scholarly journals Simón Rodríguez: educación popular y la invención de la escuela popular

2015 ◽  
Vol 24 (43) ◽  
Author(s):  
Maximiliano Durán
Keyword(s):  
Latin American ◽  
Critical Analysis ◽  
Popular Education ◽  
New School ◽  
Model Based ◽  
New Form ◽  
School Model ◽  
Point Of Departure

This paper aims to introduce the concept of popular education created by Simón Rodríguez and to analyze to what extent it is possible to consider a new school Model based on this notion. A description of the concept of scholé, as proposed By Rancière, serves as a point of departure, to performing a critical analysis of this school model, which attempts to show that the school, as it is defined, is a Latin American as opposed to a Greek invention. More specifically, this text seeks to reveal how the concept ofpopular education proposed by Rodríguez offers the conditions for the possibility of a new form of schooling.

scholarly journals A fenomenologia como fundamento filosófico da Pedagogia Libertadora: uma análise histórico-crítica da teoria de Paulo Freire

2019 ◽  
Vol 12 (2) ◽  
pp. 292
Author(s):  
Robson Machado
Keyword(s):  
Public Education ◽  
Critical Analysis ◽  
Historical Materialism ◽  
Popular Education ◽  
Paulo Freire ◽  
Marxist Philosophy ◽  
Philosophical Foundation ◽  
Social Formation ◽  
New School ◽  
Intellectual Production

 Com o avanço das forças neoconservadoras e neoliberais no âmbito da educação pública brasileira, os ataques e as tentativas de interdição da Pedagogia Libertadora e do legado de seu precursor, o professor Paulo Freire, têm se tornado cada vez mais frequentes. Sob ameaça, a teoria pedagógica humanista e progressista de Freire tem sido, equivocadamente, associada ao marxismo. Este artigo tem como objetivo apresentar os pressupostos teórico-filosóficos da Pedagogia Libertadora, bem como as implicações de tais pressupostos no método didático-pedagógico de Paulo Freire. Para isso, destaca sua relação com a fenomenologia, com o existencialismo cristão e com a dialética idealista. Expõe divergências entre o ideário libertador e a filosofia marxista, contrapondo suas perspectivas ontológicas e epistemológicas. No que diz respeito ao método libertador, analisa-o a partir da compreensão de seu desenvolvimento ao longo da produção intelectual de Freire e evidencia sua relação com a Escola Nova. Toma como referencial teórico-metodológico o materialismo histórico dialético, pois o conjunto de ideias existentes em uma dada formação social, dentre elas as ideais pedagógicas, são determinadas pela produção material da vida.Palavras-chave: Contra-Hegemonia. Educação Popular. Marxismo.The phenomenology as a philosophical foundation of Pedagogia Libertadora: a historical-critical analysis of the theory of Paulo FreireABSTRACTWith the advancement of neoconservative and neoliberal forces within Brazilian public education, the attacks and attempts of interdiction of the Pedagogia Libertadora and the legacy of its precursor, teacher Paulo Freire, have become increasingly frequent. Under threat, Freire humanist and progressive pedagogical theory has been mistakenly associated with Marxism. This article aims to present the theoretical-philosophical assumptions of the Pedagogia Libertadora, as well as the implications of such assumptions in the didactic-pedagogical method of Paulo Freire. For this, it highlights its relation with phenomenology, with Christian existentialism and with the idealistic dialectic. It exposes divergences between the liberating ideology and the Marxist philosophy, opposing its ontological and epistemological perspectives. With regard to the liberating method, it analyzes it from the understanding of its development throughout the intellectual production of Freire and evidences its relation with the New School. It takes as a theoretical-methodological reference the dialectical historical materialism, since the set of ideas existing in a given social formation, among them the pedagogical ideals, are determined by the material production of life.Keywords: Counter-Hegemony. Popular Education. Marxism.La fenomenología como fundamento filosófico de la Pedagogía Libertadora: una análisis histórico-crítico de la teoría de Paulo FreireRESUMENCon el avance de las fuerzas neoconservadoras y neoliberales dentro de la educación pública brasileña, los ataques e intentos de interdicción de la Pedagogía Libertadora y el legado de su precursor, el maestro Paulo Freire, se han vuelto cada vez más frecuentes. Bajo amenaza, la teoría pedagógica progresista y humanitaria de Freire ha sido asociada erróneamente con el marxismo. Este artículo pretende presentar los supuestos teórico-filosóficos de la Pedagogía Libertadora, así como las implicaciones de tales supuestos en el método didáctico-pedagógico de Paulo Freire. Para ello, destaca su relación con la fenomenología, con el existencialismo cristiano y con la dialéctica idealista. Expone divergencias entre la ideología liberadora y la filosofía marxista, oponiéndose a sus perspectivas ontológicas y epistemológicas. Con respecto al método liberador, lo analiza desde la comprensión de su desarrollo a lo largo de la producción intelectual de Freire y evidencia su relación con la Nueva Escuela. Toma como referencia teórico-metodológica el materialismo histórico dialéctico, ya que el conjunto de ideas existentes en una formación social dada, entre ellas, los ideales pedagógicos, están determinados por la producción material de la vida.PALABRAS CLAVE: Contrahegemonía. Educación Popular. Marxismo.

