22 research outputs found
We are All Donald Trump: Dis/entangling from the Us/Them Binary in Education
No full textIn this paper, the authors engage in an ethico-onto-epistemological imagining of dis/entanglement from the gridlock that the us/them binary and Cartesian subject created in education. They move instead towards relationality and response-ability and argue that it is helpful to imagine that we are all Donald Trump. In doing so, we are confronted by our own contributions to injustices in a post-truth era and can envision and act towards healing and flourishing relationships. Specifically, this helps us theorize how we might engage ethically with our secondary students and pre-service teachers with whom we may disagree politically
How Data Functions: Classroom Practices and School Policy
No full textThis symposium session is designed for educators and administrators to engage in an interactive dialogue exploring daily interactions between school policies on data and classroom practices. Beginning with the small group question, “What kinds of data does your school collect?”, the subsequent whole group conversation will move into different ways that data collection, as a school policy, intra-acts (Barad, 2007) in the classroom by considering the question “How does data function in your or your teachers’ classrooms?” Panelists will include various analytical tools in the discussion including neoliberalism (eg. Davies & Bansel, 2007; Klein, 2007; Nasir, et al, 2016) and becoming (Deleuze and Guattari, 1980/1987) in order to explore where we are in terms of data practices in schools, some factors contributing to how we got here and how we can move forward powerfully by introducing the concept of dis/entanglement.
References
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
Davies, B. & Bansel, P. (2007). “Neoliberalism and education.” International Journal of Qualitative Studies in Education, 3, 247-259.
Deleuze, Gilles & Guattari, Felix. (1987). A thousand plateaus: Capitalism and schizophrenia. (Brian Massumi, Trans.). Minneapolis: University of Minnesota Press. (Original work published in 1980).
Klein, N. (2007). The shock doctrine: The rise of disaster capitalism. New York, NY: Picador.
Nasir, N. S., Scott, J., Trujillo, T., & Hernández, L. (2016). “The sociopolitical context of teaching.” In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching (5th ed.). (pp.349-390). Washington, D. C. American Educational Research Association
Sociology from the Global South and the Global North: Systematising Characteristics and Relations
No full textThe article defines characteristics and relations between sociology from the Global South and the Global North, depicted in the literature. Despite the variety of research on the topic, studies of Northern and Southern sociology lack definite description of regional sociologies and their (unequal) relations as well as clear indicators used to assign countries to either region in terms of sociology that still uses classical geopolitical division. On the basis of research of knowledge production and academic relations between Southern and Northern sociology, the author defines main issues of discussion and specific characteristics of these regional sociologies and systematises them under one model. The model reflects four main areas of confrontation between sociology from the North and the South: origin and historical development; research orientation and capabilities; recognition and influence on the global scale; research cooperation and flow of knowledge. In addition, the article presents the alternative model for the recently emerged resistant Southern sociology. In the further research the model can be used to define understudied issues, (re)assign countries concerning sociology and investigate the actual characteristics of Southern and Northern sociology in comparison to the ones presented in the research
Правове регулювання рекомендації адвоката під час заміни
