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The Dialectics of Industrial Design Viz-A-Viz the Meta – Design Phenomenon: The on-going Narrative/ Implications for New Design Paradigms and Design Education

 

Obasuyi Osa-Francis Efe

Department of Fine/Applied Arts, University of Benin, Benin City, Nigeria, E-mail:This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The paper examined the dialectics and the Philosophical Theorization of the Phenomenon of Industrial design viz-a-viz meta-design, both as new areas of the philosophical discourse and intellectualization of both fields. This is not only as new subject disciplines / profession but also as New/Novel, and “uncharted waters” in the study and philosophy of both.  Which is aimed at their adoption as a veritable tool and vehicle, for achieving New and innovative franchises and enterprises that might thus help bring about creating potentially New Design paradigms. In the body of the text it was established that by employing interdisciplinarity and collaborative efforts / approaches, designers try to achieve these New design efforts which are inspired by the way living organisms, systems and mechanisms, function and work. This eventually will influence, change or completely overhaul the way we feed, cloth ourselves, shelter, communicate or even co-habit in the future. The research methodology adopted was the qualitative, exploratory and open-ended research approach. The paper also established that the implications of the above will help engender a new narrative in the discussions and reasoning (or the dialectics) of these two disciplines and also of how they will affect the subjects practice and the various attempts aimed at its Pedagogy /Education. It was also established that the nature of such an Education and the Impartation of the adequate Design skills to graduates must adopt new strategies and implementation of an Industrial/Technological-based subject-Bias that leans towards Design intuitiveness, ingenious Technical/Technologically result oriented reasoning and practices. Bearing in mind the infusion also of various multidisciphinary subject areas that will help broaden the learner’s horizon. The paper as part of its research results and findings recommends that the issue of the Dialectics and phenomenology of Industrial Design/Meta design (which is the philosophical study of the structure and make-up (or consciousness) of the concepts, context and content of industrial design) must be embedded in the implementation of the three conceptual Approaches of Design which are:- Design Awareness, Design Activity and Design Manufacture/fabrication. This is the sum total of all Design and Creative endeavours.

© 2018 Varna University of Management. All rights reserved.

Keywords: dialectics, phenomenology of design, meta–design, interdisciplinarity and collaborative approaches, design paradigms, autopoiesis and allopoiesis

Citation: Osa-Francis Efe, O. (2018) The Dialectics of Industrial Design Viz-A-Viz the Meta – Design Phenomenon: The on-going Narrative/ Implications for New Design Paradigms and Design Education. Journal of Pedagogy and Educational Management 2, pp. 100-111

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Using оf аn Interactive Author’s Model in the Education of Primary School Students Based on the Project Method

 

Nadya Petkova

 Private High School of Tourism and Entrepreneurship "Rayko Tsonchev", Dobrich, Bulgaria, E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

As main tasks of modern education, the study outlines the acceptance by students of an attitude for continuous learning, intercultural communication skills and maintaining a desire to expand their cognitive experience from the first grade Primary teachers face the problem how to best achieve the key learning objectives. Therefore, the most talented and brave experimenters are developing their own conceptual model based on interactive methods. The purpose of this study is to approbate the author's model as a priority by means of the project method, as an unifier of group learning, teamwork, attracting parents, and dialogical interaction. Analyzing the learning outcomes and the survey research conducted with primary school students and their parents reveals the strengths and some shortcomings of the model with regard to its application by other teachers as well.

© 2018 Varna University of Management. All rights reserved.

Keywords: author's model for interactive education, project method, group training, working with parents

Citation: Petkova, N. (2018) Using оf аn Interactive Author’s Model in the Education of Primary School Students Based on the Project Method. Journal of Pedagogy and Educational Management 2, pp. 67-99

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Semantic Networks of Student Journals

 

Snejana Slantcheva-Durst

The University of Toledo, Toledo, USA, E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The present study applies semantic network analysis – an innovative method of analysis in educational research – to student journals with the aim to capture the major effects of short-term international study on students. Sixty-four students from the United States followed group-organized educational trips to either Europe or China for three weeks. Their daily journals were intended to capture all their experiences during these trips. Semantic network analysis explored meaning embedded in the text of the students’ journals and identified central concepts and linguistic associations. While there were differences in experiences amongst the students based on destination of travel, race/ethnicity, age, and academic strength, gains in awareness emerged as the core learning outcome for all students.

