PLATO’S IDEA OF MUSIC IN EDUCATION FOR INCULCATING MORAL VALUES

The purpose of this study is to explore the reasons why Plato places importance on music in education and how Plato believes music, education, and morality are connected. Plato is one of the greatest philosophers in history. The principal concern of all of his theories is to establish justice in the state. To build justice, Plato advocates for proper education. Education can develop values like wisdom, courage, goodness, solidarity, harmony in the mind of the individual. The result of this study shows that music in education, according to Plato can inculcate the values deep within the soul. The early childhood, in particular, is Plato’s priority for music in education. Because music has rhythm and sound which soften the minds of the children. As the children are imitative, they assimilate the music subconsciously and it gradually develops moral values. Plato warns at the same time, of the negative aspects of music. The music which does not convey morality, ethics, harms the child’s soul. As aftermath, Plato suggests state supervision over the music. Article visualizations

ADAPTATION OF ANDRAGOGY IN THE EDUCATION SYSTEM OF BANGLADESH: EMULATING ANDRAGOGICAL APPROACHES OF SOUTH-EAST ASIA

Andragogy is the art and science of assisting people in learning, as well as the study of adult education philosophy, procedures, and technology. Andragogy and economy have relation through adult education and higher education. Adult education and economic development strengthen one another. The objectives of this study are- to investigate situation of andragogy in particular fields of education of Bangladesh, to identify the ways about how approaches of andragogy in South-East Asia be redesigned in Bangladesh as a part of improvement or adaptation in those particular fields. The qualitative approach is followed in this study. Bangladesh along Vietnam and the Philippines are the countries identified as emerging economies. Situation of implementation of andragogical approach in particular educational areas of Bangladesh is not the way that is naturally expected from an emerging economy. Though andragogy has been successfully introduced and adapted in western especially European education system, as a country growing both economically and socially, Bangladesh just cannot blindly adopt the process because of the differences between economies of Bangladesh and European region. So, it will be rational to adapt and improvise the andragogical approaches followed by Bangladesh’s neighboring countries which are attaining financial success and have gone through similar economic phase that resembles to economy of Bangladesh. As education system of other South Asian countries is as fragmented as Bangladesh in the case of andragogy, South East Asian countries can be better inspiration.  Article visualizations

EFFECTIVENESS OF SMARTPHONE ON EFL READING: LEARNERS’ PERCEPTION IN ASIAN COUNTRIES

COVID-19, the deadly and infectious virus, is a devastating blow for the world. Every single person in the world today has been impaired by Coronavirus in a variety of ways. The educational system across the globe has thundered this new phenomenon. Many institutions have moved their programs from offline to online mode. This pandemic left no other option for the academy but to adopt a new method of pedagogy. Smartphones would be a better way to promote online education. Smartphone users have been rising excessively in Asia in recent years. The purpose of this study is to explore and describe the learners' perception in Asian countries concerning the effectiveness of smartphone on EFL reading. This research is a systematic analysis of a qualitative nature. Altogether, 39 studies were selected on the learning perception of the smartphone for EFL reading. The studies included the following countries: Bangladesh, Indonesia, Iran, the Kingdom of Saudi Arabia, Malaysia, Nepal, Sri Lanka, Taiwan, and Thailand. These nine countries have been chosen from countries in Asia whose official language is different from English. The findings indicate that the reading habit of Asian EFL learners is less and is slowly decreasing, as conventional classrooms may not fulfill learners' needs at times, as printed books are not fun. Using a smartphone for an EFL-reading can be a better choice because the smartphone is accessible and affordable. Leaners spend a significant amount of time on smartphones, especially on social networking sites. Learners use smartphone apps to read vocabulary. The learners stress that smartphones help you find out what to learn and, most importantly, how to learn. Learners accept that using smartphones to learn English enhances their critical thinking, innovative thinking, questionability, problem-solving, communication, and teamwork to some degree. Specifically, the use of smartphone guides them to a lifelong learner who is self-reliant. The common problem with smartphones is interrupted Wi-Fi connectivity. Using a smartphone can contribute to several health issues. The learners' critical issue is the irritation of the eyes caused by the brightness of the screen. Some apps have a few pedagogical elements for reading. Nevertheless, learners agree that a smartphone cannot substitute a good teacher. They need guidance from teachers to decide what to learn and how to learn. Overall, reading smartphones in English has a positive effect in Asia. Article visualizations