Theories of Educational Institutions Contemporary
Theories of Educational Institutions
. The earliest theories of Pedagogical Modernity.
Rousseau, believed in the original purity of the children and in the deformations that they could produce the circumstances of the social life.
Froebel joined the understanding of the educational role of entertainment. Neither of them considers education as a task that can be carried out "from the outside in".
Pestalozzi, which created several institutions that later came to be recognized as of great experimental value
Herbart was the first to define Psychology as a separate science of Philosophy and Physiology,
Francisco Ferrer Guardia moves us to an era of which he was a protagonist as a citizen and educator.
Freinet is part of the New School movement and its pedagogy is based on what it is: renewing, active, natural, paidological, anticapitalist, open, work centered, cooperative and methodological.
NEILL: It is located in the anti-authoritarian English movement of progressive schools. His complete training with psychoanalysis
Education and Contemporary Educational Institutions
The two main educational agents, at least during the infancy and early adolescence, are the family and the school, although, ultimately, the educational responsibility falls on the whole of society
Education is a permanent and integral process of interaction through which there is an individual and group learning..
Formal education: learning normally offered by an education or training center, structured
Informal education: learning that is obtained in activities of daily life related to work, family or leisure
The first mass education systems emerged in the second half of the nineteenth century in various countries of Europe and the United States of America.
It is divided into several levels which are responsible for: It is the central level to elaborate and enforce the norms and policies that ensure the national, democratic, scientific and modern character of the national educational system.
International bases of education.
Unfortunately, the results are not better when it comes to reading skills; Again, the Latin American nations were in the last places in the sample of 40 countriesa .
Education, in addition to being a fundamental human right, is an essential factor and, on a more general level, to achieve the primary objective of alleviating poverty.