STRUKTUR DAN NILAI PENDIDIKAN DALAM LEGENDA ASAL MULA NAMA PULANG PISAU (STRUCTURE AND EDUCATIONAL VALUES CONTAINED IN THE LEGEND OF ASAL MULA NAMA PULANG PISAU)

Structure and Educational Values Contained in the legend of Asal Mula Nama Pulang Pisau. The research is aimed to describe (1) The structure of The Legend of Asal Usul Nama Pulang Pisau (The Origin of The Name Pulang Pisau) and (2) The educational values contained in The Legend of Asal Usul Nama Pulang Pisau. This research applied a qualitative approach and descriptive method. The data of The Legend of Asal Usul Nama Pulang Pisau were obtained through interviews with informants. Based on the analysis of the structure of the legend and the educational values, the description of the intrinsic elements is obtained, such as themes, plot, characters, settings, mandates, values of moral education, religion, heroism, history, and customs / traditions which contained in The Legend of Asal Usul Nama Pulang Pisau. The conclusions of this research are: The Legend of Asal Usul Nama Pulang Pisau conveys the theme of the origin of place names, uses chronological plot, does not mentions too many characters and names of characters, the place sets along the rivers and in the forest, the time setting is in the Asang era, and delivers the message of cooperation and mutual respect. The Legend of Asal Usul Nama Pulang Pisau contains several values such as moral education of being careful in making decisions, traditional education of nomadic traditions and mutual cooperation, religious education which takes form in the rituals, the historical education which can be seen in the distribution of the indigenous Dayak Ngaju community, and the value of heroism and perseverance which is reflected in the character’s attitude. Key words: legendary, structure, education values, ngaju Abstrak Struktur dan Nilai Pendidikan dalam Legenda Asal Mula Nama Pulang Pisau. Penelitian bertujuan mendeskripsikan (1) Struktur Legenda Asal Mula Nama Pulang Pisau, dan (2) nilai-nilai pendidikan yang terkandung dalam Legenda Asal Mula Nama Pulang Pisau. Metode penelitian pada penelitian ini, yaitu penelitian kualitatif dan menggunakan metode deskriptif dari sumber data Legenda Asal Mula Nama Pulang Pisau yang diperoleh melalui hasil wawancara dengan informan/narasumber. Berdasarkan analisis struktur cerita dan nilai pendidikan, maka diperoleh deskripsi unsur intrinsik, seperti tema, alur, tokoh, latar, amanat, nilai-nilai pendidikan moral, agama, kepahlawanan, sejarah, dan adat/tradisi yang terkandung dalam Legenda Asal Mula Nama Pulang Pisau. Kesimpulan dalam penelitian ini yaitu: Legenda Asal Mula Nama Pulang Pisau mengusung tema asal usul nama tempat, menggunakan alur maju, tidak terlalu banyak menyebutkan tokoh dan nama tokoh, berlatar tempat di sekitar aliran sungai dan hutan, berlatar waktu di zaman Asang, menyematkan amanat gotong Jurnal Bahasa, Sastra dan Pembelajarannya Vol 11, No 2, Oktober 2021 ISSN 2089-0117 (Print) Page 262 - 274 ISSN 2580-5932 (Online) Rambe, / Jurnal Bahasa, Sastra dan Pembelajarannya 11 (2) 2021, 262-274 Jurnal Bahasa, Sastra dan Pembelajarannya ǀ 263 royong dan hormat-menghormati. Mengandung nilai pendidikan moral tidak gegabah dalam mengambil keputusan, nilai pendidikan adat/tradisi nomaden dan gotong royong, nilai pendidikan agama berupa ritual, nilai pendidikan sejarah persebaran masyarakat adat Dayak Ngaju, dan nilai pendidikan kepahlawanan pantang menyerah yang tercermin dari sikap para tokoh. Kata-kata kunci: legenda, struktur, nilai pendidikan, ngaju

Animal activism in the business school: Using fierce compassion for teaching critical and positive perspectives

This article explores a practical approach to teaching animal ethics in food systems as part of a business course. We argue that tackling such complex and emotionally charged topics is vital to shifting unsustainable and hurtful behaviours towards more positive futures. Our teaching example outlines a pedagogy of courageously witnessing, inquiring with empathy and prompting positive action; an activist approach we term fierce compassion. These three layers blend positive and critical perspectives in a classroom to address contentious issues of large-scale industrial animal production hitherto largely neglected in a traditional business curriculum. While acknowledging that academic activism is controversial, we argue that fierce compassion – noticing the suffering that is remote and often systemically hidden – can inform and structure education towards more post-anthropocentric and just futures for all living beings – human and nonhuman alike.

