Educational Alienation Research Articles

Przeciw zgodzie na Nieobecność, czyli o władzy literatury

The article is a review of Anna Janus-Sitarz’s monograph titled Books Asking Questions: Borderlands of Literature for Adults and Non-Adults, published in 2023 by Universitas. The author of the review discusses two most important elements of this book: arguments proving the power of narrative (part one of the monograph) and the possibilities of using this power (part two) in breaking the silence and alienation in education towards the most difficult problems of human existence (illness, disability, old age, death), as well as contemporary problems of community life (ecology, migration, exclusion, otherness).

The interdependence of educational alienation and equality: rethinking China’s examination-oriented education system

The interdependence of educational alienation and equality: rethinking China’s examination-oriented education system

Образовательные технологии: осознанная или навязанная необходимость?

The problem of effective and conscious use of modern educational technologies by university teachers as a means of improving the quality of education, the formation of different groups of skills (hard skills, soft skills, self skills) is posed. Based on the problematic analysis of the reports of the heads of departments of one of the universities on the use of technology by teachers, the following effects are highlighted: the “effect of false recognition” of specific technologies, the effect of “professional distrust” of educational and developmental capabilities of technologies, the effect of a contradiction between the subject content and the teacher’s choice between a special teaching method or an educational technology. The problematic points in the organization of joint educational activities at the university due to these effects are highlighted: distortion of the technological chain, the use of technology only at the final stages of studying the topic, the weak influence of the developing capabilities of technology on students, a low level of teaching culture and methodological activity. The inability of a teacher to choose, analyze and reconstruct educational technologies for their professional and personal tasks is, according to the authors, a manifestation of the anthropological deficit of education, which is characterized by the “exclusion” of a person from their education. Educational technology is interpreted as a didactically culturally designed way of organizing joint educational activities, which allows the teacher to achieve subject, meta-subject and personal learning outcomes. It is concluded that it is the teacher that must come to the need to use it: technologies imposed from above consolidate the “educational alienation” of a person from their educational reality and do not allow them to influence their own educational and professional activities.

Problems of communicative alienation of subjects of education in the interactive space of the University

Introduction. In recent years, all forms of distance education have been actively developing, the university »s educational space has changed radically during the pandemic, a generation has grown up that constantly uses digital content, replacing real objects with digital simulacra. The entire educational space is shared between digital migrants and digital natives, thereby exacerbating the problems of alienation in modern education.Purpose setting. The purpose of the article is to consider the problems of alienation of subjects of education in the interactive space of the university and the choice of ways to overcome this phenomenon. The complexity of the formation of systemic interactions in modern interactive education requires, when analyzing the process of alienation, the need to study information exchange and interaction between participants in the education system.Methodology and methods of the study. The research methodology is based on a systemic and structural-functional analysis of theoretical concepts and sources on the problems of alienation of subjects of education. In the article the problems of alienation of subjects of education in the modern educational space are considered in the process of educational communications, which changed depending on cultural and social transformations. The problem of alienation in the university educational space is a complex social phenomenon that requires philosophical analysis. The alienation of the subjects of education is shown through the prism of educational paradigms and communication systems, an analysis is given of the prospects for the development of interactive forms of education at the university.Results. The article analyzes alienation as a philosophical category, as well as a process and result of informatization of education, which leads to the processes of alienation of the subjects of education in their activities. When using interactive learning in the process of interaction between subjects, a new social reality is formed. An innovative educational environment is emerging, in which the learning process as the transfer of information, its methods allow in many respects to meet modern social challenges and reduce alienation in the educational process.Conclusions. The article presents the main approaches in the philosophy of the category of alienation, identifies the classification of alienation in education, outlines the ways to overcome alienation in the modern interactive space of the university. The study of the processes of alienation in education leads to the conclusion that, as a result of the interaction of subjects, the quality of the information they perceived is revised. In the context of interactive education, teachers and students form a new virtual educational space, in which communicative interaction takes place in a playful form, is nonlinear, multifactorial, and as a result of such interaction, a complex communicative process of information perception is formed. Interactive education helps to overcome the phenomenon of alienation of subjects of education.

Models of alienation in education: selected views and educational recommendations

The problem of alienation in education is an issue that has been rarely analysed in Poland so far. However, experiencing alienation is related not only to poor indicators of functioning as a pupil/student (i.e., poor school achievements, lack of sense of learning, disengagement in the implementation of the curriculum or educational burnout), but also to a high risk of development disorders, marginalization, and disconnection from the community in the individual's adult life. The aim of the article is to characterize selected theoretical models of alienation in education, which present this phenomenon from various perspectives, including alienation as a specific state of an individual (model by Bradford Barnhardt and Paul Ginns), alienation as an attitude towards school (model by Ella R. Kahu), alienation as a process of losing involvement in educational activities (model by Stephen J. Fyson), alienation in the social and ecological (systemic) approach, which indicates multidimensional and multilevel nature of this phenomenon (Jennifer M. Case and Juanita Bezuidenhout et al.) and in the holistic approach (SAL model by Tina Hascher and Andreas Hadjar). The theoretical analyses carried out in the article are based on a review of Polish and foreign literature. The characterized perspectives of alienation in education allow for a precise determination of activities aimed at minimizing this phenomenon in the school and academic environment.

