IDC theory: creation and the creation loop

The proposed paper will address itself to the changing relationship between educational theory and practice in response to the challenge of postmodernism. The formulation of universal theoretical framework to distinct universalia from accidentia both in physical and social world can be traced to the legacy of the Enlightenment. For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began with the need to understand modernization following the Enlightenment ideals for transforming society. Prediction and control of social development were called for the transformation of society. The rigorous scientific theory was thus required within the context of social modernization. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Chritian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by the educational positivists in 1960's to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. constitution of those things that flow upon(the body) and impinge upon it, as ancient Greek philosopher Democritus (Diels & Kranz, 1956, 68 Dem. B9) would say. The universality of knowledge claim and ahistorical epistemological foundation are refuted by postmodernists. An intensive awareness of the significance of language, discourse and socio-cultural locatedness has been arising in the making of any knowledge-claim. As J. -F. Lyotard (1984) properly observes, ”for the last forty years the «leading» sciences and technologies have had to do with language and scientific knowledge has been nothing but a kind of discourse in addition to, and in competition and conflict with another kind of knowledge-narrative knowledge”. Thus scientific knowledge has lost its monopolistic legitimation authority. If the reality is questioned and knowledge ligitimation is floating as a myriad of meaning changes, how can an avowed universally, or at least generally, valid educational theory be set up to regulate educational practice? Education is, as R. Usher and R. Edwards (1994: 24) correctly observe, ”very much the dutiful child of the Enlightenment and, as such, tends to uncritically accept a set of assumptions deriving from Enlightenment thought.” For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began, as Hollinger (1994: 3) observes, with the need to understand the social and cultural transformation, specifically of modernization, following the Enlightenment ideal of perfecting social development. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Christian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by educational posititivists in the 1960s to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomologocal theories based on western rational logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalianism in scientific discourse. Under the impacts of postmodern anti-foundationalism, epistemological pluralism and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self. This paper aderesses itself to this debatable issue facing the dialectical confrontation and synthesis of modernity and postmodernity. Educational Theory and Practice of the Enlightment Legacy Education was deemed as worthy vehicle by the Enlightenment philosophers to substantiate and realize the ideals of critical reason, humanistic individual freedom and benevolent progress of that time. Towards actualizing these ideals, the establishment of rational educational science was thought essential to investigate suitable educational methods (H. Blankertz, 1982: 28-29). 1. Kant (1804: 444), as an heir of the Enlightenment, proposed first: The mechanism of educational art must be transformed into a kind of The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomological theories based on western rationalistic logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalitarianism in scientific discourse. Under the impacts of postmodern incredulity to the totalizing metanarrtives pluralistic stance, and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self.

Integrating Theory and Practice in Business Education

This study explores diverse educational practices in multicultural and multilingual settings in Icelandic preschools, how these create contexts and learning spaces of social justice for diverse learners, and what challenges are experienced by teachers, principals, and parents. Furthermore, it examines how these preschools build on educational partnerships with parents to create inclusive learning spaces. The theoretical framework includes writings on diverse culturally and linguistically responsive educational practices and how these approaches can contribute to the development of inclusive learning spaces in educational settings. Data were collected in 2020 and 2021 in semi-structured interviews with teachers, parents, and principals in three preschools in different areas of Iceland. The findings indicate that diverse educational approaches and practices are implemented in the preschools, but that these are mostly led by dedicated individuals rather than organized and implemented overall in the schools. This creates some challenges and results in different educational contexts being developed for diverse children, where children have different opportunities. Furthermore, although many of the parents are dedicated in supporting their children’s learning and apply diverse methods at home for teaching and educational support, there is a lack of communication between the preschools and homes in bridging educational practices.

A problem with the construction of an inclusive definition of international education is that the word ‘international’ has a variety of connotations. It is proposed that the term ‘international education’ is ambiguous because it appears to refer to contrasting usages in educational studies. International education is frequently discussed in the context of the related field of comparative education, but a different sense of the term has also developed in the context of the theory and practice of education in international schools and other institutions. This paper compares and contrasts the different usages of the term ‘international education’. It also discusses internationalism and globalization as contexts for international education, as practised in international schools and other institutions, particularly with reference to the history and programmes of the International Baccalaureate Organization (IBO).

This article considers educational theory and practice within Michaelis School of Fine Art in an era of extreme political turbulence within South Africa. It argues that the title of director Neville Dubow’s inaugural lecture, “Art and Freedom”, offers a key to the central philosophy of the school. Profoundly influenced by modernist ideals, Dubow and others regarded art as above all a sphere of freedom from workaday social responsibility and conformity: this position was reflected in the school’s educational practice, in its embrace of non-figuration, its scepticism about overtly politically-engaged art, and its primary focus on fine art rather than functional design training. Tertiary art education for black students pursued an alternative educational model, and there were increasing calls for a socially-engaged art to confront the country’s crises, but in the face of all this, Michaelis, under the directorship of Neville Dubow, maintained a marked commitment to an art education that prioritised individual and subjective visions of freedom and protest above notions of collective thought and overt social comment.

