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Bauhaus design schools are the most important wing of tradition. Bauhaus is the most important representative of this tradition. This innovative structure, which redesigns the design culture itself, while recognizing the problems of the industrialist correctly and creating its own design concept, provides very important successes in a short time. Bauhaus sheds light on many design schools established after it and led them. One of these schools is Marmara Practical Fine Arts School which is the continuation of this tradition. The Marmara Practical Fine Arts School has a mission to play an important role in the development of our country. The aim of the school was to educate individuals who developed aesthetic taste, creative, contemporary, original and following the understanding of the art of the age, to overcome the collective art taste. In addition to this, the Marmara Practical Fine Arts School, founded in 1957 with the purpose of designing all kinds of products used in everyday life such as Bauhaus, was established as an example. The name of the school changed to Marmara University Faculty of Fine Arts later and changed its name only and its aims remained the same. In what way is the Practical Fine Arts School influenced by the Bauhaus? Do we see these effects nowadays? We can say that these dimensions are very comprehensive. From the educational programs to the understanding of art, to the departments of art education, it is possible that we can see the reflection of Bauhaus in many places such as student activities.
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Contemporary neuroscience perspectives on cognition allow for detailed understanding of the co-activity of unconscious, automatic 'bottom-up' processes and conscious 'topdown' processes. In this theoretical article I argue that by using direct experiences or metaphors, teachers can manipulate the neural foundation bottom-up or topdown so as to influence learning, giving teachers the conceptual tools they need to understand how specific measures - instructional and experiential teaching, as well as linguistic explanations - may work. The article thus describes how embodied cognitive approaches may be effective for teaching and learning and thus contribute to a new exchange between theoreticians and educational practitioners.
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Visual communication designers create emotions in audiences through their designs/projects. These emotions lead to the audiences an aesthetic experience. In this process occurred between the product and the audiences, the aesthetic decisions of designers and impact of the design product are crucial. The design products with high aesthetic qualities in our lives and the effects of design product, which has transformed into a cultural object, on the individual life and urban aesthetics, it is essential to bring on the issues such as design aesthetic and design experience. In this work, which focuses on aesthetic experience, it is mentioned the stages of the experience, the effects of the design process, which is seen as the determining element at the stages, structure of the first attraction. Some proposals have been brought forward for designers and the institutions who pro-vide visual communication design/ graphic design education.
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This study touches upon a missing aspect in art education periods that has existed for a long time in both theory and practice. This missing part is the state of generally prioritizing the style/technique dimension and pushing the meaning dimension into the background in art educations. Besides, there is no association between the surface technique and meaning (content) of an artwork. The technique of a real artwork is created as a whole with its meaning, which is not properly taken into consideration in art education processes. On the other hand, the essence-style relationship could be taught according to age levels from nursery school to higher education –even in the applications of students in theory. In this context, as well as art education curriculums, all curriculums should be rechecked. Because in the event that the technique and content of an artwork are conveyed to students as a whole, there will be a more permanent and efficient educational environment through contacting all other lessons and all themes in life. If they are carried into effect, art trainers and trainers of all other branches will start a new coordinated process.
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The conversation concerns the responsibility of researchers for the public sphere. The analyzed threads revolve around three main issues: the moral justification for the participation of intellectuals/researchers in the public sphere, ideological entanglements of education and discussion in this area and the conditions (especially academic) that favor/block teachers’ participation in this sphere.
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This article aims to explore strategies for inclusive education policy in Romania.To this were analyzed indicators on the coverage of the school-age population identified as a population with special educational needs and integrated into mainstream education. In line with inclusive education policies in Romania was performed and an analysis of strategies for achieving inclusion process of people with special educational needs in mainstream schools in Romania. Research methodology turned to the following research techniques: analysis of legal documents describing the policy of inclusion in mainstream education of children with special educational needs, secondary analysis of statistical data on the number of children with special educational needs integrated into mainstream education,analysis quality indicators specific integration into mainstream education of children with special educational needs. The findings reflected the following: there is political inclusion in mainstream schools for children with special educational needs and are provided strategies for attracting and keeping the mass education of this category of persons. Quality education for this category of persons is subject to fundamental operation of multidisciplinary teams at each school and adult education institutions on observance of the right to education for all.
