¿EDUCAR ES GENERAR ESPERANZA O REPLICAR UN SISTEMA? PERSPECTIVAS PEDAGÓGICAS DE FREIRE, RUSSELL E ILLICH. IS EDUCATE GENERATE HOPE OR REPLICATE A SYSTEM? FREIRE, RUSSELL AND ILLICH PEDAGOGICAL PROSPECTS

2014 ◽  
Vol 5 (1) ◽  
pp. 84-98
Author(s):  
Juan Pablo Escobar-Galo
Keyword(s):  
Educational System ◽  
Paulo Freire ◽  
Educational Process ◽  
Bertrand Russell ◽  
El Sistema ◽  
The Individual ◽  
Ivan Illich

Es necesario reflexionar sobre las propuestas pedagógicas de diferentes autores contemporáneos, dando especial énfasis a aquellos que,  de alguna u otra forma, cuestionan el sistema educativo tradicional, realizando una crítica profunda de la acción educativa, pero dando argumentos y propuestas concretas en beneficio de la educación y generando esperanza en quienes participan del hecho educativo. Tal es el caso de Paulo Freire, que ve en la educación una herramienta para el desarrollo de la libertad, siendo la esperanza un primer momento en dicho anhelo. Por su parte, Bertrand Russell apuesta por el fortalecimiento de una educación con sentido crítico, desde el rescate del individuo frente a la masa. Mientras tanto, Iván Illich manifiesta su descontento por los procesos de escolarización de los sujetos y de su pensamiento, proponiendo el desarrollo de una sociedad desescolarizada.Palabras claves: Freire, Russell, Illich, educación, liberación y esperanza.Abstract   It is necessary to reflect on the educational proposals of different contemporary authors, with special emphasis on those, who in some way or another question the traditional educational system, conducting a thorough review of educational action, but giving arguments and concrete proposals for the benefit of education and generating hope for those involved in the educational process. Such is the case of Paulo Freire, sees education a tool for the development of freedom, the hope being first in that longing. Meanwhile, Bertrand Russell commitment to strengthening education critically, from the rescue of the individual against the mass.  Meanwhile, Ivan Illich expressed dissatisfaction with the process of education of the subjects and their thinking, proposing the development of a deschooling society. Keywords: Freire, Russell, Illich, education, liberation and hope.

scholarly journals La Educación en Colombia: Arquetipo de Correspondencia con la Economía Global y de Mercado / Education in Colombia: Archetype Correspondence with the Global Economy and Market

2015 ◽  
Vol 6 (1) ◽  
pp. 161
Author(s):  
Luis Manuel Marrugo Fruto
Keyword(s):  
Labor Market ◽  
Educational System ◽  
Global Economy ◽  
Supply And Demand ◽  
First Century ◽  
Late Nineteenth Century ◽  
Early Twenty ◽  
El Sistema ◽  
Siglo Xix ◽  
The Individual

Se busca dilucidar los principales hitos históricos de la educación colombiana en relación con las políticas de la economía global y de mercado, entre finales del siglo XIX e inicios del siglo XXI. Se mostrarán limitaciones y problemáticas heredadas por el sistema educativo en su propósito de funcionar como empresa, bajo las leyes de oferta y demanda, es decir, un sistema educativo con la convicción de formar un perfil de individuo y de sociedad como mano de obra, dócil, obediente y con competencias de calidad para el mercado laboral de lossistema – mundo postmodernos, en desmedro de una educación humanizada.Metodológicamente es producto de una revisión de tema. Como principal resultado se muestra la tendencia desde los inicios de la educación colombiana a corresponderse con el mercado laboral. Abstract.It seeks to elucidate the main historical landmarks of Colombian education in relation to the policies of the global economy and market, between the late nineteenth century and early twenty-first century.  Limitations and problems inherited by the educational system in order to operate as a company under the laws of supply and demand, a docile educational system with the conviction of forming a profile of the individual and society as labor, are displayed obediently and quality skills for the labor market system - postmodern world, at the expenses of a humanized education. Methodologically is the result of a review of subject. The main result shows the trend since the beginning of Colombian education to match the labor market.

