otros escenarios más allá de los hábitos, posibilitando entrar en el mundo de las significaciones asignadas a esta práctica, las motivaciones que mueven a la lectura y las mediaciones que condicionan el acto de la lectura.
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Objective. This article is aimed at investigating the elements that define, typify and characterize reading as a socio-cultural practice.Design/Methodology/Approach. A bibliographic review was carried out to verify those elements that make possible to relate the socio-cultural practices with the reading.Results/Discussion. The main etymological, procedural and multidimensional attributes that define reading as a socio-cultural practice were exposed, emphasizing the historical, cultural and political dimensions.Conclusions. Reading is much more than the process by which one learns to decode or decipher a certain writing system, rather it is a socio-cultural practice associated with historical, cultural, ideological and institutional relationships. In addition, it can be said that reading as a socio-cultural practice is a practice that has been heavily laden with ideological, normative and prescriptive content, and is warned through various social, political and cultural discourses pertaining to different eras.Originality/Value. The value of visualizing the reading from this perspective lies in the possibilities of studying other scenarios beyond habits, making it possible to enter into the world of meanings assigned to this practice, the motivations that move the reading and the mediations that condition the act of reading. ; Objetivo. Se indagaron en elementos que definen, tipifican y caracterizan a la lectura como una práctica socio-cultural. Diseño/Metodología/Enfoque. Se llevó a cabo una revisión bibliográfica que hizo posible constatar aquellos elementos que relacionan a las prácticas socioculturales con la lectura. Resultados/Discusión. Se exponen los principales atributos etimológicos, procesales y multidimensionales que definen a la lectura como una práctica socio-cultural, haciendo énfasis en las dimensiones históricas, culturales y políticas. Conclusiones. La lectura es mucho más que el proceso por el cual se aprende a descodificar o descifrar un determinado sistema de escritura, más bien es una práctica socio-cultural asociada a relaciones históricas, culturales, ideológicas e institucionales. Además se puede decir que la lectura como práctica socio-cultural es una práctica que ha estado fuertemente cargada de contenidos ideológicos, normativos y prescriptivos, y es advertida a través de diversos discursos sociales, políticos y culturales pertenecientes a las distintas épocas. Originalidad/Valor. El valor que tiene la visualización de la lectura desde esta perspectiva radica en las posibilidades de estudiar otros escenarios más allá de los hábitos, posibilitando entrar en el mundo de las significaciones asignadas a esta práctica, las motivaciones que mueven a la lectura y las mediaciones que condicionan el acto de la lectura.
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In: Political Science Issues, Heft 11(75), S. 3055-3064
Анализ трансформаций социокультурного пространства предполагает обоснование содержания понятия и подходов в рамках которых изучение будет производиться. Целью данной статьи является определение стартовых исследовательских позиций по отношению к изучению когерентности (взаимосвязи) процессов социокультурных трансформаций, осуществляемых как в российском обществе, так и за его пределами. Но поскольку решение этой задачи требует многолетних не только теоретических, но и эмпирических исследований, а также обобщения уже накопленного как нами, так и коллегами результатов исследований в России и за рубежом, то мы в данной статье ограничиваемся определением базовых понятий и подходов. Таким образом, в рамках поставленных задач был проведен анализ генезиса понятия «социокультурное пространство» и показано, что для исследования трансформационных процессов социокультурного пространства эвристичным потенциалом обладают социокультурный и деятельностный подходы, позволяющие учитывать специфические особенности и динамику влияния различных факторов на субъектов данного пространства. Отмечено, что для адекватность построения прогнозных моделей относительно потенциала развития и сохранения социокультурного пространства будет зависеть как от детальности анализа всех составляющих (внутренней ситуации, содержания внутренних и внешних процессов трансформаций), а также от оценки когерентости процессов, с учетом их конвергентности и дивергентности. Весьма важно изучать и учесть тенденции внутренних трансформаций, идущих в соседних (других) социокультурных пространствах, поскольку они, являясь следствием их внутреннего развития, а также принятия или непринятия внешнего влияния, обусловливают трансформацию их политических стратегий и, как следствие оказываемого влияния на своих соседей. И не только их, учитывая виртуальность современного социокультурного пространства.
