115 research outputs found
MANIFESTASI KEPERCAYAANNYA MASYARAKAT JEPANG TERHADAP DEWA EBISU
No full textBesides being famous for its technological advances, Japan is also famous as the land of gods because there are many mythologies about gods in Japan and one of the famous Gods is the God Ebisu. Ebisu is a god of Luck who is still believed to exist by the people of Japan. Based on the enthusiasm of the Japanese people towards the God Ebisu, the author wanted to conduct research with the aim to determine the manifestation of the belief of the Japanese people to the God Ebisu and the embodiment of the God Ebisu in Japanese pop culture. The method used by the author in this study is a qualitative method with a descriptive approach the results of this study is the discovery of some manifestations of the belief of the Japanese people to the God Ebisu that is praying,idols and Matsuri. The first manifestation is to pray to the God Ebisu, this is the most frequent manifestation of Japanese society because it is a manifestation that is considered the most practical. The second is an idol, the Japanese people believe in the blessing of the God Ebisu and his protection they can also get in the form of an object. The last is Matsuri, this Matsuri activity is essentially an activity to invite gods or welcome the presence of Gods, by presenting all the dishes that exist and by showing an attitude of devotion to the Gods in order to get guidance and blessings. The embodiment of the God Ebisu in Japanese popular culture is in the form of a character who has the basis of the God Ebisu. The depiction of Ebisu\u27s form and nature in popular culture has undergone changes when compared to the form and nature of Japanese folk mythology. The existence of this change in depiction is also felt to function as a form of adaptation of the Times.
Keywords: Beliefs, Japanese Society, Mythology, EbisuSelain terkenal dengan kemajuan teknologinya, Negara Jepang terkenal juga sebagai negri para dewa dikarenakan terdapat banyak mitologi tentang dewa di Jepang dan salah satu dewa yang terkenal adalah dewa Ebisu. Ebisu adalah dewa keberuntungan yang saat ini masih dipercayai keberadaan nya oleh masyarakat Jepang. Didasari dengan antusiasme masyarakat Jepang terhadap dewa Ebisu, penulis hendak melakukan penelitian dengan tujuan untuk mengetahui manifestasi kepercayaanya masyarakat Jepang kepada dewa Ebisu dan perwujudan dewa Ebisu pada budaya pop Jepang. Adapun metode yang digunakan oleh penulis pada penelitian ini adalah metode kualitatif dengan pendekatan deskriptif Hasil dari penelitian ini ialah ditemukannya beberapa manifesstasi dari kepercayaannya masyarakat Jepang kepada dewa Ebisu yaitu berdoa,berhala dan Matsuri. Manifestasi yang pertama adalah berdoa kepada dewa Ebisu, ini merupakan manifestasi yang paling sering dilakukan masyarakat Jepang dikarenakan ini merupakan manifestasi yang dirasa paling praktis. Kedua yaitu Berhala, masyarakat Jepang mempercayai kerbekahan dari dewa Ebisu dan perlindungan nya dapat mereka dapatkan juga dalam wujud berbentuk sebuah benda. Terakhir adalah Matsuri, Kegiatan Matsuri ini pada hakikatnya merupakan suatu kegiatan untuk mengundang Dewa atau menyambut kehadiran Dewa, dengan menyajikan segala sajian yang ada dan dengan menunjukkan sikap mengabdikan diri pada dewa agar mendapatkan petunjuk dan berkah. Adapun perwujudan dari dewa Ebisu pada budaya popular Jepang yaitu berupa karakter yang memiliki dasar dewa Ebisu. Penggambaran wujud dan sifat Ebisu pada budaya popular telah mengalami perubahan apabila dibandingkan dengan wujud dan sifat pada dari mitologi rakyat Jepang. Adanya perubahan penggambaran ini juga dirasa berfungsi sebagai bentuk adaptasi zaman.
