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Theories of Contemporary Educational Institutions - Coggle Diagram
Theories of Contemporary Educational Institutions
Education it is a permanent and integral process of interaction through which there is a learning
individual and group
Informal education: learning obtained in activities of daily life related to work, family or leisure
Non-formal education: learning that is not offered by an education or training center and does not normally lead to certification.
Evolution of the School System
The first mass education systems emerged in the second half of the nineteenth century in various European countries and in the United States of America.
Theories of Pedagogical Modernity
Rousseau believed in the original purity of children manifested himself against teaching through memorization
Pestalozzi, who created several institutions that later came to be recognized as having great experimental value, accepted that education was done by natural development, according to the knowledge of psychology
Froebel united understanding of the educational role of entertainment
According to Herbart, the soul, the human psyche, shows a tendency towards self-preservation, in such a way that the sensations and ideas that are formed as a result of experience in accordance with the laws of association remain in it and influence learning. later
Dewey's Scientism. John Dewey was born in Burlington, Vermont, in 1859. He began to structure his conception of the human being as an active organism that takes shape in contact with its environment
The New School
María Montessori Her method is empirical and experimental, based on reality. The main objective of this method is to develop the possibilities of children in a pleasant and motivating structured environment.
Vide Decroly dedicated his entire life to observing and experimenting with natural learning in children
Anti-Authoritarian Theories
Neill is situated in the English anti-authoritarian movement of progressive schools. His training completes him with psychoanalysis.
Characteristics
He rejects the authoritarian education that forms obedient and respectful individuals. Confronted with the traditional concept of freedom
The purpose of education is to allow the experience of free life, to which both self-respect and respect for the other are linked.
Children work according to their needs and spontaneously.
Belief in the natural goodness of the child and in his aptitude to discern good and evil without
adult intervention
"Non-repressive reality principle"
Absolute respect for the freedom of the child
Theories of Deschooling: Illich, Reimer.
Illich and Reimer aspire to important changes both economically and legally in order to ensure the training of citizens along with other more attitudinal changes in which adults can become teachers and where they can design spaces for communication and dialogue.
Marxist theories arise around the conception of a polytechnic education organized together with productive work to overcome the alignment of men
.Theories of Postmodernity. It is a theory whose perspective is Anglo-American and European. Hence, the use of this term can be seen as the extrapolation of a phenomenon alien to the historical and social reality of the Hispanic world and, perhaps, another new sample of cultural imperialism that has been especially successful in the American academy.
Educating cities. The concept of Educating City is a new complementary dimension and, to a certain extent, an alternative to the formalized, centralist and often inflexible nature of education systems, which implicitly entails the interaction between the proposals of formal, non-formal and informal education