scholarly journals Theoretical and Methodological Bases of a New School Model in Russia: Cultural-Historical Psychology and the Activity Approach as the Foundation of Educational Practice

2021 ◽  
Vol 18 (1) ◽  
pp. 122-139
Author(s):  
Viktor K. Zaretsky ◽  
Yury V. Zaretsky ◽  
Tatiana D. Karyagina ◽  
Oksana S. Ostroverkh ◽  
Anna V. Tikhomirova ◽  
...  
Keyword(s):  
Educational Practice ◽  
Educational Process ◽  
New School ◽  
School Activities ◽  
Modern School ◽  
Equal Importance ◽  
Productive Process ◽  
New Type ◽  
School Model ◽  
Methodological Principles

To overcome the crisis of the modern school institution, it is necessary to qualitatively rethink its foundations and to design fundamentally new approaches to implementing the educational program. The theoretical and methodological bases of the concept of a new type of school as a development practice, based on the provisions of Russian cultural-historical psychology and the activity approach are presented. The purpose of the work is to consider in the modern context the key theoretical provisions of Russian psychology and to formulate the methodological principles arising from them, which set the conditions for organizing the educational process, thus ensuring the transition from theory to practice. The key concepts of the school model are development, agency and collaboration: infinite development is formulated as the supreme goal and value of the school, the development of the position of agency is considered as the main productive process, and collaboration is the main professional principle. Eight basic principles are formulated as follows: intent - implementation - reflection as a methodological scheme for organizing school processes, the principle of multidimensional development, the principle of equal importance of school activities, the principle of congruence, the principle of organizing the educational space as a space for growing up, the principle of fellowship of practices and the development-oriented approach to evaluation. Thus, the article presents the authors view of the school as a scientifically grounded anthropological practice. The implementation of the concept, which has already begun in Russia, is an experiment that will make it possible to verify these theoretical and methodological provisions.

scholarly journals Chinese Maritime Politics in the 13th Century, Malay States and Javanese Imperium

2017 ◽  
Vol 2 (3) ◽  
pp. 343
Author(s):  
Saiful Hakam
Keyword(s):  
Critical Analysis ◽  
Social Groups ◽  
Native People ◽  
The Political ◽  
13Th Century ◽  
Cultural Changes ◽  
Internal Process ◽  
Native Culture ◽  
Mobile Capital ◽  
New Form

This study aims to explain about the rise of the Chinese trading culture, which is considered original at first then change progressively based on the internal process, and become damaged after making contacts with the native civilizations, is completely dissatisfying, though part of the truth is explained. Based on the critical analysis approach from the historical facts written by some scholars, the result of this study shows that the political and cultural changes were absolutely a sign of remarkable shock. Mongol conquests were contributed to these changes, though indirectly. Indian civilization was accepted by the native people, which then also influenced by the native culture. While the Islamic Nuance in Indian Ocean had been colored by Islamic nuance for approximately two centuries, wherein the trades in the middle and Chinese oceans were united naturally. Meanwhile Southeast Asia had grown rapidly after being involved in the hectic trading traffic. There were new social groups with the wealth of mobile capital, with a new spirit as the trades, in which in its development, there was a new form of state which was called as sultanate. One of the most important facts of that period is the rise of Java as a great sea power. Keywords:Chinese politic, Trading, Civilization

scholarly journals Metaphysical Anthropocentrism, Limitrophy, and Responsibility: An Explication of the Subject of Animal Rights

