Marx und die Pädagogik

2018 ◽  
Vol 94 (2) ◽  
pp. 191-200
Author(s):  
Micha Brumlik
Keyword(s):  
Economic Theory ◽  
Human Capital ◽  
Critical Theory ◽  
Theory Of Education

Marx and PedagogyMarx first theory of education was written in his Thesis on Feuerbach. His later positive proposals were sources of the official pedagogy of the DDR, while his analyses of ›Kapital‹ contributed to a critical economic theory of ›human capital‹. But only the ›freudomarxism‹ of the Critical Theory and especially of Siegfried Bernfeld contributed to a critical theory of education. After all was Marx the founder of a revolutionary theory of ›Bildung‹.

Post-Industrial model of Society, Education and science in Philosophical concepts of Radical Pedagogy in the context of Globalization for the Sustainable Development

2021 ◽  
Vol 7 (1) ◽  
pp. 1-6
Author(s):  
Viktor Zinchenko ◽  
Nataliia Krokhmal ◽  
Оlha Horpynych ◽  
Nataliia Fialko
Keyword(s):  
Critical Theory ◽  
Self Determination ◽  
Theory Theory ◽  
The Sustainable Development ◽  
Security Education ◽  
Theory Of Education ◽  
Socially Excluded ◽  
Post Industrial ◽  
Industrial Societies

Critical theory of education should be based on a critical theory of society, which is conceptually analyzes the features of actually existing industrial and post-industrial societies and their relations of domination and subordination (oppression), conflict and the prospects for progressive social change and transformative practices that make projects more complete, freer life and democratic society. Criticality theory means a way of seeing and understanding, building categories, making connections, reflection and participation in practice theory, theory of withdrawal of social practice.This term contains an element of emancipation, liberation and self-determination of the oppressed and exploited masses, recognizing that people are socially excluded from the material security, education and decision-making can share vidrefleksuvaty their situation, realize that it is unauthorized again, and realize that they must organize themselves in order to change the structure of society.

The Implications of the Economic Theory of Human Capital for Personnel Management

1981 ◽  
Vol 10 (1) ◽  
pp. 30-40 ◽  
Author(s):  
Eric G. Flamholtz ◽  
John Lacey
Keyword(s):  
Economic Theory ◽  
Human Capital ◽  
Personnel Management

scholarly journals ¿Puede la Institución Escolar contribuir en la construcción de sociedades más racionales? La Institución Escolar a la luz de la Teoría de la Acción Comunicativa

10.14201/3032 ◽  
2009 ◽  
Vol 6 ◽  
Author(s):  
Paz Gimeno Lorente
Keyword(s):  
Critical Theory ◽  
School Organization ◽  
Communicative Rationality ◽  
Critical Function ◽  
Theory Of Education ◽  
The Social ◽  
Double Nature ◽  
Ways Of Life

The aim of this article is to answer the following question: can the school institution to collaborate to make our forthcoming societies the most rational and humanistic ones? First of all, it is argued that, if a school institution is able to get priority for its critical function, it can effectively contribute to improve the rationality of both the social and individual ways of life. For that to be possible, the school must organize its dynamics around the communicative rationality criteria. Second, it is marked that, in general, the school institution has a double nature, as well as, particularly, the school organization, showing the need ofr breaking the reductionist conceptions restricting the understading of the school phonomena when these are faced solely from an exclusive and particular wiewpoint; this double nature of the school relates with the two kinds of rationality technical and practical which pervade the school actions and functions. Third, the habermasian concept of communicative rationality is introduced as a norm reference for the life and dynamics of the school when its purpose is to contribute to reach a better rationality into society. All these arguments are embedded into the Critical Theory of Education.

Wykształcenie jako czynnik determinujący długość życia

2015 ◽  
Vol 37 (3) ◽  
pp. 93-110
Author(s):  
Marek Kunasz
Keyword(s):  
Economic Theory ◽  
Human Capital ◽  
Life Expectancy ◽  
Capital Investments ◽  
Eu Countries ◽  
Human Capital Investments ◽  
The Eu

The paper contains analyses of life expectancy mainly in the context of its relation to the level of individual’s education. The data was referred to the specific Eurostat researches which take the above mentioned criterion of population’s division into consideration. 14 EU countries (including Poland) and 2 countries, which are not in the EU territory, were included in the research. The project was carried out from 2007 to 2010. The life expectancy of 30‑year‑old individuals was examined, assuming that the first effects of investment in the human capital connected with education are revealed at this age (deliberations were set in the economic theory of the human capital). Keywords: human capital, investments in human capital, health in theory of human capital, education, life expectancy.

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