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Theories of Educational Institutions contemporary, Mayra Lee - Coggle…
Theories of Educational Institutions
contemporary
Introduction to Contemporary Education and Educational Institutions
Specific Objectives (Learning Results)
That the participant knows the theories and educational currents of the present century
Pedagogy
It is a set of knowledge that deals with education as a typically social and specifically human phenomenon
Concept of education
It is a permanent and integral process of interaction through which there is individual and group learning.
Education is a formative process, which prepares to assume knowledge and guides towards a critical and transformative vision
Education is a process of change
of behaviors through the change of attitudes
Pedagogy and Educational Sciences
address all issues of development and education of each individual l so that he can lead an autonomous and responsible life in society and the community
Main educational agents
are family and school
educational responsibility rests with the
whole of society
Education
Specific Objectives (Learning Results)
That the participant places the Theory and History of Education within the framework of Educational Sciences
Formal, non-formal and informal
Informal education: learning that is obtained in the 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
Formal education: learning normally offered by an education or training center
Differences between them
Formal education is that provided in schools, colleges and training institutions. The non-formal is associated with community groups and organizations and civil society. The informal covers everything else (interaction with friends, family and coworkers)
Similarities between them
is that learning can take any form and take place at any time in life and encompasses
The School system
Specific Objectives (Learning Results)
Familiarize the participant with the specific terminology of the subject
Evolution of the school system
The first mass education systems emerged in the second half of the 19th century in various European countries and in the United States of America
In 1870, the Forster r law was approved in England, which created a state system of schools, sponsored by churches and school boards
In 1880, France passed laws establishing secular education and compulsory attendance for all children between the ages of 6 and 13
Fundamentals of the School System
is based on its own purposes, organization and structure to develop the curriculum that it designs
The Panamanian school system
Promotion of the democratization of educational services. Priority attention to improving the quality of education. Search for modern, decentralized and efficient planning and management. Expansion of family and community participation in education
International bases of education
Specific Objectives (Learning Results)
Provide the student with the knowledge to relate educational currents in their social, political, economic, cultural and other contexts
International Education
in addition to being a fundamental human right, it is an essential factor and, more generally, achieving the primary objective of alleviating poverty
the task of meeting the challenge posed by education is not only a moral imperative, but also a necessity for development
Education and the European Union (EU)
The most important European educational programs are Comenius, in the school environment, Leonardo da Vinci, for professional training, Erasmus, for university education, and Grundvig, for adult education
El Programa Elearning promueve la integración efectiva de las tecnologías de la información y la comunicación (TIC) en los sistemas de educación y formación en la UE
Contemporary Educational Theories
Contemporary pedagogical models based on the
Dominant Time Orientation: Perennialism; essentialism; Philosophical Progressivism; Pedagogical Pragmatism, and Reconstructionism. In short, a lived, existential time,
pure duration
The first theories of Pedagogical Modernity
Specific Objectives (Learning Results)
That the participant knows the current situation of contemporary educational institutions
Rousseau, Pestalozzi, Fröebel, Herbart
Rousseau believed in the original purity of children and in the deformations that the circumstances of social life could cause them. He spoke out against teaching through
memorization, so it was contrary to the provision of ready-made ideas
Pestalozzi, who created several institutions that later came to be recognized as of great experimental value, accepted that education was done by natural development
Froebel united the understanding of the educational role of entertainment
Herbart was the first to define Psychology as a separate science from Philosophy and Physiology
Experimentalism
to all that artistic manifestation (of
musical, poetic, theatrical, plastic type...) with a marked transgressive and disruptive tendency with respect to previous models
It proceeds in imitation of science, following the method
empirical, based on trial and error
Dewey's Scientism
The objective of the experimental schools was to teach the child to live in the real world
Its theoretical conception is based on the fact that the child learns from experience
education must be child-centred and progress based on their interests
He rejects classical furniture because it does not allow subjects to move, and even symbolic material, books or maps, which substitute for children's contact with reality
The New School: principles and methodological contributions (Montesori, Decroly and others)
Maria Montessori
His method is empirical and experimental, based on reality. The main object 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
Specific Objectives (Learning Results)
That the participant integrates and systematizes the knowledge acquired about the theories and educational institutions of education
1 Neill, Ferrer Guardia, Freinet, others
Neill creates an atmosphere at his school
permissive in which the child can do and express what he wants as long as this does not interfere with the freedom of others
The Modern school aims to train men capable of evolving without ceasing, capable of renewing social media and renewing themselves personally
Deschooling Theories: Illich, Reimer
a school of thought that coincides in declaring the uselessness of the school and its necessary suppression, in order to introduce new forms of education that are more effective and positive
E. Reimer his criticism of the school by denouncing that it is responsible for the creation of negative environments
that damage the mental health of man
Marxist Theories: Makarenko
are nourished by the principles of the French Revolution
(Freedom, Equality and Fraternity)
an organized polytechnic education
along with productive work to overcome the alienation of men
Mayra Lee