Pedagogics

У статті розглянуто проблему формування професійної компетентності майбутніх фахівців з обліку і оподаткування у процесі професійної підготовки, для розв’язання якої запропоновано спиратись і на історико-педагогічні наукові дослідження, і на сучасні педагогічні дослідження в розрізі філософсько-освітнього, соціологічного, педагогічного, психологічного та юридичного аспектів (напрямів).

Pedagogiek 180 Boekbesprekingen J o b T h o m a s Jan Masschelein (red.), De lichtheid van het opvoeden: een oefening in kijken, lezen en denken. Leuven: Lannoo Campus, 2008. ISBN 978-90-209-7184-2, 212 blz., 24,95. Onderzoekers van het Centrum Wijsgerige Pedagogiek van de Katholieke Universiteit Leuven en de Vakgroep Pedagogiek van de Universiteit Gent werkten samen onder redactie van Jan Masschelein om het boek De lichtheid van het opvoeden te schrijven. Zij werden daarbij geïnspireerd door de film Le Fils van de gebroeders Dardenne die wel vaker pedagogische thema's aansnijden. Deze film is het aanknopingspunt voor elk hoofdstuk in het boek.

Skript zu Vorlesungen, die unter dem Titel „Einführung in die (Allgemeine) Pädagogik“ in den Jahren 1998-2012 an der TU Darmstadt gehalten wurden.

Das vorliegende Vorlesungsskript ist die letzte Fassung aus dem WS 2011-12. Es unterscheidet sich von der ersten, als Buch im LIT-Verlag 2001 veröffentlichten Fassung durch einige Modifizierungen, vor allem im Kapitel über die Schule. Im Laufe der Jahre änderte sich zudem an einigen Stellen die Musikauswahl.
In dieser Vorlesung zur Einführung in die Pädagogik habe ich erstmals das Experiment unternommen, Musik einzubeziehen, und zwar nicht als bloße Auflockerung, sondern als konzeptionelles Element der Hinführung zur jeweiligen Vorlesungsthematik. Meine Motive hierfür lege ich zu Beginn der ersten Vorlesung dar.
Ich war mir anfangs nicht sicher, ob ich mit dem Einbeziehen von Musik bei meinen Hörer/innen das erreichen würde, was ich intendierte, oder ob nicht eher das Befremden über solchen „sachfremden Firlefanz“ überwiegen würde. Aber schon während der ersten Durchführung im WS 1998-99 zeigte sich eine außerordentlich positive Resonanz Seitens der Studierenden. Und das blieb so auch in den folgenden Jahren. Die Atmosphäre in dieser Vorlesung war geprägt von einer Spannung und Aufmerksamkeit, wie ich sie von meinen anderen, eher konventionell konzipierten Vorlesungen so nicht kannte. 
Der wesentliche Unterschied einer Vorlesung zu einer wissenschaftlichen Mo-nographie ist ja generell, dass ich mich hier nicht an die wissenschaftliche Öf-fentlichkeit meines Faches richte, sondern an – meist junge – Menschen, denen die Denkweise der Pädagogik, die Fragen, denen sie sich stellt, die Antworten, die sie findet, überhaupt erst nahezubringen sind. Ansatz- und Ausgangspunkte meiner Überlegungen und Argumentationen sind daher Begriffe, Probleme, Tatbestände, von denen ich glaube annehmen zu dürfen, dass meine Hörerinnen und Hörer zu ihnen Zugang finden können, auch ohne sich in der wissenschaftlichen Pädagogik schon sonderlich auszukennen. Auf den sonst üblichen und notwendigen Aufwand zur Positionierung der eigenen Gedanken im Diskurs der Disziplin wurde entsprechend verzichtet. Verweise auf Literatur sind eher spärlich. Absicht war mehr, die Studierenden auf einem Weg des Nachdenkens über einige für pädagogisches Denken und Handeln fundamentale Schwierigkeiten, Probleme, Paradoxien und Widersprüche mitzunehmen, und weniger, sie mit dem Stand der pädagogischen Wissenschaft vertraut zu machen.
Das Lesen der schriftlichen Textfassung muss natürlich ohne den Soundtrack zur Vorlesung auskommen. Ich mache jedoch die wichtigsten Angaben zu den Titeln, falls im Einzelfall Interesse besteht, auch die Musik zu hören.
Meines Wissens ist der hier eingeschlagene Weg, Studierende in die Pädagogik einzuführen, eher ungewöhnlich. Für Rückmeldungen dazu, auch an ggf. rücksichtsloser Kritik, wäre ich sehr interessiert.

