58 research outputs found
"Verbalize, Vocalize, Visualize" : Creative Death and Performative Writing in the Testimonies of Hillesum and Levi
No full textThe suggestive testimonies of Etty Hillesum and Primo Levi challenge us to reflect upon one of the most important questions of our time: What constitutes a human being? Thanks to the poetical function in their narratives, and taking into account the vulnerable communication between the authors and their readers, there are no answers given in their texts, only a serious call to take responsibility, cooperate with the text, and let it affect you. The author argues that their writing affects us and changes our perception of life as well as of our inner selves if we cooperate - critically and constructively - with the texts in question.</p
The Contribution of Personal Competency and Social Competency Toward Student Academic Achievement (UN)
No full text
Umpan balik guru terhadap siswa sebagai kunci sukses pembelajaran
No full textHasil eksplorasi yang dilakukan Puslitjakdikbud, Balitbang, Kemendikbud tahun 2019 melalui wawancara dengan guru, kepala sekolah dan pengawas di Jakarta ditemukan bahwa guru melaksanakan UB pada akhir pembelajaran. Dalam hal ini seluruh responden beranggapan bahwa UB sama dengan refleksi. Kondisi demikian menunjukkan bahwa ada kesenjangan antara muatan permendikbud No. 22/2016 tentang Standar
Proses dengan implementasinya di sekolah. Dapat dipertanyakan, bagaimana guru di daerah lain menerapkan UB dalam persiapan, proses pembelajaran dan penilaia
Det som sitter i huvudet måste flytta ner i hjärtat : Etty Hillesum ur ett ortodoxt perspektiv
No full textEtty Hillesum's brief life met its tragic end at Auschwitz in the autumn of 1943, when she was just 29 years old, where, along with her family, she was brutally murdered by the Nazis. Luckily for us, though, she managed to leave behind a remarkably rich body of work, composed over the course of merely three years (1941-1943), which has moved – and bewildered – readers and scholars alike ever since its first publication in 1986. The 'problem', however, from a purely theological point of view, has been how (or if) one should interpret these mystical notebooks. This study aims to investigate the 'implicit author' in the text (and thus not necessarily Etty Hillesum herself) from a Christian, Orthodox perspective, with the intention of seeing how the Orthodox understanding of 'deification', θέωσις, comes to expression in it; and in so doing to see what the text, in turn, can teach us about the notion in question. This 'dialectical' approach is characteristic of the investigation. The study seeks to situate itself both (1) in the wider discussion on Etty Hillesum's life and work, where it hopes to bring new and constructive perspectives on how one can interpret her texts, and (2) in the field of Christian, Orthodox research. This latter field of study is fairly young and evolving, and it is my hope to be able to contribute to it, be it ever so little. The result shows that in order to grasp a notion in its entirety, and in order for it to become real in an ontological sense, it must first of all take root in a particular individual; and in the case of the text in question, where the author tries to come to grips with a nearly incomprehensible evil, the notion of 'Theosis' can be seen in many ways; in her emphasis on the personal over and above the social; in her ethical pursuit of 'helping God'; and in her reluctance to adhere to any 'organised religion' – although this, as I hope to show, can be interpreted as a 'Christian' inspiration
Risalah kebijakan: strategi layanan pendidikan bagi peserta didik korban bencana alam
No full textPeserta didik korban bencana alam (PDKBA) sudah selayaknya memperoleh layanan pendidikan khusus sesuai UU No 20/2003 tentang Sistem Pendidikan Nasional. Namun upaya tersebut belum bisa optimal mengingat belum adanya panduan yang bersifat teknisyang dapat dijadikan rujukan. Panduan yang ada yangberhubungan dengan layanan pendidikan paska bencana
masih bersifat umum. Oleh sebab itu, diperlukan konsep model yang secara teknis dapat diterapkan sehingga PDKBA mendapatkan layanan penddikan dengan baik
Bunga rampai umpan balik guru terhadap proses dan hasil pembelajaran siswa
No full textGuru mempunyai pengaruh yang sangat besar dalam mempengaruhi prestasi belajar siswa. guru diharapkan mampu dalam mengoptimalkan perannya sebagai mediator bagi para siswa. Salah satu tindakan guru yang memotivasi keberhasilan siswa antara lain umpan balik yang dilakukan guru baik terhadap proses maupun hasil pembelajaran. Untuk itu, Pusat Penelitian Kebijakan, Badan Penelitian dan Pengembangan dan Perbukuan, Kementerian Pendidikan dan Kebudayaan mengadakan kegiatan penelitian yang berjudul “Kajian Umpan Balik Guru Terhadap Proses dan Hasil Pembelajaran Siswa”. Tujuan umum penelitian ini adalah menghasilkan rekomendasi berkenaan dengan pemberian umpan balik positif yang dapat meningkatkan hasil belajar siswa
Bunga rampai layanan pendidikan bagi siswa korban bencana alam
No full textKajan bertujuan menghasilkan model layanan pendidikan bagi peserta didik korban bencana alam dalam upaya memperkecil dampak yang ditimbulkan oleh bencana alam. Model dimaksud menggambarkan penyiapan oleh sekolah sebelum bencana alam, langkah yang dapat dilakukan oleh sekolah saat bencana terjadi, serta pemberian layanan pendidikan kepada peserta didik setelah terjadinya bencana alam sesuai dengan kondisi masing-masing. Tahapan pengembangan model ini antara lain dengan melakukan penelaahan praktik baik yang telah dilakukan oleh Kota Mataram, Kota Denpasar, dan Kota Makassar dalam memberikan layanan pendidikan bagi korban bencana alam