2018 ◽  
Vol 21 ◽  
pp. 1-29
Author(s):  
Jan-Harm De Villiers
Keyword(s):  
Animal Rights ◽  
Critical Analysis ◽  
De Novo ◽  
Social Regulation ◽  
Traditional Model ◽  
Conceptual Level ◽  
The Subject ◽  
Metaphysical Tradition ◽  
Point Of Departure

This article undertakes a critical analysis of subjectivity and exposes the metaphysical and anthropocentric quasi-transcendental conditions that give rise to the construct(ion) of the Subject. I locate a critical moment for the metaphysical Subject in the work of Martin Heidegger which, whilst sadly not sustained in his later writings, provides a point of departure for an examination of the significance that animality plays in the metaphysical tradition and its constitutive relation to the construct of subjectivity. I discern this relation to be violent and sacrificial and draw on Jacques Derrida's nonanthropocentric ethics against the background of Drucilla Cornell's ethical reading of deconstruction to construct a critique of approaches that assimilate animals to the traditional model of subjectivity in order to represent their identity and interests in the legal paradigm. The main argument that I seek to advance is that such an approach paradoxically re-constructs the classical humanist subject of metaphysics and re-establishes the subject-centred system that silences the call of the animal Other, thereby solidifying and extending the legitimacy of a discourse and mode of social regulation that is fundamentally anthropocentric. I examine how we can address, incapacitate and move beyond this schemata of power through a rigorous deconstruction of the partitions that institute the Subject and how deconstruction clears a space for a de novo determination of the animal "subject" that can proceed from different sites of nonanthropocentric interruption. What follows is a call to refuse the mechanical utilisation of traditional legal constructs and I argue in favour of an approach to the question of the animal (in law) that identifies and challenges anthropocentrism as its critical target. I ultimately propose a critical engagement with the underlying metaphysical support of animal rights at a conceptual level, rather than simply utilising the law pragmatically as an instrument of immediate resolution.    

Latin America, Decoloniality, and Translation

2019 ◽  
pp. 173-187
Author(s):  
Claudia de Lima Costa
Keyword(s):  
Latin America ◽  
Latin American ◽  
Coloniality Of Gender ◽  
Point Of Departure

This chapter reflects on the feminist decolonial turn in Latin America by taking as its point of departure the debates on the coloniality of power and of gender. It analyzes how decolonial feminisms might unsettle hegemonic feminisms through the practice of translation—based not only on a linguistic paradigm, but more importantly, on an ontological one. In applying the notion of translation as equivocation, derived from Amerindian perspectivism, to discussions of the coloniality of gender, this chapter explores how some Latin American feminists were enacting a decolonial politics avant la lettre. It argues that translation becomes a key element in forging alternative feminist decolonial epistemologies, as well as a practice enabling partial connections among the various feminist formations in the Americas.

scholarly journals Mahalanobis Distances on Factor Model Based Estimation

Econometrics ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 10
Author(s):  
Deliang Dai
Keyword(s):  
Covariance Matrix ◽  
Mahalanobis Distance ◽  
Factor Model ◽  
Original Sample ◽  
Mahalanobis Distances ◽  
Model Based ◽  
New Type ◽  
New Form ◽  
Contamination Effects

A factor model based covariance matrix is used to build a new form of Mahalanobis distance. The distribution and relative properties of the new Mahalanobis distances are derived. A new type of Mahalanobis distance based on the separated part of the factor model is defined. Contamination effects of outliers detected by the new defined Mahalanobis distances are also investigated. An empirical example indicates that the new proposed separated type of Mahalanobis distances predominate the original sample Mahalanobis distance.

Crime, Truth, and Justice in Modern Mexico: Notes for a National History

2016 ◽  
Vol 73 (4) ◽  
pp. 491-512
Author(s):  
Pablo Piccato
Keyword(s):  
Latin American ◽  
American History ◽  
Social Research ◽  
National History ◽  
Annual Lecture ◽  
Latin American History ◽  
New School

With this lecture by Pablo Piccato, The Americas continues its collaboration with the New School for Social Research to publish its annual Lecture in Latin American History. The series features lectures by senior historians in the field of Latin American history across an array of topics. This is the fifth in the series.

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