У статті визначено суспільні умови функціонування й розвитку сучасної системи вищої освіти щодо соціалізації майбутнього фахівця економічної сфери (галузі знань „Управління і адміністрування”) в процесі професійної підготовки. Автором наголошується, що для врахування реальних потреб суспільства майбутній фахівець має опановувати моделі поведінки із сучасною загальновизнаною системою цінностей, що сприятиме його інтеграції до професійної спільноти. Проведений аналіз довів, що процес професійної соціалізації майбутнього фахівця відбувається в соціокультурному середовищі закладу вищої освіти, який можна представити як сукупність етапів: адаптації, індивідуалізації та інтеграції. Наголошується, що завданням вищого навчального закладу є формування певних організаційно-педагогічних умов, які сприятимуть поетапному входженню майбутнього фахівця в сукупність ролей і форм діяльності з обраної ним професії. Завдяки впровадженню активних методів у навчальний процес з’явиться можливість самодостатнього розвитку людини через формування у неї здатності до самоосвіти, саморозвитку, самопізнання, самооцінки своєї індивідуальності, творчого потенціалу тощо. В цілому це допоможе майбутньому фахівцю стати соціально адаптованим, професійно спрямованим та професійно компетентним.

the article investigates and analyzes the role of an assignment in a method of individualized learning. We research the principles of compiling the assignment under the contract system and look into its actual implementation in different educational institutions.

Освещается актуальное направление прикладных лингводидактических исследований по разработке и применению интерактивных электронных учебных пособий, адресованных
студентам высшей школы. Рассматриваются технология и методы работы с интерактивным электронным учебником English for Law Students. Описываются структура и содержание учебника, основные этапы работы, даются методические рекомендации.

(published in: SAGE, Encyclopedia of Educational Theory and Philosophy 2014)

The American teacher Helen Parkhurst (1886-1973) developed at the beginning of the twentieth century the Dalton Plan to reform the then current pedagogics and the then usual manner of classroom management.

The generational changes in the 21 st century rapidly cause fundamental shifts in pedagogy, therefore in the built structures designed for learning too. A wider variety on the range of open/communal and closed/personal spaces has been introduced in school designs all over the world, nevertheless there is a strong conflict between the lifespan on the built frames of education and the almost continuously changing pedagogical methods. The paper introduces the widening range of school architecture, with the critical analysis of new typologies in the recent past. The research focuses on new learning space strategies, where spatial perception and construction as learning tools widen the school environment into urban scale. The built and virtual environment gradually become alternative educational platforms models, which are integrated in the frequently renewed curricula, resulting in a need for new design approaches to achieve responsive environments in school architecture.

Warum wird beim unterrichtlich begleiteten Fremdspracherwerb relativ schwerfällig
Deutsch gelernt, und das kaum Erlernte sehr schnell wieder vergessen? Liegt es womöglich
nicht nur am Standort (Ausland), den wenigen Stunden pro Woche, in denen
die Lerner überhaupt Kontakt mit der Sprache haben, also dem geringen deutschsprachigen
Input und dem Mangel an wirklichen Kommunikationsmöglichkeiten (so genannter
authentischer „Sprachnotstandssituationen“ (Tselikas 1999: 15)? Sicher liegt
es auch daran. Aber gibt es noch andere Gründe?
Das derzeitige öffentliche Bildungssystem stellt aus moderner lernpsychologischer
und pädagogischer Sicht keine ideale Lernumgebung dar. Projekte und kreative
Arbeit sowie Medienvielfalt und vernetztes Lernen sind zwar erwünscht1, die Zeit ist
wegen der zu erfüllenden Curricula oder des Prüfungsstoffs jedoch generell sehr
knapp. „Alle haben wenig Zeit, manche haben nie Zeit und doch herrscht viel Langeweile“,
wie Reinhard Kahl auch die Situation an deutschen Schulen charakterisiert
(Kahl 2004: 28).
Dieser Beitrag beschäftigt sich damit, welche Rolle die Texte, Themen und
Strukturen dabei spielen können und inwiefern dramapädagogische Einheiten für den
Fremdspracherwerb wertvoll sind.

