Category: Pedagogy

Introduction

The term pedagogy is derived from a Latin word, paidagogi, which was originally used to describe slaves that accompanied the Roman boys to school (Korthagen, Loughran & Russell, 2006, p. 1031). The slaves were seen as both leaders and caretakers for the children. Today, the term is used to highlight the association between teachers and their students in a learning set up (Alexander, 2004). The meaning of the term pedagogy has ignited heated debate amongst scholars who have presented various meanings of the word. Contrary to the original definition of the term pedagogy, which was used solely to refer the act of teaching, modern scholars have attempted to differentiate between teaching and pedagogy (Edelenbos, Johnstone & Kubanek, 2006).

The term is used contemporarily to describe all methods and strategies used during the process of teaching. Pedagogy links the actual act of teaching with culture and methods used in the process. This research paper will explain the best pedagogical principles and practices as outlined by different scholars in the available literature. The essay will explore the principles and practices of pedagogy with reference to the various theories that teachers should adopt as presented in the contemporary times.

Main pedagogical principles

Problem motivated learning

Learning is highly momentous and genuine when prompted and obtained in the process of struggle to resolve problems (Steinemann, 2003). Research indicates that problem-motivated learning helps students in the construction of knowledge coupled with boosting their ability to apply such knowledge in learning (Law, Joughin, Kennedy, Tse & Yu, 2007).

The principle of problem-motivated learning was initially applicable in medicine, but today its application has extended to other fields (Korthagen et al., 2006). The term problem in this context refers to the common issues in textbooks that students encounter in the course of their studies. The problems are solved by applying certain scientific techniques (Beetham & Sharpe, 2013).

Integrating problem solving into learning can go a long way in encouraging students to do extensive research in search of knowledge. Problem-motivated learning should be designed in such a way that it encourages learners to read different materials available in the available libraries. The main idea behind problem-motivated learning is to assist students to discover and develop knowledge on their own without relying on their teachers (Scardamalia & Bereiter, 2006).

In the process of discovering and acquiring such knowledge, students interact with each other, thus acquiring knowledge ultimately. Problem-motivated learning is founded on the view that problems in textbooks can be solved through the application of various principles presented in the available literature (McWilliam & Dawson, 2008). Tutors should avoid giving direct solutions to problems; on the contrary, they should let the students search solutions to such problems on their own (Edelenbos et al., 2006). Implementing problem motivated learning requires teachers to recognise the desired outcome of the methodology used. Teachers should only give students problems that trigger research on their part as opposed to problems that may kill their learning morale.

Collaborative learning

Collaborative learning refers to a method of teaching that involves teaming students into groups and encouraging them to work in teams in the exploration of a certain problem (Alexander, 2004). This learning method brings together different ideas during problem solving. In a collaborative learning setting, students should be individually responsible for their own work even though teachers ought to assess group work as well.

Collaborative learning encourages students to share their strengths coupled with affording an opportunity for the weak students to improve their skills (Russell & Loughran, 2007). Teachers ought to predesign clear learning objectives to guide the learners through the course (Korthagen et al., 2006). The objectives should aim at improving each students performance through discussions. For such groups to work effectively, the following factors should be considered. Firstly, the groups should not be too large for such a scenario would deny some members the chance to contribute to the discussions (Scardamalia & Bereiter, 2006).

Secondly, teachers should only give tasks that are within the students ability to perform. In other words, the tasks should be doable, but challenging (Law et al., 2007). Research indicates that students involved in collaborative learning groups achieve superior levels of thinking and they possess a tendency to have higher memory capabilities as compared to those working individually. In implementing collaborative teaching, teachers ought to design group goals in advance and specify individual and group responsibilities.

In addition, follow up is an important aspect if the groups are to achieve the set goals (Edelenbos et al., 2006). Teachers should make constant appraisals and compare each groups achievement with the set norms. Such appraisals are helpful, since they help teachers to detect deviations at the initial stages. In case such deviations are noticed, teachers can rotate the groups or alter the original norms (Norton & Toohey, 2004).

Interactive learning

Interactive learning involves the interaction between learners and teachers (Alexander, 2004). Just like in the case of active learning, interactive learning can be at the physical, linguistic, or mental levels (Russell & Loughran, 2007, p. 113). Research indicates that living things learn by acting upon the physical environment and from response. For example, learning through conversations is a form of interactive learning at the linguistic dimension (Beetham & Sharpe, 2013).

However, the aforementioned form of interactive learning may not entail a high level of interaction at the mental dimension. The Socratic interview utilises linguistic communication to engender a high degree of interaction involving two minds. The form of interactive learning in PBL is mainly the linguistic and it takes place between peers. Active learning challenges students to mould techniques and mind-sets, which revolve around the scientific field coupled with availing opportunities for learners to link theoretical ideas to their factual world applications and gaining practical skills relevant to their course.

In so doing, they grow acquaintance that endures beyond the course coverage in which it was obtained. Interactive learning assists students to discover new ideas not to mention that it increases their analytical thinking capabilities. Interactive learning revolves around a student-centred setting and if well implemented, it can help to raise the students morale. It also encourages students to think analytically and go beyond facts and details (McWilliam & Dawson, 2008).

Active Learning Techniques

Active learning denotes a set of techniques designed to encourage the students participation in the classroom (Scardamalia & Bereiter, 2006). Active learning involves the students interaction with their teachers as opposed to listening to a lecture. Learning tends to be highly authentic and interesting when all stakeholders are involved actively in the learning process (Law et al., 2007).

Active involvement is an important pedagogical principle and it can boost the students performance if well implemented. Similarly, in order for the principle to be effective and consistent with pedagogy, the actual meaning of the term active involvement has to be clear to its implementers. Even though numerous active learning techniques are designed to encourage the students participation in the classroom, the most effective and commonly used are designed to encourage independent learning.

The idea behind active participation in class is to encourage every student to participate and assist teachers to assess the understanding of a topic. Active participation alters the traditional nature of learning, which is usually teacher-centred, into a student-centred classroom (Norton & Toohey, 2004). In an active learning setting, students may be given an opportunity to input their ideas on what to learn as opposed to the teacher being the sole decision maker on which topic to cover in a lesson.

Effective implementation of this technique requires teachers to design a systematic course outline in advance to guide students in the active participation sessions. The predesigned outline guides students through the process and encourages independent learning. The guide should be designed in such a manner that it follows certain sequence towards topic coverage. Conventionally, the simple topics should precede the difficult ones in a bid to increase the students catch-up and easy follow up (Beetham & Sharpe, 2013).

Alternatively, active learning techniques may be introduced by altering the seating arrangement for students. Students may be subdivided into twos before interacting, consulting, and challenging each other in the course of solving a problem (Russell & Loughran, 2007). Active learning requires healthy relationship and engagement between the teacher and students. In addition, the teacher should identify the strategies to use in order to predict a cognitive routine that the learner will employ when trying to execute an assignment that the tutor has devised for a specific lesson (McWilliam & Dawson, 2008).

