Primary school teachers' views on a holistic approach to facilitating the acquisition of musical cultural values

• Autorzy: JeĮena Badjanova
• Języki publikacji: EN

Abstrakty

EN

Recent tendencies in education highlight the need to align the system of general education in Latvia with the tenets of sustainability. In keeping with this broad target orientation, this paper re-examines international and Latvian experiences and perspectives on the application of a holistic approach to the content of primary education. This review of good practice is set against the backdrop of different theories and approaches concerned with the essence and principles of holism. More specifically, the paper addresses the issue of ensuring successful acquisition of musical cultural values in primary school via a holistic approach. In this regard, the latter is construed as movement towards the new that facilitates positive attitudes towards musical cultural values among learners and is both physically and spiritually nurturing. The paper proposes a theoretically and empirically grounded model for the usage of a holistic approach with a view to enabling acquisition of musical cultural values in primary school. The gradual development of the model is traced in the course of theoretical and empirical inquiry, the latter involving a survey and an interview with five experts

Słowa kluczowe

EN

values; musical culture; musical cultural values; holistic approach; sustainable development; holistic development; primary school teachers

• Wydawca: Sciendo
• Czasopismo: Journal of Teacher Education for Sustainability
• Rocznik: 2013
• Tom: 15
• Numer: 2
• Strony: 78-90

