Might be interesting to join see our research with www.csu.ru

Preprint Organisation of International Distance Learning Case study C...

Dear Mr Jan Jansen!

Thank you for your interesting input into the discussion! I have already joined to your project, and would like to ask you (or/and) Elena to join our project at 15.00 on Wednesday, 13.01. https://urait.ru/events/1714 at our online department's meetup!

Besides, by reading your preprint, it seems to me, that it would be very interesting not only to study this international distance learning just as a content of your lecture, but also to try to implement the basic principles of SCF to the learning process arrangement. We may treat a process of learning as a kind of market transactions, initiated by a seller (lecturer), but oriented towards consumes (students). Surely, these processes include some costs, covered with mostly un-market factors like compulsion/forcing. May we try to realize any kind of "Supply chains" and "reverse factoring" here? I would be glad to discuss it with you and to work out a project towards impementing mechanisms and concepts of today's economy into the today's "educational culture". Yours faithfully, Alexandre Bermous

1. What are Education, Teacher and all the Metaphysics of European and Russian Cultures in the context of the XXI Century?

The context of the XXIst century is the continuity of historical, social and political relations shaped through the centuries. I think the main aspect of these interrelated and interconnected areas is to build bridges on multicultural, political and religious level, because the new technologies changed this world in terms of the decission making process and the results.

2. What should be a Teacher Education Curriculum, and moreover, what principles should be chosen to make it up?

Every national curriculum is specified by the national educational board. However, the way of teaching and the methodology matters.

3. What are Technologies to stimulate continuous professional advance of teachers? Are they obviously IT and AI, or should we treat this concept in a more broad way?

If you mean VR or other advance technologies used in teaching, everything depends on their accessibility on the school level.

4. How can we treat the management system in general and teacher education to get it a factor of development, not a detention?

In short, teachers are human beings who work on students intellectual development. Some managers think that education is like a business company, but its not. We work with a system of thinking and teaching / learning, students` mix abilities and skills.

Thank you, Piotr Jednaszewski , for your ideas! They envisage some subsantial problems, even controversies, and each of them is of great value!

First, the interconnected and interrelated world vs. the nationally governed teacher education.

Second, technology as a way of using some arrangements of IT in the education process vs. Technology in an essential (also existential) sense, as a kind of Gestell (in Heidegger's conceptions)

Third, teachers as "human beings" vs. teachers as workers who shoud supply the "intellectual development". Should we reduce "being" to "thinking" or not?

Greetings for 2021! I think there are two approaches to this question (1) Teacher education that is timeless (2) Specific requirements of the 21st century. I'll do the second first..

Common thoughts about the specific requirements of the 21st century include - preparing students and teachers for an unknown, constantly, rapidly changing future, characterised by technology, climate and planetary well-being, the development of creativity (creative, new solutions), perhaps a much more radical approach to schooling - changing the walls, locations, curriculum, age groups, individual differentiation.....There are also many teaching pathways - and people are not settled necessarily into these for life - preparing teachers initially for the next 5-10 years maybe as much as can now be done. It is not a 'one-off'.

The timeless requirements of teaching for which teacher education needs to help prepare are: That teachers are committed to the wellbeing and development of each child entrusted to them, that they can be flexible in their educative approaches, that they are themselves continuing learners, committed to their own development as human beings, that they are curious, thoughtful, caring, and have the personal resources to cope with a variety of students, all of whom will need versatility, patience, insight. If people are going to 'train' to teach - it is not a mechanistic, methodological matter only - it is deeply personal.

My research is about a 'holistic principle' for education and therefore teacher education in the 21st century: That children (students) and their learning, and the universe in which human beings participate are viewed from a 'whole' perspective. This perspective is fundamental to contemporary teacher education. Best. N

Dear Dr Neil Tucker !

Thank you for your ideas!

Frankly speaking, i do think, that the fundamental tension between the timeless requirements and time-dependent changes is the main stimulus for our activity.

And, being absolute sympathizer of an idea of wholiness, i may not avoid an understanding, that our appeal to wholiness may be successful, only when basing on an any kind of "metaphysics", which may give us a conscious look at an origin of this wholiness, its paths through history and social life, and our ability to keep it etc.

If these issues are of interest, i would propose to make more in-depth analysis and consideration by means of an international online-seminar devoted to the philosophy of education for the 21 century!

Sincerely Yours, Alexandre Bermous

Students have behavior character, culture differences, mind set background, etc.

Dear Triyo Supriyatno ! One of the greatest novels in human history "Anna Karenina", written by Leo Tolstoy, begins with the sentence: "All the happy families are similar, every unhappy family is unhappy in its own way". The main question is wether students (as well as educators) are happy in teacher education or not? :)

To be a good teacher, to be a good a philosopher

Future of teacher education depends on Technology of consciousness. It will be interdisciplinary, holistic and integral means of learning. The center will be in everywhere, but there will be no circumstances. Utmost care must be given to unfolding the inner buoyancy of pupil teacher. Widen, deepen and heighten the consciousness should have much importance. Transmitting the consciousness from mentor to mentee must be focused.

Dear Pravat Dhal , frankly speaking, i think that any kind of "technology of consciousness" is an oxymoron . The consciousness, if it is not a fake, is always transcendental to a technology, it's an ability to choose and to apply a technology, where and when it is of value. To be a miserable servant of a technology - it may be a result of a violence, but, when it is getting to be a "conscious choice" it is more, than regrettable...

Dear colleagues, who are interested in communication and cooperation with Russian researchers in the sphere of Education! Let me invite you to answer some questions, that may be of use in respect of conceiving the ongoing processes in Russian education and Educational Sciences, and give a rise to an international communication in this sphere! (the questionnary is available in Russian, but if necessary, a translation into English will also be placed among Google Forms)!

Looking forward to have an opportunity of common work! https://docs.google.com/forms/d/e/1FAIpQLScaUTRcFEYQivo9QQ71K4urG3HC8Al2QJ5TEVVXY-Krm-hxUg/viewform?fbclid=IwAR3NEhWBNFgOm8Xu6as6o973mhKX-YjIXtz_i5Rkj3Zyf2IL78fHuAvFadw