Considering that a student may not get simple exercise to execute at all times, it requires the tutor to alter the active learning systems to improve the cognitive growth of the learner. In addition, the students ability to execute certain tasks may vary from one individual to another. Some learners are philosophical and they opt to work solely, while others prefer working in groups and value consultations with other students. This variation prompts the need for teachers to keep on changing active learning techniques for the benefit of each student to boost the overall outcome (Alexander, 2004).

Inviting imitation

Children and young adults are conventionally programmed to uncover role models from within their seniors (Norton & Toohey, 2004). If possible, a child will obviously adore an instructor and try to impersonate him/her. In addition to imitating teachers, children will tend to imitate fellow students. The benefits accruing from such imitations largely depend on the constructiveness of the peer culture (Beetham & Sharpe, 2013).

The personality of an individual teacher will largely influence the students selection of their role models. Therefore, teachers need to develop good relationships with their students. This goal can be achieved through teamwork amongst teachers. Research indicates that beneficial imitation boosts the students morale and increases their performance (Law et al., 2007).

Developing beneficial imitation can be achieved via promoting a peer culture within which knowledge acquisition is envied, selecting fascinating tutors in high-ranking positions, encouraging team tutoring where senior tutors can assist their subordinates perform certain tasks and even where junior teachers have the capacity to perform them, personalisation of learning, and effectual use of praise (Scardamalia & Bereiter, 2006).

Proper sequence

Frequent failure may affect the students morale negatively (Russell & Loughran, 2007). Although such failures should not be ignored, they should be avoided at all costs. One way of reducing chances of failure is by sequencing activities strategically so that the simple tasks precede the difficult ones (Alexander, 2004). Sequencing activities ensures that students go through the learning process in stages, thus minimising chances of failure in the subsequent stages. Learning activities ought to be designed consistently with the learning outcomes (McWilliam & Dawson, 2008).

Teachers and other instructors should break down the ultimate goals into small and manageable objectives that will take the learners through the learning process in a coherent sequence. Modern curriculums are designed in to follow a certain sequence, thus teachers must formulate strategies that takes care of the learning objectives (Beetham & Sharpe, 2013). For example, for a teacher to teach a student on long division, the student must be proficient in subtraction and addition, which reduces chances of memory failure.

Responding to the conceptual state of the student

An instructor is not only required to formulate suitable learning activities for his/her students, but also to assess their achievements constantly (Norton & Toohey, 2004). The achievement should be measured against the scheduled learning activities as formulated at the commencement of the course. The learning activities should be altered to suit the students needs if deviations are detected (Law et al., 2007). In addition to conducting constant reviews, teachers need to revisit constantly topics that students may have forgotten. Human memory tends to fade with time and such reviews can be effective tools for refreshing the students mind.

Conclusion

Pedagogy refers to the relationship amongst teachers, students, and other stakeholders in an educational setting. It involves the interactions between teachers and learners in an attempt to impart knowledge and skills to the latter. Pedagogy borrows from two major aspects, viz. the traditional ideas about learning, which describe learning as a biological and cognitive acquisition of uncontested knowledge, and the alternative ideas of learning that define learning as a cultural and social construction within communities of practice.

Teachers are the major determinants of the students success. Therefore, they have to possess the necessary skills and know-how to be in a position to accomplish set objectives. For teachers to achieve the best in their role as instructors, they have to consider certain pedagogical principles and practices. The major pedagogical principles that teachers need to consider include problem-motivated learning, interactive learning, active learning, and collaborative learning among others. Problem-motivated learning involves knowledge acquisition in the course of solving a certain scientific problem.

On the other hand, interactive learning involves active interactions between teachers and students in the classroom. Active learning involves encouraging students to participate actively in the course work. Implementing an active learning technique can go a long way in boosting the students performance if well managed. Lastly, collaborative learning involves organising students into groups for collective problem solving. Therefore, teachers should assess all the available pedagogical practices and choose the ones that meet the students learning needs for good outcomes.

References

Alexander, R. (2004). Still no pedagogy? Principle, pragmatism, and compliance in primary education. Cambridge Journal of Education, 34(1), 7-33.

Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. New York, NY: Routledge.

Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. Web.

Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and teacher education, 22(8), 1020-1041.

Law, E., Joughin, G., Kennedy, K., Tse, H., & Yu, W. (2007). Teacher educators pedagogical principles and practices: Hong Kong perspectives. Teaching in Higher Education, 12(2), 247-261.

McWilliam, E., & Dawson, S. (2008). Teaching for creativity: Towards sustainable and replicable pedagogical practice. Higher education, 56(6), 633-643.

Norton, B., & Toohey, K. (2004). Critical pedagogies and language learning. Cambridge, UK: Cambridge University Press.

Russell, T., & Loughran, J. (2007). Enacting a pedagogy of teacher education: Values, relationships and practices. New York, NY: Routledge.

Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp.97-118). New York, NY: Cambridge University Press

Steinemann, A. (2003). Implementing sustainable development through problem-based learning: Pedagogy and practice. Journal of Professional Issues in Engineering Education and Practice, 129(4), 216-224.

Introduction

The article Why Chinese Mothers Are Superior by Amy Chua sets out to demonstrate that the parenting technique employed by Chinese mothers is superior to that used by Western Mothers. The author, Amy Chua, is a Chinese by birth and a mother to two daughters and is therefore in a position to tell how the Chinese parents up bring their children.

The views expressed by the author are not restricted to the Chinese setting as she has an American background and she can therefore compare and contrast both the Western and Chinese parenting styles. I disagree with the claims made by Chua that Chinese mothers are superior. In this paper I shall reinforce my position by demonstrating that the arguments proposed by Chua are mostly flawed.

Article Critique

In her article, Chua is guilty of faulty logic since she uses false cause in explaining the success of children raised by Chinese parents. Chua alludes that the superior performance by Chinese children is as a direct consequence of the constant pressure to excel by their mothers and the inferior performance by western children is as a result of the accommodative nature of their parents.

This argument is a presentation of false cause since it fails to take into consideration many other factors that make a contribution to the childrens academic performances and success in life.

The author does not make use of any expert opinions on the subject but rather relies on her own experiences as the basis of her assertions. To begin with, the author highlights the manner in which she raised her children and proceeds to give examples of how she had used coercion on her daughter to produce very favorable results.

From such examples, the author declares that the confidence is build through such practices. The author fails to reference any other authorities on the subject before making such claims. In the few instances that the author makes use of statistics to prove her point, she fails to indicate her sources. It might as well be assumed that the author is inventing this statistics to reinforce her argument that Chinese mothers are superior.

A major strength demonstrated by the author in her article is that she uses words that are vivid in her descriptions. The author reveals that the Chinese will call their child stupid, worthless or a disgrace. Such emotive words enable the reader to paint a mental image of the different kinds of upbringings that the Western mother and the Chinese mother have.

The author also takes care to enlighten the reader that she is using the term Chinese mother loosely and it is only a stereotype which may not necessarily apply to all Chinese mothers. Such disclaimers prevent the reader from dismissing the authors work as a generalization.