Daty

wydano

2013-12-01

online

2014-03-12

Twórcy

autor

JeĮena Badjanova

• Daugavpils University, Latvia

Bibliografia

• Bateson, G. (2000). Экология разума. Избранные статьи no антропологии, психиатрии и эпистемологии [Ecology of the mind. Selected articles on anthropology, psy- chiatrics and epistemology], Москва: Смысл.
• BeĮickis, I. (2000). Vertiborientetd mactbu stunda [A values-oriented lesson], Riga: RaKa.
• Beyers, R. N. (2009). A five dimensional model for educating the net generation. Educa- tional Technology & Society, 22(4), 218-227.
• Bezborodova, L., & Aliyev, U. (2002). Методика преподавания музыки в общеобра- зовательных учреждениях [Methodology of teaching music in general education institutions]. Москва: Академия.
• Birzkops, J. (1999). Muzicčšana ka labaka intelektualo speju attistitaja [Music making as the best way to develop intellectual skills], Riga: Liesma.
• Bundsgaard, J. S., & Hansen, Т. I. (2011). Evaluation of learning materials: A holistic framework. Journal of Learning Design, 4(4), 31-44.
• Capra, F. (2002). The bidden connections: Integrating the biological, cognitive and social dimension of life into a science of sustainability. New York: Doubleday.
• Clark, E. T. (1997). Designing and implementing an integrated curriculum: A student- centered approach. Brandon, VT: Holistic Education Press.
• Creswell,J. (2003). Research design: Qualitative, quantitative, and mixed approaches. Thousand Oaks, CA: Sage.
• Cropley, J. (1999). Definitions of creativity. Encyclopedia of creativity. San Diego, CA: Academic Press.
• Forbes, S. H. (2003). Holistic education: An analysis of its ideas and nature. Brandon, VT: Foundation for Education Renewal.
• Gang, P. (1993). Holistic education. In C. L. Flake (Ed.), Holistic education: Principles, perspectives, and practices (pp. 86-91). Brandon, VT: Holistic Education Press.
• Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books. Ilisko, D. (2005). Pedagogical challenges for implementing holistic curriculum in Latvia. Journal of Teacher Education and Training, 5,28-39.
• Jorgensen, E. (1997). In search of music education. Urbana, IL: University of Illinois Press.
• Katane, I. (2007). Paradigtnas Lawijas izglitibas vide miisdienas. Monografisko petijumu serija “Izglitibas ekologija" [Paradigms in contemporary educational environment of Latvia. Series of monographs “Ecology of education”]. Jelgava: LLU ТЕ IMI.
• Kopeloviča, A., & Žukovs, L. (2004). Skolotaju izglitiba iMtvija, 1940-2000 (Teacher education in Latvia, 1940-2000]. Riga: RaKa.
• Kostakos, G. (2012). A tale of two UN processes: The Global Sustainability Panel and Rio+20. Global Education Magazine, /,49-53.
• Krastiņa, E., & Pipere, A. (2004). Mactbu sasnieguniu pašizvertešana [Self-evaluation of learning achievements]. Riga: RaKa.
• Lemkow, A. F. (1990). The wholeness principle: Dynamics of unity within science, religion & society. Wheaton: Theosophical Publishing House.
• Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
• Maslo, I. (2006). Macišanas daudzveidibas izpratne integrativo procesu teorija [Understanding diversity of learning in integrative process theory]. In I. Maslo (Ed.), No zinašanam uz kompetentu darbibu. Macišands antropologiskie, etiskie un socialkritiskie aspebti [From knowledge to competent action. Anthropological, ethical and sociocritical aspects of learning] (pp. 20-44). Riga: LU Akadcmiskais apgads.
• Miller, J. P. (1993). The holistic teacher. Toronto: OISE Press.
• Miller, R. (2000). Caring for netu life: Essays on holistic education. Brandon, VT: Foundation for Educational Research.
• Nava, R. G. (2001). Holistic education: Pedagogy of universal love. Brandon: Foundation for Educational Renewal.
• Quince, P. (2006). Education for sustainability. Education for Meaning and Social Justice, 19(14), 30-34.
• Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of teacher's life. San Francisco: Jossey-Bass Publishers.
• Pelnéna, М., & K(avipš, М. (2009). Izglitiba ilgtspejigai attistibai: pieredze un iespejas Latvija. [Education for sustainable development: Experience and opportunities in Latvia]. Vides izglitiba augstskola (Environmental education at the tertiary level] (pp. 69- 88). Riga: LU Akademiskais apgads.
• Powell, К. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
• Rose, J. (2005). Educating the whole person: An orthodox perspective. In P. Schreiner, E. Banev & S. Oxley (Eds.), Holistic education resource book: Learning and teaching in an ecumenical context (pp. 69-123). New York, Miinchen, Berlin: Waxmann Munster Verlag GmbH.
• Rogers, C. R. (1967). Person to person: The problem of being human: A new trend in psychology. Lafayette, CA: Real People Press.
• Rubene, Z. (2008). Kritiska domašana studiju procesa [Critical thinking in the study process]. Riga: LU Akademiskais apgads.
• Ruismäki, Η., & Ruokonen, I. (2009). Children’s right to good music education: Some practical applications and synthesis towards the ideals of the children’s rights declaration. In J. Davidova (Ed.), Problems in music pedagogy (Volume 4; pp. 7-17). Daugavpils: Daugavpils University Academic Press “Saule”.
• Salite, I. (2002). Ilgtspejigas izglitibas merles skolotaju skatijuma [The aim of sustainable education through the eyes of teachers). Skolotajs [The Teacher), 5,5-7.
• Salite, I. (2008). Educational action research for sustainability: Constructing a vision for the future in teacher education. Journal of Teacher Education for Sustainability, 10, 5-16.
• Salite, I., & Pipere, A. (2006). Aspects of sustainable development from the perspective of techers. Journal of Teacher Education and Training, 6, 15-32.
• Schreiner, P. (2005). Contributions to holistic education from different theories. In P. Schreiner, E. Banev & S. Oxley (Eds.), Holistic education resource book: Learning and teaching in an ecumenical context (pp. 35-55). New York, Miinchen, Berlin: Waxmann Munster Verlag GmbH.
• Sile, M. (2000). Veseluma pieeja berna attistiba kbvierspeles macibu procesa (An entirety approach to the child's development in piano playing]. Unpublished doctoral disser- tation, University of Lama, Riga, Latvia.
• Sterling, S. (2004). Sustainable education. Re-visioning learning and change. Green Books: The Schumacher Society.
• United Nations Economic Commission for Europe. (2011). Learning for the future: Competences in education for sustainable development. Geneva: United Nations Economic Commission for Europe.
• Wilber, K. (2001). A theory of everything: An integral vision for business, politics, science, and spirituality. Boston: Shambhala.
• Zariņś, D. (2003). Miizikas pedagogijas pamati [Fundamentals of music pedagog)·]. Riga: RaKa.

Identyfikatory

DOI

10.2478/jtes-2013-0013