En este artículo se abordan las finalidades de la educación secundaria española en el contexto de una sociedad democrática a inicios del siglo XXI. Se establecen, a nuestro parecer, los criterios que ...legitiman, en los órdenes ético y social, las finalidades del sistema educativo en democracias avanzadas y se interpretan de manera crítica las relaciones entre las finalidades y las prácticas de los procesos de la educación. Desde ahí, se argumenta a favor de criterios internos y externos para la delimitación de las finalidades fundamentales de la educación secundaria, y se llega a la conclusión de que éstas giran en torno a las capacidades lógico-argumentativas (el dominio del lenguaje simbólico, del pensamiento crítico y sus consecuencias, entre otras) y las capacidades morales (sentimientos de reciprocidad e interiorización razonada de valores éticos democráticos). Por último, desde la filosofía de las finalidades de la educación se manifiestan algunas valoraciones sobre cuestiones que están debatiéndose en la opinión pública y entre los expertos, como las metodologías más adecuadas para alcanzar las finalidades de la educación secundaria o el nuevo papel del profesorado en la consecución de tales propósitos.
헤르더의 철학함과 교육학함을 담고 있는 교육 철학을 발굴해내고 구성하는 일을 달리 말하여 헤르더의 교육학과 교육 이론의 철학적 배경과 철학적 기초를 찾아내고 밝혀내는 일을 총괄 연구 목적으로 내세우는 아래 논문에서 글쓴이는 다음 세 가지 하위 과제를 지향한다. 첫째로 헤르더가 안중에 두고 있으며 일상 언어로 기술하고 있는 교육 철학적 사유와 주장을 그가 ...의도하고 구상하는 교육 목적과 교육 원리에 착안하여 개념화하고 이론화하는 방식으로 밝혀내고자 한다. 둘째로 헤르더가 철학사와 교육사 속에서 수용하여 소유하고 있는바 교육에 관한 전통의 지평에 주의하여 자세히 말하여 이러한 전통의 지평 속에 존재하는 거대 교육 철학자로 꼽을 수 있는 코메니우스와 칸트 그리고 쉴러에 주시하여 교육 목적과 교
육 원리에 관한 헤르더의 교육 철학적 사유를 해석해내고자 한다. 셋째로 헤르더의 교육 철학적 주장들이, 비체계적인 산만한 형태로 그의 일차 전거들 속에 담겨있음에도 불구하고, 현대에도 살아있는 중요 교육 주제들을 품고 있음을 그리고 헤르더의 철학 안에 모순의 방식이 아니라 정합의 방식으로 자리할 수 있음을 드러내 보이고자 한다.
The main purpose of this study consists in constructing the philosophy of education in Herder by my discovering the philosophical backgrounds and the philosophical foundations that lie hidden and scattered in Herders writings dealing with education. This main purpose that I have in mind can be subdivided into the following three tasks that I undertake in this paper: ① It will be attempted to bring out Herders philosophical thinking on education by my conceptualizing and theorizing what Herder had thought and written on the aims and principles of education in his ordinary language which distances itself from jargons. ② This study purports to make not a destructive but a constructive interpretation of what Herder under stands under the aims and principles of education by my drawing on the horizon of intellectual tradition that above all Comenius, Herder, Kant and Schiller in their social cultural life world share with one another. ③ This article intends to demonstrate that Herders statements on his philosophy of education point to the living issues of philosophy and education which prevail not only in philosophy and education but also in our ordinary life everywhere even today, and to show that his assertions on his philosophy of education do not conflict with his philosophizing, but cohere in his philosophy which can be categorized into the following branches e. g. Herders philosophical psychology-oriented anthropology, philosophy of mind, philosophy of history, philosophy of language, philosophy of religion, philosophy of art, and moral philosophy in the wide sense.
While it is clear that all educational undertakings consist of ends and means, the relationship between the two is far from straightforward. This article proposes a framework for understanding the ...relationship in the context of citizenship education. Qualitative research was undertaken of three educational initiatives in Brazil: the schools of the Landless Movement, the Plural School framework in the city of Belo Horizonte, and the Voter of the Future programme, run by the Electoral Tribunals. Case studies were carried out of each, involving documentary analysis, interviews, and observations. Analysis of the relationship between ends and means in each case gave rise to two key frames: the first, 'proximity', refers to the extent to which ends and means are separate or unified; the second, 'rationale', refers to the grounds on which means are chosen. Finally, the implications of this framework for understanding curriculum are drawn out.