Conclusion

This paper set out to argue that the article by Amy Chua is flawed and can therefore not be deemed as a convincing work. The paper began by demonstrating that the author, Amy Chua, is indeed in a position of authority to write on the subject. However, the paper proceeded to show that the author failed to make use of authoritative sources to support her claims or indicate her sources.

This casts doubt on the argument and reduce the credibility of an otherwise nicely thought out article. From these discussions, it can be seen that the article could have been more powerful if the author had indicated her sources and relied on other authorities on the subject.

The Role of Education

Education entails the involvement of a person in the social perception of the contest. This means that education is an extensive process that starts as soon as an individual is born. Throughout the process, an individuals consciousness is saturated, shaped, trained, and developed whereby the behavior and feelings are stimulated. The unconscious education enables an individual to develop an intellectual capacity, which is needed in the improvement of life (Dewey, 1897). Through education, human beings are in the position to coexist peacefully, share out problems, and resolve issues easily. Education facilitates the inheritance of social capital, which is part of civilization. In modern society, formal and technical types of education are within this larger description of the learning process. Formal education only reorganizes the basic form, but it is not any different. Children are exposed to educational processes based on the demands of society (Zigler, 1999). This comes upon the realization that the child should be trained to embrace peace, adopt the wider perspective, and aim at achieving societal needs as opposed to individual demands.

Curriculum

Education mainly comprises of two processes, one being psychological while the other is sociological. The curriculum should be designed based on the two processes since they are important, and none is the subordinate of the other. In case one of the processes is neglected in the designing of the curriculum, the result would be formlessness and lawlessness. Psychological processes form the basis of education, meaning that the instincts of the child, as well as the brainpower, serves as the starting point of education in an individuals life. Therefore, education is a natural force that occurs without the knowledge of the child. The role of the educator is to facilitate the natural process that is mostly initiated by the child. Without the educator, the child might engage in haphazard training and arbitrary learning, which is dangerous to the life of an individual. The growth and development of the child benefits from the education process in case the childs activities match with educational expectations (Locke, 1996).

The School

The school is one of the basic social institutions whose major role is to mold the future of the individual from birth to adulthood. The school enables the child to realize his or her objectives in the most cost-effective manner. Based on this, education is part of life as opposed to being a process of life (Dewey, 1897). The school has the major role of ensuring that the child goes through a smooth transition from family life to societal life. Many people tend to think that education is a process of life, which affects the normal functioning of children in society. The school setting should simplify life for children, but not complicate things. This is based on the reality that social life is very complex, hence introducing a confusing educational system might even worsen the matter. Many experts believe that schooling should start at home before formalizing it at various institutions of learning. As the child goes through the new system of education, the transition process should be made as easy as possible to avoid any confusion (Gutek, 2009).

Assessment

The current curriculum is ineffective in delivering the required content to children. The school system fails to underscore the fact that the school is a community whose major role is to mold the life of the child. Children in modern society believe that a school is a special place where certain special types of knowledge are delivered (Dewey, 1897). This affects the socialization of the child in the sense that he or she ends up doing some of the undesirable things. Others may perhaps adopt unwanted behaviors that often differentiate them from others. In many cases, the child behaves differently, knowing that some responsibilities are waiting for him or her in the future. The productive learning environment should promote social life where the deepest moral training is enhanced.

Subject Matter of Education

The major role of education is to promote the social welfare of the child. In other words, it should serve to unite learners as they attempt to realize their objectives collectively. Therefore, the subject matter of any educational system should be to mark a steady delineation out of the primordial cataleptic unity of social life. It is unfair to introduce a child to so many concepts abruptly instead of taking him or her through a procedural learning process. For instance, children are introduced to writing, reading, and listening skills at the same time, which end up confusing them instead of developing their mental capacities. Based on this, each child should be allowed to learn at his or her speed. This means that the social activities of the child are the most important as opposed to the various subjects introduced to young learners, such as literature, geography, science, and history.

The Nature of Method

The method entails the process of developing the brainpower and interests of the child. The treatment of the material and the presentation technique is inherent within the childs nature. As far as the method of delivering the course content is concerned, the active side is the most important as compared to the passive development of the child. This means that the expression precedes the consciousness, while the macular development of the child is the most important as opposed to the sensory memory.

Moreover, the movement of the child from one place to the other is important as opposed to his or her feelings. The conscious part of the personality is impulsive, which expresses itself in the actions of an individual. Educationists should understand the relationship between passive and active processes regarding the development of the child in the school setting (Dewey, 1897).

Classroom Management

Education cannot achieve its objectives in case the core principles are not followed keenly. Forcing children to undertake courses that are not of any interest to the amount to a violation of their law of nature. If children are to understand instructions offered to them at a tender age, images ought to be extensively used since they are the instruments of instruction (Kasachkoff, 2004). The child might simply form an image of the true self through learning. When a child expresses an interest in doing something, it means he or she is showing signs of growing power. The emotional condition of any child is the reflection of human behavior. Learners should be allowed to share out their views without any interruption from educators. Teachers should consider the interests of students when offering a course material in the classroom setting. Each child should be engaged in the discussion to measure his or her level of understanding.

The schooling system and the Social Development of the Child

Even though education is considered part of life, it can as well be viewed as a method of social development and change among individuals. Based on this, education should be a natural process that does not depend on the formulation of the law (Dewey, 1897). Moreover, educationists should not threaten learners with penalties since it leads to resistance. As already mentioned, education is both individualistic and socialistic. It is considered individualistic since it recognizes the development of a particular personality as the only authentic way of life (Gutek, 2009). On the other hand, education is believed to be socialistic in the sense that it underscores the fact that a positive attitude is not formed through individual principles, illustration, or even refrain.

The Teacher

The teacher plays an important role in molding the behavior of an individual. Societal values and norms influence human behavior. The teacher has a tremendous effect on the life of the individual since he or she molds the future of children. Therefore, the teacher should always play his or her role in ensuring that children are given the necessary skills that would encourage social development. Since the school is a socializing agent, the teacher should assist children in striking a balance between individualistic ideals and social ideals (Dewey, 1897).

Influence on my Learning/pedagogical practices

The philosophy of education has a way of influencing my learning practices in such a way that it strengthens my understanding of the value and the need for education in society. For instance, it changes my belief in the relevance of education in society. I understand that any person going through the education system is simply in the process of socialization. Since it is part of society, the schooling system or the educational system is the organic union of individuals in any given community. The major aim of any education should be to promote social values as opposed to introducing new things. Education should strike a balance between psychological insight and social understanding of the environment. This understanding enables me to appreciate the role of educators in any system of schooling. They have the role of ensuring that children do not simply acquire unnecessary knowledge that would be wasteful in their lives.

References

Dewey, J. (1897). My Pedagogic Creed. The School Journal, 54(3), 77-80.

Gutek, G.L. (2009). New Perspectives on Philosophy and Education. New York, NY: Pearson Education.

Kasachkoff, T. (2004). Teaching Philosophy: Theoretical Reflections and Practical Suggestions. New York, NY: Rowman & Littlefield.