Kata Kunci: Kepercayaan, Perwujudan, Mitologi, Ebis
King Hangshu Dewa and his minister Wokde
No full textThis book of the story of King Hangshu Dewa and his minister Wokde in Rong or Lepcha script was owned by a Lepcha called Nalengbo of Bom Basti of Kalimpong. When he learned of the author's interest in Lepcha script, he gave him the book in 1925. It is a story of civilisation and culture of ancient Nepal recorded by the Lepcha Kirat people of the east. It tells of the conversion to Buddhism from Hinduism and of the Kirat King Hangshu Dewa. The author has transliterated and translated it into English
Traces on the Walls and Traces in the Air: Inscriptions and Gestures in Educational Design Team Meetings
No full textDesigners from various domains have relied extensively on the use of drawing and sketching to communicate their design ideas. Domains such as architecture and engineering design have well-established and refined visual languages. In these areas significant research is dedicated to the study of drawing and sketching. One design area that is lagging behind others is educational design. Very little is known in this field about how participants in teams use drawing and sketching to support their communication in design meetings. This study draws on an applied ethnomethodological perspective to investigate how participants in educational design meetings interact with each other, and with objects in their environment, while creating and attending to drawings. Two case studies involving four separate groups of designers were analysed. The first case involved the design of an educational blog and the second the design of an educational game. The meetings were conducted in the Design Studio, a purpose-built room for conducting research on educational design at the University of Sydney. The studio features two writable walls, which were widely used by the majority of participants in the study. The participants in this study created various types of inscriptions. Inscriptions are defined here as all types of drawings, sketches, and visual marks created in support of design activity. Inscriptions entail a shift from mental representations to social activity. A face-to-face design session often involves multimodal resources thus requiring the analysis of other modes such as gestures. In this study gestures were often used as an additional communicative channel. They functioned as complementary representational means through which the participants made sense of the inscriptions. Understanding the nuances involved in the way designers interact with inscriptions is a necessary step for building better tools, which may support more effective communication between experienced designers, and help novices as they learn to negotiate the design process. This thesis contributes to our understanding of multi-modal communication in educational design team meetings and has implications for the functioning of next-generation design tools and design environments, as well as for the training of educational designers
Tari Dewa Menurunkan Sanghiyang Sri Gamboh, Di Keraton Kutai Kartanegara, Kalimantan Timur
No full textAbstrakKajian ini membahas tentang struktur dan fungsi tari Dewa Menurunkan Sanghiyang Sri Gamboh dalam upacara ritual Bapelas di Kraton Kutai Kartanegara, Kalimantan Timur. Upacara tersebut, merupakan bagian integral dalam pelaksanaan upacara besar yang disebut “Erau”. Repertoar tari tersebut dijadikan sebagai media upacara ritual yang memiliki dimensi nilai tersendiri. Akan tetapi, upacara Erau tersebut hingga saat ini tidak banyak diketahui masyarakat luas. Keberadaannya di dalam lingkungan kraton, pada umumnya sulit untuk dapat diakses oleh masyarakat di luar kraton.Berkaitan dengan persoalan itulah, maka penulis menguak keberadaan tari Dewa Menurunkan Sanghiyang Sri Gambuh tersebut melalui kegiatan penelitian. Mengingat banyak hal penting yang memerlukan penelusuran secara mendalam, maka pertanyaan penelitian difokuskan kepada dua hal, yaitu mengenai Struktur dan fungsi. Oleh karena itu, penulis melakukan pendekatan terhadap teori struktur yang diungkapkan oleh FX.Widaryanto, dan untuk fungsinya digunakan pendekatan teori dari R. M. Soedarsono. Untuk mencapai hasil yang dimaksud, maka penulis menggunakan pendekatan metode Deskriptif Argumentatif. yang mengacu kepada pendapat Tjetje Rohendi Rohidi.Dari hasil penelitian diperoleh simpulan, bahwa: Pertama, fungsi tari Dewa Menurunkan Sanghiyang Sri Gamboh merupakan tarian dengan struktur koreografi yang sangat sederhana, monoton, dan tidak dipertunjukkan secara umum. Kedua, repertoar tersebut berfungsi sebagai media ritual yang sakral dalam upacara Bapelas di lingkungan Kraton Kutai Kartanegara, Kalimantan Timur.Kata Kunci (Key word): Tari Dewa Menurunkan Sanghiyang Sri Gamboh, Bapelas, Erau, Kutai Kartanegara. Abstract This study discusses the structure and function of Tari Dewa Menurunkan Sanghiyang Sri Gamboh in Bapelas ritual ceremony in the Palace of Kutai Kartanegara, East Kalimantan. The ceremony is an integral part in the implementation of a large ceremony called "Erau". The dance repertoire is used as a medium of ritual ceremony which has its own value dimension. The Erau ceremony, however, is not much known to the wider community until today. Its presence, in the palace, is difficult to be accessed by the public outside the palace.In connection with that issue, the author reveals the existence of Tari Dewa Menurunkan Sanghiyang Sri Gamboh through the research activity. Considering that there are many important issues which require deeply searching, so the research questions are focused on two things, those are regarding the structure and function. Therefore, the author approaches to the theory of structure stated by F.X.Widaryanto, and the function uses the theory of R.M. Soedarsono. To achieve the intended results, the author uses Argumentative Descriptive method which refers to the opinion of Tjetje Rohendi Rohidi.The results of the research show that: First, the function of Tari Dewa Menurunkan Sanghiyang Sri Gamboh is a dance with a very simple choreography structure, monotonous, and is not generally performed. Second, the repertoire serves as a sacred ritual medium in Bapelas ceremony in the palace of Kutai Kartanegara, East Kalimantan.Key words: Tari Dewa Menurunkan Sanghiyang Sri Gamboh, Bapelas, Erau, Kutai Kartanegar