scholarly journals Educación Primaria y alumnas gitanas. Análisis de las barreras sociales en contextos de exclusión

2018 ◽  
Vol 37 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Rocío Cárdenas-Rodríguez ◽  
Teresa Terrón-Caro ◽  
María Carmen Monreal Gimeno
Keyword(s):  
Women Students ◽  
Social Exclusion ◽  
Educational System ◽  
Female Students ◽  
Educational Process ◽  
Men And Women ◽  
Economic Context ◽  
El Sistema ◽  
Educación Primaria ◽  
Traditional Roles

Actualmente se está produciendo una transformación de los roles tradicionales asociados a hombres y mujeres, sin embargo, en los contextos desfavorecidos de exclusión social estas desigualdades entre hombres y mujeres sigue siendo muy notable. Este trabajo tiene como objetivo reflexionar sobre la situación de la mujer gitana en contextos desfavorecidos a lo largo de su proceso educativo, así como establecer las estrategias necesarias para favorecer el proceso educativo de estas alumnas. Para ello, aplicamos una metodología mixta basada en cuestionarios y grupos de discusión con profesorado y agentes claves de cuatro centros educativos situados en contextos de exclusión social con alto porcentaje de alumnado gitano. Los resultados obtenidos nos demuestran la percepción del profesorado y agentes claves sobre las dificultades de las alumnas gitanas en el Sistema Educativo, así como las actuaciones que se llevan a cabo desde los centros educativos para favorecer la progresión educativa de las alumnas gitanas. En cualquier caso, es importante señalar que el contexto socioeconómico determina la trayectoria educativa de las alumnas gitanas más que las características culturales, ya que muchas de las dificultades que se encuentran las alumnas están más relacionadas con los contextos de marginación social que con su cultura. Nowadays a transformation in the traditional roles associated to men and women is being produced, however, in disadvantaged contexts of social exclusion these inequalities between men and women are still very notable. The following work aims to reflect on the situation of romani female in disadvantaged contexts throughout their educational process and to establish the necessary strategies to promote the educational process of these students. To do it, we applied a mixed methodology based on questionnaires and focus groups with teachers and key agents from four schools located in contexts of social exclusion with high percentage of romani students. The results obtained show us the perception of teachers and agents about the difficulties of romani female students in the Educational System, and the actions that are carried out from schools to promote the educational progression of romani female students. In any case, it is important to point out that the socio-economic context determines the educational trajectory of romani women students more than the cultural characteristics, since many of the difficulties encountered by the students are more related to the contexts of social marginalization than to their culture.

Education and self-education of students in the socionamic activity in the context of "new reality"

2021 ◽  
Vol 7 (Extra-A) ◽  
pp. 68-75
Author(s):  
Sergey I. Kurgansky ◽  
Nataliia R. Turavets ◽  
Vladimir F. Rodin ◽  
Vitalii V. Kistenev ◽  
Elena N. Egorova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational System ◽  
Educational Process ◽  
Creative Potential ◽  
Professional Skills ◽  
Rational Nature ◽  
The Individual ◽  
Education Of Students ◽  
Live Interaction

The current study addresses the issues of education and self-education of nurturant students in the transition to distance learning during the coronavirus pandemic, considering the purposeful and rational nature of this phenomenon, substantiates the need to manage this process; attention is focused on the fact that the educational system of universities should be responsible not only for training but also for upbringing, for the development of the creative potential of the individual, for the formation of professional skills; the possibility of changing the format of training is analysed based on their equipment of teachers with methodological developments and recommendations, modified programs prepared in accordance with the nature of the discipline; the authors note that distance education of artistic and pedagogical students should be aimed at the formation of professional skills based on the "live" interaction of the subjects of the educational process.        

