A conceptual and practical framework for a new model of personal education (2024)

In this work I take the following four steps: First, as a point of departure, I examine the concepts of Bildung and Beruf. I try to report in brief the historical background of the division between liberal education and vocational training, and also make my first attempts to overcome the division. Unexpectedly, the results of the analysis reveal that the basis of the division is at the very heart of the process of social individualization, within the division between praxis, doing, and poiesis, making. Secondly, in an explorative analysis, I make a short analysis of social individualization. My starting point is the constitutional character of social individualization, and I use the concept of “texturing” to express the three main qualities of the social individualization process. Thirdly, I construct a model of analysis for psychological research. Drawing from Y.-P. Häyrynen’s ideas of macropsychology, and trying to overcome some of the problems in the cultural-historical school of psychology, I propose understanding social individualization as a constitutional process. My main argument is that sociological and psychological theories have not been very successful in handling these questions because the relation between activity (Tätigkeit) and behaving oneself, self-conduct (sich verhalten können) has not been analysed carefully enough. Fourthly, I introduce three dimensions for the practical analysis of learning. I open the theme under the headline of “learning by making”. I conclude with a tentative proposal for a connective curriculum of upper secondary education to overcome, via my model of analysis, the division between liberal education and vocational training.Keywords: general education, vocational education, social individualization, learning by making, upper secondary education.

British educational research journal, 2006

My personal philosophy of education is an eclectic blend of several different philosophies. Because of this, I am able to adapt to a variety of teaching situations, and to apply the concepts of various philosophies in my teaching. The purpose of education is to prepare students to be responsible, productive members of society, and to preserve and perpetuate the important thoughts and ideals of the society. As such, education simultaneously serves both the individual student and the society. Teachers and students have specific roles to play in education, and neither group functions effectively without the other group. Teachers facilitate student learning and students participate as consumers in their education. Curriculum should be structured to give every student a firm foundation in basic subjects and to allow students to diversify their educations according to their strengths and interests. Instruction should feature the organic learning associated with mixed-age groups so that learning can be accomplished naturally and so that students retain as much education as possible.

Purpose – The paper aims to reveal and discuss the recent growing interest for personal development that seems to outline an emerging study field, and especially a flourishing industry of training business, but with many different approaches more or less related to individual needs and perceptions. Methodology/approach – After synthesizing of SciVerse Hub statistics on publications and research areas referring to personal development, we review few conceptual approaches and we present the main results of a study of individual perceptions on this. Findings – A growing number of subject areas addresses related issues of personal development, especially social sciences, business and management. The results of study showing that respondent’s perceptions on personal development reflect rather a limited understanding of the concept. Research limitations/implications – The study has a limited research area (a number of 163 Romanian students), making difficult generalization of results. Pra...

Today’s societies are characterised by a host of opportunities and challenges. The pace of life is quicker than ever before, and the changes and developments in societies, science and technology come about faster every day. One of the major challenges for human beings is to make a myriad of choices every day, which will define their place in society, in life and in the world altogether. To make prudent and sensible decisions is, therefore, one of the key competencies for a successful and good life. This paper revisits the idea of an education focused on the personal development and well-being of human beings instead of economic growth. Drawing on philosophical ideas about the good life – especially Schmid’s art of living project ‘Lebenskunst’ – and recent research in positive psychology, an argument will be made for a shift of focus in education and schooling towards a good life and an art of living for today’s students. Possible implications of this change of focus for educational ...

European Journal of Special Needs Education, 2013

PubMed, 2021

Objective: The aim: The aim of the article is to highlight the results of an experimental study of the indicators of students' mental health depending on their involvement in self-educational activities. Patients and methods: Materials and methods: We conducted a comparative experimental research. There was a block of questionnaires, which required to choose one of the answers offered in the list and evaluate it on a given scale. The research collected data on respondents' self-educational activities and indicators of their mental health: meaningfulness of life, reflexivity, internal motivation for learning, stress resistance, components of self-actualization. Results: Results: Respondents engaged in self-educational activities in the profession they acquire have significantly higher rates of internal motivation for learning, time orientation and autonomy than respondents who are not engaged in self-educational activities. Respondents engaged in self-educational activities which are not related to the profession they acquire have significantly higher rates of internal motivation for learning, time orientation, cognition and creativity needs than non-self-educated respondents. Conclusion: Conclusions: The research helps us to understand the progress of students' mental well-being. The results of the research help to find the ways of providing the mental health to students. In particular, encouragement of students' self-educational activities will help to improve the mental well-being of their personality.

* ‘Education and a Meaningful Life’ Oxford Review of Education Vol 35 No 4 (2009)Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one's reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can seem meaningless when it is not so in fact. In more extreme cases it may in fact be to some extent meaningless. Equipping young people for a meaningful life is a worthwhile, but not all-important educational aim. Educators should help them not only to see their lives as meaningful but also to lead lives that are meaningful. This involves continuous engagement in the nesting of reasons mentioned above. Where autonomy is also an aim, temperamental attunement to possible options—rather than exposure to all possible options—and time to explore them are important considerations. Questions arise here both about social justice and about whether current school curriculum and timetabling arrangements help or hinder pupils in living a meaningful life.

Journal of Vasyl Stefanyk Precarpathian National University

Education is considered to play the role of social institution which transmits basiccultural values and goals of society. It helps to create new things not forgetting about the old ones.The process of education turns and directs the life of society, saving even of the smallest value tohumans. Education has the capacity to design individual skills and values, to increase the mobilityof the individual in society being the main source of forming a certain system of human values. Aperson who is able to live effectively and work in a global environment should be prepared byeducation. Education as a personal value is displayed through the implementation of tasks ofpatriotic education, which is important because of a sense of belonging to a nation and state. Inorder the education to become valuable for everybody, it is necessary it to give the key knowledge.To encourage a new generation of independent, individual learning, that will reflect in the desire todo something and to create something

This paper aims to explore the role of personal development planning (PDP) tutorials in non-QTS Education Studies degrees. PDP tutorials were implemented in order to help students improve their academic skills and to enhance their employability. Based on an evaluation of the PDP tutorials by students over a period of three years and through interviews with academic staff, this paper investigates the role of PDP tutorials in supporting those students. The first part of this paper explores the students’ evaluations. An analysis of students’ comments has revealed that students found attendance at PDP tutorials very helpful in terms of improving their academic skills. A large number of students believe that PDP tutorials have helped them to explore their career options and/or to focus in greater detail on their professional development. The second part of the paper focuses on the analysis of data from interviews with the academic staff. It considers potential problems with the implement...

SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE

Studies in English Language and Education, 2016

The public should be aware of the sudden change of life style of some people that makes their life completely different from their previous ones. All of us must be ready to face any circ*mstances from this manifestation in the future. The rich, wealthy and famous should be made aware that that type of life style is not wrong, but they should also be taught how to follow a normal way of life. Proper guidance and counselling on how to live normally needs to be provided with especially designed lectures and classes. Bringing these “students” to remote villages where the poor and the disadvantaged live may help them to understand the hardships of life around them. Having a short intern period within such a community will help them further understand the real life of the majority in their country. Furthermore, if they are always taught in an environment of luxury and are never faced with a normal education system and style of life, a major problem arises: if, in the future, our country ...

Journal of Philosophy of Education, 2001

This is an edited version of an address by Hans-Georg Gadamer, presented at the Dietrich Bonhoeffer Gymnasium, Eppelheim, on 19 May 1999. The text has been edited and translated by John Cleary and Pádraig Hogan.