This study focused on theory and practice of inclusive education for learners with dyscalculia. The main objectives of this study were, to establish how theory of inclusive education is being practiced when teaching learners with dyscalculia in selected school in Monze district, to come up with ways that would effectively enhance theory and practice of inclusive education to learners with dyscalculia in two selected schools of Monze district. The study was conducted at a selected school in Monze district because the school was an inclusive school. This study used a case study research design and data was collected using qualitative approach and methods. The study had a sample size of 19 respondents with the following distribution: 9 teachers, 6 pupils, and 4 administrators as these were expected to be suitable with the required data for the study. Thus, the instrument for data collection included the focused group interview guide for learners with dyscalculia, observation checklist for teachers teaching learners with dyscalculia, unstructured interview guide for administrators. The study used deductive thematic data analysis. The study discovered that theory and practice of inclusive education was not considered and practiced when teaching learners with dyscalculia in an inclusive setup because learners with dyscalculia were taught using teacher centered methods, books were not marked always, teachers just talked while learners listened, teachers concentrated much on learners without dyscalculia. The study unveiled that in order to enhance theory and practice of inclusive education for learners with dyscalculia, teachers have to teach using learner centered approach, one on one method, use of remedial work and give learners with dyscalculia conducive learning environment.

Purpose Rural education research has historically been cast in a deficit lens, with rural places characterized by their problems or shortcomings, as if the way of understanding rural itself is to compare it to nonrural locales. These intransigent and narrow perceptions of rurality hinders recognition of the assets and possibilities of rural places. The purpose of this paper is to apply community-empowering, transgressive knowledge to analyses of rural communities to advance rural education research and practice. Design/methodology/approach In this conceptual paper, the authors propose an asset-based, conceptual framework to ground rural research and education practices: rural cultural wealth. Findings The authors describe and explore the concept of rural cultural wealth within the context of education. Furthermore, the authors discuss the dynamics of rurality and propose four constructs that comprise the rural cultural wealth framework, rural resourcefulness, rural ingenuity, rural familism and rural community unity, and consider implications for future research and practice. Originality/value The goal of this paper is to advance a rural cultural wealth framework aimed to interrupt social reproduction of educational inequities that impact rural students.

The rapid rise of generative artificial intelligence (AI) is transforming the landscape of human cognition, education, and society. This position paper explores the implications of generative AI for human intelligence, creativity, and wisdom, with a particular focus on educational contexts. Drawing on cultural, psychological, and educational theories—especially the framework of adaptive intelligence and the Teaching for Active Concerned Citizenship and Ethical Leadership (ACCEL) model—we argue that AI challenges foundational human cognitive abilities by automating tasks traditionally central to learning and intellectual, creative and ethical development. We examine how AI reshapes the cultural attributes of human intelligence and creativity—context dependence, dynamism, and modifiability—highlighting both the potential for cognitive amplification and the risks of cognitive deskilling. The paper also addresses the erosion of critical thinking and the ethical dilemmas posed by AI’s integration into education. While acknowledging the benefits of AI, such as personalized learning and enhanced productivity, we caution against overreliance and the uncritical adoption of AI-generated outputs. We advocate for an educational response that prioritizes the cultivation of analytical, creative, and ethical reasoning—skills that remain uniquely human and essential for democratic citizenship. The paper concludes by examining the motivational forces driving AI development and adoption, and by calling for a renewed commitment to preserving human autonomy, intellectual integrity, and wisdom in an increasingly machine-mediated world. Ultimately, the future of human intelligence and creativity in the age of AI will depend not only on technological advances but on the values and educational practices we choose to uphold.

