![]() What do walking, weaving, observing, storytelling, singing, drawing and writing have in common? The answer is that they all proceed along lines. The concept of ‘bildung’ (‘danning’) includes such visions and nourishes suggested pedagogical strategies for teacher practices. A ‘glocal’ model of the teacher could serve as a thinking tool for increasing awareness of globally shared concerns and at the same time for understanding the impact of local traditions and recent practices. A further elaboration of the concept of ‘glocalisation’ in the context of teachers’ pedagogy is needed in order to meet diversity and the educational challenges that follow. Furthermore, the article raises questions and gives illustrations of what kind of model of the teacher and the child should be created in the best interest of children in a growing pluralistic society. The article describes how a working group with a mandate from the Norwegian government (Ministry of Education and Research) provide solutions, including a wide vision of the ‘glocal teacher’, a framework where ethical considerations for the future of children were highlighted and where local, situated and culture-sensitive practices were encouraged. A central challenge of this is how to formulate ideas that support teachers’ pedagogical practices in complex contexts. In order to meet challenges and provide conditions for high quality kindergartens ‘The National Kindergarten Act’ and the ‘Norwegian Framework Plan for Kindergartens’ are under revision (period 2013 to 2016). Norwegian society is becoming increasingly heterogeneous. Mediante la revisión bibliográfica multidisciplinar, como método principal, las conclusiones apuntan a una importante presencia de una visualidad dependiente de las máquinas inteligentes, que aportan un mayor enriquecimiento del estudio tanto de la naturaleza humana como de la realidad social en el entorno virtual. En este contexto, la investigación busca revelar la emergencia de una nueva interpretación de la visualidad, concretamente, mediante el análisis de dos líneas principales (cuya relación se trata de mostrar): por una parte, la visión artificial y su extensión en el universo posinternet de las redes sociales y de la web, donde la imagen pierde su significado simbólico y su dimensión estética para valorarse como una información que cambia el estado de un sistema y, por otro lado, el conocimiento social del mundo virtual a través del uso, la actitud y el comportamiento humano con los algoritmos inteligentes. The video attached outlines one of the metaphors that served as a productive thinking tool in the process.Įn el marco de los estudios visuales, se observa un desarrollo de singulares prácticas cuya orientación tecnológica está basada en la innovación de algoritmos de inteligencia artificial. The article shows the text and visual elements used. The aim of the narrative is to demonstrate how visual forms, elements, symbols and metaphors can be productive in research teamwork for articulating epistemological commonplaces and commonalities. This work tells the story of how the research team became ‘ocular’ in developing a web banner and establishing a new research centre. Through interdisciplinary work within a diverse framework including dialogical, cultural, historical, systemic, anthropological and more-than-human epistemological approaches, the research team has consolidated a common sphere of member-identifying visual representations. This study articulates the epistemological underpinnings of a web banner’s visual elements featured on the webpage of the research centre, Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures (KINDknow).
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