Transforming Paradigms of Sustainable Transcultural Adult Education

Franzenburg, Geert

doi:10.2478/dcse-2020-0003

Cited by 5 publications

(6 citation statements)

References 19 publications

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“…Dialogue training, therefore, needs spiritual and translation practice by using metaphors, symbols, and rituals (Franzenburg, 2020a). Such an attitude has a particular spiritual character, because by sharing common spiritual needs and attitudes people can overcome frontiers of religion or confession by dialogue (Geikina & Balode, 2019), 2.…”

Section: Discussionmentioning

confidence: 99%

“…Dialogues can become a kind of communication experiment or research, where all participants have new experiences with spoken and unspoken words and messages. In this context, drawing on analog situations and experiences can prevent making the same mistakes and this measure facilitates transformation (Franzenburg, 2020a). Considering particular questions during the dialogue process facilitates new learning experiences The Art of Intersubjective Dialogue: How to Make Partnership Sustainable (from and with each other).…”

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The Art of Intersubjective Dialogue: How to Make Partnership Sustainable

Franzenburg

2021

Discourse and Communication for Sustainable Education

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Since human beings communicate, dialogue is a central topic, mainly in terms of partnerships in private, political or business contexts. Often, however, dialogue means double monologue. In order to transform it into a real dialogue, particular strategies are helpful, which can be found during the last centuries. Modern communication partners, thus, can evaluate dialogue-experiences from Biblical time until today to make their relationship sustainable and to apply open, personal, and symmetrical communication as a kind of cultural participation. As demonstrated in this paper, all dialogue participants can draw benefit from such evaluation by transferring and transforming past experiences into current situations, Therefore, the article evaluates texts from both religious and psychological perspectives, and emphasizes both, religious and secular narratives, values, models, rituals and attitudes. Thus, it invites people to make experiences with communication strategies in their relationships and daily life.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

The Art of Intersubjective Dialogue: How to Make Partnership Sustainable

Franzenburg

2021

Discourse and Communication for Sustainable Education

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“…We aimed to develop a culturally neutral construct because in the times of globalization, standardization, cultural diversity and migration, the education can no longer be understood as national education only [72].…”

Section: Research Approachmentioning

confidence: 99%

“…We also believe that our conceptual model should instigate discussion among the policy-makers and motivate them to take action. We are aware that the successful implementation of the model will require meeting certain criteria, including the neutralization of the existing barriers in the legal system [71], considering transcultural education [72], as well as the application of information and communication technologies (ICTs) [73]. These factors are undoubtedly important but they fall outside the scope of the main goals of our research.…”

Section: Research Approachmentioning

confidence: 99%

A Conceptual Model for Developing Climate Education in Sustainability Management Education System

Szczepankiewicz

Fazlagić

Loopesko³

2021

Sustainability

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Climate change issues are multi-faceted and transcend different parts of society and the economy; they expose future generations to life-long health risks. We have a responsibility to future generations. One way to shape the future is the appropriate design of education systems. In this article we argue that climate education requires a holistic approach which goes beyond classroom pedagogies. We argue that climate education should not be limited to interventions within the field of school curricula alone. We review the main elements of the system of education qualitatively, both at macro- and micro-levels, and attempt to form a point of view. Our main argument is that climate education efforts should be coordinated and institutionalised. Based on our qualitative research in Poland, we developed a conceptual model and linked it to an assessment tool. Our model includes the elements necessary for a climate-oriented education program. We propose certain indicators which can be applied at school and higher levels of education system management. Our suggestions should not be limited to children’s education but should be incorporated into continuing education for professionals such as lawyers and accountants as well as other adult education programs. The science and research results are now rich and reliable enough that they can be applied to systemic social change (not only at the individual level). For this reason our model presents a conceptual framework for implementing systemic change in education systems that supports the efforts of local and national authorities to address climate change. The model is general and independent of national cultures. Our research offers both policymakers and scientists the opportunity to modify our concept and adapt it to local contexts and the national legal system. Our model should provoke decision-makers to introduce necessary changes in the legal system. The development of climate awareness should take a formalised role within a national education system. In this paper we demonstrate a logical process of reasoning ensuing from the literature review through empirical research down to the implementation stage.

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“…The idea of the spacing effect, first explored by Ebbinghaus (Ebbinghaus, 1885) in 1885, is that, given the overall continuous study time, knowledge is better learned and stored when reviewed in staggered intervals rather than in one continuous study session. In order to recall knowledge, the spacing impact has been validated in a wide variety of learning realms, such as mathematics (e.g., Rohrer & Taylor, 2006), childrenís development of L1 vocabulary (Childers & Tomasello, 2002), the recollection of physical facts (Franzenburg, 2020) and the memorization of images (e.g., Toppino, 1993). The spacing impact has also been shown in the tasks of text processing (e.g., Seabrook, Brown, & Solity, 2005).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

Namaziandost

Dehkordi

Alipour

et al. 2020

Journal of Teacher Education for Sustainability

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This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (p < .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.

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Transforming Paradigms of Sustainable Transcultural Adult Education

Cited by 5 publications

References 19 publications

The Art of Intersubjective Dialogue: How to Make Partnership Sustainable

The Art of Intersubjective Dialogue: How to Make Partnership Sustainable

A Conceptual Model for Developing Climate Education in Sustainability Management Education System

The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

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