A Systematic Review and Meta-analysis of Educational Alienation

A Systematic Review and Meta-analysis of Educational Alienation

Research on Alienation of Fundamental Education—The Contemporary Enlightenment of Marx's Alienation Theory

This paper discusses the alienation of fundamental education on the basis of Marx’s theory of alienation. Educational alienation means that the teaching activities are contrary to the essence of education. The alienation of fundamental education can be regarded as the examination-oriented phenomenon dominated by test scores and enrollment rates, and the partial development of students. The main reasons for educational alienation are utilitarian educational values, imperfect educational system, understandings of distorted human beings and social factors. But the education of alienation also has certain positive significance. In order to develop education better, this paper also puts forward the corresponding ways of eliminating alienation: abandoning the utilitarian education values, reforming the unreasonable education system, eliminating education's recognition of human materialization and developing productive forces vigorously.

Concepts and Measurements of Educational Alienation in Lifelong Education

Concepts and Measurements of Educational Alienation in Lifelong Education

ظاهرة الاغتراب بين التحليل الإبستمولوجي والتحليل السوسيولوجي

The alienation of the most challenging human phenomena, especially in our time, and those who fear its effects and reflections and who considers it a concept that may have the meanings of inevitability and coercion as a human behavior is inevitable, tarnish concepts and ideas and may indeed be a challenge on the levels of knowledge and abstract and realistic The concept of alienation between the two dimensions of general abstract knowledge or the so-called epistemological dimension and social dimension. Or knowledge related to the field of sociology, which is more discussion and treatment being a concept of epistemological sociological at the same time. Keywords - Alienation, epistemological analysis, sociological analysis, educational alienation, Family alienation, political alienation

Educational Alienation and Delinquency among Korean Youth

Educational Alienation and Delinquency among Korean Youth

A Study on the Educational Welfare Policy Direction for Educational Alienation and Gap Settlement

A Study on the Educational Welfare Policy Direction for Educational Alienation and Gap Settlement

The Factors Affecting Educational Alienation: Focus on Differences between Alternative School Students and General Students

The Factors Affecting Educational Alienation: Focus on Differences between Alternative School Students and General Students

The Category of Alienation in Educational Psychology

This paper discusses the explanatory possibilities and limitations of the concept of alienation within the framework of educational psychology studies. Research into various phenomena associated with alienation (frustration and burnout, extrinsic motivation, cynicism, etc.) is often limited by the ontological realm of the individual, whereas the concept of alienation refers to a whole range of processes characteristic of both individual and sociocultural levels. The study outlines the heuristic potential that the cultural-historical activity approach to meaning and meaning regulation has in the analysis of alienation phenomena. The author reviews findings of empirical studies of alienation in education, as well as the theoretical groundwork dealing with the triggers of alienation and ways to cope with it. The discussion reveals that as human knowledge expands and becomes more complex and multifaceted on an ongoing basis, this causes various manifestations of alienation to grow in their frequency and intensity across educational environments. However, what could potentially help overcome specific psychological instances of alienation is the individual’s conscious and more socially aligned self-identification that can be achieved through meaningful reflection on the contributory part they play in the broadest context of collective activity and societal progress as a whole. Although too abstract and heterogeneous for specific psychological studies to be based upon, the concept of alienation may be of great utility in interpreting psychological findings and integrating them into the interdisciplinary context, in order to more thoughtfully revisit and improve the existing institutional configurations and instructional practices.

Філософська педагогіка як критика і самокритика: німецький досвід

In the article are regarded some evolutional tendencies of philosophical pedagogy in the German theoretical tradition. The turn from the normative theories to functional-structuring ones is analyzed on the factual material of Neo-Hegelianism (E. Spranger, T. Litt) and on Adorno’s half-education theory, where the half-education is represented as a form of educational alienation und contributes its conversion to anti-education. One of the alternative theoretical variants proposed by A. Tremlis deduced from theory of the self-referent social systems. Is showed that critics and self-critics of different philosophical and pedagogical constructs is giving impulses for development of philosophical pedagogy as a reflection of the inside logic of learning and educational practices including the claims of globalization. Despite numerous publications devoted to the problem of philosophical and pedagogical comprehension of the challenges of globalization that education is challenged with, the issue is still at an early stage. Nevertheless, the analysis shows that it has already made a certain contribution to the study of real and possible pathologies for the development of modern education. The findings of the research show that the reflection of the state and problems of education in philosophical pedagogy is, at the same time, always a test of the ability of pedagogical theories to fulfill their general civilization function. The activation of its ability to self-criticism is required to cope with that. Without the above mentioned factor, it can easily integrate into political ideology or adapt to the demands of the mass culture, turning from the guardian of the humanistic potential of education into its academically trained destroyer.

