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The role of European National Journals in education - El papel de las Revistas Nacionales Europeas en la EducaciónIzet Masic, MD, PhD, FWAAS, FEASA, FIAHSI, FEFMI, FACMI

Archivos de cardiología de México, 2009

downloadDownload free PDFView PDFchevron_rightWondimu Tegegne(PhD) and Ousmane Ba(PhD) Magazine IOusmane Ba, Wondimu Tegegne(PhD) B GesheradownloadDownload free PDFView PDFchevron_right2008 - Letter from the Joint Editors: European Journal of EducationJean-Pierre Jallade

European Journal of Education, 2008

downloadDownload free PDFView PDFchevron_rightEuropean Journal of Educational & Social SciencesOmar G . Lamina

European Journal of Educational & Social Sciences, 2019

It is very exciting to present a new issue of our e-journal, entitled EJESS [European Journal of Educational & Social Sciences], [Vol. 4 (1), May 2019], to the interdisciplinary literature. Every issue provides new ambitions and motivation for us to reach a better journal, thanks to your fruitful and motivational support, collaboration and encouragement.EJESS aims to present original research on educational and social sciences in an interdisciplinary perspective covering sociology, education, psychology, politics, theology, anthropology, law, literature, linguistics, philosophy, history, human geography etc. The journal also seeks for opportunities to broaden its partners, reviewers and organizations. EJESS now supports Eurasian Conference on Language and Social Sciences (ECLSS2019), as a trigger to reach enlarged context. Papers utilizing and/or following interdisciplinary perspectives are highly welcomed and encouraged. It is of interest and open to all researchers, academics, and those people concerned with mediating research findings to practitioners.

downloadDownload free PDFView PDFchevron_rightEuropean Journal of Contemporary Education (2012–2022) AccomplishmentsEvgeny B Bashkin

European Journal of Contemporary Education, 2022

This paper surveys the pedagogical research that has been published in the European Journal of Contemporary Education up to this point since it was launched in 2012. It examines the key stages in the development of this periodical, briefly goes over the key pedagogical issues in presentday education systems explored in it over the period, outlines its periodicity, and furnishes some relevant statistical data. The work covers the research published in the journal in the period from its launch (September 2012) to its beginning to be indexed in Scopus (March 2016) and from then on to the present (June 2022). Information is provided about the journal's editorial board and its peerreview process. In addition to describing the key stages in the development of the European Journal of Contemporary Education, its philosophy, mission, goals and objectives as a scholarly publication, and the challenges and prospects for it, the paper also provides relevant information relating to statistics, citation rates, and scholarly merit.

downloadDownload free PDFView PDFchevron_rightMEMORANDUM addressed to the Worldwide Research-University sites by Prof Nicolae BulzNicolae Bulz

