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THEORIES OF CONTEMPORARY EDUCATIONAL INSTITUTIONS - Coggle Diagram
THEORIES OF CONTEMPORARY EDUCATIONAL INSTITUTIONS
pedagogy
set of knowledge that deals with education as a phenomenon
typically social and specifically human.
education concept
permanent and comprehensive process of interaction through which there is learning
individual and group.
training process, which prepares to assume knowledge and guides towards a critical and transformative vision.
act in which the subjects learn
to learn;
no formal
learning gained from related activities of daily living with work, family or leisure.
It is not structured (in teaching objectives, duration or support) and does not normally lead to certification.
informal
learning that is not offered by an education or training center and
it does not normally lead to certification.
it is structured (in objectives
didactic, duration or support).
formal
learning normally offered by an education or training center,
with a structured nature
according to didactic objectives, duration or support
pedagogy and educational science
they deal with all questions of development and education of each individual person so that they can develop an autonomous and responsible life in society and the community
main educational agents
family
school
school system
evolution
they arose in the second half of the 19th century in various countries of Europe and in the United States of America.
fundamentals
it is based on its own purposes, organization and structure for Developing the curriculum that designs, from a broader conception, the educational system encompasses not only the school but all the social media that influence education.
panamenian school system
guides its efforts with the following policy
Search for modern, decentralized and efficient planning and management.
Expanding family and community participation in education.
Priority attention to improving the quality of education
Promotion of the democratization of educational services.
others school systems
share in greater or lesser
measure the following features
high access to
Basic Cycle,
poor retention capacity at both the primary and secondary levels.
insufficient coverage of preschool education
theories of pedagogical modernity
Rousseau
believed in the original purity of children and the deformations that could be
produce the circumstances of social life
pestalozzi
created several institutions that later came to be recognized as a great
experimental value
froebel
united understanding of the educational role of entertainment
herbart
he was the first to define Psychology as a separate science from Philosophy and
Physiology
considered the father of psychology