scholarly journals Pedagogy as Education to Active Thinking

2020 ◽  
Vol 54 ◽  
pp. e054009
Author(s):  
Gianluigi Segalerba ◽  
Oleg Yurievich Latyshev-Maysky
Keyword(s):  
Education System ◽  
John Dewey ◽  
Paulo Freire ◽  
Traditional Education ◽  
Common Point ◽  
The Self ◽  
Social Construct ◽  
Dominant Class ◽  
Traditional System ◽  
Political Foundations

   In our study, we analyse some reflections contained in the education thought of John Dewey, Paulo Freire and Peter McLaren. The three thinkers, with mutually different methods, have, in our opinion, as common point the intention to show that no education system is neutral in relation to the way in which societies are organised: all systems of education aim at the constitution of a particular kind of society through the formation of a corresponding mentality in the individuals. The ethical and political foundations of a society are mirrored in the education system: any reform of the society should, therefore, begin with the reform of the education system; furthermore, any reform of the society cannot be effective unless it is founded on the reform of education.  As regards Dewey’s observations, we concentrate our attention on his criticism of any education system based on the passivity of pupils and on the massification of students: Dewey steadily pleads for a system of education aiming at the individualisation of pupils. As regards Freire’s meditation, we point out Freire’s uncovering of the oppression exercised against the subaltern classes through the traditional education systems: the constant relegation of pupils of the oppressed classes to a condition of total passivity, which is the aim of the system of education described by Freire as the banking concept of education, destroys any sense and aspiration to autonomy in the pupils themselves. Self-depreciation of pupils is the result of the traditional system of education. McLaren points out that a correct system of education should have as its own aim the self-transformation and the empowerment of the students: educators ought to uncover the relations holding between knowledge, which is always a social construct, and the interests of the dominant class. 

scholarly journals DETERMINATION OF OPTIMAL WAYS TO CONTROL AND EVALUATE STUDENTS' KNOWLEDGE IN THE HISTORY OF KAZAKHSTAN LESSONS WITHIN THE FRAMEWORK OF THE UPDATED EDUCATIONAL PROGRAM

2021 ◽  
Vol 68 (1) ◽  
Author(s):  
S. Apasheva ◽  
◽  
S. Mamraimov ◽  
Keyword(s):  
Education System ◽  
Educational Program ◽  
Evaluation System ◽  
Traditional Education ◽  
Assessment System ◽  
Self Assessment ◽  
Traditional System ◽  
Modern Education ◽  
Education Aspirations ◽  
History Of

We see differences between the traditional education system and the assessment system based on the modern updated educational program. In the traditional system of education is only the level of knowledge and progress in the modern education system evaluates the level of self-search, self-education, aspirations of the student. Therefore, the process of assessment in the modern education system is quite a complex process, since in modern pedagogical culture there are no formed ideas about the concepts of self-assessment, self-education, self-search, and most importantly-self-assessment. The article describes in detail the optimal approaches and methods for monitoring and evaluating students ' knowledge in history lessons within the framework of the updated educational program by comparing it with the 5-point (evaluation) system of traditional education.

Genesis, essence and structure of pedagogical technology “Cooperative learning”

2021 ◽  
pp. 38-46
Author(s):  
Nikita I. Khmarenko
Keyword(s):  
Soviet Union ◽  
Cooperative Learning ◽  
Education System ◽  
Social Order ◽  
Thinking Skills ◽  
Traditional Education ◽  
Learning Goals ◽  
Successful Implementation ◽  
The Soviet Union ◽  
The 1960S

The emergence of pedagogical technologies and their mass introduction dates back to the 1960s. Reformation of the American and European schools was provoked by reinterpretation of the learning goals. However, the historical roots of some pedagogical technologies are much older than studies of J. Carroll and D. Bruner – renowned authorities in this area of research. One of these technologies is cooperative learning. Initially recognized as a key component of humanistic pedagogy of J. Dewey, this technology has been further developed in works of many Soviet and foreign scholars. In the 1920s, the works by J. Dewey had a serious impact on the reformation of the Soviet education system, which aimed to educate the entire population of the Soviet Union. However, for some reasons, the gradual introduction of cooperative learning into learning process took a break in the 1930s. Since the late 1990s, a serious pedagogical crisis has emerged in the Russian Federation, which cannot be mended by traditional education system; it encourages many teachers to look at the well-studied pedagogical technologies from a different perspective. Today the social order sets new requirements concerning a major breakthrough in training a person. Teamwork and analytical thinking skills, the ability to lifelong self-education and self-develop-ment require fundamental changes in the traditional education system. At the same time, for the successful implementation of pedagogical technology, it is necessary to resolve a number of issues related to the essence of the concept of cooperative learning and the definition of components. Research relevance is indicated, the historical roots and essence of the concept of pedagogical technology of cooperative learning are determined, examples of the practical application of models of this pedagogical technology are exemplified.