The Dalton Plan is often considered to be a version of the Montessori Method: as if the theory and practice of the Italian education reformer were the guiding force in Parkhurst’s educational reform. This is a misconception. As an educational practice, the Dalton Plan developed independently from Montessori. It was practically ready when Parkhurst first came into contact with her.  It is, however, plausible that Parkhurst was influenced by Montessori as to the theoretical justification of the Dalton Plan. In the years prior to writing Education on the Dalton Plan, Parkhurst was intensively involved with Montessori’s work and that she had great respect for her expertise and talent.

Nowhere in her book, has Parkhurst referred to Maria Montessori (1870-1952). Their collaboration between 1915 and 1918 is only mentioned indirectly.  Such step-motherly treatment fails to do justice to the collaboration, nor does it do justice to the kinship of their ideas.  We shall compare the approaches of Montessori and Parkhurst with regard to three crucial points: individual work, individual choice and the role of the teacher. Then we shall examine how elementary ideas of Parkhurst’s relate to Montessori’s thought and practice. But first we shall briefly sketch the flirtation between Parkhurst and Montessori.

The automobile industry is currently looking at the technology needed to move from today's original autonomous autos to a self-contained and safe driving solution. The automobile industry has been remarkably successful in producing reliable, safe, and affordable cars over the past century. Due to the significant progress made in computers and telecommunications, an autonomous car became a reality. In this regard, an android driver-less car is a vehicle that uses a combination of motors, software, and sensors to park cars between destinations without a human operator. To be fully autonomous, vehicles must be able to travel unmanned to a predetermined destination on roads that are not fit for use. In this paper, the android controlled Arduino based intelligent car parking development stages and functionalities has been discussed. The motor system will be composed of the dc motors that run the car as well as the wheels and body of the car. The DC motor controls the circuit and a software driver. The android application will drive the car forward, reverse, left, and right (stopping will be the absence of a forward or backward command). It will do this by means of the software driver. There is also one motor which holds the brake and release. The significance of this system is that it has a distinctiveness to control real cars in real-time with android applications including steering control, gear shifting, horn control, and engine on/off. It has a self-parking system in a narrow crowded system through the sensors reading the environment and with actuators, a car could be park itself. Finally, on enabling effective automobile safety and efficient automotive cars, some of the challenges are needed to be addressed (and to provide) useful suggestions for approval by car manufacturers, designers, policymakers, and regulatory bodies.

The article investigates and analyzes the peculiarities of individualized learning system – the Dalton Plan, taking into account its actual adoptions in different parts of the world. It traces the peculiarities of practical usage of the Dalton Plan in schools and thus defines the key peculiarities of this method as well as researches the possibility of its actual use in the present-day Ukraine.

Kesan pertama, kata mereka, terakhir. Dalam menyesap sup atau menggigit keju atau bertemu orang atau memiliki pengalaman baru, itu adalah respons awal yang tetap hidup dan entah bagaimana masuk ke dalam kesadaran kita. Apa pun asosiasi berikutnya dapat menghasilkan, tanggapan pertama, lebih sering daripada tidak, memiliki cara mewarnai semua perasaan masa depan.

Apart from John Dewey, no American educational reformer has been as internationally successful and influential as Helen Parkhurst, the founder of Dalton education. In the twenties and thirties of the twentieth century, Dalton education was spread throughout the world. There was Dalton education in America, England, Germany, the Netherlands, the Soviet Union, India, China and Japan. Particularly in the Netherlands and Japan, Dalton education has remained in existence. In recent years there has been a revival of international interest. It crops up again, for instance, in England, Germany, the Czech Republic and Slovakia, Poland and China.