PSYCHOLOGICAL SIGNIFICANCE OF HARDINESS DEVELOPMENT FOR OVERCOMING THE CONSEQUENCES OF THE CORONAVIRUS PANDEMIC

InterConf ◽  
2021 ◽  
pp. 144-149
Author(s):  
Viktoria Predko
Keyword(s):  
Educational System ◽  
Educational Process ◽  
Self Determination ◽  
Educational Reforms ◽  
Negative Consequences ◽  
Structural Components ◽  
Psychological Feature ◽  
Psychological Significance ◽  
The Individual ◽  
Internal Balance

The psychological content of the phenomenon of hardiness, its main structural components, predictors and mechanisms of its formation are revealed. The main functions of hardiness are determined, its importance in the development of a teenage personality is analyzed. Hardiness is presented as an important factor of self-determination, adaptation and internal balance. It is emphasized that the main psychological feature of hardiness is that it helps to minimize the negative consequences of unfavorable external influences and turn them into new opportunities, to gain autonomy in their life. The problem of the need to transform the educational system, rethink the entire content of education and improve the educational process is raised. The emphasis is made on the fact that the implementation of new educational reforms should be based on taking into account the psychological component - the development of the hardiness of the individual.

scholarly journals Education as a Process and Result

2021 ◽  
Vol 4 (1) ◽  
pp. 56
Author(s):  
Halima Sofradzija ◽  
Sandro Sehic ◽  
Abdel Alibegovic ◽  
Sarina Bakic ◽  
Merima Camo
Keyword(s):  
Educational System ◽  
Paradigm Shift ◽  
New Technologies ◽  
Educational Process ◽  
Educational Practices ◽  
Human Being ◽  
Global Level ◽  
Individual Level ◽  
Action Process ◽  
The Individual

Education is a process that happens at both the individual level of each human being and the global level of total humanity, which never ceases to participate in the educational process. Education is a social and historical category; no society has failed to have an educational system. Helmuth von Hentig outlines this in his text and, he reminds us that education is action, process and result. The paradigm shift brought about by the accelerated transformation of society also applies to the concept of education. New technologies and the irreversible digitalization of society have already greatly influenced educational practices and processes.

УКРАЇНОЗНАВЧИЙ ОСВІТНІЙ ЧИННИК В УМОВАХ СУЧАСНОЇ УКРАЇНСЬКОЇ МАСОВОЇ КУЛЬТУРИ

2019 ◽  
pp. 22-29
Author(s):  
Н. В. Фрадкіна
Keyword(s):  
Mass Culture ◽  
Personal Development ◽  
Negative Impact ◽  
Educational Process ◽  
Point Of View ◽  
Character Trait ◽  
Main Task ◽  
Leading Role ◽  
The Individual

The purpose and tasks of the work are to analyze the contemporary Ukrainian mass culture in terms of its value and humanistic components, as well as the importance of cultural studies and Ukrainian studies in educational disciplines for the formation of a holistic worldview of modern youth.Analysis of research and publications. Scientists repeatedly turned to the problems of the role of spirituality in the formation of society and its culture. This problem is highlighted in the publications by O. Losev, V. Lytvyn, D. Likhachev, S. Avierintsev, M. Zakovych, I. Stepanenko and E. Kostyshyn.Experts see the main negative impact of mass culture on the quality approach, which determines mass culture through the market, because mass culture, from our point of view, is everything that is sold and used in mass demand.One of the most interesting studies on this issue was the work by the representatives of Frankfurt School M. Horkheimer and T. Adorno «Dialectics of Enlightenment» (1947), devoted to a detailed analysis of mass culture. Propaganda at all socio-cultural levels in the form is similar in both totalitarian and democratic countries. It is connected, according to the authors, with the direction of European enlightenment. The tendency to unify people is a manifestation of the influence of mass culture, from cinema to pop. Mass culture is a phenomenon whose existence is associated with commerce (accumulation in any form – this is the main feature of education), in general, the fact that it exists in this form is related to the direction of the history of civilization.Modern mass culture, with its externally attractive and easily assimilated ideas and symbols, appealing to the trends of modern fashion, becomes a standard of prestigious consumption, does not require intense reflection, allows you to relax, distract, not teach, but entertains, preaches hedonism as the main spiritual value. And as a consequence, there are socio-cultural risks: an active rejection of other people, which leads to the formation of indifference; cruelty as a character trait; increase of violent and mercenary crime; increase in the number of alcohol and drug addicts; anti-patriotism; indifference to the values of the family and as a result of social orphanhood and prostitution.Conclusions, perspectives of research. Thus, we can conclude that modern Ukrainian education is predominantly formed by the values of mass culture. Namely, according to the «Dialectic» by Horkheimer and Adorno, «semi-enlightenment becomes an objective spirit» of our modern society.It is concluded that only high-quality education can create the opposite of the onset of mass culture and the destruction of spirituality in our society. It is proved that only by realizing the importance of cultivating disciplines in the educational process and the spiritual upbringing of the nation, through educational reforms, humanitarian knowledge will gradually return to student audiences.Formation of youth occurs under the influence of social environment, culture, education and self-education. The optimal combination of these factors determines both the process of socialization itself and how successful it will be. In this context, one can see the leading role of education and upbringing. It turns out that the main task of modern education is to spread its influence on the development of spiritual culture of the individual, which eventually becomes a solid foundation for the formation of the individual. Such a subject requires both philosophical and humanitarian approaches in further integrated interdisciplinary research, since the availability of such research will provide the theoretical foundation for truly modern educational and personal development.