Locke, J. (1996). Some Thoughts Concerning Education and Of the Conduct of the Understanding. New York, NY: Hackett Publishing.

Zigler, R.L. (1999). Tacit Knowledge and Spiritual Pedagogy. Journal of Beliefs & Values: Studies in Religion & Education, 20(2), 162172.

In evaluating a programming language, as a comparison to its antecedents, one of the criteria that should be looked at is the criteria for which antecedents were considered to have weaknesses, and the advantages brought by the new language. When analyzing such language as Functional Pedagogical Array Language (FPAL), the aforementioned statement might not be always true. In that regard, taking such languages as “A Programming Language” (APL) and LISP, by which FPAL was heavily inspired, it cannot be stated that FPAL is a serious improvement over its antecedents. Nevertheless, it can be stated in general that FPAL can be seen as an improvement in terms of code execution.

FPAL as a language was designed for class project implementation, and thus, it can be stated that the main purpose for the language was explaining the programming procedures. LISP is one of the oldest programming languages in the world. LISP is a family of languages, the most widely used can be seen through common LISP, a language that was originally defined in 1984 by “the publication of Guy Steele’s Common Lisp: the Language (CLTL1)” (Graham, 1994).

APL is a programming language representation of what can be originally dated to ancient hieroglyphics (Mclntyre, 1991). The modern representation of APL is dated, however, is dated back to the early 1960s to the researcher Kenneth E. Iverson who developed APL to express mathematical functions clearly and consistency for computer use (Henderson, 2009).

The three languages explained in this a paper belonged to the family of functional languages, i.e. languages in which functions are not assigned to variables , but manipulated directly together with data items (Henderson, 2009). Thus, the way the language approach functions can be seen as an important criterion for evaluation, specifically in the syntax they are used. LISP is one of the earliest functional languages, where one of the key characteristics of LISP is that it is a collection of functions to which users can add their own. Another distinguishing characteristic is that functions in Lisp are provided as objects, i.e. they can be treated like other more familiar data types (Graham, 1994).

The syntax in which the functions are defined and used in LISP can be seen through defun which builds a function and stores it under the name given as the first argument (Graham, 1994). Similarly, APL uses functions although several deficiencies might be seen in terms lacking control structure, dynamic binding, “and the difficulty to handle properly functions” (Girardot, 1992, p. 92). Another disadvantage can be seen through the exclusive use of symbols, which implementation might provide difficulties for users, in terms of integration of character set. In FPA, the functions are first-class values, and their constructs can be used anywhere a statement requires a function.

Another point of comparison can be seen in that the scope of the FPAL is strictly static, where it depends on nesting the definitions of functions within one another, rather that the time function calls happen during execution (Baldwin, 2011). The latter can be seen as an advantage over LISP which scope is dynamic. The user looks over the containing environments at the time the functions were defined (Graham, 1994). APL’s scope is similarly defined by the sequence in which the functions are called (Henderson, 2009, p. 491).

At run time, the definition of each variable is searched within the code for the first time it was invoked, which provides a disadvantage in terms of the difficulty in understanding the program’s effect on the variables, and the search mechanism that will slow down the execution of the program (Henderson, 2009 $91). The latter makes APL difficult for the execution of powerful operators with very tense notations make APL difficult to read and understand (Scott, 2009, p. 330).

Another are for comparison can be seen through the way the language operate with arrays. FPAL contain a number of functions that conduct computations which are only relevant to array’s arguments. In terms of arrays, APL was found to be less efficient, mainly due to its interpretive nature, for which in order to increase efficiency, APL operates on whole arrays (Girardot, 1992). LISP contains an array data type, supporting arrays up to seven dimensions (Steele, 1990).

It can be concluded that at large the three languages share many similar characteristics, all belonging to the family of functional languages. The characteristics of FPAL, which generally support its improvement over APL and LISP can be seen in that developed intentionally for a specific purpose, the language took the strengths of its antecedents, while leaving the drawbacks. In that regard, it can be stated that the static scope can be seen as the main differentiating factor that might provide an impact in performance over APL and LISP. AT the same time, it can be stated that APL and LISP have their own disadvantages. Nevertheless, comparing them all, it can be stated that FPAL has an advantage over the APL and LISP.

References

Baldwin, D. (2011). An Informal Overview of FPAL. SUNY Geneseo Department of Computer Science. Web.

Girardot, J.-J. (1992). The CTalk programming language: a strategic evolution of APL. SIGAPL APL Quote Quad, 23(1), 78-87. Web.

Graham, P. (1994). On Lisp : advanced techniques for Common Lisp. Englewood Cliffs, N.J.: Prentice Hall.

Henderson, H. (2009). Encyclopedia of computer science and technology (Rev. ed.). New York: Facts On File.

Mclntyre, D. B. (1991). Language as an intellectual tool: From hieroglyphics to APL IBM Systems Journal 30(4), 554-581.

Scott, M. L. (2009). Programming language pragmatics (3rd ed.). Amsterdam ; Boston: Elsevier/Morgan Kaufmann Pub.

Steele, G. L. (1990). COMMON LISP: the language: Digital Press.

Abstract

The topic of this project is digital pedagogy and how it affects students’ achievements. In conducting the research, the author aimed to explain the relationship between these two components and their role in the particular theory and holy scripture. In addition, the investigation was conducted using theoretical and empirical methods, such as analysis, generalization, and synthesis of scientific articles, literature, and other sources. The examination results demonstrate that digital pedagogy enhances students’ abilities and improves learning outcomes. Nevertheless, this project needs more thorough, in-depth, and detailed refinement in terms of more specific knowledge based on qualitative or quantitative scientific research.

Introduction

The scientific and technological revolution as a new reality has led to the emergence of new terms, including the definition of “digital pedagogy.” Digital pedagogy is not only the introduction of technologies into the educational process since the meaning-forming word is “pedagogy” (Morris & Stommel, n.d.). It must be remembered that pedagogy, even in the conditions of technical evolution, remains a specially organized, purposeful, and systematic activity for the formation of a person (Ivanchuk et al., 2020). This activity is carried out with the help of information technologies and the Internet from the point of view of the mechanism of innovative development of the educational process.

Nonetheless, today there is a problem of insufficient knowledge of the impact of digitalization on students, which forms a gap in the investigation. In light of technological breakthroughs and rapidly changing social conditions, it is crucial to understand how digitalization and innovations affect the educational process and student performance. In this case, it is required to correctly prioritize, delve into the research topic, answer this question objectively, and assess the results obtained. The expected outcomes can pave the way for creating more effective teaching methods, minimizing the risks associated with the digital educational environment’s construction.

This paper aims to study digital technologies in the pedagogical system. Further, it focuses on the consequences of the digitalization of society on student academic success. The text will be created by examining actual and relevant literature and other sources. Moreover, in the analysis, the author will consider the Connectivism Learning Theory, which will allow an understanding of learners’ mental processes from the point of view of modern technologies. It is of particular significance in the academic setting because it considers trends in education, technology and social networks and the reduction of the “half-life” of knowledge. Digital pedagogy is the key to success, high results, and outstanding student work achievements.

