scholarly journals Memahami Pendidikan Islam Berdasarkan Tafsir Ayat-ayat Ilmu Pengetahuan Dalam Al-qur’an

el-Tarbawi ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 123-148
Author(s):  
Satria Kharimul Qolbi ◽  
Keyword(s):  
Formal Education ◽  
Deductive Reasoning ◽  
Important Benefit ◽  
New Knowledge

Education is very much related to knowledge and science. Therefore, it is important to understand education on the concept of knowledge. In this context, in order to understand the concept of education in Islam, we need to scrutiny the verses on which al-Qur’an talk about knowledge and science. This method of writing thematically collects the verses of the al-Qur'an that discuss a certain topic and arranges them as much as possible according to the period of their revelation. With deductive reasoning, we draw conclusions from various theories and reviews. Science is the effort from a process carried out by methods and produces a systematic and structured new knowledge that will be used as a basic guideline for humans. There are three laws on learning difference sciences: compulsory, sunnah and haram. One of the most important benefit of learning is increasing the dignity of learners. Application in science can be done early in formal education in accordance with the verses of the Al-Quran.

scholarly journals The Subject of Theatre in the Lithuanian School: Relationships within the General Educational Cultural Context

Pedagogika ◽  
2013 ◽  
Vol 111 (2) ◽  
pp. 195-202
Author(s):  
Vida Kazragytė
Keyword(s):  
Cultural Context ◽  
Formal Education ◽  
Children And Youth ◽  
Theatre Education ◽  
Educational Innovations ◽  
Direct Practice ◽  
New Knowledge ◽  
The Subject ◽  
Theatre Pedagogy ◽  
The Impact

The article investigates the rather new educational phenomenon – about twenty years ago under the impact of educational reform the theatre subject teaching was introduced. In many neighbor’s countries there is no such separate theatre subject still yet. The focus of the article is on the relationships between the curricula of theatre subject (2008, 2001) and the practice of long-lived non-formal education of children and youth of Lithuania. The curricula of theatre subject were prepared according to comprehensive discipline-arts education conception formed in United States of Amerika. Taking into account the notion of M. Lukšienė, that experience of other cultures, as well as the educational innovations must be adopted according to “own cultural model”, the attention is paid to analysis how curricula of theatre subject are grounded on traditions of Lithuanian non-formal education, especially its artistic trend. The self-expression paradigm or psychological trend of theatre education is less evident in our context. The roots of artistic trend are in Jesuit’s school theatre that existed in Lithuania 1570–1843. The artistic trend was recreated at the end of 20th century in non-formal theatre education in Lithuania by relaying on the professional theatre pedagogy (the training of professional theatre pedagogues started, the first books of methodology of theatre education appeared). Analysis showed that common concepts, as “theatre” and “education through theatre” are those which relate artistic trend of non-formal theatre education with curricula of theatre subject, accordingly, which are grounded on discipline-based art education conception. Especially that is clear from the revealing of content of “education through theatre” concept and explaining its formative and cognitive impacts on children and youth who are acting the roles created by dramaturge. The biggest challenge related with coming of theatre subject as separate, is the creating of theatre knowledge appropriated for school children. Now the theatre subject curricula describe the knowledge which are known in professional theatre pedagogy and in artistic trend of non-formal theatre education, but only in part. Thy must be expanded by new knowledge which will be get by way of externalization from direct practice. Also, there is a need of artistic orientation of theatre didactics – that can guarantee the succession of the best traditions of Lithuanian‘s theatre education and encourage their development.