The Netherlands is the country with the highest density of Dalton schools. At the moment there are four hundred, three hundred and seventy of which are elementary schools. Comprising five percent of all elementary schools, Dalton education is by far the largest educational reform movement in the Netherlands. And, contrary to Montessori, Jena Plan and Waldorf education, it is steadily on the increase: approximately one hundred schools have been founded in the past five years. The only Dalton school in America, is the school that Helen Parkhurst founded herself in 1919, and which she was subsequently to direct for more than twenty years: the Dalton School in New York. It is a renowned school. But its fame is not due to its origins as an experiment in progressive education. The Dalton School is the second most expensive private school in New York.

We begin with an account of the original practice and theory of the Dalton Plan. The first chapter is mostly historical: a concise reconstruction of the history of the development of the Dalton Plan. The second chapter characterizes the theory of the Dalton Plan based upon our interpretation of texts written by Parkhurst.

The author presents the common beginnings and 60 years of cooperation between the chair of linguistic Didactics and Polish literature at the Higher School of Pedagogy in Kato- wice (and later at the university of Silesia) and the chair of Polish literature and language Di-dactics at the Higher School of Pedagogy in cracow (currently at the Pedagogical university in cracow). using the “family” metaphor (the sister departments), the author describes the relation- ships between the two units and the joint activities and the researchers who inspire these activities.
***
Autorka przedstawia wspólne początki i 60 lat współpracy Katedry Dydaktyki Lingwistycznej i Literatury Polskiej z Wyższą Szkołą Pedagogiczną w Katowicach (a później na Uniwersytecie Śląskim) z Katedrą Polonistyki i Dydaktyki Językowej. w Wyższej Szkole Pedagogicznej w Krakowie (obecnie w Wyższej Szkole Pedagogicznej w Krakowie). Posługując się metaforą „rodzinną” (wydziały siostrzane), autorka opisuje relacje między obiema jednostkami a wspólnymi działaniami oraz badaczami, którzy te działania inspirują.

У статті представлений теоретичний аналіз понять інформаційної, аналітичної та інформаційно-аналітичної компетентностей при підготовки фахівців різних профілів. На основі проведених досліджень позначені спільні точки зору в розумінні тотожності даних компетентностей, які виникають унаслідок відсутності єдиного бачення поняття „інформаційно-аналітична компетентність”. Визначено поняття і сутність інформаційно-аналітичної компетентності як складової частини професійної підготовки фахівців з обліку та оподаткування.

The article proposes a short term scenario analysis concerning the possible relations between automation, education, and unemployment. According to the author, the scenario analysis elaborated by the McKinsey Global Institute in 2013 underestimate the problem of technological unemployment and proposes an education model which is inadequate to face the challenges of 21st century disruptive technologies. New technological advances—as the automation of knowledge work—will also affect the jobs of highly educated workers. Therefore, policy makers will not avert the scenario of massive unemployment only by extending the study of math, science, and engineering. A better solution could be the establishment of a universal basic income, and the elaboration of an education model capable of stimulating creativity and the sense of belonging to a community.

In the book "The Dalton Plan: Origins and Theory of Dalton Education" we have depicted the historical-theoretical context of the Dalton Plan by comparing the practice and theory of Parkhurst with ideas on education and reform to which she refers: those of the poet cum philosopher Emerson, the developmental biologist Conklin, the psychologist Swift, the educational philosopher Dewey, the education reformer Montessori and the efficiency researchers Taylor and Bobbitt. In this last chapter we discuss the outcome. First we consider how Parkhurst relates to then contemporary science, research, theory development and discussion on education. We then summarize our findings.

The article investigates the methods to follow the students' progress in studies used in Helen Parkhurst's teaching method, the Dalton Plan. It researches the peculiarities of graphs, as well as the use of various tests, individual and group lessons. In the article we also analyze the problem of grading students when using the method of individualized instruction.