Related Literature

In order to fulfill the designated goals and correctly answer the question, it is necessary to appeal to more explicit evidence about the impact of digital pedagogy on students’ achievements from verified and up-to-date documents. In general, the breakthrough in e-learning in educational institutions around the world continues to improve the academic performance of both schoolchildren and college and university students (Kim et al., 2019). Thus, for instance, the synthesis of numerous case studies demonstrates excellent and improved results for students in the educational processes in terms of thoughtful online learning compared to traditional classroom teaching methods (Greenhow et al., 2021). In fact, the digital environment aims to increase engagement and develop interest and enjoyment in classes (Jesson, McNaughton, Wilson, Zhu & Cockle, 2018). In a pedagogical background, cognitive skills, literacy, and critical thinking are improved through digital learning.

Moreover, interaction and collaboration with peers through technology motivate students. This indirectly improves learning outcomes and achieves the best results (Education Endowment Foundation, 2020). Although digital technologies are not a central component of education; despite this, the formation and development of innovations and the virtual space have high hopes for optimizing learning (Calderón et al., 2019). Such a procedure often responds to educational policies, charters, norms, standards, and new curricula (Calderón et al., 2019). This approach will help teachers achieve the professional activity’s dynamics, efficiency, and effectiveness.

Digital pedagogy greatly simplifies the learning process and does not lead to its primitivization. It does not facilitate or devalue the knowledge itself but reduces the time of both a teacher and a student. Using the digital learning environment and appropriate tools contributes to the solution of complex compositional tasks, discussion, and critical thinking (Jesson, McNaughton, Rosedale et al., 2018). Furthermore, the traditional process of analyzing and interpreting information and composing a text based on the knowledge obtained is best achieved through the synthesis of collecting and editing data from the Internet (Jesson, McNaughton, Wilson, Zhu & Cockle, 2018). Digital learning contributes to a moderate effect on writing, reading, and counting (Jesson, McNaughton, Wilson, Zhu & Cockle, 2018). Enhancing learning processes and achievements through innovation involves strengthening the main types of speech activity.

It is worth noting that digital technologies will definitely occupy a niche in the educational process of the state, which will be used in conjunction with traditional forms of education. As practice shows, maximum efficiency is achieved in the case of the introduction of asynchronous online elements that give students a certain amount of freedom of choice, allowing them to develop the following individual characteristics (Greenhow et al., 2021). It has been proved that various electronic tools and systems in a virtual learning environment increase the quality, efficiency, and effectiveness of the learning experience and outcome (Kim et al., 2019). Often, this moment occurs by providing adaptive materials and strategies for the needs and preferences of individual students (Kim et al., 2019). It is also vital to consider digital pedagogy based on authentic student-centered learning contexts. Based on the above, it can be noted that the quality of education is a crucial aspect in the development of professional and personal attributes of students, their competence, and their learning ability. Modern information technologies, mainly the electronic information and educational environment, contribute to its improvement.

Learning Theory Association

One should mention that Connectivism Learning Theory serves as the basis for the topic of this study. Connectivism is a theory of educational activity in the “digital age,” identifying the latter with the process of network formation. Its fundamental principles are based on the distribution of knowledge through a network of connections, as well as communication, cooperation, and training through modern technologies. Connectivism Learning Theory has a rather deep and close connection with digital pedagogy and student achievement. Primarily, in a society in which a person is constantly connected to various information channels and networks, the point of view of connectivism is of particular importance. New technologies have created a turning point in people’s habits and lifestyles, and learning can now be viewed from different perspectives. Furthermore, the departure from the class-based system is slowly beginning to be technologized and supported by the infrastructure. Before, there was simply nowhere to go, and now one can “go online.”

Key Terms

The main terms important for the research are “digital pedagogy” and “student achievement.” Thus, digital pedagogy means turning to technologies and devices in the context of a pedagogical point of view on learning (What is digital pedagogy, 2021). The essence of digital pedagogy is not so much in the direct use of digital innovations in teaching but rather in applying these tools through critical education. In contrast, student achievement is an assessment of the amount of content of educational material that a student must master in a certain period. Academic achievement is not only a measure of cognitive activity, where the level and volume of knowledge but the degree of diligence are also recorded. It is learners’ attitude to the education they receive, the degree of correspondence of individuals’ interests and inclinations to the educational institution’s target function.

Gaps in the Research

It is necessary to recognize and state that this study needs more thorough revision and further investigation of a wide range of essential aspects. Precisely, emphasis should be placed on specific technologies and devices, skills, knowledge, and abilities of students; the population, place, and time should also be highlighted. These characteristics may be needed to analyze the impact of certain technologies on a specific age category, type of student, abilities, and much more. The paper needs concretization and detailed quantitative, and qualitative data obtained through specific research tools.

Biblical Worldview

From a biblical worldview perspective, Connectivism Learning Theory has several issues. Firstly, connectivism does not imply the transfer of knowledge and essential ideas about the world and being but rather the unification of thoughts into a “common mass” from which proper understanding is formed. Secondly, the Bible insists on the obligatory study and comprehension of the meaning of its dogmas and laws. On the contrary, connectivism, in a certain sense, gives free will and does not have a clear direction in which to move. In other words, the theory recognizes pluralism and division of opinions, and the Holy Scripture determinates one truth and one God.

The worldview most suitable for the influential founders of the theory of learning is based on information technologies and the era of computers. Unfortunately, there is no direct mention of this fact in the Bible. Still, prophetic books are written about some phenomena that cannot happen without today’s information innovations. Revelation 13:16-17 says: “and he causeth all, both small and great, rich and poor, free and bond, to receive a mark in their right hand, or in their foreheads: and that no man might buy or sell, save he that had the mark, or the name of the beast, or the number of his name.” (English Standard Version Bible, 2001). Consequently, the founders of the theory probably foresaw that knowledge would be given to “free and slaves, and the poor and the rich.”

Alternative ideas about the connection of theory with the Bible can also concern through the implementation of advanced, progressive elements. Creating history with the help of super-powerful machines and electronics is given to people by Almighty God. With the help of God, He also expanded the horizons of human thinking; people could enter the era of the technogenic future, especially in the millennial Kingdom of the righteous.

Conclusion

Summarizing the above, it should be concluded that digital pedagogy is a breakthrough in student achievements. Learning in the electronic space gives students freedom of will and self-expression following individual, unique characteristics. In addition, within the framework of such pedagogy, learners develop critical thinking, speech, and writing skills and cope more easily with a massive flow of information. In general, digital pedagogy carries positive features and, in a certain way, can be connected in the context of the Connectivism Learning Theory and even the Bible.

References

Calderón, A., Meroño, L., & MacPhail, A. (2020). A student-centered digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers.European Physical Education Review, 26(1), 241-262. Web.

Education Endowment Foundation. (2020). Remote learning: Rapid evidence assessment. Education Endowment Foundation. Web.

English Standard Version Bible. (2001). ESV Online. Web.

