Online ISSN: 1989-9572

Keywords : Culture

Culturological approach as a conceptual basis for renewing modern higher pedagogical education

Viktoriya Tusheva; Anatoly Guba; Kateryna Kalina; Olha Temchenko

Journal for Educators, Teachers and Trainers, 2021, Volume 12, Issue 1, Pages 1-7
DOI: 10.47750/jett.2021.12.01.001

The article substantiates the prospects and productivity of the culturological approach, in the context
of which culture is considered to be a source of content of higher pedagogical education and as a
method of its research and design. Theoretical deduction of the concept of “culture” allows us to
focus on the definitions that expand understanding of the essence of culture. The relationship
between education and culture, a person and culture is revealed. The application of culturological
approach in modern pedagogy is asserted, which provides a view of pedagogical phenomena and
processes as cultural phenomena, requires certain ways of their cultural description, interpretation
and construction, and focuses on a broad approach to culture and education in the context of general
philosophical understanding. Probable changes in the content of pedagogical education in the context
of the culturological approach, which cause adjustment of educational technologies, are outlined. At
the normative level, it is manifested in the requirements to the content-related component as
“containing culture” and “creating culture”, of the procedural side, which differs in the integrity,
integrative unity of all the components; management of educational and pedagogical activities on the
principles of dialogue and mutual respect; educational space as a culturally appropriate, multicultural
environment; learning technologies as human-dimensional, innovative, value-oriented.

Education, gender and cultural diversity. Conviviality or Coexistence?

Rocío Cárdenas-Rodríguez, Teresa Terrón-Caro, Victoria Pérez-de-Guzmán.

Journal for Educators, Teachers and Trainers, 2014, Volume 5, Issue 3, Pages 54-67

Cultural diversity is a characteristic of plural societies, the way we think that cultural diversity makes societies evolve or become tight, make cultural groups remain segregated or integrated. It is important to analyze the management model of cultural diversity guide our interventions because it determines which cultural groups remain isolated, integrated and even annihilated. This paper examines and defends the intercultural model inclusive and cohesive model, establishing principles and guidelines for intervention from this model. The gender has always been a factor of exclusion, being for immigrant women an element of discrimination. From an intercultural model is to guide measures and actions to intervene from a gender perspective, determining the need in society to form an intercultural coexistence to achieve integration of all people (immigrant and native). We are all aware of the importance of the struggle for respect for freedom of ideas and integration of differences as essential elements in human dignity, and culture and gender are elements of this process.

Learning music form everyday things: creative experiences

Jusamara Souza

Journal for Educators, Teachers and Trainers, 2014, Volume 5, Issue 1, Pages 193-203

It is a tradition in music education to transform everyday objects into sources of music making or music learning. A large number of concepts and experimental reports show the possibilities of transforming objects into musical instruments or the interaction of music making with the environment. This article addresses the dimension of creativity present in the interaction of people with objects of the environment to make music through a sociological perspective of music education. This perspective conceives music as a social production which contributes to the idea of pertaining to a group, the expression or the value of a culture and the transmission of traditions and
attitudes. The article has been divided into three parts: (1) Making music as a human and as a social experience; (2) The tradition of music making with objects, and (3) Experience: transforming objects into percussion; transforming objects of nature into melodies; transforming toys into musical instruments. It is our intent to contribute to the discussion on musical creativity through interactions with everyday objects and encourage other professionals to observe and explore the musical potentialities in theirs environments.

Creative connections with Asia using videoconferencing

Myung-sook Auh, Robert Walker

Journal for Educators, Teachers and Trainers, 2014, Volume 5, Issue 1, Pages 31-44

The core activity in this project is direct contact between Australian school children both primary and secondary, with their peers in Asia, particularly in Korea. Direct contact is made through highdefinition videoconferencing whereby students talk to each other and observe each other in real time. Teachers are directly involved in organising and helping students prepare their presentations to their Asian peers, but the students themselves talk directly to their peers. The program began in 2008 and now there are 30 pairs of schools between Australia and Korea, 5 pairs for Japan, and 2 for China. This study focuses on 12 videoconferencing sessions involving Australian and Korean students. The excitement of the students in both countries is palpable, and the motivation to make the very best presentation is extremely high. Excitement, seeing new faces in their peers who are thousands of miles away across the world and who are as excited as the presenters and show it, and working to ensure that they do the best job they can in their presentations, all together act as strong motivators. But the most important aspect is the contact made between children from different countries and different cultures, who speak a different language, and who want to know about each other. The identification of creative activities as they occurred in each session was completed by three expert judges who were asked to rate behaviours simply as creative or non-creative and to give some reasons if necessary. Several spontaneous behaviours were recognized as good examples of creative behaviour