Det som sitter i huvudet måste flytta ner i hjärtat : Etty Hillesum ur ett ortodoxt perspektiv
No full textEtty Hillesum's brief life met its tragic end at Auschwitz in the autumn of 1943, when she was just 29 years old, where, along with her family, she was brutally murdered by the Nazis. Luckily for us, though, she managed to leave behind a remarkably rich body of work, composed over the course of merely three years (1941-1943), which has moved – and bewildered – readers and scholars alike ever since its first publication in 1986. The 'problem', however, from a purely theological point of view, has been how (or if) one should interpret these mystical notebooks. This study aims to investigate the 'implicit author' in the text (and thus not necessarily Etty Hillesum herself) from a Christian, Orthodox perspective, with the intention of seeing how the Orthodox understanding of 'deification', θέωσις, comes to expression in it; and in so doing to see what the text, in turn, can teach us about the notion in question. This 'dialectical' approach is characteristic of the investigation. The study seeks to situate itself both (1) in the wider discussion on Etty Hillesum's life and work, where it hopes to bring new and constructive perspectives on how one can interpret her texts, and (2) in the field of Christian, Orthodox research. This latter field of study is fairly young and evolving, and it is my hope to be able to contribute to it, be it ever so little. The result shows that in order to grasp a notion in its entirety, and in order for it to become real in an ontological sense, it must first of all take root in a particular individual; and in the case of the text in question, where the author tries to come to grips with a nearly incomprehensible evil, the notion of 'Theosis' can be seen in many ways; in her emphasis on the personal over and above the social; in her ethical pursuit of 'helping God'; and in her reluctance to adhere to any 'organised religion' – although this, as I hope to show, can be interpreted as a 'Christian' inspiration
O diário de Etty Hillesum (1941-1942) : Uma leitura dos mecanismos de defesa
No full textDissertação de Mestrado apresentado no Instituto Superior de Psicologia Aplicada para obtenção do grau de Mestre na especialidade de Psicologia ClínicaO trabalho tem por objectivo analisar o Diário (1941-1942) da jovem judia, Etty
Hillesum, que morreu em Auschwitz, em Novembro de 1943. Inserida num ambiente
apocalíptico, Etty deixa transparecer as tensões do seu mundo numa linguagem
considerada profunda e rica, mas cujo estudo psicológico está ainda por fazer.
A fluidez do texto em estudo é, por si, reveladora de uma espontaneidade própria
de um Diário. O pensamento passa directamente para o papel sem estar demasiado
condicionado pela censura de um apertado filtro (o Superego) reflectindo, por isso, com
notável sinceridade, aspectos íntimos da autora, as suas dúvidas e análises, os seus
propósitos e ideais, os seus conflitos e receios. Reflecte a imagem de si e de outros, sua
labilidade emocional e, sobretudo, a evolução psicológica na fase última de vida. Deste
modo, a leitura do Diário permite-nos aceder à realidade subjectiva da autora. Entre
outros aspectos, procuramos compreender a função da escrita, como arma e forma de
resistência contra o horror que a rodeava. Por outro lado, tentamos perceber as
motivações inconscientes daquela que rejeitou desempenhar o papel de vítima. Com que
atitude enfrentou uma «situação extrema», situação que não escolheu, mas da qual
também não procurou escapar?
Partindo de pressupostos teóricos do modelo psicanalítico e recorrendo a um
método de análise qualitativa, o trabalho centra-se, fundamentalmente, na compreensão
dos mecanismos defensivos subjacentes à forma peculiar de actuar daquela que é um
testemunho vivo de umas das maiores tragédias da nossa história.This work tries to analyze the Diary (1941-1942) written by the young Jewish
woman, Etty Hillesum, who died in Auschwitz in November 1943. Immersed in an
apocalyptical environment, Etty shows the tensions of her world in a language both rich
and profound. But its psychological study has yet to be made.
The fluidity of the text is enough to reveal a spontaneity pertaining to a Diary.
The ideas flow and appear in the paper without being submitted to a tight filter
(Superego) showing with remarkable sincerity the inner world of the author, her doubts
and her analysis, her aims and her ideals, her conflicts and fear. It reflects her and other
people images, her emotional liability and chiefly her psychological evolution in the last
phase of her life. Therefore, by reading the Diary we become capable of understanding
the subjective reality of the author. Among other aspects, we try to understand the role
of writing as a weapon or a means of resisting the horror surrounding her. On the other
hand, we try to understand the subconscious motivations of someone who rejected the
role of victim. How did she face an «extreme situation» she didn’t choose but one she
didn’t try to flee from?
Based on the theoretical psychoanalytic models and using the qualitative
methodology, the work try to define the defensive mechanism underlying the peculiar
way of a woman who is a living witness of one of the most tragic events in our history
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