This paper explores how diversity is used as a key term to describe the social and educational mission of universities in Australia. The paper suggests that we need to explore what diversity 'does' ...in specific contexts. Drawing on interviews with diversity and equal opportunities practitioners, the paper suggests that 'diversity' is used in the face of what has been called 'equity fatigue'. Diversity is associated with what is new, and allows practitioners to align themselves and their units with the existing values of their universities. However, given this, diversity can mean potentially anything: and practitioners have to re-attach the term 'diversity' to other more marked terms such as equality and justice if it is to 'do anything'. The paper explores the appeal of diversity, the strategic nature of diversity work, and the role of commitment, leadership and training. It also offers some more general reflections on how language works within organisations by showing that words, although they do things, are not finished as forms of action: what they do depends not only on how they are used, but how they get taken up.
Reviews
British journal of educational studies,
December 2002, Letnik:
50, Številka:
4
Journal Article
Recenzirano
Books reviewed in this article:
G. Grace, Catholic Schools: Mission, Markets and Morality
L. D. Richardson and M. Wolfe (eds), Principles and Practice of Informal Education Learning through Life
M. ...Mills, Challenging Violence in Schools: An issue of masculinities
M. Coleman and A. R. J. Briggs (eds), Research Methods in Educational Leadership and Management
C. Paechter, M. Preedy, D. Scott and J. Soler (eds), Politicised Knowledge for Depoliticised Times: Knowledge, Power and Learning
M. Ollerton and A. Watson, Inclusive Mathematics, 11 – 18
C. Paechter, R. Edwards, R. Harrison and P. Twining (eds), Learning, Space and Identity
N. Simco, Succeeding in the Induction Year
C. Cullingford, ‘How Children Learn to Read and How to Help Them’
C. Cullingford, The Best Years of their Lives? Pupils’ experiences of school
Filozofija za djecu veoma je uspješan program poučavanja filozofije, čija metoda se sve više upotrebljava i u drugim područjima, posebno u poučavanju kritičkog mišljenja, moralnog odgoja i građanskog ...odgoja. Autor pokušava pokazati da učinkovitost metode ne proizlazi samo iz premještanja težišta s učitelja na učenika, i s učenika na zajednicu, nego zasluge za široki spektar učinaka ovog programa treba prije svega pripisati posebnoj ulozi učitelja u zajednici istraživanja, koja omogućuje uspostavljanje procesa u kojem i samo znanje dobiva status bitnoga popratnog rezultata.
This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part ...of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a Socratic teacher can subscribe to a constructivist or a behaviorist learning theory is addressed. The paper concludes by stating that while Socratic pedagogy shares some similarities with each learning theory, ultimately it is fundamentally incompatible with both.
Not only do the writings of Nietzsche--early and late--fail to support the pedagogy of self-reformulation, this doctrine embodies what for him is worst in man and would destroy that which is higher. ...The pedagogy of self-reformulation is also incoherent. In contrast, Nietzsche offers a fruitful and comprehensive theory of education that, while non-democratic and contemptuous of egalitarian aspirations, emerges consistently from his metaphysics and philosophical anthropology. Whatever, then, we might think of his premises, Nietzsche's philosophy of education represents an attractive model for those who would develop a meaningful, distinctive, and persuasive educational theory. It defines a domain of the possible and then straightforwardly states what is and is not to be done within it--and why.
To what extent does the construction of any curriculum framework have to contain axiological assumptions? Educators have been made aware of tacit epistemological assumptions underlying existing ...curricular frameworks by the continual demands for their revision.
,
) suggested that curriculum policy should be centred around imagination; economic rationalists have suggested that it be made more functional and accountable than traditional university disciplines allow for. Is it possible, as
) suggests, to combine competing traditional ideologies of education in a complex postmodern pastiche which can nonetheless provide standards of assessment and evaluation without presuming a grand narrative?
) suggests not. This paper examines the challenge of maintaining principled standards and recognising postmodern relativities, making particular reference to the notion of the sublime and the arts curriculum.