Book IUIiIB Reviews Wigginton, Eliot. Sometimes a Shining Moment: The Foxfire Experience. Garden City, New York: Anchor/Doubleday, 1985. $19.95. With nearly 100 photographs and illustrations. Eliot Wigginton, a teacher with twenty years tenure in the schools of Rabun County, Georgia, is one of the precious resources of the Appalachian region. He and his students first gained wide attention in 1972 with the publication of The Foxfire Book. And for the past fourteen years, the makers of Foxfire have been lights glowing in the night, teaching us about the history, beauty, and richness of Appalachia . Now, with the publication of the long-awaited Sometimes a Shining Moment , Wigginton shares his remarkable story and his educational theory and practice with the entire country. Eliot Wigginton did a lot of his growing up in Athens, Georgia, where his father was a professor of landscape architecture at the university. He had an undistinguished public school career in Athens, having to repeal the ninth grade. He was then sent by his father to the Hill School in Pottstown, Pennsylvania. There, under the tutelage of Jack Tyrer, Wigginton's academic career and his life itself were turned around. Eliot went on to a successful college career at Cornell University. With degree in hand, he arrived in August of 1966 ready to teach English and Geography to all the ninth and tenth graders at the Rabun Gap-Nacoochee School. Wigginton found himself in an educational context that would have made lesser men weep: he had 146 students, was a dorm parent on duty virtually all the time, was responsible for enforcing the school's laundry list of rules, and had to teach English to students who despised the subject. His description of this situation in Sometimes a Shining Moment brims with absurdity and hilarity. From this chaotic situation, things at the school went rapidly downhill, if that can be imagined! The crisis precipitated by the lack of student discipline and their almost unbearable apathy led to one of the most wonderful innovations in American education in the past twenty years—the Foxfire experiment. As Wigginton tells it, the Foxfire story is full of drama, risk, adventure, and humor. The beginnings were like this: because of no monetary support from the school, Wigginton and his students begged, borrowed, and stole enough money in the Winter of 1967 to publish 600 copies of a 72-page magazine that included some 65 poetry and essays from professional writers, some drawings, and collections of local lore and oral histories done by his ninth and tenth grade students. This first issue, though a minor financial disaster, made a tremendous impact. Howard Senzel, a college friend of Wigginton, wrote in 1967 the following prophetic remark about the magazine: Foxfire. I was overwhelmed. I think you have turned some people on in a magnificent way.... Nothing about the magazine was "quaint" and folksy the way an annual old ladies' local preservation meeting is. It was straight and honest...how great it would be for this country and yourself and the world, if it grew and prospered, and all that time stayed a Rabun Gap thing. To make a long story short, it grew and prospered—beyond anyone's dreams. The Foxfire Book appeared in 1972 and Foxfire 9 is being readied for publication today. The Foxfire program grew from no budget and no facilities in 1 966 to an operation with the following dimensions in 1986: 24 log buildings (grist mill, blacksmithery, woodshop, museums, etc.), a budget of $400,000, a TV studio, Foxfire Records, a publishing company, the Foxfire String Band, and on and on. But perhaps the real miracle is what happened educationally. All phases of the above projects were done by students, from beginning to end. Because they were doing real work, addressing real audiences, sharing real responsibility, the students quickly mastered the basics of the Language Arts skills, and then went far beyond these basics. Sometimes a Shining Moment is arranged into three sections. The first section is the terrific story of the birth, growth, and flourishing of the Foxfire idea. Part 2 of this book deals with Eliot Wigginton's educational theory, a theory profoundly influenced by...

The Bhagavad Gita is a literary composition presented in the form of a dialogue between Krishna and Arjuna, taking place on the battlefield of Kurukshetra. Arjuna experienced a profound emotional impact upon witnessing his own kin turn adversaries on the battlefield. The Bhagavad Gita is delivered on the battlefield as a means of inspiring him. According to Lord Krishna, he conveyed a message to Arjun. The text in question is widely regarded as the most significant scripture within the realm of Vedic philosophy. In the Bhagavad Gita, the interpretation of Education is infused with the principles of Karma Yoga, Gnana Yoga, and Bhakti Yoga. The Bhagavad Gita is a sacred Indian scripture to be followed in each aspect of our life. Hence, this study focuses on the analytical review of the past researches as a systematic literature review (SLR) along with its meta-analysis and interpretation of the educational elements inherent in the Bhagavad Gita, highlighted in the scholastic representations of the researchers. The SLR pertains to the impact of the Bhagavad Gita as a part of educational philosophy, namely encompassing the essence of education, its objectives, and its significance in the curriculum, teaching methodologies and procedures, assessment approaches, as well as the roles of both learners and teachers within an educational context and finally the various approaches to leading a life that encompasses both spiritual and material aspects.

This paper explores how frugal innovation practices can challenge resource constraints by leveraging available resources in creative and innovative ways towards more affordable, practical, sustainable and resilient education practice. The education sector has faced many challenges when adapting practice to deliver quality education in the wake of a world‐changing pandemic. There is a great deal we can learn from each other with regards to the frugal application of resources, such as time, money, people and space. However, forms of frugality in education design are driven by necessity and are reactive as opposed to proactive measures. We can, however, learn from educators and institutions that have been able to achieve significant educational impact at low cost with far fewer resources, adopting frugal approaches to education design and delivery. This paper proposes a set of frugal education aspects that demonstrate how frugal design practices can be organised and applied within an educational context. The aspects are outlined, and examples are presented to illustrate their effectiveness within existing education practice. This paper seeks to contribute to the existing knowledge base and research into frugal innovation practice as it applies within an education context, reframing the use of the term ‘frugal’ away from affordability and poor quality, towards a more expansive understanding that establishes a foundation on which to build, define, and contextualise frugality within an education context. The paper concludes with recommendations for the development of practical resources, informed by the research, to support educators in the design of frugal education practice.