Getting Schooled: Legal Mobilization as an Educative Process

2017 ◽  
Vol 42 (01) ◽  
pp. 163-194 ◽  
Author(s):  
Mary Gallagher ◽  
Yujeong Yang
Keyword(s):  
Legal System ◽  
Formal Education ◽  
Legal Mobilization ◽  
Legal Knowledge ◽  
Legal Institutions ◽  
Legal Representation ◽  
Positive Effects ◽  
New Knowledge ◽  
Educative Process

This article explores the role of formal education and specific legal knowledge in the process of legal mobilization. Using survey data and in-depth case narratives of workplace disputes in China, we highlight three major findings. First, and uncontroversially, higher levels of formal education are associated with greater propensity to use legal institutions and to find them more effective. Second, informally acquired labor law knowledge can substitute for formal education in bringing people to the legal system and improving their legal experiences. The Chinese state's propagation of legal knowledge has had positive effects on citizens' legal mobilization. Finally, while education and legal knowledge are factors that push people toward the legal system, actual dispute experience leads people away from it, especially among disputants without effective legal representation. The article concludes that the Chinese state's encouragement of individualized legal mobilization produces contradictory outcomes—encouraging citizens to use formal legal institutions, imbuing them with new knowledge and rights awareness, but also breeding disdain for the law in practice.

CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION

2018 ◽  
Vol 2 ◽  
pp. 286-295
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Anu Sepp
Keyword(s):  
Curriculum Development ◽  
Extracurricular Activities ◽  
Informal Education ◽  
Formal Education ◽  
Formal Learning ◽  
Self Awareness ◽  
Social Contacts ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Future Education

Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary data for comprehension of the meaning of EA. The data were processed statistically and by content analysis. The results highlighted several important issues which should be considered when selecting and organizing the content for designing subject syllabi for formal learning specified in national curricula (NC) under changed learning environments, especially considering those created by ICT. Students mentioned the following factors: development of students’ self-awareness about ones abilities, acquisition of new knowledge a and skills, but also new friends and wider social contacts, new experience and satisfaction with creative work. The teachers mentioned students’ additional knowledge and skills they can use in their formal studies at school and engagement in activities widening their cultural horizons. EA can also provide material for decision-making for students’ potential choices for future education. 

scholarly journals Non – Formal Education Activities For The Enhancement Of Knowledge And Skills: Investigation Of Non-Explicit Motives For Participation

2016 ◽  
Vol 12 (19) ◽  
pp. 32
Author(s):  
Andreas Koskeris ◽  
Thanassis Karalis
Keyword(s):  
Social Relations ◽  
Formal Education ◽  
Analytical Investigation ◽  
Social Needs ◽  
Literature Study ◽  
Knowledge And Skills ◽  
Explicit Motives ◽  
Self Confidence ◽  
New Knowledge ◽  
Important Basis

In recent years, more and more adults are seeking for opportunities for additional professional engagement and strengthening their position. Non-formal education offers such a pathway since they are designed to better suit the specific needs of adults. But to make this possible, it is important to direct the relevant scientific research towards analytical investigation of needs and incentives which motivate adults to participate in non-formal education. This investigation is useful to be directed in points beyond the obvious (e.g. acquisition of additional qualifications) to identify particular issues (e.g. need for communication) which should be taken into account for the design of efficient seminars. The purpose of this study was to contribute to the above direction by identifying individual approaches and social needs which affect participation in such actions. By focusing on specific subjects of training, literature study and surveying using questionnaires and focused interviews, it was revealed that apart from the obvious goals of acquiring new knowledge and skills, there are other "internal" needs of adults who urge them to participate in seminars. These have to do mainly with two categories of needs: - The strengthening of self-confidence in relation with continuous developments of our time - The need to improve and strengthen social relations These findings are an important basis for feedback on specific elements that are not often recorded and which should be taken into account during the needs analysis in order to design adult education activities.

scholarly journals The hitchhikers' guide to reading and writing health research

2021 ◽  
Author(s):  
Arindam Basu
Keyword(s):  
Deductive Reasoning ◽  
Inductive Reasoning ◽  
General Term ◽  
Abductive Reasoning ◽  
Research Papers ◽  
Reading And Writing ◽  
New Knowledge ◽  
The World ◽  
Different Types ◽  
Best Fit