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The paper introduces a new multidimensional scale LA (lestvica agresivnosti [Aggression Scale]) for measuring self-reported aggression in elementary and upper secondary school students in Slovenia. The scale has been developed with a special focus on the school setting, using three elementary school samples (preliminary study: N=2777; main study: N=10427 and validity and test-retest study: N=191) representative of 4th and 8th grade students in Slovenia and one upper secondary school sample (N=3253) representative of the final year of upper secondary school in Slovenia. The exploratory analyses using principal component analyses (PCA) revealed a four-factor structure: verbal aggression, physical aggression, internal aggression and aggression towards authority that were interrelated. Confirmatory factor analyses (CFA) showed that the items of the scale formed four factors that were related to the higher order factor. The structure turned out to be stable over different age groups. The scale demonstrated adequate internal consistency, concurrent validity and test-retest stability.
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The present study handles the subject of usage of French subjunctive mode by Turkish University students with the study of contrastive approach. The usage of the mode in question is one of the most important problems encountered. The occurrence of this problem might be because of its areas of use are not fully comprehensible and its areas of use do not correspond to the ones that students have in their native language. In this present study, the French subjunctive mode and event modalities were examined with contrastive approach. The idea that subjunctive mode as morphological and functional is very different for Turkish university students is put forward and the differences have negative influence on the success of the usage of this mode. This study was evaluated within the framework of the quantitative research method. A questionnaire technique was used in collecting data; quantitative data were obtained and analyzed. According to data obtained from this questionnaire consisting of 10 questions, the rates of success of the Turkish university students have emerged as low. It was found that the students are not good at understanding its areas of use and this problem causes an important impediment on the success.
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In textile and fashion sector developing by industrializing, the emerging labor force need with the increase of importance of branding has increased the importance of education of fashion and textile design. The creative design power, esthetic taste and form of expression in textile and fashion area can only be provided with including of visual arts education in the education of fashion and textile design in enough level. In this study carried out to solve this problem recognized, in the education of fashion and textile design given license level in Turkey, the place and importance of visual arts education was attempted to be identified. The study is survey model and the resources associated with the subject were reached by making literature review. Lecture plans of license programs providing fashion and textile education in Turkey in educational year 2011-2012 that constitute the sample of study were reached and describing the obligatory lectures of visual arts education and then the adequacy of visual arts education was attempted to be identified.
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Three the most influential models of employment of persons with special needs -sheltered workshops, supported employment and self-employment - were recognized in the light of social constructionist views of language role, that is, of critical discourse analysis and ideological critique of modern society that is fostered by social model of disability. Sheltered workshops are presented as a relic of past and the main advocate of deficit language and medicalization of disability on which based the medical model (or model of personal tragedy). The others approaches are understood as alternative in the sense that they are put in the broader framework of anthropological optimism insisting on a self-actualized tendency and a saved (developmental) potentials hidden in each individual. Nevertheless, neither of them spared critical analysis since they are outcome of influence of self-regulatory mechanisms of modern society structure.
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We live in a world of high-speed communications, a world which requires application of new efficient learning techniques that respond to the question how to learn. In order to reply to this question we must primarily know ourselves, our learning style, the types of intelligence we posses, and adopt new techniques which enhance our ability to memorize. New techniques are a tool for a creative organization of thoughts, they help us use the infinite power of our mind. Very few people in Bosnia and Herzegovina study the efficient learning techniques and lecturing in the education process. In this research, new techniques of the mind map, fast reading, memory abilities of the actors and learning through music have been presented. New findings in the field of education that would benefit to those who take big steps into the future were presented.
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The author of the article refers to the problem of educational tourism as an artistic resource for modern education. The content of the article is based on the disclosure of different types of cultural and educational tourism and specificity of manifestation of artistic interests and search for the conditions for the realizations cultural and cognitive routes for children and youth. As an example, the technology of “art-pedagogy”, theatrical and game forms of education are presented, and the meaning of the "chronotope" of the path (road) in the context of the artistic resources of educational tourism is considered. The article reveals the essential characteristic of the depictive, plot, socio-historical and meaning-forming meaning of the chronotope. This helpsto disclose cultural and historical meanings in terms of space and time. The article shows that the artistic resources of educational tourism are rather versatile and diverse. This contributes to the expansion of needs and development of artistic interest of children and youth.
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The lives of three Upper‑Silesian teachers exemplify the social, national, political and cultural processes which occurred in the region. The life and work of the Bernhard brothers as well as Ryszard Knosała are typical of the history, attitudes and behaviors of the Polish populace who inhabited the region. The particular political and social climate of the Opole region, as well as the complicated and dramatic lives of its inhabitants testify to the complex history of the region and the difficult path towards abolishing social barriers on the way to cultural emancipation while upholding local traditions and values.
