Theories of Contemporary Educational Institutions (The first theories of…
Theories of Contemporary Educational Institutions
Concept of education
learning normally offered by an education or training center, structured and concluding with a certification. Formal learning is intentional from the student's perspecti
learning that is obtained in activities of daily life related to work, family or leisure. It is not structured and usually does not lead to certification. Informal learning may be intentional but, in most cases, it is not
learning that is not offered by an education or training center and usually does not lead to certification. However, it has a structured nature. Non-formal learning is intentional from the student's perspective ».
The School System.
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. Since then, the principle was affirmed that public instruction was the responsibility of the State and not of the churches.
Panamanian School System
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.
School System in Latin America
The school system in Latin American countries currently shares the following features to a greater or lesser extent: insufficient coverage of pre-school education, high access to the basic cycle, and low retention capacity at both the primary and secondary levels.
Introduction to Contemporary Education and Educational Institutions
is a set of knowledges that deal with education as a typically social and specifically human phenomenon.
is a permanent and integral process of interaction through which there is individual and group learning.
Pedagogy and Education Sciences
address all issues of development and instruction of each individual person so that he can develop an autonomous and responsible life in society and community.
International bases of education
Education and Latin American Countries
There are still 40 million adults in Latin America (Latin America and the Caribbean) who lack the basic learning tools to make informed decisions and participate fully in the development of their societies.
Education and the European Union (EU).
The Elearning Program promotes the effective integration of information and communication technologies (ICT) into education and training systems in the EU.
International overview of Primary and Secondary Education
The overview of education at the international level in relation to primary and secondary education is that its main problem is the extremely low quality of education systems.
Contemporary Educational Theories:
The proposed classification integrates four different pedagogical models, which based on the aforementioned classification scheme, will try to offer next the temporary representations that are defended from the different contemporary educational theories.
The first theories of Pedagogical Modernity
believed in the original purity of the children and in the deformations that they could produce the circumstances of the social life,
, who created several institutions that later became recognized as having great experimental value, accepted that education was made by natural development, according to the knowledge of psychology.
Joined the understanding of the educational role of entertainment. Neither of them sees education as a task that can be done "from the outside in."
was the first to define Psychology as a separate science of Philosophy and Physiology, so it has been considered the "father of Psychology"
The New School: principles and methodological contributions
His method is empirical and experimental, based on reality. The main purpose of this method is to develop children's possibilities in a pleasant and motivating structured environment.
devoted his whole life to observing and experiencing natural learning in children.
Part of the idea that society and in particular the family and school institution are impregnated with a class, authoritarian and moralizing character that restrains the initiative of the child making him a submissive.
Francisco Ferrer Guardia
moves us to an era of which he was a protagonist as a citizen and educator. His social concerns lead him to the anarchist commitment in Barcelona
born in Austria, is undoubtedly the great representative of de-scholasticism, who has deepened in his theorization and which has left us a more and better developed alternative
Marxist theories arise around the conception of a polytechnic education organized alongside productive work to overcome the alignment of men.
is a teaching proposal that seeks to help students question and challenge the domination and beliefs and practices that generate it. In other words, it is a theory and practice (praxis) in which students attain a critical Consciousness.