Suling Dewa Sebagai Identitas Simbolik Masyarakat Sasak Kuto-Kute di Karang Bajo Bayan Lombok Utara
No full textThis study aims to identify the role of Suling Dewa as a symbolic identity of the Karang Bajo community, North Lombok. The groups living in Bayan have different backgrounds. This phenomenon becomes interesting when among the four community groups in Wet Bayan, only the Karang Bajo people present different symbolic values for the existence of Suling Dewa. This theory used in this study is the theory of Burke and Jan E. Stets which states that identity is formed through symbols and the meaning of symbols as a perception. To see how the ideological reflection the author also refers to Thomson's opinion on ideology and the use of symbolic forms and the attraction between interpretation, self-reflection, and identity criticism. This research identifies that the background predicate as spiritualists in the Karang Bajo community is a fundamental substance that gives birth to a symbolic identity of a supernatural bridge in Suling Dewa
‘We’ve become a little family now’:Maximising rapport in an accelerated, fully online learning environment
No full textOnline learning spaces are generally considered low-interaction environments. The loss of synchronous time in an online course is balanced by additional flexibility. As such, there are limited opportunities to build rapport with students. This is especially true for online programs that are also accelerated. However, students still view opportunities to engage with educators and peers as extremely important. As a result, there is a need to identify strategies to maximise rapport building within a limited time frame. A Thematic Analysis of data sources relevant to teaching and learning activities in the Monash University Graduate Diploma of Psychology is presented. Four themes emerged and included ‘humanising’ the learning space, fostering opportunities for student-to-student interaction, reducing the power imbalance between teacher and student, and maintaining rapport beyond individual subjects or units. The individual strategies that were employed are discussed in detail. These findings provide a resource for educators to increase rapport within an online learning environmen
Sensing Ethics in Postdigital Future Classrooms
No full textIn this paper, we introduce and develop the concept of ‘sensing ethics’ as a relational approach to thinking about postdigital future classrooms that is informed by our material realities, social and institutional structures, and our responsibilities as educators towards our students. A postdigital lens on ethics emphasises the importance of relationships and interconnectedness in ethical decision-making, moving away from a focus on individual autonomy. It considers how actions affect relationships between humans and non-humans. This perspective moves beyond rule-based ethics, and towards an approach that is more relational, situated, and decentralised. We explore sensing ethics through three examples drawing on the theory of practice architectures. We analyse these examples through the entangled ‘doings’, ‘sayings’, and ‘relatings’ to unpack the complexities emerging in how educators and students enact sensing ethics and how ethics materialises in their human and non-human relationships. Sensing ethics does not require a fixed definition or definitive solutions; rather, it is a proactive and intentional practice situated in the present that shapes the near future of postdigital future classrooms
Co-designing authentic assessment: The entanglement of design senses in a network of assessment design decisions
No full textAssessment design often involves a collaborative effort among various stakeholders. However, numerous assessment frameworks still operate under the presumption that assessment design is primarily the responsibility of individual educators. Design methods for networked learning need to shift towards more collaborative approaches that bring together different perspectives and acknowledge the socio-material entanglement of human and non-human actants for a more inclusive educational future. In our work we advocate for co-design and place a strong emphasis on cultivating relationships and a decentralised decision-making process that challenges traditional power dynamics and hierarchies. Co-design represents both a mindset and a method distinguished by specific principles and procedures. In this paper we untangle the network of socio-material relationships in the co-design of authentic assessment for a large accounting capstone course in a business school. Students undertook this course during the last semester of their degree program. Rather than designing our assessment on an authentic real-world scenario, our assessment was a real-world task. We collaborated with an industry partner who needed to re-evaluate their business model to generate more revenue