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In our classical madrasa education, there is a tradition of writing the textbook as a verse, for easy to learn and to keep. The books written in verse are memorized by the students and thus the essence of science is kept in memory. For this purpose, poems about virtually all sciences have been written. There are various verse works about physiognomy (kıyafetname/ilm-i kıyafet).
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The article attempts to present educational language practices of China. The educational school system for multicultural and multilingual China has been introduced to the society many years ago, but still domination of Chinese mandarin is visible, even at independent land such as Tibet or Yi. The tension between state recommendation and practical choices made a Jaus’ face of Chinese educational reality and become an example of “soft power” strategy implemented through educational system into society. The main purpose of presented article is to describe educational practices dedicated to ethnic and cultural minorities from primary level to higher education.
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The subject of the article is a reflection on the nature of transformationsoccurring silently in the course of human activity. The structure of theseprocesses is complex, often spirally connected, in the form of a coil or braidtangles and includes both the visible aspects, referred to by François Jullien(2009) as modifications, and those that are invisible on a daily basis, in shorttime, as Ferdinand Braudel calls it (1999). They are discoverable only in thelong term (idem, 1999) and in re-experiencing, which is analyzed by Jullienin his latest work (2017).A characteristic feature of both activity and transformation is theircomplexity, connection and parallelism of occurrence. Their nature can be analyzed (Barbier 2016) both in the context of visible modifications of activity(including lines, activity trends, etc.) and in relation to possible anticipationsof events in the field of practice, giving grounds for attributing new meaningsand senses of the spiritual/mental life.Spiritual life is understood as mental life, embracing activities of thesubject that are aimed at transforming his/her own representations” (Barbier2016, p.116). “Mental” means in this statement “felt inside”, imagined andexpressed discursively.While thinking about spiritual life in terms of mental life understoodin this way, it is particularly important to understand this spirally-built convolutionof activities as transformations of transformations, which is termedas couplage structure (conjugation, structural connection). An example ofsuch a structurally related/structurally conjugated relationship may be there-experiencing of experiences (i.e. re-life, seconde vie), in which we are onlydiscovering the essence and sense of our activity (Jullien 2017).
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This paper discusses the challenges of entrepreneurship education in a regional Malaysian context and provides the design details of entrepreneurship modules providing a practical experience. It is argued that an active, experience-centred module delivery helps to revitalise student curiosity in entrepreneurial activities. The paper utilises the phenomenological approach to explore the contemporary challenges of entrepreneurship education and to gain a deeper insight into its contemporary complexity. The material for the phenomenological analysis is obtained by means of focus groups which are contrasted with the students’ written reflections and staff observations on teaching and learning activities in entrepreneurship modules. The findings indicate that two months timescale for studying entrepreneurship is too short because of competing priorities within the programme of study and an eclectic essence of entrepreneurship. It was also found that students believe that being supported by tutors having practical experience is motivating and reassures them about further learning. The concerns about the applicability of Western concepts of entrepreneurship education to the Malaysian context were not corroborated. It has been argued that practice-centered learning opportunities are often associated with off campus education and take place in the ‘real world’. The suggested design for standalone entrepreneurship modules evidently ensures a rich experience for students and provides an effective springboard for developing entrepreneurial aspirations.
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This article considers an individual approach to the study of the mental and physical criteria of oarsman skill. The solution to the problems of rowing development seems to us possible only with a comprehensive study and the ability to control rowers with the help of psychological processes during their preparation and performances at competitions. The main idea of the research is aimed at an individual approach of studying the rowers mastery criteria. The study identified apparent influence effectiveness of the oarsman prelaunch status on his performances at the competitions. Our chosen direction to optimize the training process on canoe and kayak in combination with the objective quantitative characteristics of its health-improving efficiency is today quite promising for further improvement of athletes' performance at competitions. Rowers, who have high rates of mental and physical fitness, perform the application results and set records.
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This paper is to analyse the state of art in how higher education in Hungary is prepared to open up to adult learners wanting to extend their knowledge and develop skills at an advanced level of education. Also, a detailed description of the roles and functions of higher education in adult learning will demonstrate some particular aspects of quality development of higher education and learning focusing on better performance and raising participation.
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