No full textThe author traced the interaction and conflicts of law and morality in a situation, when the original attorney has decided that he or she are no longer willing to carry out this role. The issue is relevant due to the expansion of the legal market and the increase in the number of lawyers in Ukraine in recent years. The work summarizes new research philosophical and legal aspects of the attorney’s recommendations in the course of replacements in the middle of a representation. There is an ethical obligation for lawyers to competently represent their clients in all life circumstances and it is not uncommon for lawyers to think differently about the case. Particular attention is paid to the circumstances, where the replacement of an attorney may need to step in. The circumstances of substitution of lawyers are analyzed and the principles of lawyer ethics, the main works of scientists dealing with the ethics of advocacy are studied. Also, the definitions of the concept of "original attorney" are given.The main conclusion of the study was that the relationship between attorney’s during replacements is necessary to regulate and those, who have approached a lawyer, can look for advice on lawyers, who could replace them in the event of a threat of force majeure. In the author opinion, interaction between lawyers is an organic part of the relationship with the client and this issue requires careful consideration of the legal profession to capture the benefits for access to justice in case of switch attorneys halfway of a representation. The article will be helpful in solving the issues, arising from attorney’s replacement in in the practice of lawАвтор прослеживает взаимодействие и коллизии законов и морали в ситуациях, когда первичный (оригинальный) адвокат решает, что он или она не может далее исполнять эту роль. Вопрос является актуальным в связи с расширением юридического рынка и увеличение количества адвокатов в Украине в течение последних лет. Работа обобщает новые исследовательские философские и правовые аспекты рекомендаций адвоката клиенту во время его замены в середине процесса представительства. Существует этическое обязательство для адвокатов – квалифицированно представлять своих клиентов при всех жизненных обстоятельств и, не редкость то, что адвокаты имеют различные взгляды на дело. Особое внимание уделено обстоятельствам, при которых заменяющий адвокат должен вступить в дело. Проанализированы обстоятельства замены адвокатов и принципы адвокатской этики, изучены основные работы ученых в сфере адвокатской этики. Также приводится дефиниция понятия «оригинальный» адвокат. Основным выводом исследования является то, что регулирование отношений между адвокатами во время их замены необходимо урегулировать и лица, которые обратились к адвокату, могут рассчитывать на рекомендации касательно адвокатов, которые могли бы заменить его в случае возникновения угрозы непреодолимых обстоятельств. По мнению автора, взаимодействие между адвокатами является органичной составляющей отношений с клиентом и этот вопрос требует тщательного изучения правоведами ради того, чтобы использовать все возможности доступа к правосудию в случае замены адвокатов посреди представительства. Статья будет полезна при разрешении вопросов, которые возникают перед практикующими юристами во время замены адвокатаАвтор простежує взаємодію та колізію законів та моралі в ситуації, коли первинний (оригінальний) адвокат вирішив що він чи вона не може надалі виконувати цю роль. Питання є актуальним через розширення юридичного ринку та збільшення кількості адвокатів в Україні протягом останніх років. Робота узагальнює нові дослідницькі філософські та правові аспекти рекомендацій адвоката клієнту в ситуації його заміни посеред представництва. Існує етичний обов’язок для адвокатів - кваліфіковано представляти своїх клієнтів за будь-яких життєвих обставин і, нерідкість те, що адвокати мають різні погляди на справу. Особлива увага приділяється обставинам, за яких адвокат, що замінює, має вступити. Проаналізовано обставини заміни адвокатів та принципи адвокатської етики, вивчено основні праці вчених в сфері адвокатської етики. Також наводиться визначення поняття «оригінальний адвокат». Основним висновком дослідження є те, що регулювання відносин між адвокатами під час їх заміни необхідно врегулювати і особи, які звернулися до адвоката, можуть сподіватися на рекомендації щодо адвокатів, які могли б замінити його у разі виникнення загрози непереборної сили. На думку автора, взаємодія між адвокатами є органічною складовою відносин з клієнтом і це питання вимагає ретельного вивчення правниками задля того, щоб використати всі можливості доступу до правосуддя у випадку зміни адвокатів посеред представництва. Стаття буде корисна при вирішенні питань, що постають перед практикуючими юристами під час заміни адвокат
ОСОБЛИВОСТІ КЕРІВНИЦТВА СИСТЕМОЮ ОСВІТНЬО-ПЕДАГОГІЧНОГО ПРОГНОЗУВАННЯ В УКРАЇНСЬКІЙ СОЦІАЛІСТИЧНІЙ РАДЯНСЬКІЙ РЕСПУБЛІЦІ (1920 – 1930 рр.)
