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Foucault and Educational Ethics
In his works on ethics, Foucault turned towards an examination of one's relationship with oneself and others. This differs from the modern approaches that explore the relationship between and the responsibilities of actors to each other by adopting criteria. Ethical criteria engender assumptions about the actors by focusing on their responsibilities. Instead of relying on criteria, Foucault's writing and lectures contributed to an awareness of the activities we take upon ourselves as ethical subjects. His reconstruction of the Greco-Roman ethics seeks to examine the possibilities of the reconstitution and transformation of subjectivity. Through this, he offers an avenue of understanding the formation of ethical subjects in their educational interrelationships.
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Azag and the children
Yahya sees the situation of the people of Gaza. He is old enough to have memories of what life was like here in 2009, which he learnt from his mother, his uncle and several neighbours who all died that same year. With his cousin Isra, they imagine uniting the children of the area to do something that will improve their daily lives. So, they create a group of young people like themselves who congregate in the courtyard at the back of a ruined, abandoned house. Using the debris of wood, stones and other fragments of the city left lying there, they make themselves a roofless shelter, where together, having a lot of fun, they create a new friend whom they name AZAG. With him, they reinvent their own reality.ABOUT THE AUTHOR In her practice, Rita Amabili has a penchant for human rights and children’s rights. Her experience as a nurse, as an accompanying person at the end of life, as a humanist in the social sciences and as a master in theology, gave him an active practice with the human and strengthened his feminism as an author promoting the inclusion of men and women as equal persons although different. Her work as a writer and her group animation classes have enabled her to develop skills as a speaker and facilitator and thus to make the knowledge acquired over more than twenty years alive and often interactive. As a novelist, human rights, children’s rights and the history of immigration. Her experience as a nurse, as an end-of-life accompanist, as a humanist and as an active human practitioner, reinforces her feminism, which is the inclusion of men and women. As a writer, her group animation classes have directed her as a speaker and facilitator for over twenty years. Nurse by training, master in theology. Her work revolves around human rights, immigration, inclusion as a feminist. She has been involved in theatre, poetry, novels and has collaborated with several media, dealing with subjects related to values and the meaning of life.
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Five Children and It
Five Children and It is a children's novel by English author E. Nesbit. Like Nesbit's The Railway Children, the story begins when a group of children move from London to the countryside of Kent. The five children - Cyril, Anthea, Robert, Jane, and their baby brother, known as the Lamb - are playing in a gravel pit when they uncover a rather grumpy, ugly, and occasionally malevolent Psammead or sand-fairy, who has the ability to grant wishes. He persuades the children to take one wish each day to be shared among them, with the caveat that the wishes will turn to stone at sunset. This, apparently, used to be the rule in the Stone Age, when all that children wished for was food, the bones of which then became fossils. The five children's first wish is to be "as beautiful as the day". The wish ends at sunset and its effects simply vanish, leading the Psammead to observe that some wishes are too fanciful to be changed to stone. All the wishes go comically wrong. The children wish to be beautiful, but the servants do not recognise them and shut them out of the house. They wish to be rich, then find themselves with a gravel-pit full of gold spade guineas that no shop will accept as they are no longer in circulation, so they can't buy anything. A wish for wings seems to be going well, but at sunset the children find themselves stuck on top of a church bell tower with no way down, getting them into trouble with the gamekeeper who must take them home (though this wish has the happy side-effect of introducing the gamekeeper to the children's housemaid, who later marries him). Robert is bullied by the baker's boy, then wishes that he was bigger . whereupon he becomes eleven feet tall, and the other children show him at a travelling fair for coins. They also wish themselves into a castle, only to learn that it is being besieged, while a wish to meet real Red Indians ends with the children nearly being scalped.
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Aristotle and Ancient Educational Ideals
Life is the original school - life, domestic and social. All other schools merely exercise functions delegated by the family and by society, and it is not until the latter has reached such a state of complication as to necessitate a division of labor that special schools exist.
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Educational Technology and Pedagogic Encounters
This book looks at some of the underlying theories of educational technology (means), and ways in which this technology is guided in practice (ends). The authors are intent on producing ends that prepare students to undertake new analyses and evaluations that can result in new possibilities for democratic action. Emphasis is on their understanding of and position within educational technology – as opposed to using or applying educational technology. The work is not written from the point of view that their embeddedness within educational technology has a utilitarian end in mind, but rather that their situatedness within educational technology (a practice in itself) leaves open possibilities for new ways of understanding democratic education. This book is organised into six interrelated themes that work towards the cultivation of educational technology as a human practice which guides pedagogic encounters on the basis of taking risks in relation to which the unexpected, unimaginable is always possible.
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Competencies in Teaching, Learning and Educational Leadership in the Digital Age
This book makes a contribution to a global conversation about the competencies, challenges, and changes being introduced as a result of digital technologies. This volume consists of four parts, with the first being elaborated from each of the featured panelists at CELDA (Cognition and Exploratory Learning in the Digital Age) 2014. Part One is an introduction to the global conversation about competencies and challenges for 21st-century teachers and learners. Part Two discusses the changes in learning and instructional paradigms. Part Three is a discussion of assessments and analytics for teachers and decision makers. Lastly, Part Four analyzes the changing tools and learning environments teachers and learners must face. Each of the four parts has six chapters. In addition, the book opens with a paper by the keynote speaker aimed at the broad considerations to take into account with regard to instructional design and learning in the digital age. The volume closes with a reflective piece on the progress towards systemic and sustainable improvements in educational systems in the early part of the 21st century.