DESAIN PEMBELAJARAN UNTUK TRANSFORMASI SOSIAL (Studi Perbandingan Pemikiran Paulo Freire dan Ivan Illich tentang Pendidikan Pembebasan)

1970 ◽  
Vol 8 (2) ◽  
pp. 113-128
Author(s):  
Muh. Hanif
Keyword(s):  
Social Transformation ◽  
Paulo Freire ◽  
Technical Skills ◽  
Stable System ◽  
Open Learning ◽  
Learning Network ◽  
Contemporary Education ◽  
Ivan Illich

Paulo Freire and Ivan Illich are prominent figures in contemporary education, who broke the stable system of education. Paulo Freire suggests to stop bank style education and to promote andragogy education, which views both teacher and students equally. Education should be actualized through facing problems and should be able to omit naïve and magic awareness replaced with critical and transformative awareness. Different from Freire, Illich offers to free the society from formal schools. Education should be run in an open learning network. Technical skills can be taught by drilling. In addition, social transformation will happen only if there are epimethean people that are minority in existence.

THE ROLE OF CHILDREN'S ARTISTIC LITERATUR IN THE ASSIMILATION OF PHILOSOPHICAL CATEGORIES BY PRESCHOOL CHILDREN

2020 ◽  
Vol 22 (11) ◽  
pp. 20-24
Author(s):  
Ponomareva L.I. ◽  
Gan N.Yu. ◽  
Obukhova K.A.
Keyword(s):  
Preschool Children ◽  
Educational System ◽  
Role Models ◽  
Educational Process ◽  
Human Relations ◽  
The World ◽  
Culture And Health ◽  
Nature And Society ◽  
Good And Evil

In the presented study, the authors raise the question of the need to include in the educational process of a preschool institution to familiarize children with some philosophical categories. The educational system in which the child is included, starting from preschool childhood, provides him with the opportunity to gradually and continuously enter the knowledge of the world around him. It is in preschool childhood that the child is exposed to various relationships, values of culture and health, diverse patterns in the field of different knowledge. This contributes to a broader interaction of the preschooler with the world around him, which, in turn, ensures the assimilation not of disparate ideas about objects and phenomena, but their natural integration and interpenetration, which means understanding the integrity of the picture of the world. The authors prove the idea that the assimilation of philosophical categories by children contributes to the understanding of the structure of the surrounding world. The analysis of research is presented, proving that children's fiction in an understandable and accessible language, life examples and vivid images is able to explain to children the laws of the functioning of nature and society, as well as to reveal the world of human relations and feelings. Fiction surrounds the child from the first years of his life. It is she who contributes to the development of thinking and imagination, enriches the sensory world, provides role models and teaches you to find a way out in different situations. Philosophical categories such as "love and friendship", "beautiful and ugly", "good and evil" are represented in children's literature very widely, and the efficiency of mastering philosophical categories depends on the skill of an adult in conveying the content of a work, on correctly placed accents.