In this paper, we introduce the concepts of critically reading research papers and writing of research proposals and reports. Research methods is a general term that includes the processes of observation of the world around the researcher, linking background knowledge with foreground questions, drafting a plan of collection of data and framing theories and hypotheses, testing the hypotheses, and finally, drafting or writing the research to evoke new knowledge. These processes vary with the themes and disciplines that the researcher engages in; nevertheless, common motifs can be found. In this paper, we propose three methods are interlinked: a deductive reasoning process where the structure of the thought can be captured critically; an inductive reasoning method where the researcher can appraise and generate generalisable ideas from observations of the world; and finally, abductive reasoning method where the world can be explained or the phenomena observed can be explained or be accounted for. This step or reasoning is also about framing theories, testing and challenging established knowledge or finding best theories and how theories best fit the observations. We start with a discussion of the different types of statements that one can come across in any scholarly literature or even in lay or semi-serious literature, appraise them, and identify arguments from non-arguments, and explanations from non-explanations. Then we outline three strategies to appraise and identify reasonings in explanations and arguments. We end with a discussion on how to draft a research proposal and a reading/archiving strategy of research.

scholarly journals The entomological exhibition of a Science museum and its contributions to non-formal Education

2019 ◽  
Vol 41 (1) ◽  
pp. 43668
Author(s):  
Nathália Cristina Gonzalez Ribeiro ◽  
Débora De Mello Gonçales Sant'Ana
Keyword(s):  
Formal Education ◽  
Fourth Graders ◽  
Science Museum ◽  
Diverse Group ◽  
Natural History Museums ◽  
History Museums ◽  
New Knowledge ◽  
Taxonomic Groups ◽  
And Diffusion ◽  
Lay Public

The Insecta Class is the most diverse group of animals on the planet. A big part of this composition is available in the collections of Natural History Museums, being essential for researches and diffusion actions involving a specialized and lay public. This paper aimed to verify the importance of an entomological exhibition of a Science museum for the acquisition of new knowledge and conception change regarding insects. To this end, 128 fourth-graders from elementary school were asked to draw an insect and write a brief description of it in relation to their knowledge about insects. Then, they visited an entomological exhibition, and a week later, using the "stimulated recollection method", they made a new drawing and description. The extracted data were organized in categories and statistically analyzed. Significant changes were observe regarding the children’s knowledge and concepts on insects in most of the analyzed aspects, such as the decrease of drawings and descriptions of animals belonging to other taxonomic groups and an increase on correct descriptions of concepts.

scholarly journals Didactic game as a way of creating environmental awareness among students

2016 ◽  
Vol 5 (4) ◽  
pp. 202-206
Author(s):  
Elena Vladimirovna Lizunova
Keyword(s):  
Formal Education ◽  
Self Regulation ◽  
Environmental Knowledge ◽  
Nature Management ◽  
Ecological Education ◽  
Modern School ◽  
New Knowledge ◽  
Man And Nature ◽  
Ecological Culture ◽  
New Generation

Currently mankind needs to change attitudes to nature and ensure the upbringing and education of a new generation. The basis for mankind development should be a community of man and nature. Man needs new knowledge, new system of values that should be created and educated since childhood. In these circumstances ecological education and upbringing in the modern school should be a priority. On the level of ecological education, ecological culture depends on the question of humanity survival, a possibility of a person to stay on the planet. The system of formal and non-formal education includes a large amount of environmental knowledge and skills implementing the requirements towards the growth and development of ecological culture. This article focuses on the formation of environmental knowledge among schoolchildren in the framework of the optional course Game-playing Ecology. Special attention in this matter is paid to didactic games as they have great teaching opportunities for formation of knowledge in the field of nature management and environmental protection. Properly constructed didactic game stimulates students interest and attention, develops memory, self-regulation, thinking, reinforces knowledge, skills and abilities, trains touch skills, strong-willed qualities of the child.

scholarly journals Antonio Meneghetti: o formalizador da ontopsicologia e as instituições formais de ensino que respaldam o novo saber no mundoAntonio Meneghetti: the formalizer author of the Ontopsychological science and the formal education institutions that spread the new knowledge around the world

