Abstract:The purpose of this Perspective Essay was to illuminate the implications of Martin Buber's conception of Subject-Subject and Subject-Object relationships on the understanding of an existentially ideal teacher. The essay examines the definitions and the social roles of a teacher, Buber's elucidation of Subject-Subject(I-Thou) and Subject-Object(I-It) relationships and the Buberian teacher is an  I-Thou teacher. As a Philosophical Essay, the paper employs purely conceptual analysis and synthesis as its crucial tool of communication. Three critical points are stipulated in the end: That a Buberian teacher is a Heutagogue or self-determined learner, a Democrat because he respects subjective Thou of the learner and Philosopher Teacher by being a Heutagogue and a Democrat.

Keywords:  Buber, I-Thou, I-It, Heutagogue, Democrat, Philosopher-Teacher.
Title:ON THE BUBERIAN EXISTENTIALIST TEACHER (A PERSPECTIVE ESSAY)
Author:Elvis Omondi Kauka
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract:Values are certain beliefs as a role of principles in life, especially the attitude and the character of a man. There are three categories of value that can be applied in mathematics education as general education value, mathematical value and mathematics education value. This study aims to review the perspectives and insights (knowledge) of mathematics teachers on the implementation of the three categories of value in the teaching and learning of mathematics. The study design used descriptive qualitative approach through interviews. The study involved four mathematics teachers in primary schools and four mathematics teachers in secondary schools in the area of Selangor as respondents. Interviews were conducted in accordance with the form of structured interviews with three main constructs of the three categories of values in mathematics education and the findings were analyzed using ATLAS.ti software. The findings showed that most teachers agreed with the implementation of value in mathematics teaching and no difference was found in terms of the perspective of middle school teachers and elementary school teachers in the implementation of value in teaching. Nevertheless, the mathematics teacher has not mastered the understanding of three categories in the education of mathematics and its application in the classroom even though teachers were aware of the importance of values in mathematics education. The findings suggest that the stakeholders should further improve the education system, especially in the teaching and learning of mathematics are often evaluated and compared to international levels such as TIMSS and PISA. The results of this study may also improve the quality of mathematics teachers.

Keywords:Values, general educational values, mathematical values, mathematics education values, primary and secondary school mathematics teachers, teacher perspectives.
Title:An Overview of Mathematics Teachers’ Perspectives on the Implementation of Values in the Teaching and Learning of Mathematics
Author:Ummu Taqiah Binti Bahari, Dr. Siti Mistima Binti Maat
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract:Although the provision of Early Childhood Development and Education (ECDE) is growing rapidly and has received increased policy attention worldwide, such as, equitable access to quality ECDE that has been viewed by policy makers as a way of strengthening the foundations of lifelong learning for all children and anchored on the use of first language, little has been done regarding language policy in ECDE in Kenya that emphasizes use of the language of the catchment in The research in this area would help teachers to interpret or use concrete materials from households for learning purposes. This research study discusses the findings of ECDE children’s socio-cultural practices of their everyday lifestyles and first language acquisition and its effects on curriculum among ECDE learners in enhancing early childhood education programmes. The study points out ways in which the Kenya national education curriculum, reflecting on ECDE assumptions about education, often alienates and marginalizes rural children, in its failure to capture their cultural Indigenous knowledge of first language in enhancing literacy and learning among ECDE learners.  The research investigated the relationships between the first language practices and their effects on ECDE learners’ literacy and learning and integrates children’s socio-cultural practices of lifestyles and the national ECDE policy of instruction in curriculum implementation taught in local pre -schools and first grade language classrooms in Kenya and the extent to which children’s everyday life cultural practices informs language instruction in early childhood grades. The researcher however, recommends that through sensitization and awareness creation, the community and the educational stakeholders should be educated on the sources and importance of first language/mother tongue that could be used to enhance instruction in ECDE centre and more so in Turkana county. Further, the government to strengthen policies that promote an integrated and local adaption of ECDE programmes with descriptions of the benefit of ECDE centres programmes and an idea of indigenous knowledge.
Keywords:Early Childhood Development and Education (ECDE), childhood education programmes, rural children.

Title:Effects of First Language in the Learners Literacy and Learning in Early Childhood Educational Centres: Kawalase Zone, Turkana Central Sub-County, Turkana County Kenya 
Author:Joyce Chebet, Dr. Atambo Robert
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals

Abstract:The focus of this study is to investigate the relationship between the effects of family quality of life and attachment on college students’ life meaning. The study uses Measure of Attachment Qualities (MAQ) scale with 14 items, Meaning of Life Questionnaire (MLQ) scale with 10 items and Family Quality of Life (FQOL) scale with 16 items. A total of 150 undergraduate students participated in the study with an age range of 18-52 years. The study sample was made up of 80 males (53%) and 70 female (46%) participants. Data was collected in a classroom setting during class time in a university college. The findings indicate participants who were dissatisfied with life scored higher in attachment on avoidance, ambivalence-worry, and ambivalence-merger scales, and scored lower on low presence meaning of life. Participants with dissatisfied life and low presence of life scored lower on family interactions, parenting, and emotional well-being scales. 

Keywords:attachment, ambivalence, interactions, parenting, emotional well-being, parenting.
Title:The Effects of Family Quality of Life and Attachment on College Students’ Life Meaning
Author:Abel Gitimu Waithaka, Kristen Dota
ISSN 2394-9686
International Journal of Novel Research in Education and Learning
Novelty Journals