A plenty of periodization schemes were proposed for studying the history of science. The adoption of a certain scheme is largely determined and largely determines the scientist views on the history of science. Scientific theories constitute the main tool of the knowledge production. Hence, it is reasonable to distinguish between pre-theoretical and theoretical periods of the science evolution. For instance, physics as the modern science was created by Newton. It was also the starting point of the methodological approach in the natural sciences as a whole. To distinguish theoretical periods in the history of physics, one should unite various theories on the basis of their methodological background. In particular, it is sometimes stated that there exist classical and non-classical stages of the physics development. Now, it should be considered as too simplified. In particular, relativistic physics should be treated as an important amendment to the classical physics, dealing with the same problems that troubled Newton. The non-classical, i.e. quantum mechanical stage of physical theory and physical experiment (!) revealed that our classical world has an obligatory quantum mechanical background. For instance, the stability of matter itself is due to the quantum mechanical character of inter-atomic forces (Earnshaw's theorem). At high energies the special relativity and quantum theory are united into a quantum field theory, which is far from being completed. Such a theory would be a starting point of the third stage of the physical science. In view of this clear evidence, it seems strange that a new concept has appeared that (i) adds a new "post-non-classical period" to the periodization of physics, (ii) generalizes this modified classification from physics to the science as a whole, (iii) characterizes the modern state of science as that corresponding to the purported post-non-classical period. Indeed, no significant changes in the structure of scientific theories occurred after the classical theories were gradually transformed into modern ones. Nowadays the processes, which control the scientific activities, become more and more sophisticated. Gradual and sometimes radical changes take place in the widely accepted world picture. Nevertheless, as in times of Newton, a scientist creates, modifies, checks and applies models. He (she) tries to explain the available experimental data on the basis of the proposed theoretical constructions, estimates any his actions, according to the conventionally approved or specifically applied criteria. At the same time, the appearance of the future science periodization requires such a progress of natural sciences, which could be confirmed with the quantum mechanical revolution. The periodization might particular rather than general. For instance, a biological breakthrough or a creation of the high-level artificial intellect in cybernetics may lead to the necessity of specific periodizations for those branches of science.

The idea of education as a revolutionary means of society transformation on the basis of noble ideals reigned the minds of people in the 18th century; it was taken in both by the society, and by the state, which brought in being a number of texts in different genres on the subject of education, which anyhow included the problem of punishments. If earlier children education were limited solely to punishments, now they became just an educational means and not always the main one. Meanings, forms and kinds of punishments depended on the author’s views regarding the essence of the child’s nature, education purposes and many other factors. We’ll consider three kinds of texts: 1) Charters of educational institutions, 2) treatises on education 3) autobiographies. In the 18th century new state educational institutions were founded in Russia, their Charters comprised the school law, providing the educational process organization, order and discipline. The authors of these Charters were the most famous figures of Russian Education – Feofan Prokopovich, V.I.Tatishchev, count. K.G.Razumovsky, I.I.Shuvalov, M.V.Lomonosov, I.I.Betskoj, F.Jankovich de Mirievo and others. Sections on punishment in the Charters belonged to one of the three regulation types on correcting bad human behavior, alongside with church penances and the criminal law. Punishments were imposed for breaking school rules. It was considered that school inurement to discipline, submission to authorities and established rules would mould behavior of citizens in their adult life. (see F.I. Janokovich. Rules for pupils of National schools. 1807).
, In the 18th century there was a cardinal change in the method of school punishment: the fear (fear of pain) was replaced by shame (fear of dishonor). However the birch was given up with difficulty, presenting detailed arguments against it, but recognizing its necessity in cases of emergency. Nevertheless, also punishment by shame was rejected afterwards. In documents of the 19th century school rules already suggested avoiding not physical punishments, but punishments by "humiliation": «as offending the sense of honor» in the pupils having «their dignity» (for example, «the Draft of the Bezhetsky school rules» 1884).

Н.Ю.Тодорова (Донецьк) МІЖКАФЕДРАЛЬНА СИНЕРГІЯ У ВИКЛАДАННІ ІНОЗЕМНОЇ МОВИ ПРОФЕСІЙНОГО ВЖИТКУ Постановка проблеми. Сьогодні в Україні важко знайти людину, яка б не визнавала важливість володіння іноземною мовою для успішної кар'єри в сучасному глобалізованому середовищі. Політики, урядовці, працедавці та організатори вищої освіти в країні вимагають вільного володіння хоча б однією іноземною мовою від випускників. В прагненні виконати цю вимогу національна вища освіта випробовує різні стратегії -від виділення 1044 годин на вивчення іноземної мови бакалаврамиекономістами [2] до переведення іноземної мови як дисципліни за вибором студента в факультативні [1], як це організовано в більшості європейських вишів. Але незважаючи на впровадження різних, навіть найпрогресивніших,