2017 ◽  
pp. 60-82
Author(s):  
Carmen Ivanete D`Agostini Spanhol
Keyword(s):  
Formal Education ◽  
New Knowledge ◽  
The World

O presente trabalho tem como objetivo apresentar uma concisa biografia do formalizador da Ciência Ontopsicológica, o Acadêmico Professor Antonio Meneghetti, e registrar as parcerias com as instituições formais de ensino, que respaldam o novo conhecimento no meio acadêmico. Trata-se de uma pesquisa de caráter bibliográfico e apresenta como resultado pontos relevantes desse percurso. Aponta duas Instituições de ensino superior precursoras de uma novidade acadêmica no que tange ao ensino, à pesquisa, à extensão e à inovação: os pressupostos da Ontopsicologia, o seu método e sua aplicação no Ensino Superior. A seriedade do conhecimento produzido por Meneghetti abriu as portas para o avanço da ciência, e este é o legado deixado por uma grande mente o qual deve ser divulgado pelas Instituições que hoje chancelam esse conhecimento.

The Decade 1989–1998 in Spanish Psychology: An Analysis of Research in Development and Educational Psychology

2001 ◽  
Vol 4 (2) ◽  
pp. 182-202 ◽  
Author(s):  
Emilio Sánchez-Miguel ◽  
Jesús-Nicasio García-Sánchez
Keyword(s):  
Educational Psychology ◽  
Informal Education ◽  
Formal Education ◽  
Educational Practice ◽  
Research Trends ◽  
Developmental Changes ◽  
Social Aspects ◽  
Special Issue ◽  
Predominant Type ◽  
New Knowledge

In this study, we identified 67 research trends that meet the criteria of this special issue. In the following pages, all the research trends will be reviewed, grouped into five categories: personal and social development, cognitive and linguistic development, developmental and educational contexts, cognition and instruction, and development and learning disabilities. A general overview of the area is obtained by dividing each category into subcategories, thus arranging the identified research trends in a four-level hierarchical structure. Taking into account this analysis, in our Conclusions section, we note the regularities with regard to the issues that have been studied the most, the predominant type of works, and, more important, the most noteworthy imbalances. We reached six conclusions: (1) Research on educational changes predominates over the study of developmental changes; (2) the study of formal education is predominant over informal education; (3) cognitive-linguistic aspects predominate over personal and social aspects; (4) application of knowledge predominates over the generation of new knowledge; (5) new educational-practice proposals predominate over the study of these educational practices; and (6) the study of change is not related to the proposals that promote change.

scholarly journals A educação patrimonial nos museus e o seu processo de avaliação : O caso de estudo da parceria entre a Rede de Museus de Vila Nova de Famalicão e o Projeto "Marka… A Tua Identidade"

2020 ◽  
pp. 36-59
Author(s):  
Liliana Aguiar ◽  
Mariana Jacob Teixeira
Keyword(s):  
Attitude Change ◽  
Formal Education ◽  
Educational Experiences ◽  
Learning Model ◽  
Cultural Goods ◽  
Active Involvement ◽  
School Group ◽  
New Knowledge ◽  
Teaching Learning

To educate means to transform. This process takes place in different contexts - formal, non-formal and informal - and implies another process, the teaching-learning one. Educating in museums involves not only the acquisition of new knowledge and competences, but also the promotion of an attitude change towards Museums and Heritage employing mediation strategies and resources through an active involvement, physical, intellectual and emotional, of subjects with objects and cultural goods, namely in the context of formal education. This study supports that the partnership between the Vila Nova de Famalicão Museum Network and the Camilo Castelo Branco School Group, with the project “Marka… a tua identidade” (“Mark…your identity”) and the theme of Portuguese returning emigrants (“brazilian”) contributed greatly to the teachinglearning process of the targeted students. Following the guidelines of the learning model in museums, Inspiring Learning for All, this partnership promoted personal and educational experiences that enhanced diverse and meaningful learnings.

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