Introduction. The article deals with the problem of discourse. The main trends of the doctrine of the discourse in historical perspective have been considered. It has been shown that the realities of modern life are the discursive manifestation through information and communication. The attention has been paid to the diversity of these approaches and definitions due to the ambiguity of defining the subject of study. Purpose. The objective of this work is to show that the use of discourse is not limited by linguistics, politics and etc. Discourse is a socio-cultural phenomenon with a certain empowered resource. Methods. In the article a method of comparative analysis and the methodological principles of power analysis of M. Foucault and P. Bourdieu have been used. Results. On the basis of works of M. Foucault and P. Bourdieu it has been proved that discourse is a socio-cultural phenomenon, which serves as a complex of communication events occurring between entities, which in their turn are endowed with a certain status and play relevant role games in the communication process. It is quite important to note that in today's society not institutions and norms become increasingly important, but directly acting personalities and their discourses: image, images, etc. The attention has been paid to the fact that discourse is always authoritative resource which at the present stage of human development is based on the availability of information and mass communication. Originality. It has been shown that in the modern world discourse serves as internalization of external determinations, and becomes on the one hand mental, deep, and on the other hand there are institutional restrictions ways to think, act and speak, which is entirely subject to conscious transformations and changes. Discourse as a set of acquired dispositions, is structured so that it reflects the social conditions in which it was learned. Conclusion. Discourse as social, socio-cultural phenomenon is over a human being as the institutions demand to recognize and to submit to the requirements of environment by means of socialization and adaptation. Thus, namely through such concept as discourse we can reveal the symbolic mechanisms of organization of the social world.
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In: Biblioteca de ciencias sociales 34
In: Hacia un nuevo orden estatal en América Latina? 8
In: Biblioteca de ciencias sociales 33
In: Hacia un nuevo orden estatal en América Latina? 7
In: Audience—Citizens: The Media, Public Knowledge and Interpretive Practice, S. 25-49
Socio-cultural factors – shared values, norms and attitudes are significant, but less acknowledged sources of international competitiveness. Previous studies have found socio-cultural factors positively affecting various aspects of international competitiveness – entrepreneurship, innovation, productivity and international cooperation. These factors are more sustainable and less affected by external environment changes in comparison with the traditional factors. Socio-cultural factors provide an opportunity to develop competitiveness strategies based on unique advantages. This research aims to explore the impact of socio-cultural factors on international competiveness in small, open economies. Analysing relationship between 400 socio-cultural indicators and competitiveness indicators such as productivity, economic development, business and government efficiency, innovation capacity and infrastructure in 37 countries, six socio-cultural factors have emerged: Collectivism and Hierarchy; Future, Cooperation and Performance Orientation, Self-expression, Monochronism and Rationality, Economic Orientation and Social structure. The first factor – Collectivism and Hierarchy – tends to reduce the international competitiveness; the other five affect it positively.
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Socio-cultural factors – shared values, norms and attitudes are significant, but less acknowledged sources of international competitiveness. Previous studies have found socio-cultural factors positively affecting various aspects of international competitiveness – entrepreneurship, innovation, productivity and international cooperation. These factors are more sustainable and less affected by external environment changes in comparison with the traditional factors. Socio-cultural factors provide an opportunity to develop competitiveness strategies based on unique advantages. This research aims to explore the impact of socio-cultural factors on international competiveness in small, open economies. Analysing relationship between 400 socio-cultural indicators and competitiveness indicators such as productivity, economic development, business and government efficiency, innovation capacity and infrastructure in 37 countries, six socio-cultural factors have emerged: Collectivism and Hierarchy; Future, Cooperation and Performance Orientation, Self-expression, Monochronism and Rationality, Economic Orientation and Social structure. The first factor – Collectivism and Hierarchy – tends to reduce the international competitiveness; the other five affect it positively.
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