V.N. Tatakes (1896-1986) was a modern-Greek classicist, philosopher and self-taught pedagogue. He achieved international recognition by presenting Christian philosophy as a distinct school of philosophy, that he described as the continuation of ancient Greek philosophy.
Instead of searching for (neo)platonic words, ideas or methods in the Cappadocians’ texts, Tatakes states that Plato, Plotinus and the Cappadocian Church Fathers have a similar philosophical and humanocentric aim, as they all describe a similar upwards course for man, an effort for man’s self-improvement to know himself and to replace the mortal imperfect being that man is with a perfect immortal one. He claims there is a common goal in those philosophies, the purification of man’s soul, the soul to escape the darkness and turn towards the light, a ψυχαγωγία, as Plato would call it.
For Tatakes, this upwards course has two significant steps: a) its first step is the philosophy of Plato and Plotinus, where man passes from the senses to intelligence; this step gives truth its actual meaning, the objective and unprejudiced  pursue of beings’ meaning and man’s inner freedom. The philosophies of Plato and Plotinus act as the only way for an individual to become human, to know himslelf and realize man’s potential; but never in an absolute way. b) Cappadocian’s philosophy acts as the final step in this upwards course, when man realizes the limits of human freedom and logos, and opens himself to faith-endowed-with-reason (ἔλλογος πίστις). In other words, Tatakes states that the Cappadocian Church Fathers by scientifically presenting the cooperation of logos and faith they open the gate to man’s divinization (θέωσις).
I analyze the above ideas, track them in Tatakes’ sources, examine whether his approach has contemporary applications and present two that I consider crucial.

Autores:
Miguel Ángel Hernández Cano
Alma Alicia Benítez Pérez

El principal reto que enfrenta la enseñanza de las ciencias experimentales es lograr que los alumnos disfruten de la Física y la Química. De ahí que haya sido de gran importancia analizar el quehacer del docente ante los desafíos que le presentan los alumnos de Nivel Medio Superior en el Instituto Politécnico Nacional de México. Para lograr ese análisis, fue necesario investigar primero sobre el conocimiento pedagógico de los contenidos del docente, y enseguida identificar los seis dominios característicos de su labor. Este estudio se realizó con base en el seguimiento y descripción de la representación de los contenidos, repertorios profesionales y pedagógicos, de acuerdo con la experiencia de seis profesores, constatada en los registros y transcripciones de las clases. El dominio disciplinar y la profundidad de los temas fueron esenciales en todos los docentes para impartir sus clases. En contraste, una gran carencia en la enseñanza de las ciencias experimentales resultó ser la interacción docente-alumno.

The main challenge before the teaching of experimental sciences is to stimulate students to enjoy physics and chemistry. This is the reason why it is so important to analyze the tasks of instructors before the challenges presented by upper secondary level students at the National Polytechnic Institute of Mexico. To carry out this analysis, it was necessary to first research the instructors’ pedagogic knowledge of the contents they teach, and then to identify the six characteristic fields of expertise in their work. This study was carried out based on the follow-up and description of the representation of contents, professional and pedagogic repertoires, in accordance with the experience of six professors, registered in the records and transcriptions of the classes. The level of expertise and depth of topics were essentials for all the teachers in giving their classes. In contrast, an important gap in the teaching of experimental sciences was teacher-student interaction.