No full textThe article considers the peculiarities of the management of the system of educational and pedagogical forecasting in the Ukrainian Socialist Soviet Republic of the period 1920 – 1930. The author emphasizes that during this period the leadership of the system of educational and pedagogical forecasting was taken over by the People's Commissariat of Education, which took a number of steps to reform the education sector. The teacher covers the education system of this period. The scientist analyzes the principles of the new educational paradigm. The researcher claims that the Ukrainian public education system was based on social education, which involved expanding society's influence on the child's life, education and upbringing, and displacing "non-social" educational influences – especially the family, disorganized environment. The educator identifies trends in the development of public preschool education. The author notes that the Ukrainian education system of the period under study was primarily focused on the plans and realities of industrial and agricultural development of the country. The scientist concludes that the peculiarities of the management of the system of educational and pedagogical forecasting in the Ukrainian Socialist Soviet Republic of the period 1920-1930 are characterized by a creative search for pedagogical systems, models, educational and professional programs of pedagogical training, updating its content.The article considers the peculiarities of the management of the system of educational and pedagogical forecasting in the Ukrainian Socialist Soviet Republic of the period 1920 – 1930. The author emphasizes that during this period the leadership of the system of educational and pedagogical forecasting was taken over by the People's Commissariat of Education, which took a number of steps to reform the education sector. The teacher covers the education system of this period. The scientist analyzes the principles of the new educational paradigm. The researcher claims that the Ukrainian public education system was based on social education, which involved expanding society's influence on the child's life, education and upbringing, and displacing "non-social" educational influences – especially the family, disorganized environment. The educator identifies trends in the development of public preschool education. The author notes that the Ukrainian education system of the period under study was primarily focused on the plans and realities of industrial and agricultural development of the country. The scientist concludes that the peculiarities of the management of the system of educational and pedagogical forecasting in the Ukrainian Socialist Soviet Republic of the period 1920-1930 are characterized by a creative search for pedagogical systems, models, educational and professional programs of pedagogical training, updating its content
"You Should Know" as Imperative
No full textWe often use the verb "know" to form utterances which look like imperatives (like "You should know that p"). But while people can choose to believe in certain subject-matter proposed in an utterance they cannot literally choose to know that subject-matter, because to know means not only to be in certain state of mind but also to be in certain relation to the world, and we cannot literally choose to be or not to be in corresponding relation. We cannot do it because being in such state is partly determined by facts of the world. Then "You should know that..." may be an imperative? Or cannot they? The semantic meaning of utterances of the form "You should know..." is investigated in this article, and the author shows that in spite of human inability to choose to make oneself knowing what is required to be known by such imperatives they still may be treated as partial imperatives
ПЕРСОНІФІКОВАНИЙ ПІДХІД ДО ВИВЧЕННЯ ПРОБЛЕМИ ОСВІТНЬО-ПЕДАГОГІЧНОГО ПРОГНОЗУВАННЯ В УКРАЇНІ НА ПОЧАТКУ ХХ СТОЛІТТЯ
No full textThe article is devoted to the study of a personalized approach to the problem of educational and pedagogical forecasting in Ukraine in the early twentieth century. The author emphasizes that a personalized approach to the study of the problem of educational and pedagogical forecasting in the early twentieth century is the main prerequisite for the development of forecasting pedagogical thought, which must be specified. I.Ya. Franco saw the direction of educational influence in the mastery of scientific knowledge, the harmonious improvement of the body in the process of physical labor. S.F. Rusova, as the coryphaeus of preschool pedagogy, laid the foundation for the content of the educational process through the introduction of the native language, national holidays, and Christian values of the Ukrainian people. G.G. Vashchenko took the Christian ideal as the basis for predicting pedagogical phenomena and processes. P.P. Blonsky defended the independent nature of pedagogical science. І.І. Ogienko stressed the importance of native education, the formation of Christian virtue, justice, and diligence. B.D. Grinchenko defended the inseparable connection of education with the life and culture of other peoples. L. Ukrainka had the same opinion. The teacher insisted on the importance of considering the role of the teacher in the public school, sharply raised the issue of the struggle for social and national liberation of the Ukrainian people. T.G. Lubnets is considered the luminary of the theory of pedagogy. H.D. Alchevskaya entered the history of pedagogy in Ukraine as a prominent figure in the field of adult education, organizer of Sunday schools. І.