Greenhow, C., Lewin, C., & Staudt Willet, K. B. (2021). The educational response to covid-19 across two countries: A critical examination of initial digital pedagogy adoption.Technology, Pedagogy and Education, 30(1), 7-25. Web.

Jesson, R., McNaughton, S., Wilson, A., Zhu, T., & Cockle, V. (2018). Improving achievement using digital pedagogy: Impact of a research practice partnership in New Zealand.Journal of Research on Technology in Education, 50(3), 183-199. Web.

Jesson, R., McNaughton, S., Rosedale, N., Zhu, T., & Cockle, V. (2018). A mixed-methods study to identify effective practices in the teaching of writing in a digital learning environment in low income schools.Computers & Education, 119, 14-30. Web.

Ivanchuk, S., Voznik, A., Dronova, O., Girenko, N., & Arsova, D. (2020). Preparation of future preschool education specialists for the use of modern educational technologies.International Journal of Higher Education, 9(5), 28-35. Web.

Kim, H. J., Hong, A. J., & Song, H. D. (2019). The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments.International Journal of Educational Technology in Higher Education, 16(1), 1-18. Web.

Morris, S.M., & Stommel, J. (n.d.). An urgency of teachers. Pressbooks. Web.

What is digital pedagogy?. (2021). University of Toronto Libraries. Web.

Introduction: Concepts of Modelling Technology in mLearning

• Mobile learning is the development of mobile phones by the use of internet tools and technical features that support flash animation, simulation, video, and audio functions to enhance the learning process.
• M-Learning offers diversified learning and teaching environment.
• This form of learning has pedagogically connected the design of learning and device usability.
• Effective use of social technology has resulted in emergence of innovative ways of learning.
• For instance, Wireless Mobile Devices are wireless digital devices that are used to deliver pedagogical instructions in an attempt to bring about productive learning activities.

Role of Pedagogical Considerations to Effective mLearning

• Mobile Learning is a subset of e-Learning that uses interaction technology of mobile computing devices to enable users to access information.
• These devices include smartphones, Portable Digital Assistants (PDAs), Podcasts, and Wireless Mobile Devices among other devices that use the current technologies.
• Ordinary learning that is conducted in classroom environments assumes a teacher-centred approach to learning.
• However, mLearning offers a learner-centred environment where the learner has adequate access to adequate sources of knowledge (Jones and Marsden 145).
• Various concepts are involved in mLearning. The Mobile Mole concept is the widely used modelling technology.
• It involves the replication of previous research that consists of designed and validated multimedia instruction packages on the wide platform of mobile application development.
• The instructional process involves the use links that contain simulation, animation, text, and audio data to enhance understanding of the Mole Concept (Quinn 202).
• Pedagogical choices and certain frameworks are developed to ensure that learning takes place effectively.
• The choice of whether an activity or course has a high or low transactional distance has been a challenge because the distance theory ensures that a course consists of several lessons.
• Quinn reveals that each lesson has different degrees of activity. This situation hardens the determination of high or low transaction levels (102).
• The choice of a wrong transaction distance for a particular course automatically affects information reliability.
• This situation affects mLearning development processes and can lead to failure of the system at its preliminary stage.
• Highly structured lessons demand more interactive levels than less structured lessons. However, less structured lessons create time for individuals to learn and comprehend information.
• The choice of a mediation framework that is made by mobile learning application developers is considered an important structure in pedagogical instructions (Quinn 147).
• It enables the assessment of whether the learners are able to interact and share knowledge and ideas with one another or they are isolated from communicating with one another.
• These situations are categorised into high and low transaction distances.
• In high transaction distances, m-Learning content is highly structured. This situation lowers the level of interaction amongst students.
• On the other hand, low transaction distances comprise less structured frameworks that create an open dialogic negotiation.
• This pedagogical consideration is pertinent to both individual and group learning processes amongst students (Jones and Marsden 133).
• The illustration above shows that mLearning exclusively uses technology to convey information.
• Technology enables the development of a mobile environment that is learner friendly.
• Learners are able to access the information via the interfaces of various mobile technology devices such as smartphones and PDAs (Jones and Marsden 135).
• Students are able to demonstrate a clear understanding of content since the mLearning environment offers a variety of research tools.
• Internet availability enhances the accessibility of information regardless of time, place, and space.
• The availability of unlimited internet or transmission signal is a crucial pedagogical consideration that significantly contributes to the success of mLearning.
• Distance learning occurs in two forms that include individual and group learning.
• Dualism framework is a crucial pedagogic way of enhancing the learning process. Dualism is categorised into individual and collective frameworks (Jones and Marsden 131)
• Individual dualism is a concept that is based on mLearning activities that allows students to obtain information for personal benefit.
• On the other hand, collective dualism allows learners to gather information as a group.
• It enables learners to share information and views; hence, it enhances clarity of any ambiguous information. In some cases, the relatedness of two activities may assume a state of balance.
• The activity theory connects the dualism models to pairs such as individual-society, subjectivity-objectivity, agency-structure, and psychological-social concepts.

Effective Pedagogical Factors

• The meditation framework is an effective pedagogical framework that is used in mLearning applications (Quinn 111).
• It guarantees a procedural relay of information from the mLearning tools to the learners.
• In addition, the meditation framework determines accessibility of information by both individuals and groups since the lessons are categorised into different levels of structures to create different distant transaction levels.
• Therefore, it caters for both group and individual tasks (Jones and Marsden 133).
• This arrangement improves productivity amongst learners since it ensures immediate interaction with mLearning processes.
• Many learning institutions have adopted the meditation framework to maintain a separation between individual work and group work. Therefore, it promotes independent learning.
• Mobile learning facilitates the learning process since it focuses on the interests of the learner.
• According to Quinn, usability and rationality are crucial factors that guide the development of innovative learning opportunities (128).
• The merging of enhanced educational structures and the use of mobile technology has brought about the creation of appropriate applications for mobile devices that support mLearning.
• The future of mobile learning will entail integration of robust mobile sensor technology and details learning strategies that are associated with mobile learning.
• The mobile sensor equipment will increase the precision of tracking of mobile learners to monitor learning activities (Quinn 132).
• This situation enables instructors to guide pedagogical processes with ease whilst handling a large population of students.

Works Cited

Jones, Matt, and Gary Marsden. Mobile Interaction Design. John Wiley & Sons Ltd: Southern Gate, United Kingdom, 2006. Print.

Quinn, Clark. Designing mLearning: Tapping into the Mobile Revolution for Organizational Performance. Pfeiffer: San Francisco, 2011. Print.

Summary of Studies

The central issue of this study was an attempt to determine the statistical relationship between the students’ perception of teachers’ beauty and the quality of academic teaching. In this paper, Hamermesh and Parker (2005) take a multi-factor statistical analysis approach to eliminate potential errors. The results of this study suggest that the higher the teacher’s beauty rate, the higher their course rating. In other words, better-looking university employees get more favorable feedback on the quality of their work, which, ultimately affects salary levels.