ReserchGate submission 18-11-2024, 2024

ABSTRACT: There is a current sustained point of view that <<Within the contemporary Knowledge Society coexisting with intrusive forms of the “Artificial Intelligence in interactions that involve anxiety, fear, insecurity, and fascination and among the not-so-well-formulated questions that have well-structured answers” (Mengalli, Carvalho and Galvão, 2023)>> it is not easy to foreseen/forecast on the near state of our e-World. People look for images with commands and they return images that they do not know the source. There are studies of the current author (Bulz, 2023) presenting the still possible transit from the Knowledge Society towards a Consciousness Society. But this means, also, to attain a step-by-step social and collective ‘new type’ of consciousness “that tends to be linked to a social identity shared with people from diverse cultures” [with the ‘synthetic-conclusive’ terms of the above cited co-authors (Mengalli, Carvalho and Galvão, 2023)]. In this study, it is to inform about a (re)research of the past and the future for innovative social change, which consists -here and now, mainly- by the proposal (as a MEMORANDUM stance, arguing ‘To the WORLDWIDE RESEARCH-UNIVERSITY SITES’) on a university and/or research entity initiating of a “Interdisciplinary Center of PEACE ENTREPRENEURS - PROGRESS ENTREPRENEURS versus our (RE-)HUMANIZATION”. It is evoked -as a ‘representational’-operative entitlement of this MEMORANDUM addressing about our ‘meta’-motivation for (RE-)HUMANIZATION – i.e. << WHAT WERE WE MADE FOR? >> || [Eillish, 2023] WHAT WENT WRONG? || [Lorenz, 1974] WHAT COMES NEXT? versus the “Knowledge in Crisis”, and the ‘University Practical-Innovative Re-Specializations’ [domains expected to be acted into the contemporary Universities]. If our near stages creative approaches would be inter/trans/co-and-multi disciplinary, then this third millennium would be some-how consonant to a contemporary “challenge to reduce the social gap between humanity's aspirations and everyday social limitations and such confrontation is related to a technological expansion and is a historical ‘in continuity’ trend [from the first Neolithic Revolution (uprising Agriculture and Domestication of Animals)]. Creativity dynamically defines/shows the deepest sense of our humanity and the tensional desire for human (meta/trans-)representation, but it is not enough to generate it computationally [also citing the accurate formulation of the co-authors (Mengalli, Carvalho and Galvão, 2023)]. Let rise up a kind of RESPONSIBLE plan (versus BOTH: the SOCIETAL SECURITY and EVOLUTION) - and proposing the respective required implementation in a university and/or a research entity initiating this “Interdisciplinary Center of PEACE ENTREPRENEURS - PROGRESS ENTREPRENEURS versus our (RE-)HUMANIZATION”, then, this study is comprising the ‘per se’ MEMORANDUM within its PROLOGUE. This PROLOGUE contains the following sub-paragraphs: AA: Where are the HUMANS? BB: But, what are the characteristics of ourselves -the contemporary HUMANS- within our comic/dramatic/tragic slices of our individual and collective life on this unique Blue Planet? CC: About our surprising {co-evolution  co-generation} of a “primal-puzzle” [of life-conscience], that mostly ‘fashionable survive’ by/for/through the existence of a chameleonically comic/dramatic/tragic “dual-puzzle” of hope-trust-quite love recursively tending to a not terrestrial future – to a fuzzy and/or subtle life-consciousness. DD: About our absurd centennial ’travel’: ‘war-peace-war’. EE: About our Faustian ‘Fight/Conflict-Consensus/goodness-mirroring-badness/ badness-reverting-goodness’: but the ‘end’ of the play is not knowable at all – but-but each of us is playing and re-playing on different and different slices... FF: About our POSSIBLE REDRESS of the respective “dual-puzzle” by/through/with/ VERSUS {‘Generosity-Creativity-Solidarity Triad’, ‘Spirituality-Biodiversity’, ‘Real World/e-World’, ‘Logic of Life --- Life of Logic’, ‘Creative Partnership of Welfare’, ‘Natural and Artificial Intelligence and Life’}. There are 12 quasi-explicative lines into this FF sub-paragraph. This study stands on a long-term emulated background of post-Rene DESCARTES’ (+ February 11, 1650) {analysis; synthesis; thesis/anti-thesis – elicited Cartesian space}, and on a post-expression of an ‘open’ MIND-BODY DUALISM (1641) from which, with university and academic respect, would be presented/proposed/took up some cognitive and possible currently actional patterns of/from/by an active nucleus of ‘RESPONSIBILITY’ (‘SECURITY’ – ‘EVOLUTION’). Then, there are presented a set of explanatory slices (here and now: 10 slices), as these could be sustained into an epistemic corpus – but also, there is thesis-tic-ally contained a respective still gnoseological facet [‘in a dramatical wait’ for a societal feed-back to grasp an anti-thesis-pattern and still possible ‘positive’ outlook – as far as possible from a ‘war-peace-war’ stance]. Are all these a stimulus towards an Earthly accepted mood of dialogue, negotiation, and ‘change’? If ‘YES’, then there could be delimitated a nexus of {CYCLES; RHYTHMS; LABYRINTHS} of/from/by ourselves and our changeable 21st century human society. If ‘NO’, otherwise standing solution could exist, and/or worse by/than/just there could be continued the actual cognitive quasi-opposition to DIALOG and, more, quasi-opposition to NEGOTIATION… (supportable?) But sure, more, only and only based on a higher-cognitive-standing generation of system analysts… creatively would be (hypothetically-)real possible ‘some’ elicited complex responds to the contemporary ‘Knowledge in Crisis’ (within what would be an ‘alternative’ [into a complex poly- revision] to the ‘war-peace-war’ stance: * {Initiating and forward up the third and fourth (…?...) life-cycles EDUCATION; ** Re-formation towards a truly e-MAGISTRATURE OF ADMINISTRATION); *** Revising a truly e-re-construction of our ‘centennial lost’ but re-found LIBERTY – as much as possible as a WORLDWIDE UNDERSTANDING/EXPLANATION, DIALOGUE AND NEGOTIATION – focusing both on the INDIVIDUAL HUMAN, and on the SOCIETAL HUMAN; **** Re-formation towards a truly holistic e-reformation of PROSECUTION as a ‘quite sacred’/’sacerdotal’ nexus of meta-balanced REWARD/PUNISHMENT on this part-by-part Earth – as a most mesmerizing space-time-causality (hypothetic) reality}. Could a cognitive and actional Triad (as) GENEROSITY-CREATIVITY-SOLIDARITY (or otherwise) stand up ‘in front’ of the actual centennially generalized ‘war-peace-war’ stance?] Related to the upward exposé there would be (re-)presented some correlated and concordant conclusive phrase / as post-frame-paragraphs – A-:-I : A: About a cognitive set within opus’s pro-peace-topic OR pro-war-topic – and the societally (and political) associable significance on. B: About the Renaissance-Florentin Niccoló MACHIAVELLI’s “The Prince” (1513), ... and “The Art of War” (1521)]. And about Prussian war theorist Carl von CLAUSEWITZ’s “On War” / published: 1832. C: Into this context, so, on the ABSENCE of two contemporary (necessary but not sufficient) job-positions: PEACE ENTREPRENEUR and PROGRESS ENTREPRENEUR what would be the next humans’ steps? D: QUATES related to PEACE and WAR - only from SOME personalities (there is an upward string of enlisted personalities: writers, philosophers, artists) - here and now there are ‘no comments’ on. E: About how to attain new job-positions: PEACE ENTREPRENEUR and PROGRESS ENTREPRENEUR - suitable for a part of our “(RE-…)HUMANIZATION … TIME … EARTH … SPACE … CAUSALITY”; it is standing this address, here and now, as a benefic post-KANT-ian and post-SMITH-ian correlated and concordant overview just inside our high life societal fashion. F: Three entitlements/’over-outlook’ constructs related to the respective [in correlation and concordance to the previous paragraphs] ‘resulted’ quasi-spherical SUBTLE CORPUS. G: About the necessary and sufficient “Information/Knowledge Journey” – and other nine topics of necessity and sufficiency. H: Revising the “necessary and sufficient ‘Information/Knowledge Journey’ – and the other nine topics of necessity and sufficiency”. Completing a set of ten lines of plan and respective implementation. I: FINAL (re-)entitlement NOTE: A ‘representationalII’-entitlement of this Letter of motivation: (RE-…)HUMANIZATION. EPHILOGUE [to the ‘(RE-)HUMANIZATION’ AS (POTENTIAL) SURVIVAL exposé] = {… ; AAA; BBB; CCC; DDD; EEE; …} So, this EPHILOGUE contains five sub-paragraphs AAA: Keywords: ‘1641/2041/…’, ADAM SMITH, a priori (e-)spatial-temporality-causality..., ALIENATION, “CIRCULARITY”, “RHYTM” and “LABYRINTH”, Co-disciplinarity, (co)generation/(co)creation, COGNITIVE SCIENCE, COMPUTER - Bio-COMPUTER - Quantum COMPUTER, COMPUTER SCIENCE-Bioinformatics-Artificial Intelligence and Life, ‘Critical Pure Reason’ – ‘Critical Practical Reason’–‘Critical Judgement’, Cross-Road of (e-)Worlds, EARTHLY CRITICAL GLOBAL PROBLEMS, ERICH FROMM, ETHOLOGY, framework(s) on the ‘Rational Subject’, FUZZINESS, GENERAL SYSTEMS THEORY - Praxis and Logic, “Generosity-Creativity-Solidarity”, GEOMODERNISM, HAPPINESS, Integrative Science, Interdisciplinarity, IMMANUEL KANT, Internet, (Ir)Rational Choice, ‘Kantian Peace’, ‘KNOWLEDGE versus societal FRAME’, ‘MIND-BODY DUALISM’, Mind / Heart / Integrative Human Being, …, NETWORK OF NETWORKS, Objectiveness, Poly-Logic (e-)World, PROBABILITY, RENE DESCARTES, Structural-Phenomenology, Systems/Non-systems, Subjectiveness, SUBTLENESS, ‘Theory of Moral Sentiments’, ‘to BE’ X ‘to HAVE’, Trans-disciplinarity, …., war-leaders, war-peace-war, ‘Wealth of Nations’, world wars, worldwide SCIENTIFIC/TECHNOLOGICAL//CULTURAL/ARTISTIC//RELIGIOUS/PHILOSOPHICAL///SOCIETAL tensions, www BBB: A sub-project of consolidation of a set of tests, and a sub-stage-actions of transit, ‘plus’ openness to an ANTI-THESIS ...