М. Steshenko advocated the nationalization of secondary and higher education. Minister P.M. Ignatiev defined the organizational and pedagogical principles of educational and pedagogical forecasting through the reform of the education system.The article is devoted to the study of a personalized approach to the problem of educational and pedagogical forecasting in Ukraine in the early twentieth century. The author emphasizes that a personalized approach to the study of the problem of educational and pedagogical forecasting in the early twentieth century is the main prerequisite for the development of forecasting pedagogical thought, which must be specified. I.Ya. Franco saw the direction of educational influence in the mastery of scientific knowledge, the harmonious improvement of the body in the process of physical labor. S.F. Rusova, as the coryphaeus of preschool pedagogy, laid the foundation for the content of the educational process through the introduction of the native language, national holidays, and Christian values of the Ukrainian people. G.G. Vashchenko took the Christian ideal as the basis for predicting pedagogical phenomena and processes. P.P. Blonsky defended the independent nature of pedagogical science. І.І. Ogienko stressed the importance of native education, the formation of Christian virtue, justice, and diligence. B.D. Grinchenko defended the inseparable connection of education with the life and culture of other peoples. L. Ukrainka had the same opinion. The teacher insisted on the importance of considering the role of the teacher in the public school, sharply raised the issue of the struggle for social and national liberation of the Ukrainian people. T.G. Lubnets is considered the luminary of the theory of pedagogy. H.D. Alchevskaya entered the history of pedagogy in Ukraine as a prominent figure in the field of adult education, organizer of Sunday schools. І.М. Steshenko advocated the nationalization of secondary and higher education. Minister P.M. Ignatiev defined the organizational and pedagogical principles of educational and pedagogical forecasting through the reform of the education system
The Problem of References of Proper Names: Theological Aspect
No full textIn the article some problems concerned an application of standard conception of reference to the word “God” are considered in tradition of analytic philosophy. The author engages in a discussion with R. Swinburne and W. Alston. According to conception mentioned above proper names denote particular things. But an interpretation of such expressions in accord with the standard view presupposes that proper referents should be assigned to them, and those to be found in a world the utterance of the name is about. But in order to do this an interpreter has to be able to identify the referent. Meanwhile even those things which we can immediately interact with, are structurally complex and susceptible to changes, including differences in presentations to subjects. This makes their givennes and identification quite a problem. Yet more problematic looks an assignment of a standard reference to a name which is supposed to designate something unable to be immediately given to any competent language speaker, like historic object, event or person, or God. This paper analyses different accounts of interpretation of proper names. It proposes a model of interpretation according to which proper names may be assigned standard references without the referents to be somehow given an agent of an utterance, based on a Kripkean historical account coupled with an understanding of proper names as anaphors. Its application to conventional uses of the name «God» in monotheistic discourses is critically analyzed
ЗМІСТ ОСВІТНЬО-ПЕДАГОГІЧНОГО ПРОГНОЗУВАННЯ В УКРАЇНІ (1917 – 1920 рр.)
No full textThe article is devoted to the study of the problem of the content of educational and pedagogical forecasting in Ukraine in the period 1917 – 1920. The author concludes that the content of educational and pedagogical forecasting in Ukraine in the period 1917-1920 is manifested in the development of its national paradigm, the search for variable systems and models, technologies and methods of training teachers. The problem of educational and pedagogical forecasting within certain limits is a component and objectively existing, independent, defining direction, which allows to study the holistic process of development of preschool, secondary and higher education in Ukraine, its features, color; identify the leading trends, ideas, creative experience of training, which determines the positive transformation of the values of Ukrainian society; to outline ways to update educational and pedagogical forecasting in modern socio-political and economic conditions and to update the accumulated material from the past in the realities of pedagogical theory and practice of today.The article is devoted to the study of the problem of the content of educational and pedagogical forecasting in Ukraine in the period 1917 – 1920. The author concludes that the content of educational and pedagogical forecasting in Ukraine in the period 1917-1920 is manifested in the development of its national paradigm, the search for variable systems and models, technologies and methods of training teachers. The problem of educational and pedagogical forecasting within certain limits is a component and objectively existing, independent, defining direction, which allows to study the holistic process of development of preschool, secondary and higher education in Ukraine, its features, color; identify the leading trends, ideas, creative experience of training, which determines the positive transformation of the values of Ukrainian society; to outline ways to update educational and pedagogical forecasting in modern socio-political and economic conditions and to update the accumulated material from the past in the realities of pedagogical theory and practice of today