The structure of this research article includes four sections: introduction, discussion of the teaching beauty and measuring, demonstration of the results obtained, and a section of conclusions. In the introduction, the authors point out the lack of up-to-date data on the relationship understudy in a wide range of academic literature and propose the hypothesis that beauty has the potential to improve student assessment of teachers’ work. The second section is devoted to establishing the framework for the experiment: in particular, 94 teachers from the University of Texas, from all academic levels, were selected for the main observation by 463 university courses (16 957 participants) assessed their performance, after which quantitative results were subjected to regression analysis using the least-squares method. For a first trial based on a discussion of teachers’ photographs, descriptive statistics using the weighted average was gathered, including gender, minority, origin, work schedule, class credits, and audience for which the professional works. As part of this section, studies were carried out on the photographs of employees by six students, ranked according to gender and level: three of each gender, two of whom are graduating students. The authors, for the first time, speak out about the potential threat of significant differences in the assessment of the beauty and quality of the work of male and female teachers. Verification of the results is carried out by determining the Kolmogorov–Smirnov test (0.077) and Cronbach’s alpha (0.62).

The third section invites the readers to familiarise themselves with the main results of the survey regarding students’ sympathy for the quality of teaching work. Specifically, the authors used the WLS method to compare the scores between the correlation variables were divided into two vectors: X was data about the teacher, and Z was about the course. In the first place, employees from the social minority category receive less student approval than most teachers (-0.249). The same effect is observed for workers whose native language is not English (-0.253). In addition, one-credit participants in low divisions receive significantly higher scores from students (0.687). It is worth admitting that the key finding of the researchers is that female teachers are getting significantly lower results than males, which is 0.128 versus 0.384. During calculations, there were fears about the potential effect of a ceiling for which elimination of the LAD method as an alternative has been used: yet, results practically have not changed.

The authors have identified four potential problems that could affect the outcome of the study: the difficulty of determining physical beauty when using nice, official clothes and makeup (0.229); picture quality (0.267); the error of sampling (0.236); asymmetrical effects of beauty (0.237 versus -0.318); and the impact of the composition and complexity of the course on the evaluation (0.177). For each of these problems, the authors conducted a sub-test that showed the degree of statistical significance: a reassessment was made based on the required criterion from a sample. Hamermesh and Parker argue that the beauty of the worker does indeed increase the academic scores of students. Moreover, the authors suggest that this effect increases overall productivity.

Evaluation of Statistical Results

This section of the coursework provides descriptive answers to three questions asked about the quality of statistical analysis in the study. It should be mentioned that all questions refer to the main results table, which contains data from the course survey of students and critical determinants: in the article, this table is the third and is located on page 372.

As can be seen from the bottom rows, there is the determination coefficient R², which is responsible for the reliability of the used regression method. In other words, this index is a statistical indicator, which can be used to determine how much the regression equation corresponds to real data: if the coefficient is close to 1, it indicates high efficiency and importance of the model, and vice versa, if it is close to 0, the regression model is not very significant. It is noticeable that the highest R² is typical for the estimates obtained from students of low divisions: is 0.510. At the same time, estimates from students of high divisions are least significant, which may be caused by a number of accompanying variables.

It should be admitted that the spectrum of variables is independent so that none of the determinants is directly dependent on the other variable. It means that exclusion of one of the regressors according to this principle is impossible. However, if one pays attention to weighted average values, one can find out that this number is the smallest for the tenure track (-0.136): apparently, this regressor can be excluded without the probability of significant influence on the final result.

For the differences between male and female teachers in this regression analysis to be more evident, the regression model needs to be changed. In particular, the weighted least squares method can be changed to a least absolute deviations model: given that y- and x- values already exist (as shown in Figure 1), researchers can convert the data into the proposed model, and this step will make the results more plausible. To determine the confidence intervals for regression data, Student t-tests have traditionally been used, which requires setting the level of significance and the number of degrees of freedom. In addition, regression coefficient values are used as variables for the t-test.

Reference List

Hamermesh, D.S. and Parker, A. (2005) ‘Beauty in the classroom: Instructors’ pulchritude and putative pedagogical productivity,’ Economics of Education Review, 24(4), pp. 369-376

The reasoning and ideas of Parmenides have been of great significance in the modern world as far as teaching and the quest for knowledge are concerned. This assertion is based on the fact that social problems and other related issues have become common among individuals nowadays. Most people share the behavior of avoiding social problems instead of looking for solutions. This is contrary to the traditional approach to difficult situations.

Concerning the ideas of Parmenides, it is important to analyze situations for deeper understanding and knowledge. This is evident from his approach where he rejects what he terms as the “beliefs of mortals”, whose basis is the sensory experience as he considers such reasoning to bear “no true trust”. According to him, individuals need to be judgmental concerning the reasoning behind any given claim to differentiate “what can be” from “what cannot”. Such reasoning has been used in education and teaching nowadays where it has become important to provide the reasoning behind any claim.

Also, Parmenides provides further grounds on the quest for knowledge by alluding that genuine things are based on the thinking that what is, must be: “whole, complete, unchanging, and one”. Such thoughts bring the need for different things that can undergo qualitative change, from that which can become, or can come to pass. As such, Parmenides’ thoughts and ideas on knowledge bring out the need to base an understanding of knowledge based on features of wholeness, completeness, oneness, and the ability to remain unchanged.

The evolutionary works of Parmenides are brought about in the form of metaphors as he tries to defend metaphysics. His argument for essential homogeneity, as well as the changelessness of being, is presented through a metaphor of the trip to the goddess in search of enlightenment.

Such an approach can be considered to have some similarities with the Greek approach of invoking the muse. In this metaphorical approach, Parmenides illustrates the process of building knowledge through a description of the views of reality, where he explains “the way of truth” and “the way of opinion”. The metaphor of the trip to the goddess provides readers with the illustration of changelessness and homogeneity by explaining aspects of appearances and how sensory faculties can result in false and deceitful conceptions.

His use of the goddess and the trip for enlightenment is symbolic of the search for true knowledge. The reference to the axle at the center of the chariot’s wheel represents the continuous search and demand for knowledge. Metaphorically, Parmenides points out that the axle “was thrilling forth the bright sound of a musical pipe”. Such a metaphor is used to illustrate the process of building knowledge. Also, he refers to the maidens as daughters of Sun and considers his trip to be from night to light.

Such illustration is intended to explain the difference between an individual who knows one who does not, and the change from lack of knowledge to the gain of knowledge as emphasized in “…escort after leaving the house of Night for Light…”. On the other hand, the maidens are presented as having no veils, which can be considered a metaphor for trueness.

Based on the ideas and thoughts of Parmenides, one gets to understand the need to search for knowledge based on the importance of completeness, oneness, and true trust.

St. Augustine of Hippo was a 3^rd and 4^th-century Christian theologian and philosopher. He dedicated a significant part of his religious work to preaching and teaching Christianity. During this time, he wrote a book, Instructing Beginners in Faith, in which he outlines seven principles that are relevant in pedagogy, or any mentoring field today (Immerwahr, 2008). In particular, these principles can be applied in a business setting. Moreover, while St. Augustine’s principles are based on Christian values, their practical applicability is not limited to Christian leaders’ businesses: they hold universal appeal.

