Deepen the Curriculum Ideological and Political, and Create High-Quality Teaching—Exploring the Teaching Reform of Curriculum Ideological and Political into “Liberal Arts Physics”

The literature on drawing provides a justification for using drawing in the teaching of philosophy. The aim of the essay is to show how drawing as a pedagogy, though unusual in philosophy, fulfills high-quality teaching desiderata: make it personal, go beyond the text, allow students to show and explain their work, and unify the work of the course. I explain these four desiderata and how students complete drawing exercises to develop understanding, generate insights, and make philosophic discoveries. I begin by explaining and justifying the pedagogical desiderata. I discuss the literature on drawing-to-learn and concept mapping and apply its insights to teaching philosophy. Finally, I describe my exercises on color theory, two-point perspective exercises, my modifications to concept mapping, and the use of summative drawings.

Статья посвящена покровительству Великой княгини Елизаветы Федоровны музыкальному образованию на примере двух основных московских училищ музыкального направления. Рассматриваются различные аспекты попечительства в целях качественного обеспечения учебного процесса, помощи «недостаточным учащимся», поощрения наиболее талантливых учеников, создания условий для широкого практического применения учащимися полученных знаний в лучших творческих коллективах России. Также уделено внимание содействию Великой княгини возникновению в России новых музыкальных и театральных направлений при участии преподавателей и выпускников Музыкально-драматического и Синодального училищ. The article is devoted to Grand Duchess Elizaveta Feodorovna’s activities as a patron of music education in Russia, focusing on the two main Moscow schools specializing in music as a case study. The author analyzes various aspects of her patronage aimed at providing high-quality teaching, assisting poor pupils, and encouraging the most talented ones, creating a wide basis for practical application of knowledge acquired by graduates in the best on-stage performance groups of Russia. Attention is also paid to the Grand Duchess’s effort to encourage new trends in Russian musical and performance arts through the contribution of the two Schools’ teachers and graduates.

Abstract Aim Providing high quality teaching has become increasingly difficult as social distancing and disrupted schedules caused by the COVID-19 pandemic make large in-person gatherings impractical. Yet the need and demand for this has only increased. We sought to use an innovative virtual + in-person format to facilitate delivery. Method We designed a 6-session ENT teaching programme for GP trainees over 3 evenings. Each session was consultant-led, delivered in-person in a large lecture theatre, and simultaneously broadcast on Microsoft Teams. The in-person element was intended to permit practical demonstrations, e.g., of the Dix-Hallpike test, to supplement presenter’s videos. Attendees could attend in-person or virtually. Sessions were timed to allow staff from the nearby hospital to join immediately after work. Results All attendees attended virtually. And all felt that the video demonstrations were sufficient, and that in-person replication was unnecessary. Course delivery was rated ‘very good’ or ‘excellent’ by 88% (n = 17), and the course overall was rated similarly by 94%. Several comments suggested that in future we focus on virtual delivery by shifting the starting time later to “allow a natural break after work”. Conclusions The COVID-19 pandemic has altered many aspects of our lives, and teaching delivery is not immune to this. The overwhelming preference for virtual attendance amongst our cohort suggests that many doctors are comfortable with, and even enthusiastic for, this change, and that teaching can still be effective. Future iterations of this course will likely emphasise the virtual element and record the sessions to allow for time-shifted viewing.