scholarly journals ¿Qué profesional de la educación para qué escuela y para qué sociedad?

2019 ◽  
Vol 22 (3) ◽  
pp. 219-231
Author(s):  
Teresa García Gómez
Keyword(s):  
Critical Pedagogy ◽  
Human Being ◽  
Democratic Schools ◽  
Education Professional ◽  
Agents Of Change

Este artículo, resultado de la revisión y reflexión teórica, responde a la pregunta que todo profesional de la educación debería formularse: qué ser humano se desea formar para qué sociedad. Si aspiramos a una sociedad más justa y más humana, una sociedad convivencial, constituida por sujetos libres y emancipados, que es el planteamiento de este trabajo, necesitamos formar docentes, desde la pedagogía crítica, como agentes de cambio e intelectuales transformadores para que contribuyan al desarrollo de escuelas democráticas. Es decir, docentes que configuren un currículum contrahegemónico en el marco de una organización participativa en colaboración con la comunidad, instancias y movimientos sociopolíticos. This article, resulting from theoretical review and reflection, answers the question that every education professional should ask themselves: what human being is to be trained for what society. If our ambition is for a fairer and more humane society, a convivial society made up of free and emancipated subjects, which is the approach of this work, there is a need to train teachers, from critical pedagogy, as agents of change or transformative intellectuals so that they help towards the development of democratic schools. That is to say, teachers who shape a counterhegemonic curriculum in the context of a participatory organisation in collaboration with the community, authorities and sociopolitical movements.

scholarly journals LEARN FROM PONDOK PESANTREN AS THE MEANS FOR BUILDING YOUNG MUSLIMS GENERATION’S IDENTITY

2019 ◽  
pp. 75-86
Author(s):  
Aruni Chaerunisa ◽  
Firda Arifatu Rizkia ◽  
Nada Firdaus
Keyword(s):  
Education System ◽  
Deviant Behavior ◽  
Human Being ◽  
Muslim Identity ◽  
Literature Study ◽  
Negative Effects ◽  
Two Samples ◽  
Agents Of Change ◽  
Self Potential ◽  
Islamic Values

Education is the need of every human being. Education is useful for developing self-potential. One form of education in Indonesia is the education of Islamic boarding schools as known as Pondok pesantren. Pondok Pesantren does not only teach education at schools in general but also integrate the knowledge of Islam religion in the education system. Nowadays, the condition of young Muslims is very alarming due to the inability to face the flow of globalization and thus losing its Muslim identity. As a result, there is a moral decline that leads to deviant behavior, especially concerning Islamic values. To overcome this problem, Pondok Pesantren education can be a solution. In this study two samples of famous Pondok Pesantren in Indonesia were taken, namely Pondok Modern Darussalam Gontor and Pondok Pesantren Sidogiri. We use literature study methods from various journals that discuss the importance of Pondok Pesantren. As a step to deepen the material, an interview was held with an Ustadz (Islamic religious teacher) who had conducted research at various Pondok pesantren in Indonesia. The results of this study obtained 3 values and teaching lifestyles that can be applied from Pondok Pesantren, namely the formation of identity, sensitivity to society, and efforts to make changes in society without losing identity. The two Pondok Pesantren teaches the formation of a good identity to their santri (students of pesantren) so that they are not easily carried away by the negative effects of globalization. In addition, it also teaches how to behave socially in the community so that they can apply the knowledge gained in Pondok Pesantren and become agents of change in people's lives. Thus, the education system of Pondok Pesantren can be used as a means of forming the identity of young Muslims as a provision to face the current of globalization.

scholarly journals My Path towards Teaching with an Attitude… A Testimony on Becoming a Critical Pedagogue (Note 1)

2019 ◽  
Vol 7 (1) ◽  
pp. 106
Author(s):  
Adriana Castañeda Londoño
Keyword(s):  
Critical Pedagogy ◽  
Student Teacher ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Human Being ◽  
The World ◽  
Chicana Studies ◽  
The Way

<p><em>This paper sets out to recount my journey in order to become a critical pedagogue in the field of English language teaching. I talk about core experiences as a student, teacher, and human being. I rely in tenets of critical pedagogy, Chicana studies and decolonial thought in order to find a voice of my own in the academic arena. I contend that writing our own testimonies towards transformation brings out little but significant changes in the way we exist in the world as teachers. Readers will encounter a reflection of my approach towards pedagogy and knowledge enriched with students’ own ideas and outcomes. </em></p>

scholarly journals Using participatory research with student teachers in a South African English Education lecture-room: methodological implications

2015 ◽  
Author(s):  
Ansurie Pillay
Keyword(s):  
Critical Pedagogy ◽  
Student Teachers ◽  
South African ◽  
English Education ◽  
Literary Texts ◽  
Participatory Action ◽  
Supportive Environment ◽  
Critical Reflexivity ◽  
Lecture Room ◽  
Agents Of Change

