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1. Movement and its main forms. Harakatning ko'plab shakllari mavjud bo'lib, ularning har biri o'ziga xos xususiyatlarga va funktsiyalarga ega. Harakatning ba'zi shakllari jismoniy, masalan, narsalar yoki odamlarning harakati. Boshqalar kimyoviy reaktsiya orqali zarrachalarning harakati kabi kimyoviydir. Ijtimoiy harakat ijtimoiy o'zgarishlarni amalga oshirishga intilayotgan shaxslarning jamoaviy harakatini, mexanik va biologik harakatlar esa tirik organizmlarning fizik va fiziologik jarayonlarini o'z ichiga oladi. Harakat, shuningdek, ijtimoiy yoki siyosiy harakatlar kontekstidagi kabi o'zgarish yoki taraqqiyot jarayoniga ham tegishli bo'lishi mumkin. Oxir oqibat, harakat ko'p shakllarni oladi va ma'lumot va g'oyalarni etkazishdan tortib, jismoniy harakat va o'zgarishlarni ta'minlashgacha bo'lgan turli xil maqsadlarga xizmat qilishi mumkin.( There are many forms of movement, each of which has its own characteristics and functions. Some forms of motion are physical, such as the motion of objects or people. Others are chemical, such as the movement of particles through a chemical reaction. Social movement includes the collective movement of individuals seeking to effect social change, while mechanical and biological movements include the physical and physiological processes of living organisms. Movement can also refer to a process of change or development, as in the context of social or political movements. After all, movement takes many forms and can serve a variety of purposes, from conveying information and ideas to promoting physical movement and change..)
2. The renewal process of the philosophical outlook and youth education. Falsafiy dunyoqarash va yoshlar tarbiyasining yangilanish jarayoni turli shakl va yondashuvlarni olishi mumkin. Mumkin bo'lgan yondashuvlardan biri bu Jon Dyui o'zining "Demokratiya va ta'lim" kitobida muhokama qilinganidek, hayotning o'zini o'zi yangilash jarayoniga e'tibor qaratishdir. Yana bir yondashuv “Katolik maktabida ta’limning diniy o‘lchovi”da ko‘rsatilganidek, ta’limga diniy va axloqiy jihatlarni kiritishdir. “Kelajagimizni birgalikda qayta ko‘rib chiqish: ta’lim uchun yangi ijtimoiy shartnoma” va “Barqaror rivojlanish uchun ta’lim muammolari va tendentsiyalari” maqolalarida ta’kidlanganidek, ta’limni ijtimoiy shartnoma sifatida qayta ko‘rib chiqish va yoshlar va mahalliy hamjamiyatlarning imkoniyatlarini kengaytirish ham ta’limga nisbatan falsafiy qarashlarni yangilashning potentsial yo‘lidir. " Boshqa mumkin boʻlgan strategiyalar qatoriga “Qishloq maktablarida maktab va jamiyat hamkorligi” va “Maktablarda jismoniy tarbiyaga yondashuvlar” maqolalarida muhokama qilinganidek, maktab va jamiyat hamkorligini rivojlantirish va jismoniy tarbiyaga ustuvor ahamiyat berish kiradi. Oxir oqibat, falsafiy dunyoqarash va yoshlar ta'limini yangilash jarayoni jalb qilingan shaxslar va jamoalarning o'ziga xos ehtiyojlari va kontekstlariga bog'liq bo'ladi.( The renewal process of the philosophical outlook and youth education can take many forms and approaches. One possible approach is to focus on the self-renewing process of life, as discussed by John Dewey in his book "Democracy and Education." Another approach is to incorporate religious and moral dimensions into education, as outlined in "The Religious Dimension of Education in a Catholic School." Reimagining education as a social contract and empowering youth and local communities are also potential ways to renew philosophical outlooks on education, as explored in "Reimagining our futures together: a new social contract for education" and "Issues and trends in education for sustainable development." Other possible strategies include fostering school-community partnerships and prioritizing physical education, as discussed in "School-Community Partnerships in Rural Schools" and "Approaches to Physical Education in Schools." Ultimately, the renewal process of the philosophical outlook and youth education will depend on the particular needs and contexts of the individuals and communities involved.)
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