Vienna Pedagogium Establishment And History

The establishment of the Viena Pedagogium was in response to the need of more accessible and better education. With its structure, education plans and focus on practice, the Academy became one of the leading educational institutions not only for Austria but for the whole of Europe. A large part of its success was due to its first principal, the great educator Friedrich Dittes famous for his reforms in the field of education. The influence of the Vienna Pedagogium is very significant for Bulgaria due to the fact that ten Bulgarian students successfully graduated from it and used their newly gained knowledge to help build up modern Bulgarian education system after the Liberation of Bulgaria.

Does digital finance benefit the income of rural residents? A case study on China

<abstract> <p>Rural residents' income is one of the core issues of rural economic development, and digital financial inclusion is one of the important influencing factors of rural residents' income. Especially under the background of the implementation of digital financial technology, the relationship between the two has become more complex. Based on the panel data set of 1624 counties in Chinese mainland in the past 2014–2019 years, the paper uses panel regression models to study the impact of digital financial inclusion on rural residents' income. Further, by analyzing the industrial structure, education level and financial development level, the following conclusions are drawn. First, digital financial inclusion significantly promotes the increase of rural residents' income, but there are differences in regional level and different quantiles of rural residents' income. At the regional level, the promotion of control effect at the provincial level is stronger than that at the county level; in different quantiles of residents' income, with the increase of residents' income quantile, the promoting effect is gradually enhanced. Second, the heterogeneous impact of digital financial inclusion on rural residents' income is reflected in three aspects: regional development, education level and financial development level. Third, industrial structure, education level and financial development level will enhance the promotion effect of digital financial inclusion on rural residents' income, but there are significant differences in the intensity of the regulatory effect of the three variables.</p> </abstract>

New Visions, New Interpretations of Identity

By mid-December 1945, the U.S. Navy incorporated Okinawans into the administration of military government. As the Okinawans assumed their new role, the Navy constructed a feasible and sustainable local government structure dependant on Okinawan custom and participation. Okinawans, serving in positions of administrative influence, demonstrated their ability to govern and the power of their leadership. Seaman, no longer under the stress and fear of combat conditions, formed both formal and informal relationships with the Okinawans within the context of their duties. Through such close interactions, Naval troops reassessed Okinawan identity as not only separate from Japan, but also free from congenial comparisons with America. The Nay devised military government policy that led to Okinawan influence in government, medical structure, education, and crime management.

A teoria socioistórica de Vygotsky e a educação: reflexões psicológicas

Propõe uma discussão acerca das principais idéias da teoria socioistórica de Vygotsky, relacionando-a com outras teorias que tiveram destaque no cenário educacional do Brasil nas últimas décadas. Propõe, ainda, situar historicamente tais teorias, considerando o contexto sociopolítico e educacional que possibilitou a sua inserção no panorama da educação em nosso País. Em relação à teoria socioistórica, visa refletir, também, em que medida é possível haver uma apropriação dessa elaboração teórica em sua essência, uma vez que a base filosófica de tal teoria situa-se no materialismo histórico-dialético de Marx e Engels. Isso sugere uma reestruturação da concepção e da política educacional brasileira, pois entende que uma psicologia marxista, como propõe Vygotsky, pressupõe uma pedagogia também marxista. Palavras-chave: funções psicológicas; educação; história e contexto. Abstract This paper proposes a discussion concerning the main ideas on the field of Vygotsky's Socio-Historical Theory, relating it with other prominent theories in Brazilian educational scene of the last decades. It also considers pointing out historically such theories, considering the social, political and educational context that ultimately made possible its insertion into the scenery of the Education in our country. In relation to Vygotsky's Socio-Historical Theory, we complementarily aim at to study; and also, in what measure it is possible to have an appropriation of this theoretical elaboration, in its deep essence, provided the philosophical base of such theory is supported by Marx and Engels's historical-dialectical materialism. This suggests a reorganization of the conception and restructuring, or rebuilding, of Brazilian educational politics, therefore we understand that a Marxist Psychology, as Vygotsky does consider, also presupposes a Marxist Pedagogy. Keywords: psychological structure; education; history and context.