© 2018 Varna University of Management. All rights reserved.

Keywords: semantic networks, student journals, short-term international study trips, study abroad, graduate students

Citation: Slantcheva-Durst, S. (2018) Semantic Networks of Student Journals. Journal of Pedagogy and Educational Management 2, pp. 27-38

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An Attempt for Conceptualization of Interactive Education in First Grade through Full-Time Organization of the Day

 

Nadya Petkova

 Private High School of Tourism and Entrepreneurship "Rayko Tsonchev", Dobrich, Bulgaria, E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

In the current stage of development of the society, main product and resource are the information and knowledge. They would only be useful if they had an owner to find, process and implement them. In fact, this is the most important characteristic of today's educated person. As main tasks of modern education, the study outlines the acceptance by students of an attitude for continuous learning, intercultural communication skills and maintaining a desire to expand their cognitive experience from the first grade. Thus, the purpose of this study is to draw a concept to solve the above problem. As irrevocable components of the model the interactive educational environment, specific roles of the participants in the pedagogical interaction, teamwork, creation of an interactive educational space and interactive methods are outlined. The conceptual model would be useful for all elementary school teachers as a guideline for choosing approaches, methods and mechanisms for effective pedagogical work. It can also be used by pre-school teachers who want to make sense in working with children in order to prepare them adequately for the school life.

© 2018 Varna University of Management. All rights reserved.

Keywords: interactive educational environment, participants‘roles in pedagogical interaction, teamwork, interactive educational space, interactive methods

Citation: Petkova, N. (2018) An Attempt for Conceptualization of Interactive Education in First Grade through Full-Time Organization of the Day. Journal of Pedagogy and Educational Management 2, pp. 39-66

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A Project Implementation of CLIL Methodology in Geography Classes with Secondary School Learners

 

Mariya Stefanova Stratieva – Ivanova

Yordan Yovkov Secondary School, Tervel – Bulgaria, E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Mariyana Todorova Todorova

Varna University of Management – Bulgaria, E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The changing reality of the 21st century education requires successful acquisition of foreign languages, so that people could be prepared for the demands of the modern world – they need to be adaptable, communicative, foreign language competent, possessing the ability to attain profitable positions in the job market and to integrate socially. CLIL is considered to be an effective way of improving students’ foreign language knowledge and skills with respect to the challenges imposed by the modern world. This study represents a research on the effects of CLIL implementation within secondary students and aims at measuring the effects of the CLIL provision in terms of the students’ performance concerning their language skills. Promoting students’ better performance through the creation of a wider exposure to the English language is the objective of the present project. The methodology of the research involves two types of analysis of the obtained data: qualitative and quantitative. The ANOVA test with F-statistics has been conducted to test the hypothesis of the research. One and the same test has been designed to measure the students’ knowledge prior to and after the implementation of the CLIL project and the test results have been verified in the quantitative part of the present study to prove the hypothesis. The experimental group’s responses to the interview questions have been interpreted qualitatively. The current research concludes that a greater exposure to the English language, supplied with the CLIL type of training, improves students’ language knowledge and encourages the students themselves to use the foreign language in communicative activities.

© 2018 Varna University of Management. All rights reserved.

Keywords: CLIL, English, Bulgaria, secondary students, education, language performance

Citation: Stratieva-Ivanova, M., Todorova, M. (2018) A Project Implementation of CLIL Methodology in Geography Classes with Secondary School Learners. Journal of Pedagogy and Educational Management 2, pp. 7-26