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Asphalt Children and City Streets
This work explores the urban experiences of street children in sao paulo, brazil through the mathematical epistemic regimes at the core of their survival strategies. We also draw attention to the situation of street children across time, space, culture, and history. Our goal is to recognize, understand, and validate forms of mathematics constructed and used outside of the established institutions of mathematical production. We base our analysis on "the mathematical imagination", which draws together social constructionism and ethnomathematics. Theoretically, we draw heavily on the durkheimian tradition in sociology and anthropology. We focus on a form of practice that links the formal and the informal in order to realize the full power of mathematical knowledge as a social thing (in durkheim's sense), a product of the collective consciousness that expresses collective realities and a category of knowledge present in every culture. This is as true for mathematics at the margins as it is for professional mathematics. Our work contributes to an emerging political manifesto of the marginal that demonstrates the social realities and social power of their mathematics. This book should be of interest to social scientists, students of mathematics and ethnomathematics, and everyone interested in the situation of marginalized children.
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Children and Crime in India
This book offers a sociological exploration of street children in India and what pulls and pushes them into delinquency, at a time when the government of India is contemplating strengthening its juvenile justice system. It draws on in-depth, qualitative research carried out by an NGO which included unstructured and structured interviews with over 600 children as well as stakeholders. Through the stories of Indian children, this book examines the major factors which together play a crucial role in their engagement in deviant behaviour as they grow up. However, the authors argue that they should not be viewed not as a dangerous threat but as the country’s most valuable resource. The authors conclude that a punitive strategy may not be the best option, advocating instead for a focus on restorative justice which has been found to be effective and beneficial alongside other strategies which help strengthen families and enhance parenting skills.
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Do learning disabled children play with toys for longer?
There is no definitive answer to this question as it can vary from child to child. Some learning disabled children may play with toys for longer periods of time as a way to engage in activities that they find enjoyable and comforting. However, other learning disabled children may have difficulty with sustained attention and may not play with toys for as long as their peers. It is important to consider the individual needs and preferences of each child when it comes to play and leisure activities.
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Which toys are suitable for children aged 2 and above?
Toys that are suitable for children aged 2 and above are those that promote their physical, cognitive, and social development. Examples include building blocks, shape sorters, puzzles, toy vehicles, dolls, and stuffed animals. These toys help children improve their fine motor skills, problem-solving abilities, creativity, and social skills through imaginative play. It is important to choose toys that are age-appropriate, safe, and engaging for children in this age group.
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What are educational offerings for children and adolescents with disabilities?
Educational offerings for children and adolescents with disabilities can include a range of services and supports to meet their individual needs. This can include special education programs, individualized education plans (IEPs), accommodations and modifications in the classroom, assistive technology, speech and language therapy, occupational therapy, physical therapy, and counseling services. In addition, there are specialized schools and programs designed specifically for children with disabilities, as well as inclusive education models that aim to integrate students with disabilities into general education classrooms with appropriate supports. These offerings are designed to help children and adolescents with disabilities access a quality education and reach their full potential.
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Which board games are fun for children and parents?
Board games that are fun for both children and parents include classics like Monopoly, Scrabble, and Sorry! These games are easy to learn, offer a mix of strategy and luck, and provide opportunities for bonding and friendly competition. Additionally, cooperative games like Pandemic or Forbidden Island can be enjoyable for families as they work together to achieve a common goal. Ultimately, the best board games for children and parents are ones that are engaging, interactive, and promote quality time spent together.
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How can learning be fun?
Learning can be fun when it is interactive and engaging. Incorporating games, hands-on activities, and group projects can make learning enjoyable and memorable. Additionally, connecting the material to real-life experiences and interests of the learners can make the learning process more enjoyable. Providing opportunities for exploration and discovery can also make learning fun, as it allows students to take ownership of their learning and be actively involved in the process.
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Who knows indestructible toys for children between 2 and 7 years old?
Parents, caregivers, and toy manufacturers are likely to know about indestructible toys for children between 2 and 7 years old. Parents and caregivers often seek out durable toys that can withstand rough play and frequent use by young children. Toy manufacturers also create products specifically designed to be long-lasting and able to withstand the wear and tear of active play. Additionally, online parenting forums and websites may provide recommendations and reviews of indestructible toys for this age group.
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Am I obligated to provide the children with clothing, bicycles, and toys?
As a parent, you have a legal obligation to provide for the basic needs of your children, including clothing, bicycles, and toys. These items are considered essential for a child's well-being and development. It is important to ensure that your children have appropriate clothing for different seasons, as well as access to recreational activities such as riding a bicycle and playing with toys. Providing these items is part of your responsibility as a parent to ensure the physical and emotional well-being of your children.
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What toys do your children collect?
My children collect a variety of toys, including action figures, stuffed animals, and building sets like LEGO. They also enjoy collecting trading cards and small figurines of their favorite characters from movies and TV shows. Their collections are constantly growing as they discover new interests and add to their toy collections.
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