The Seven Principles

The central theme that unites St. Augustine’s principles of pedagogy is that of the dynamic nature of the teacher-student relationship. In modern terms, they can be formulated thus:

1. The teacher-learner relationship is vital.
2. Creating a positive learning environment is even harder than getting the content right.
3. Know your students and customize the class for them.
4. Understand student fears and help overcome them.
5. Constantly reset the students’ attention.
6. Connect learning to the student’s own experience.
7. Find the joy in making the old things new.

These principles have found broad application in current pedagogy, sometimes informing key principles in the field. In particular, creating a positive environment where students are encouraged to learn and maintaining their motivation are viewed as necessary to effective teaching (Sieberer-Nagler, 2015). St. Augustine’s advice is applicable not only in a traditional classroom setting, however, but in any situation where teaching occurs, such as business mentoring or workplace instructions.

St. Augustine’s Teachings as Business Guidance

Business mentoring is a significant part of developing one’s business skills and knowledge. It involves a more experienced employee imparting some of his or her experience on a colleague, and has generally shown positive outcomes for the mentee (El Hallam & St-Jean, 2016). However, the mentor can lack the instructional and teaching skills that make his or her teaching effective. St. Augustine’s teachings can be used as a base for such a mentoring tool set. In particular, the scholar’s suggestions related to connecting with one’s student on a personal level can help in developing trust, which has been shown to be a predictor of better mentoring outcomes (Kunaka & Moos, 2019). This relation points to the value of the same principles in a mentoring context.

In a broader sense, St. Augustine’s teachings place significant value on positivity in the teaching environment. This same positivity, however, is shown to be a beneficial quality in workplace training and business leadership alike (Grant et al., 2019). The principles outlined above can be easily expanded to cover workplace and leadership relations. Positive leadership in general is an emerging field of study, exploring the impact of various types of positivity in organizational leadership (Blanch et al., 2016). In these models, spiritual leadership is one approach where the development of spiritual qualities such as faith, hope, and moral conviction is encouraged (Blanch et al., 2016). These qualities align with Christian teachings in general, and St. Augustine’s in particular. However, positive or spiritual leadership is not limited to Christian values or overtly religious workplaces. As such, St. Augustine’s principles of creating a positive environment and adapting it to each individual student or employee can see greater applicability in pedagogy, or business. In the latter environment, they can expand to create the base for mentoring, workplace training, or even leadership strategies.

References

Blanch, J., Gil, F., Antino, M., & Rodríguez-Muñoz, A. (2016). Positive leadership models: theoretical framework and research. Papeles del Psicólogo / Psychologist Papers, 37(3), 170-176.

El Hallam, H., & St-Jean, É. (2016). Nurturing entrepreneurial learning through mentoring. Journal of Developmental Entrepreneurship, 21(02), 1650012.

Grant, A. M., O’Connor, S. A., & Studholme, I. (2019). Towards a positive psychology of buildings and workplace community: The positive built workplace environment. International Journal of Applied Positive Psychology, 4(1-2), 67-89. Web.

Immerwahr, J. (2008). Teaching in The Inspiration of St. Augustine: Seven Augustinian.

Kunaka, C., & Moos, M. N. (2019). Evaluating mentoring outcomes from the perspective of entrepreneurs and small business owners. The Southern African Journal of Entrepreneurship and Small Business Management, 11(1),.

Sieberer-Nagler, K. (2015). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172.

Content of the Article

The article “Translanguaging in the Bilingual Classroom: A pedagogy for Learning and Teaching” by Creese Angela and Blackledge Adrian discusses bilingual pedagogy based on the assumptions on Gujarati and Chinese language schools within the United Kingdom by Cummins.

The authors are comprehensive in the aspects of language ecology and how complementary schools balance bilingual pedagogy. Among the critical issues identified in the article is a smart division of the languages into two-way education.

The process should involve translation and rapid separation between the fist language and the second language which should be treated as independent.

As it is a research article, quantitative methodology provides a reliable and quantifiable result on the position of flexible translanguaging as part of bilingual pedagogy. The study consists of five parts which yield the same results.

Among the benefits of flexible pedagogy and flexible bilingualism identified by the authors are ease of communication and preservation of culture, indiscrimination of a second language and simultaneous ‘literacies’ endorsement as students participating in bilingual translanguaging are assured of preserved identity in the process of acquiring education.

As a result, the authors recommend assimilating of translanguaging in the curriculum to promote appreciation of world culture and making the learning process more accommodative to minority cultures.

The article proposes a complete bilingual education as a form of instructional education where information is presented to learners in more than one language. Any system of education applying two or more languages in educational physiology can be termed as a bilingual presentational system.

Relevance of the Article

Based on the connation presented above, it can be stated that most programs in modern schools are bilingual at the least literal sense.

The only difference in use lies in the degree and multitude under which it is applied and actively recognized by policymakers and reformers in the education system in their proactive reorganization for relevance and non-discriminative reforms. Bilingualism is a strong policy for resistance to assimilation and cultural extinction.

Though young minority group members face a difficulty relating to fluent English speaking majority, they have a chance to present a lot in terms of diverse and preserved cultural background associated with unique pride which can be maintained, while at the same time, they have a chance to learn English effortlessly as a tool for interaction with the mainstream culture.

This article supports bilingual education system because the world is becoming a global village. It is desirable for the United Kingdom to be counted as part of this talent pool.

Perceived threat to the mainstream English language is just a speculative opinion as natural language changes if well integrated in modern communication tendencies.

This article dwells on flexible translanguaging which touches on identity, culture, appreciation of diversity, and simplification of the learning process. The issues identified in this article are critical in balancing mainstream language with second language in a bilingual education environment.

Reflection on the Article

Translanguaging policy guarantees that minority students participate in meaningful learning process irrespective of the different language backgrounds.

Minority language speaking groups are also put in a fair position to access education curriculum made available to English speaking peers, through affirmative action steps consisting of a complete bilingual instructional manual and English teaching methods limited to optional modules.

All forms of bilingual education should be concurrently applied in the system to benefit both the native speaking minority students, often referred to as English Language Learners, and their peers who, in the end, will both grasp the educational curriculum concepts while acquiring another language for future creative, multilingual use.

To understand cultural orientation of the increasing Chinese and Gujarati speaking minority, most high schools in the United Kingdom have developed formal requirements for all student to grasp at least a secondary language offered in courses running for almost two years taught in flex.

Besides, while it is a reality that operating bilingual classrooms are very expensive, it is the best alternative for effective methodology to relate curriculum to students with limited English proficiency. This is an inverse of an immersion system which discriminates students with poor understanding of single English language.

Therefore, the article is accurate in recommending accommodative and inclusive education system that supports policy based on bilingual pedagogy.

Conclusively, the authors have identified several benefits of integrating translanguaging among the young learners in the minority communities of the United Kingdom.

However, the main challenge remains the unbalanced and informal integration of bilingual pedagogy in formal learning institutions in areas that are occupied by minority communities speaking English as a second language.