scholarly journals Proposal for the training of flexible education in preschool and public educational stages in the Kingdom of Saudi Arabia

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Hanan bint Ahmed bin Mishni al-Zahrani
Keyword(s):  
Saudi Arabia ◽  
Primary Education ◽  
Education System ◽  
Arab World ◽  
Traditional Education ◽  
Educational Process ◽  
Advantages And Disadvantages ◽  
Application Methods ◽  
Analytical Approaches ◽  
Flexible Education

The aim of this study is to recognize the flexible education system in primary education stages and preschools in the Arab world. Along with the justifications for acknowledging such a system، including its contributions in solving the issues of the school education system and its application methods. This study is based on both descriptive and analytical approaches to analyses the findings by identifying the justifications for acknowledging this system، together with previous studies and successful examples، and make comparison between the traditional education and the flexible education system and this study was the tool in observation and analysis the stories،pictures and videos of learning experiment for families who adopt flexible education system and apply that in two public education schools and twenty flexible education systems. This study formed from observation and analysis eight points : the objectives of the educational process، the teacher، the curriculum، student needs، teaching strategies، educational environment and its preparation،educational speed and evaluation .And determination the advantages and disadvantages to everyone from these eight points . The results of the study according to the eight points above show that the flexible education system in primary education stages and preschools is outperform the traditional education system . They also show the reasons and justifications to experiment the flexible education system and its application methods . According to the result the study confirm to apply the flexible education system in primary stages and preschools in Saudi Arabia to keep up with modern educational systems، and for its benefits to society as a whole .  

scholarly journals The Reflexible Person

2021 ◽  
Vol 1 (2) ◽  
pp. 51-71
Author(s):  
Rolf Arnold ◽  
Michael Schön
Keyword(s):  
Education System ◽  
Critical Analysis ◽  
System Development ◽  
System Change ◽  
The Self ◽  
Educational Systems ◽  
Evidence Based ◽  
Constructivist Pedagogy ◽  
German Education ◽  
Effective Conditions

Referring to the European and especially the German education system, this article first identifies that both forms of governance in educational systems as well as pedagogical professionalization have fallen behind. We present new proposals for a substantive and evidence-based reinterpretation and reshaping of what education is and can be and how educational systems can be changed. In order to address these shortcomings, we follow suggestions of a systemic-constructivist pedagogy, and highlight concrete strategies and starting points of an awareness-based system change in the field of educational system development are pointed out. This attempt to not only rethink education, but also to shape it, is based on a critical analysis of the often stagnant internal educational reforms, and the concepts and routines that characterize these stagnant reforms. We hypothesize that, in order to break free from this stagnation, a continuous self-transforming subjectivity of the responsible actors is necessary. This explanatory framework is extended in this article to the figure of the ”reflexible person” (Arnold, 2019a), whose main characteristic is reflexibility, in the sense of being reflexive as well as flexible. The reflexible person possesses practiced and strengthened competencies for observation and reflection including of the self, as well as reinterpretation and transformation. These competences are substantiated and specified as prerequisites and effective conditions for an awareness-based system change in educational systems. In addition, possible ways of promoting and developing them are pointed out.