downloadDownload free PDFView PDFchevron_rightA New Generation - On the Way to the Future.pdfArtur Victoria

During the last few years further education has been confronted by a developing crisis in resources caused by the government cutbacks in public expenditure. Although the universities have experienced a certain number of cuts, they are facing a crisis fundamentally different in character from that of the public sector. Universities are faced by a developing crisis of purpose, because their functions have been defined traditionally in terms that are self-justifying, superior to public criticism and divorced from social need. Increasing numbers of people are questioning the philosophy of university education, which is based on concepts such as 'impartiality', 'knowledge for its own sake', 'excellence', and 'scholarship'. Such questioning is both desirable and necessary, since these concepts provide a theoretical justification for universities to exclude the vast majority of the population, and restrict entry to a small minority; it also helps us to see whether universities are serving the needs of those who do succeed in gaining entry to them. The elitists claim that specialization in degree-level work sharpens the mind and gives the individual new skills in methods of assimilating and applying knowledge. While the intellectual skills associated with degree courses may assist students in problem-solving, they provide no moral or political framework within which students can evaluate their own expectations and relate these to perceived social needs.

downloadDownload free PDFView PDFchevron_rightBJET Editorial for the 50th Anniversary Volume in 2019: Looking back, reaching forwardSara Hennessy

British Journal of Educational Technology, 2019

Introduction The Editors are thrilled to introduce the 50th Anniversary volume of the British Journal of Educational Technology (BJET). This momentous milestone has spurred us to share with the readership our pride and sense of responsibility for editing one of the top journals in the field. We are, of course, supported by the dedicated International Advisory Board, Editorial Board, reviewers, authors and readers who have made this possible over the years, plus the British Educational Research Association (BERA) and the publisher-Wiley-so we extend a huge thank you to you all. This includes all of the previous Editors, especially Nick Rushby, who stepped down in January 2016 after maintaining and developing the journal's strong reputation in the field during his 23 years of dedicated service. BJET has gone from strength to strength throughout its long history of publishing world-class research reports and reviews. This first, bumper issue has some special, featured research reviews and each subsequent issue in 2019 will likewise contain some celebratory sections and editorials by guest editors. These are intended to take stock of the field and its progress to date, and to look forward to what may be in store in the future and what the community would like to see. In this editorial, we would like to take the opportunity to look back over the past 50 years and explore the upcoming future. Looking back The offer of a review of BJET content over the past five decades, our first feature in this issue (by Bond, Zawacki-Richter, & Nichols), provided a unique opportunity for us to reflect on 50 years of the field in general. BJET, initially known as the Journal of Educational Technology, started out in a humble fashion, with three small issues a year. The first volume in 1970 edited by Norman Mackenzie of University of Sussex contained articles with titles such as "Audiovisual resources in Sussex schools," "Programmed learning in Africa 1963-1969," and "University TV research at Leeds." The image of the first issue's cover in Figure 1 shows that it focused on audiovisual technologies. Educational technology was framed as audiovisual equipment including slide projectors, film, radio and television. While some of these may now be obsolete, the reflections in that volume still seem applicable to today's field even if the technology has changed. The initial statement about the journal's focus remains remarkably contemporary: The journal is concerned with the theory, applications and development of educational technology and communications. This definition includes work in the fields of the psychology of learning, audio and visual means of presentation, educational planning and organisation, curriculum development and course design, the production of teaching and learning materials, the storage, retrieval, and dissemination of information, the allocation of resources, the costs and effectiveness of media in education, the design of learning spaces and the problems of innovation. (BJET Editors, 1970a, p. 5)

downloadDownload free PDFView PDFchevron_rightIssues on Education and Research: Volume 2Gregory T PapanikosdownloadDownload free PDFView PDFchevron_rightWhy educational research should remain mindful of its position: Questions of boundaries, identity and scaleEmma Wainwright

British Educational Research Journal, 2020

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