scholarly journals Análisis comparado de las políticas educativas en Colombia : Escuela Nueva vs. Educación Indígena = New School vs. Indigenous Education in Colombia : two pedagogical models in contrast

2014 ◽  
Vol 0 (23) ◽  
pp. 223
Author(s):  
Miguel Á. Martín ◽  
William García
Keyword(s):  
Indigenous Education ◽  
New School ◽  
Pedagogical Models

scholarly journals Pedagogías comparadas. De la Escuela del Mar y Pere Vergés a la Escuela 26 de enero (1943) y Enric Gibert

2020 ◽  
pp. 146
Author(s):  
Jordi Brasó ◽  
Xavier Torrebadella Flix
Keyword(s):  
New School ◽  
Secondary Sources ◽  
Argumentative Text ◽  
Documentary Sources ◽  
Pedagogical Models

The objective of this article is to compare two antagonistic pedagogical models such as the beginnings of Escuela del Mar (1922), directed by Pere Vergés, and Escuela 26 de enero (1943) directed by Enric Gibert, in full francoism. The centers, in Barcelona, were in contact with nature.The first was located on the Barceloneta beach, and the second in the Guinardó neighborhood, where it is still located. From a methodology focused on the analysis of dimensions and study variables, differences, and similarities of the two centers in the initial moments of their creation are highlighted. For this, the treatment of primary documentary sources –periodic and non-periodic publications– has been used, together with the analysis of images of the time. Secondary sources contextualize all argumentative text. It is proved that both models promoted a way in principle hygienic-medical to see education, although in the case of Escuela del Mar there appeared a philosophy related to the students and the ideas of the New School and, instead, to Escuela 26 de enero, although there are also glimpses of pedagogical renewal activities, there is a Catholic and authoritarian model of submission of the child and, in short, of indoctrination, much more significant.

Heads Up New School Year: Here I Come!

ASHA Leader ◽  
2018 ◽  
Vol 23 (8) ◽  
pp. 36-37
Author(s):  
Stacey Ellison Glasgow
Keyword(s):  
New School ◽  
School Year

Epizod z biografii Dawida Wdowińskiego

2013 ◽  
pp. 501-507
Author(s):  
Laurence Weinbaum
Keyword(s):  
Social Research ◽  
New School

Dawid Wdowiński (1895–1970) należał do najbardziej znanych działaczy rewizjonistycznego ruchu syjonistycznego w Polsce w latach trzydziestych. Cieszył się renomą również jako psychoanalityk (pełnił kierowniczą funkcję na oddziale psychiatrycznym w szpitalu na Czystem w Warszawie). Jako jedyny spośród „żabotyńczyków” został wymieniony w leksykonie Czy wiesz kto to jest?. W wrześniu 1939 r., w przeciwieństwie do innych liderów ruchu rewizjonistycznego, pozostał w Warszawie. Trafił do getta (w którym stracił matkę), po deportacji znalazł się w obozie pracy w Budzyniu, a potem w innych obozach (jego żona, dr med. Antonina z d. Berger, zginęła w listopadzie 1943 r., podczas operacji „Erntefest”). Po wojnie osiadł w Nowym Jorku i przez wiele lat wykładał psychologię i psychiatrię w New School for Social Research. Kontynuował też działalność społeczno-polityczną. W 1961 r. został wezwany przez sąd izraelski do złożenia zeznań na procesie Adolfa Eichmanna

فلسفة العقوبة في الشريعة الإسلامية والقانون الوضعي عرض وموازنة Exposition and Comparison of the Philosophy of Punishment in Islamic and Positive Laws

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
عبد المجيد قاسم عبد المجيد (Qasim Abdulmajid) ◽  
محمد ليبا (Liba)
Keyword(s):  
Islamic Law ◽  
The Other ◽  
Penal System ◽  
Human Beings ◽  
New School ◽  
Positive Law ◽  
Other Hand ◽  
Philosophy Of Punishment ◽  
Emerging Issues