Developing Engineering Creativity in STEM Programs in Chinese Universities

2019 ◽  
pp. 273-293 ◽  
Author(s):  
Chunfang Zhou
Keyword(s):  
Staff Development ◽  
Education System ◽  
Traditional Education ◽  
University Education ◽  
Student Group ◽  
Chinese Universities ◽  
Stem Programs ◽  
Interdisciplinary Project ◽  
The World ◽  
Education In China

This chapter aims to formulate a proposal of developing engineering creativity by problem- and project-based pedagogies in STEM programs in university education in China. It will introduce the increasing needs of engineering creativity in China, deepen understanding of the concept of creativity and engineering creativity, and provide a review of diverse models of problem- and project-based pedagogies in STEM programs. This further brings a discussion on how to develop engineering creativity in STEM programs in Chinese universities in order to overcome the barriers caused by traditional education system and culture. A series of strategies will be proposed including supporting student group work, designing interdisciplinary project, facilitating staff development, and developing creative communities, etc. Briefly, this chapter has the significance of developing engineering creativity in China both theoretically and practically, and also implies how to develop problem- and project-based pedagogies in STEM programs in other cultures around the world.

Distance Education in the COVID-19 Pandemic

2022 ◽  
pp. 17-33
Author(s):  
Ahmet Çetinkaya ◽  
Ali Murat Kırık
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Education System ◽  
Traditional Education ◽  
Physical Contact ◽  
Interpersonal Contact ◽  
Global Epidemic ◽  
Highly Active ◽  
Almost All ◽  
New Education

As the COVID-19 disease rapidly transmitted through interpersonal contact, it required people to avoid physical contact. Almost all countries in the world have suspended the education of children and youth, a highly active network, and switched to online education to reduce the spread of the virus. Distance education, unlike the traditional education system, has a structure that does not require students to be on a campus or be in the same environment with instructors. As the global epidemic broke out, the distance education system was reviewed, and a new education order started to be established. Students, parents, and teachers found themselves in a situation they were not used to before. In this study, the advantages and disadvantages of distance education are analyzed, hybrid and hybrid-flexible (hyflex) models are examined, the educational changes during the pandemic period as well as the anticipations of the post-pandemic period are reviewed, and lastly, future educational solutions are proposed.

Mead, George Herbert (1863–1931)

2018 ◽  
Author(s):  
Hans Joas
Keyword(s):  
Social Psychology ◽  
John Dewey ◽  
William James ◽  
The Self ◽  
George Herbert ◽  
Human Communication ◽  
George Herbert Mead ◽  
American Pragmatism ◽  
Charles Peirce ◽  
Infantile Development

Together with Charles Peirce, William James and John Dewey, George Herbert Mead is considered one of the classic representatives of American pragmatism. He is most famous for his ideas about the specificities of human communication and sociality and about the genesis of the ‘self’ in infantile development. By developing these ideas, Mead became one of the founders of social psychology and – mostly via his influence on the school of symbolic interactionism – one of the most influential figures in contemporary sociology. Compared to that enormous influence, other parts of his philosophical work are relatively neglected.

scholarly journals On pedagogy of the oppressed: An appraisal of Paulo Freire’s philosophy of education

2020 ◽  
Vol 16 ◽  
pp. 62-75
Author(s):  
Charles C. Nweke ◽  
Anthony T. Owoh
Keyword(s):  
Philosophy Of Education ◽  
Banking System ◽  
Nation Building ◽  
Paulo Freire ◽  
Traditional Education ◽  
Problem Posing ◽  
Analytic Method ◽  
Student Centered ◽  
Freedom Of Thought ◽  
Keywords Education

Education is critical to human development. Scholars have always been concerned with the appropriate method or pedagogy to adopt for education. Usually two parties are involved in any learning process- the teacher and the learner(s). The contention on pedagogy has always been whether learning ought to be teacher centered or student centered. While the proponents of traditional pedagogue in education emphasize the experience of the teacher; most modern and contemporary scholars like John Dewey and Paulo Freire emphasize the experience of the learner. Paulo Freire rejected the traditional education system tagging it a banking system because it tends to impose the experience of the teacher on the learner; undermining the experience and personal total development of the learner. He proposed a critical pedagogue as an ideal; a pedagogue that is problem-posing with emphasis laid on the experience of the learner. This article studies Paulo Freire’s critical pedagogue using the analytic method. It finds that Paulo Freire’s pedagogue is emancipatory because it promotes freedom of thought, encourages innovation and is capable of molding people into active citizens with the ability to hold their leaders responsible for bad governance. In this sense, the pedagogue can be handy for political participation and nation building. The article also finds that the pedagogue can lead to anarchy in the learning environment with its seeming overemphasis on the freedom of thought of the learners; it can give learners undue control or influence over their teachers. Keywords: Education, Pedagogy, Experience.

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