Syfte:
Syftet är att undersöka om tentamensresultatet på kursen industriell
ekonomi för M kan förklaras utifrån någon av följande faktorer:
* elevens sektionstillhörighet (F, E, D, M)
* Inskrivningsår
* ålder
* antal övningar som studenten deltagit i
* om studenten valt kursen frivilligt eller den är obligatorisk
* vilken övningsledare studenten gått till
Hypoteser:
Hl Sektionstillhörighet spelar viss roll pga det positiva urvalet på F, E,
D vilket missgynnar M-sektionen.
H2 Antalet övningar som studenten deltagit i är positivt korrelerat till
tentamensresul tatet.
H3 Frivilligt valda kurser ger mer motiverade elever och därmed bättre
tentamensresultatet.
H4 Övriga faktorerer saknar betydelse.
Metod:
Kursen Industriell Ekonomi för M, 4 p observerades. Varje student
kryssas in på en deltagarlista tillsammans med övriga oberoende
variabler. Tentamensresultatet som beroende variabel korreleras med de
oberoende variablerna.
Resultat:
Hl verifieras.
H2 visar en extremt svag korrelation mellan deltagande på övningar och
tentamensresultat. Dessutom kan den bakomliggande variabeln "intresse
för ämnet" styra korrelationen.
H3 verifieras.
H4 förkastas, valet av övningsledare visar den starkaste korrelationen av
alla. Även ålder är starkt negativt korrelerat till tentamensresultatet.
Generellt visar korrelationsmatrisen på mycket svaga samband. Detta
åskådliggörs bäst i figur två i vilken tentamenspoängen visas som en
funktion av antalet övningar som studenten medverkat på. R2=O.023 vilket
visuellt framgår av "skogen av punkter".

Socionics, the theory of informational metabolism, has developed, for the time of its development, a whole spectrum of new intellectual technologies used in pedagogic, investigation of interpersonal relations in family, psychotherapy, personnel management, for formation of effective workgroups and development of artificial intelligence systems. The article drafts a potential of socionic political technologies in implementation of social, economic, administrative, and armed forces reforms, also in public administration, conduct of ideological, election and advertising campaigns, as well as in instrumental implementation of an effective external and internal policy.

Scopo del presente articolo è proporre un’idea generale del movimento transumanista, ponendo particolare enfasi sulla sua genesi e sulla visione della storia che lo caratterizza, senza entrare nel merito delle ricadute pedagogiche dello stesso ma piuttosto focalizzando le premesse teoretiche che sostengono le prospettive educative. Teniamo anzitutto presente che esistono diverse correnti di pensiero transumanista. Le tensioni interne al movimento, generate da divergenze di natura politica o religiosa, sono chiara testimonianza di questo fatto. Per semplificare il quadro, prenderemo qui in esame soltanto due forme di transumanesimo.

Bij de introductie in Nederland in 1924 stond het daltononderwijs in het middelpunt van de aandacht. Maar de interesse verflauwde snel en het daltononderwijs verbreidde zich nauwelijks. De stagnerende ontwikkeling lijkt op die in Engeland en de Verenigde Staten. Bekend is de verklaring van Tyack en Tobin: het Dalton Plan moest het als onderwijsvernieuwing afleggen tegen de ‘grammar of schooling’. Wij onderzoeken wat er gebeurde met het Dalton Plan in Nederland tussen 1920 en 1970. We maken hierbij gebruik van de ‘grammar of schooling’-theorie, maar van een genuanceerde variant. We benutten aanvullingen en kritieken van Depaepe c.s. en Viñao Frago.

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According to the centuries-long analysis of Homer by the idealist philosophers of Greece, the venerable bard’s recondite conclusion in the ‘Iliad’ is that Mankind is the subject of an infinite educative process. Mankind is being taught the true meaning of the words “Beauty,” “Truth,” and “Goodness” which, after a long, bloody, stupid, and futile course of evasion, denial, and senseless disputation, they necessarily find to be equivalent and then begin to live accordingly.

N.B.: Readers are advised of the subsequent substantial conceptual concretion of the foregoing thesis in a series of studies by the same author, to be found here:

'Totalization of Universal History by Meta-Analytic Ascent (URLs)'
(https://www.academia.edu/43292436/Totalization_of_Universal_History_by_Meta-Analytic_Ascent_URLs_)