for their business. The students were tasked with developing a value-enhancing action plan for our partner’s business model. In this paper, we use Actor-Network Theory (ANT) to trace the network of human and non-human actants in the co-design of this real-world assessment task. We describe this network through the Assessment Design Decisions Framework, which provides six key considerations for decision making: purposes of assessment, contexts of assessment, learner outcomes, tasks, feedback processes, and interactions. The concept of design is subject to ongoing debate, which holds significant implications for the future of educational design. We therefore explore the intricacies of design through the five design senses: 1) design as domain, 2) as process, 3) as plan, 4) as the resulting product, and 5) as intentional creation of new possibilities. We demonstrate that when co-designing assessment in higher education, the interrelationships among these five senses remain fluid, perpetually shifting, and emergent within a complex network involving both human and non-human actants. The conceptualisation of the five senses as a network represents a methodological standpoint that enables us to portray the complex interconnections of tools, competencies, roles, and relationships within our educational co-design project. Reframing design activities as a network allows us to modify parts of the network, leading to more sustainable designs
Traversing Situations and Contexts in Networked Learning: The Role of Situated Readiness in Business Education
No full textTo meet the goals of business education and develop responsible business leaders, educators need to design networked learning environments that nurture and leverage connections. This includes connecting students to each other, their teachers, to industry and to the community. This paper aims to understand factors that support or inhibit students’ participation in networked learning in a business education context. Productive participation in learning networks is essential if students are to connect meaningfully with people and resources in ways that support their learning and experience. As the physical and digital learning environments students engage in often include complex configurations of tools, tasks, and epistemic resources, they require the skills and dispositions to effectively transition between these environments. Using a situated readiness framework by Hachmann and Dohn (2018), this study presents an analysis of focus group data from business students in higher education to identify ways in which students’ level of readiness impacts on their ability to participate effectively in learning networks. Students in the present study highlighted a range of challenges they faced when attempting to traverse between face-to-face and online learning environments. However, our study also revealed numerous other situations or contexts that business students needed to traverse as part of their networked learning experience. These were grouped into five overarching categories: domain; space and configuration; format, structure and resources; people or groups; and purpose and responsibility. Overlayed onto the situated readiness framework, these categories can be used by other researchers to gain a more nuanced understanding of how students navigate the complexities of networked learning environments. Future research conducted across a range of learning contexts would allow the categories to be refined and built upon. The study also identified skills and dispositions that contributed to students' level of readiness to navigate situations and contexts within networked learning environments, and some preliminary design considerations based on the findings. To support business students in higher education on their journey to becoming responsible business leaders, it is imperative that they are able to participate productively in complex networked learning environments. As educators, this requires us to understand their level of readiness to do so and equip them with the skills and dispositions they need to participate effectively
Towards supporting dialogic feedback processes using learning analytics:The educators’ views on effective feedback
No full textFeedback plays a crucial role in learning. Yet, higher education continues to face challenges regarding facilitating effective feedback processes. One of the challenges is the difficulty to track how students interact with feedback and the impact of feedback on learning outcomes. Learning analytics (LA) has opened up opportunities to enhance feedback practice with a wide array of data. However, most research seeks to deliver data-driven feedback rather than understanding how students make use of feedback and how educators can use learning analytics to support students in this process. As a first step to address this gap, our study investigated educators’ views of challenges and elements of effective feedback processes in addition to their perceptions of data-driven feedback. The study found that feedback design (e.g., feedback purpose, content, and structure), educator-related factors (e.g., time constraints and resource limitations), and student-related factors (e.g., disposition, self-regulation, and sense-making) can have positive or negative impacts on the feedback process. It also highlights the need for the development of student feedback literacy. Based on the findings, we proposed ideas for an LA-based feedback tool that can be used to facilitate a dialogic feedback process and address challenges with feedback
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