The Problem of Matter of Education in the Digital Age

The aim of the article is to philosophically address and expand the contemporary discourse of the increasingly digitalized education by examining the problem of matter of education and its conceptualizations in this context. With the digital transformation of education a significant change occurs not only in terms of what is considered to be a matter of education, but also in the very principles of interaction between the subjects of education. In order to do this, in the first section several examples of conceptual justifications of applying digital technologies in education are examined with the task of demonstrating how in such justifications the activity of education is reduced to the process of learning and what risks such instrumental interpretation engenders. Then, these issues are analyzed and contextualized utilizing the material of the philosophical discussion of the 20th century - the critique of the progressive education in the analytic philosophy of education. By outlining the relevance of the arguments of discussion on manner/matter to realities of digital education, the issue of the dominance of the logic of learning in current education is analyzed. In the last section several adjustments to the contemporary discourse on digitalization of education are proposed, aimed at finding a balance between individual and social dimensions of the problem of matter of education, given the current tendency of mass personalization in education. Particularly, the importance of the idea of education as a common good in the contemporary educational discourse is claimed.

The Cottage that Kids Built: Jack's Mill School and the significance of architecture for progressive education in New Zealand in the late 1930s

Even today, the tiny West Coast community of Kōtuku is difficult to find. In 1935, when Edward Darracott arrived to the position of sole teacher at Jack's Mill School, it must have felt very far removed indeed from the rest of New Zealand. Yet here, in what might be described as a Department of Education backwater, Darracott implemented an audaciously progressive educational experiment. Central to his teaching, Darracott embarked on two major projects with his students. The first (and in keeping with an interschool competition at that time) was the design and establishment of a garden. The second project would prove more ambitions. With responsibility for the planning and building passed to the students, Darracott initiated the construction on the school grounds of a three-quarter scale bungalow, complete with furnishings, running water and electricity. The "miniature bungalow" received national attention at the time, and survives today under the care of the Department of Conservation, but outside the interests of back-road tourists, Darracott's educational experiment remains largely neglected. This paper will provide an overview of Darracott's achievements in Kōtuku before focusing attention of the specific architectural interests he activated. This begins with the self-conscious civility on display in the garden, before moving on to the opportunities and consequences of domesticity at work with the cottage itself. Viewed in this way, it is hoped that the isolation of Darracott's achievement (geographically and educationally) will begin to be replaced by a well-informed alignment with international practices of the time. Moreover, it will be shown how these "radical pedagogies" saw architecture as a necessary - perhaps inevitable - tool of implementation.

Revisiting the Progressive Education Debate: Ontario Schooling in the 1950s

This paper explores the debate over progressive education in Ontario pedagogy during the 1950s and expands upon the work of previous scholars who argue that schooling in the 1950s was neither strictly traditional nor progressive but rather a blend of the two approaches. This study expands upon previous research by looking at various school boards in the province. Drawing upon original research from provincial and school board archives, as well as professional education journals, I conclude that although traditionalism was a common approach in Ontario education, the reality was that the 1950s were not as conservative as some scholars have argued, and that there was more nuance in pedagogy, with pockets of progressive experimentation throughout the province.

Criação musical e renovação escolar nas décadas de 1920, 1930 e 1940

O presente artigo trata do tema das práticas criativas no contexto da Progressive Education Association. Para tanto, as fontes investigadas foram a revista homônima produzida pela associação, bem como outros documentos ligados ao grupo, datados das décadas de 1920, 1930 e 1940. Parto de uma reflexão sobre as fontes focalizadas e, em seguida, desenvolvo o tema de maneira a evidenciar que as práticas criativas gozavam de importância destacada tanto nas atividades de escolas experimentais quanto nos escritos em imprensa, movimentando debates e inovação pedagógica.