تناولت هذه الورقة فلسفة العقوبة في الشريعة الإسلامية، وفلسفتها في القانون الوضعي، وتمت الموازنة بين الفلسفتين، وخلص العرض والموازنة إلى نتائج ملخصها أن مسألة عصمة الشريعة وسموها تعد علامة فارقة بين الشريعة الإسلامية والقانون الوضعي، هذه العلامة نتج عنها فروق كثيرة أولها أن العقوبة في التشريع الوضعي تكون تابعةً للهدف، فالهدف يوضع أولاً ثم تصاغ على ضوئه العقوبة، ولذلك كلما ظهرت مدرسةٌ جديدةٌ تؤسس لفكرٍ جديدٍ ظهر اختلافٌ في التشريع العقابي. بينما النظام العقابي الإسلامي ثابتٌ ومعصوم، وقد وُجدت الحاجة إلى معرفة أهدافه وفلسفته ليتسنى السير على مقتضاها فيما يستجد من وقائع، وأن سمو فلسفة العقوبة في الشريعة الإسلامية ينبع من سمو مصدرها، فواضع هذه العقوبات هو خالق البشر. بينما العقوبة في القانون الوضعي تعتمد في فلسفتها على خبرة واضعيها، وهي خبرة محدودة وأحكامها نسبية، لذا كان تطبيق العقوبات الشرعية أجدر حتى وإن لم يُدرَك كنه هذه العقوبات وفلسفتها. الكلمات الرئيسية: فلسفة العقوبة، القانون الإسلامي، القانون الوضعي، التشريع العقابي.******************************In this paper light is shed on the philosophy of punishment in Islamic and positive laws and a comparison between them is accomplished. In brief, the conclusion of the exposition and comparison is that issue of infallibility of SharÊ‘ah and its nobleness are the distinguishing marks between Islamic and positive laws. This led to further differences. The first difference is that the punishment in positive laws is in accordance with the stipulated goal, that is, the goal is set first and then the punishment is formulated in that light. That is why whenever any new school of thought appears based on some ideology, differences emerge in punitive legislation. Islamic penal system is, however, immutable and infallible. There is a need to know its objectives and wisdom so as to in order to tackle new emerging issues. The nobility of the philosophy of punishment in Islamic law stems from the nobility of its source and that is no one but the Creator of human beings. The punishment in the positive law, on the other hand, relies on the philosophy that is based on the experiences of the authors of these laws. And these experiences are limited and their rulings are relativistic. Applying Islamic legal punishments are, therefore, more legitimate, even though their essence and philosophy are not fully grasped.Key words: Philosophy of Punishment, Islamic Law, Positive Law, Punitive Legislation.

The transfer of European intercultural discourse towards Latin American educational actors: a Mexican case study

2011 ◽  
Vol 13 (1) ◽  
Author(s):  
Laura Mateos
Keyword(s):  
Latin American ◽  
Indigenous Education ◽  
The State ◽  
Intercultural Education ◽  
Bilingual Teachers ◽  
Ethnographic Data ◽  
Intellectual Networks ◽  
State Educational ◽  
Intercultural Discourse

This paper analyses the ways transfer of the discourse on interculturality and intercultural education, as it has been coined and shaped by European anthropologists and pedagogues, towards educational actors and institutions in Latin America. My ethnographic data illustrate how this intercultural discourse is currently transferred through intellectual networks to different kinds of Mexican actors who are actively “translating” this discourse into the post-indigenismo situation of “indigenous education” and ethnic claims making in Mexico. On the basis of fieldwork conducted in two different institutions in the state of Veracruz, the appropriation and re-interpretation of, as well as the resistance against, the European discourse of interculturality are studied by comparing the training of “intercultural and bilingual” teachers through the state educational authorities and the notion of intercultural education, as applied within the so-called “Intercultural University of Veracruz”.

Presbyterian Preaching

2019 ◽  
pp. 506-523
Author(s):  
Thomas G. Long
Keyword(s):  
Digital Media ◽  
Emotional Experience ◽  
New School ◽  
Intellectual Content ◽  
The Bible ◽  
The Reformation ◽  
Korean Presbyterian ◽  
Early Expression ◽  
History Of ◽  
School Conflict

Presbyterian preaching grew from roots in the Reformation, particularly the Calvinist wing. The fullest early expression of the character of Presbyterian preaching is in the Westminster Standards, documents produced in England by an assembly of Calvinist clergy and laymen in the mid-seventeenth century. These documents described the key qualities of Reformed, and thus Presbyterian, preaching: sermons grounded in the Bible, containing significant doctrinal content, and aimed at teaching and edifying congregants.The authors of the Westminster Standards prescribed preaching that was substantive and lively, filled with biblical and doctrinal content, and touched the hearts of hearers. Throughout the history of Presbyterian preaching, however, these twin goals were often difficult to attain. This tension between intellectual, content-centered preaching and more emotional, experience-centered preaching among Presbyterian is evident in such events as the Old Side–New Side controversy in the mid-1700s and the Old School–New School conflict from 1837 to 1869 (both in America), in Scottish Presbyterian preaching in the early nineteenth century, and in Korean Presbyterian preaching during the end of the twentieth and the beginning of the twentieth century.Today as many Presbyterian preachers use digital media and conversational-style sermons, a strong desire continues for preaching that is clear, deeply theological and biblical, impassioned, and relevant.

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