SilkeP asewalck/Matthias Weber Einleitung 1 Marc Banditt Die Dichotomie der Expansion Der AufstiegR usslands und Danzigs Rolle als ein Knotenpunktd er Gelehrsamkeit im 18. Jahrhundert 9 Liisa-Helena Lumberg The World on Your Pencil Tip Baltic German Artists' Travel Materials as Mediators of Knowledge in the Context of Travellingi nt he Enlightenment 29 Julija Boguna Nützt es dem Volke, übersetzt zu werden? Oder: WasT ranslation über die (livländische) Aufklärung verraten kann 51 Agnieszka Pufelska Die schwer erkämpfteB efreiung aus der Unmündigkeit Bildungswegev on Frauen im 18. Jahrhundert 73 Katarzyna Chlewicka Schwieriger Kulturtransfer Lorenz Christoph Mizler de Kolofs Bemühungen um die Etablierung gelehrter Zeitschriften in Polena mB eispiel der Warschauer Bibliothek (1753-55) 93 Anna Mikołajewska Presse als Medium des gelehrtenG edankenaustausches in der Frühaufklärung Die Zeitschriftenprojekted es Georg Peter Schultz in Thorn 113 Ivo Cerman Die Erziehungskunst nach Karl Heinrich Seibt ZurP ädagogik der Aufklärung in Prag 135 Armin Langer Educating the Jews to Become Germans Naftali HerzH omberg's 'Civilizing Mission' to the Jewish Community of Galicia 157 BenediktS timmer ‚Zivilisierung' durch Sprache? Die Verbreitung des Deutschen im Rahmend er habsburgischenS chulpolitik in Galizien 1772-1790 179 Harald Heppner/Sabine Jesner Aufklärung mittels ‚Aufklärung' Die Rolle des habsburgischen Militärsi mD onau-Karpatenraum im 18. Jahrhundert 197 János Ugrai AP rehistoryt ot he Successo fM odernization Differences betweenD enominations in the Shaping of Hungarian Public Education during the Enlightenment Period 213 Autorinnen und Autoren 231 VIII Inhalt JKGE 1/2020,1-8 OpenAccess. ©2020 Silke Pasewalck/Matthias Weber,publiziert von De Gruyter. Dieses Werk ist lizenziertu nter der Creative CommonsA ttribution-NonCommercial-NoDerivatives 4.0 License.

In this issue, we present six papers that from various perspectives underline the importance of exploring the development, implementation and actual unfolding of e-learning in relation to actual contexts and real people – the learners and the teaching practitioners. The papers deal with young learners as well as higher education, in different fields, pedagogic setups and geographical distribution.

ABSTRACT ABSTRACT IN PORTUGUESE: RESUMO O estudo ora apresentado, inserido no contexto da história da educação brasileira, tem como finalidade analisar o impresso didático destinado a alfabetização denominado Caminho Suave, cartilha esta voltada para a alfabetização pela imagem, para que possamos resgatar e construir a história da alfabetização na cidade de Uberlândia, Minas Gerais, no período de 1948 a 1964. Para tal, esta pesquisa, de epistemologia qualitativa, tem como procedimento metodológico as fontes iconográficas impressas que, ao se somarem com a literatura educacional analisada, possam nos contribuir com reflexões e interpretações sobre a problemática enfatizada neste estudo, corroborando para a socialização e disseminação de conhecimento para a História da Educação mineira, enfatizando estudos que envolvem a alfabetização e iconografias por meio da perspectiva histórica. ABSTRACT The study presented here, within the context of the history of Brazilian education, aims to analyze a printed textbook for literacy called Caminho Suave, this booklet focused on literacy for the image, so that we can recover and build on the history of literacy Uberlândia, Minas Gerais, in the period 1948 to 1964. To this end, this research, qualitative epistemology, methodological procedure is to print the iconographic sources that add up when searched with the educational literature, may contribute to the reflections and interpretations on the issue emphasized in this study may contribute to further socialization and dissemination of knowledge to the mineira history of education, emphasizing studies involving literacy and iconography through the historical perspective.

ABSTRACT: The study presented here, within the context of the history of Brazilian education, aims to analyze a printed textbook for literacy called Caminho Suave, this booklet focused on literacy for the image, so that we can recover and build on the history of literacy Uberlândia, Minas Gerais, in the period 1948 to 1964. To this end, this research, qualitative epistemology, methodological procedure is to print the iconographic sources that add up when searched with the educational literature, may contribute to the reflections and interpretations on the issue emphasized in this study may contribute to further socialization and dissemination of knowledge to the mineira history of education, emphasizing studies involving literacy and iconography through the historical perspective.