Pedagogia da Autonomia de Paulo Freire na Educação Física escolar - Relações e possibilidades diante da BNCC

OBJETIVO: Este artigo tem como proposta trazer as possíveis relações e as potenciais possibilidades propostas por Paulo Freire em sua obra Pedagogia da Autonomia para o desenvolvimento de oito dimensões do conhecimento elencadas para a Educação Física na Base Nacional Comum Curricular (BNCC). MÉTODOS: Valendo-se das recomendações de Freire para a formação progressista dos professores, procuramos associar a prática docente à essência das práticas pedagógicas com vistas ao atingimento dos objetivos relacionados indiretamente às competências da educação básica. RESULTADOS: Por meio do desenvolvimento dessas dimensões propomos a reflexão sobre a validade das propostas na concepção da educação física como área potencial de desenvolvimento de capacidades vitais à construção do indivíduo histórico-social. CONCLUSÃO: As reflexões propostas por Paulo Freire em Pedagogia da Autonomia são valiosas na construção das práticas pedagógicas com vistas ao desenvolvimento das oito dimensões do conhecimento elencadas para a Educação Física na BNCC.ABSTRACT. Pedagogy of Autonomy from Paulo Freire and school physical education: relations and possibilities on the National Common Curricular Base in BrazilOBJECTIVE: This article aims to bring possible connections and potential possibilities presented by Paulo Freire on his work Pedagogy of Autonomy for the development of eight dimensions of knowledge listed for Physical Education program on the National Common Curricular Base in Brazil (BNCC). METHODS: Based upon Freire’s recommendations for the progressive education of professors and having the author as a theoretical reference, we seek to associate teaching practice with the essence of pedagogical practices in order to achieve indirect goals related to basic education skills. RESULTS: Through the development of those dimensions and also proposing the reflection on the validity of Freire’s propositions regarding the conception of physical education as a potential area of development of vital capabilities for the construction of the historical-social individual. CONCLUSION: Reflections from Paulo Freire in Pedagogy of Autonomy are valuables to build pedagogical practices that aim at the development of eight dimensions of knowledge listed for Physical Education program on the BNCC.

Exploring F. W. Parker’s notions regarding child education

F. W. Parker (1837–1902), an American educationist, implemented various reforms in education. Parker had a considerable role in the development of progressive education in the United States. Parker is usually regarded as the father of progressive education. Using theoretical analysis, this article aims to explore the notions regarding child education advanced by Parker. First, his ideas of child education were as follows: (1) a unitary child made of body, mind, and spirit is a whole being; (2) education professionals depend on the touch of educational love; (3) teachers are mentors in the search for truths instead of dominators; (4) cultivate a democratic and cooperative attitude in the child; (5) the purpose of humanistic education is to assist the individual development of each child. Second, the learning content proposed for children was as follows: (1) the theory of concentration, (2) teachers should select courses that are familiar to the child, (3) teachers should let the child learn to release energy in a natural environment, (4) adapting subject matter to the child, and (5) assimilating music and story into children’s learning content. Finally, the suggested teaching priorities were as follows: (1) arouse learning interest of the child; (2) develop the child’s attention; (3) allow expression; (4) handwork; and (5) when the child reads, teachers should lead their thinking.

Fórmula e utopia: o movimento internacional da educação nova

Partindo da interrogação sobre a pregnância de ideias e práticas associadas ao repertório da Educação Nova em discursos pedagógicos atuais e operando com as noções de utopia e fórmula, o artigo se debruça sobre três iniciativas, consideradas como hubs, ou seja, como pontos de conexão, encontro e passagem de educadores. São elas: a New Education Fellowship (NEF), que nos países latinos ficou conhecida como Ligue Internationale pour l´Éducation Nouvelle (LIEN), e a ação sistemática de formação de, ao menos, dois institutos internacionais, ligados ao Teachers College e ao Institute Jean-Jacques Rousseau. Outras ações, como a Progressive Education Association (PEA), o Bureau International d’Éducation (BIE) e o Bureau International des Ecoles Nouvelles (BIEN) emergem também compondo a argumentação. O objetivo é explorar redes que, ao mesmo tempo, consolidaram propostas associadas à Educação Nova em vários países, constituídas como uma utopia pedagógica, e alargaram os significados a ela atribuídos, evidenciados pelo mosaico terminológico que cerca o movimento.