Introduction: human activities related to the use of information are being transformed under the influence of computer technology. Variable solutions to information problems are emerging; demands and require¬ments for the competence are changing on the labour market. Educational practices are destined to form a new learning behaviour for the 21st century, adopting lifelong learning strategy. The main purpose of the article is to answer the question as to how to transform existing pedagogical theory and practice under current conditions of electronic environment. Publishing of this article is coherent with concept of the journal Integration of Education, analyzing Russian and world experience in the development of education systems. This approach is important for dissemination and implementation in practice. This article explores the challenges of information technology and technical support of the educational process in universities and schools. The study of these issues is in the field of view of the journa l. Materials and Methods: the paper elaborates on the results of domestic and international educational theory and practice, comparison methods, drawing on student’s survey in the framework of international research in the field of e-learning in higher education institutions. Results: the main approaches, applied to the formulation of educational practices in the electronic environ-ment, were analyzed. The most topical national approaches include system, activity, polysubject (dialogical), context, and dialogical ones. Among international approaches self-directed learning, educational communication strategies, experiential learning, training in partnership, collaborative learning, learning in online communities, situational training were analyzed. Specifics of electronic educational interactions with distributed in time and space activities of teachers and students, create the preconditions for the implementation of new educational practices. Educational practices should respond to the rapidly changing labour market request and information behaviour of the “digital” generation. Discussion and Conclusions: educational practices in the digital environment should be subject-centered, with a high degree of interaction, cooperation and teamwork. They should be updated in cognitive, moti-vational and regulatory aspects, in order to enrich the activities of learners through the expansion of the educational objectives range and time-space boundaries. Such educational practices are an important part of the conscious self-development process.

Translanguaging is a relatively new area of research and practice, which focuses on the use of multiple languages and language varieties in social, cultural, and educational contexts. As one of the major catogaries of translanguaging, pedagogical translanguaging is a theoretical and practical approach in the context of multilingual education. During the past decade, studies on pedagogical translanguaging have made increasing exploration in terms of theoretical expansion and educational practice, which are significant to transdisciplinary linguistic research. This paper reviews the concept and theoretical basis of pedagogical translanguaging first; It then makes a deep exploration of the studies of pedagogical translanguaging; And lastly it provides reflections and prospects on pedagogical translanguaging in the aspect of trilingual education research and practice in China.

This paper presents a qualitative systematic review of educational policy and practice on tackling intimate partner violence (IPV) among young people in the UK. Up to date, the majority of school-based IPV interventions were conducted in the US and now there is growing consensus among UK policymakers, researchers and practitioners as well to address IPV issues through educational practice. This review aims at gathering evidence of the type and nature of policies and institutional level practice adopted to tackle IPV issues among young people within an educational context, and what impacts these interventions have on mitigating the occurrence of IPV. In undertaking this review, three databases (Eric, BEI and Scopus) were searched and grey literature was manually added. Findings from the review suggest that the majority of interventions were effective in altering attitude and promoting awareness of IPV. Still, longitudinal studies are needed to see if changes in attitude can be translated into the effective behavioural alteration in real-life situation. Although most students expressed satisfaction toward the existing interventions, it was also found that lack of consideration of gender can lead to uncomfortable feelings among students. There were contradictory views regarding whether teachers or external experts would be a better person to deliver the intervention and who was the person students preferred to turn to for help. Besides, country-wide interventions are needed to make sure all schools have an opportunity to provide IPV education, and the support from the UK government is of crucial importance to make this happen.

This article explores the critical role of education in promoting sustainable development and growth, focusing on innovative strategies that can be integrated into educational practices. The research identifies gaps in current educational strategies concerning sustainability and proposes new approaches to enhance their effectiveness. Through a comprehensive literature review, the article examines the existing relationship between education and sustainability, highlighting successful case studies that demonstrate the practical application of these strategies. Theoretical frameworks underpinning these approaches are discussed, offering insights into their application in educational contexts. Stakeholder perspectives, including those of educators, policymakers, and students, are analyzed to understand the challenges and opportunities in implementing sustainability-focused educational practices. The findings of this research have significant implications for educational policy and practice, providing actionable recommendations to promote sustainability in education. The article concludes with a discussion on emerging trends and potential innovations that could further advance educational strategies for sustainable development.