This article focusses on the methodological implications of using participatory action research (PAR) in an English Education lecture-room at a South African university. It argues that research with, by and for student teachers may engender their empowerment and transformation. Using a system of interventions with literary texts as catalysts, the student teachers worked towards becoming agents of change in their future classrooms. Over a twoyear period, the student teachers and researcher worked collaboratively on the study that was framed by critical pedagogy. Information was collected using interviews, focus groups, student evaluations, drawings and written work and the data was analysed qualitatively. The study found that using PAR teaches student teachers important research skills that they may take into their classrooms. Further, the use of active dialogue and collaboration in a supportive environment facilitates PAR progressing successfully. Finally, critical reflexivity in PAR enables the process of change agency.

scholarly journals Reflecting on BEd students' experiences of unfamiliar school contexts during school-based learning: A proposition for transformative learning

2020 ◽  
Author(s):  
Deidre Geduld ◽  
Heloise Sathorar ◽  
Muki Moeng
Keyword(s):  
Critical Pedagogy ◽  
Transformative Learning ◽  
Student Teachers ◽  
Teacher Educators ◽  
Learning Experiences ◽  
Changing Practice ◽  
School Based ◽  
Agents Of Change ◽  
Bachelor Of Education ◽  
Practice Teaching

As critical teacher educators, we advocate the transformational potential of school-based learning (SBL). Changing practice teaching contexts to accommodate unfamiliar SBL environments for student teachers offers them an excellent opportunity to develop critical skills as transformative intellectuals and agents of change. Yet anxiety about unfamiliar placements often prevents them from making the most of potential learning experiences. In this paper, we generated data via World Café conversations in which final-year Bachelor of Education (BEd) student teachers described their experiences of operating in an unfamiliar schooling context. The findings suggest that changing the SBL context can enable transformative learning experiences using critical pedagogy principles. Student teachers reported that they not only developed classroom skills, knowledge, confidence, and a deeper appreciation of learning opportunities through changing practice teaching contexts, but that they also gained a new understanding of what teacher transformative learning involves.

scholarly journals The Relationships and Differences of the Kantian Philosophy and Pedagogy in Regard to Postmodern Pedagogic

2018 ◽  
pp. 115-132
Author(s):  
Paweł Zieliński
Keyword(s):  
Critical Pedagogy ◽  
Human Being ◽  
Humanistic Education ◽  
Two Systems ◽  
Being There ◽  
Kantian Philosophy ◽  
The Way ◽  
Meta Theory

The aim of the study is articulated in the title. The author is reconstructing Kantian philosophy and pedagogic, the thesis of postmodernism and post-modern pedagogic and indicates the relationships and differences of those two systems. Both Kant and the Baden-based neo-Kantians enabled the emancipation of the humanities. The Kantian model of pedagogy was the basis for pedagogic directions, belonging to the meta-theory of humanistic education and critical pedagogy, especially the postmodern one. There are clear links with Kantian ideas of pedagogy, the way to capture the role of dignity, knowledge and freedom in the morality of a human being. There are also significant differences: Kant did not include to his pedagogy social, political and pluralistic questions, which are so important in postmodern pedagogy.

Principles of Solution Focused Therapy and Their Application to Audiology

2014 ◽  
Vol 15 (1) ◽  
pp. 27-33
Author(s):  
James C. Blair
Keyword(s):  
Basic Assumption ◽  
Current Practice ◽  
Helping Professions ◽  
Patient Centered ◽  
Therapy Approach ◽  
Agents Of Change ◽  
Centered Care ◽  
Client Centered Therapy ◽  
Solution Focused ◽  
Solution Focused Therapy

The concept of client-centered therapy (Rogers, 1951) has influenced many professions to refocus their treatment of clients from assessment outcomes to the person who uses the information from this assessment. The term adopted for use in the professions of Communication Sciences and Disorders and encouraged by The American Speech-Language-Hearing Association (ASHA) is patient-centered care, with the goal of helping professions, like audiology, focus more centrally on the patient. The purpose of this paper is to examine some of the principles used in a patient-centered therapy approach first described by de Shazer (1985) named Solution-Focused Therapy and how these principles might apply to the practice of audiology. The basic assumption behind this model is that people are the agents of change and the professional is there to help guide and enable clients to make the change the client wants to make. This model then is focused on solutions, not on the problems. It is postulated that by using the assumptions in this model audiologists will be more effective in a shorter time than current practice may allow.

Cognitive Health Counseling 40+

2013 ◽  
Vol 21 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Anne Eschen ◽  
Franzisca Zehnder ◽  
Mike Martin
Keyword(s):  
Outcome Variable ◽  
Pilot Phase ◽  
Subjective Memory ◽  
Cognitive Health ◽  
Health Counseling ◽  
Agents Of Change ◽  
Main Outcome Variable ◽  
Further Development

This article introduces Cognitive Health Counseling 40+ (CH.CO40+), an individualized intervention that is conceptually based on the orchestration model of quality-of-life management ( Martin & Kliegel, 2010 ) and aims at improving satisfaction with cognitive health in adults aged 40 years and older. We describe the theoretically deduced characteristics of CH.CO40+, its target group, its multifactorial nature, its individualization, the application of subjective and objective measures, the role of participants as agents of change, and the rationale for choosing participants’ satisfaction with their cognitive health as main outcome variable. A pilot phase with 15 middle-aged and six older adults suggests that CH.CO40+ attracts, and may be particularly suitable for, subjective memory complainers. Implications of the pilot data for the further development of the intervention are discussed.

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