THE VALUE OF LOVE IN THE SYSTEM OF FORMATION OF THE PROFESSIONAL MATURITY OF THE EDUCATOR

2020 ◽  
Vol 1 (10(79)) ◽  
pp. 12-18
Author(s):  
G. Bubyreva
Keyword(s):  
Russian Federation ◽  
The State ◽  
Educational Process ◽  
Wide Range ◽  
The Family ◽  
The Russian Federation ◽  
The Government ◽  
The Individual ◽  
The Right

The existing legislation determines the education as "an integral and focused process of teaching and upbringing, which represents a socially important value and shall be implemented so as to meet the interests of the individual, the family, the society and the state". However, even in this part, the meaning of the notion ‘socially significant benefit is not specified and allows for a wide range of interpretation [2]. Yet the more inconcrete is the answer to the question – "who and how should determine the interests of the individual, the family and even the state?" The national doctrine of education in the Russian Federation, which determined the goals of teaching and upbringing, the ways to attain them by means of the state policy regulating the field of education, the target achievements of the development of the educational system for the period up to 2025, approved by the Decree of the Government of the Russian Federation of October 4, 2000 #751, was abrogated by the Decree of the Government of the Russian Federation of March 29, 2014 #245 [7]. The new doctrine has not been developed so far. The RAE Academician A.B. Khutorsky believes that the absence of the national doctrine of education presents a threat to national security and a violation of the right of citizens to quality education. Accordingly, the teacher has to solve the problem of achieving the harmony of interests of the individual, the family, the society and the government on their own, which, however, judging by the officially published results, is the task that exceeds the abilities of the participants of the educational process.  The particular concern about the results of the patriotic upbringing served as a basis for the legislative initiative of the RF President V. V. Putin, who introduced the project of an amendment to the Law of RF "About Education of the Russian Federation" to the State Duma in 2020, regarding the quality of patriotic upbringing [3]. Patriotism, considered by the President of RF V. V. Putin as the only possible idea to unite the nation is "THE FEELING OF LOVE OF THE MOTHERLAND" and the readiness for every sacrifice and heroic deed for the sake of the interests of your Motherland. However, the practicing educators experience shortfalls in efficient methodologies of patriotic upbringing, which should let them bring up citizens, loving their Motherland more than themselves. The article is dedicated to solution to this problem based on the Value-sense paradigm of upbringing educational dynasty of the Kurbatovs [15].

PERSPEKTIF JHON PAULO FREIRE DAN KI HADJAR DEWANTARA TERHADAP INTEGRASI INTELEKTUALITAS DAN MORALITAS PESERTA DIDIK DALAM MENYADARI KEMAJEMUKAN DI INDONESIA

Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 73-83
Author(s):  
Ahmad Dahri
Keyword(s):  
Paulo Freire ◽  
Educational Process ◽  
Social Classes ◽  
Mutual Understanding ◽  
Human Beings ◽  
The Real ◽  
National Education ◽  
Purpose Of Education ◽  
Plural Society ◽  
Knowledge And Practice

The real purpose of education is humanizing human beings. The most prominent thing in humanity is diversity, plurality or multiculturality. Indonesia is a country consisting of a plural society. This should be realized by all individuals in this nusantara society. Providing awareness of the existence of mulitikulturalitas or pluralism can be pursued in the educational process. For the sake of this interest, then in the educational process there must be some kind of integralization effort between forming the intellect and morality of learners. The function of integralization of moral and intellectual education is to know more about diversity then combine with knowledge and practice with morality then achieve the purposes of national education. The conclusions or findings of Freire’s and Ki Hadjar Dewantara’s analysis approach are the absence of differences in the educational portion, the absence of social classes as the limits of education, and the educator has a role as teacher not only as a facilitator but also as a identifierin diversity and be honest about the history, there is a link between learners and educators, mutual understanding, learners receive teaching, and educators learn to understand learners, and this function is summarized in education for freedom and ing ngarsho sung tuladha, ing madyo mangun karsha, tut wur handayani.

Sign in / Sign up

Export Citation Format

Share Document