Категория отчуждения в психологии образования: история и перспективы

The paper focuses on the explanatory power and limitations of the concept of alienation in educational research. Psychological studies of the phenomena associated with alienation (burnout, extrinsic motivation, cynicism, etc.) are limited by the context of individual mind, whereas the concept of alienation refers to a set of processes unfolding at both individual and sociocultural levels. The paper demonstrates the heuristic possibilities offered by the cultural-historical activity approach to meaning and meaning regulation in the analysis of alien-ation phenomena. The author reviews the findings of empirical studies of alienation in education, as well as existing theoretical works discussing the genesis of alienation and ways to overcome it. According to these works, the ongoing growth of the body of human knowledge results in increasing alienation in the educational context, but individual activity aimed at finding the meaning of collective action and of one’s place in it may help to overcome the challenge of alienation. Despite being too abstract to serve as a tool for designing psychological studies, the category of alienation may be useful for their interpretation, helping to integrate psychological findings into the interdisciplinary context, in order to review and improve existing educational institutions and practices.

Reconsidering Open and Distance Higher Education: A Life-History Analysis of Adult Learners in Korea National Open University

Adults who enter or re-enter Korea National Open University (KNOU) with a prior major break in their formal involvement in learning tend to seek a focused course of academic study, advanced knowledge, and the subsequent awarding of a degree, certificate, or credential that reflects their specialized knowledge and expertise. This research draws upon life-history analysis to investigate KNOU students’ pre-institutional experiences of exclusion and alienation in education and society in relation to their current motivations to attend the open and distance higher education. The participants’ life stories illuminate how Korean social and cultural barriers prevented them from educational progress, as well as what motivated them to attend KNOU as adults. Each participant’s life history describes the actual phenomenon of exclusion and alienation in education at the individual level; this study also implies how sociocultural discrimination in Korean society impacted each participant’s life. Given the participants’ critical viewpoints of the incompatible roles that KNOU plays in Korean society, this study argues that the positive social function of open and distance higher education, which is widely taken for granted, needs to be reconsidered as this national approach to higher education for adults may reinforce the current social relation highly affected by educational credentials.

Educational Alienation in Contemporary Culture: Addressing Challenges to Students’ Socialization into the Major

In response to a lack of adequate socialization of sociology students into the major, our department developed and recently instituted a new course entitled Sociological Inquiry. In our experience, many of our majors do not have a genuine interest and understanding of sociology and the sociological perspective. Our limited experience in teaching Sociological Inquiry does, however, point to some initial success in helping students develop a deeper appreciation for the discipline. We begin the paper with a brief sketch of the major cultural and structural trends contributing to the curricular and pedagogical challenges we encounter. We also propose a typology of educational alienation as a heuristic tool with which to explore these challenges and to discuss the rationale for developing Sociological Inquiry. In closing, we explore the limitations of the course as it is currently taught and consider how one might best address these limitations in the semesters to come. [Article copies available for a fee from The Transformative Studies Institute. E-mail address: journal@transformativestudies.org Website: http://www.transformativestudies.org ©2011 by The Transformative Studies Institute. All rights reserved.]

Tasks of Education Welfare Policy for Eliminating Educational Alienation and Disparity

Tasks of Education Welfare Policy for Eliminating Educational Alienation and Disparity

Pedagogy of the Alienated: Can Freirian Teaching Reach Working-Class Students?

This article considers the possibilities for fostering critical consciousness (awareness and understanding of oppression) among American working-class students in the face of their often severe educational alienation. After noting the failure of existing critical pedagogical literature to address this problem adequately, it establishes the seriousness of the challenge in three ways. First, it describes how the most famous critical pedagogue, the late Paulo Freire, and one of his most eminent American followers, Ira Shor, recognized the special difficulty of working with highly alienated American students. Second, it documents the extensiveness and severity of educational alienation in the United States, especially among working class students. It focuses on college students, whom the author teaches. Third, it uses Karl Marx's theory of alienation to illuminate the systemic entrenchment of the problem. The article then shows how Antonio Gramsci's theory regarding the porousness of subjugated consciousness suggests that critical pedagogy can permeate even deeply embedded student alienation. The piece concludes with the author describing how his own recent teaching experience at a predominantly working-class New England college validates the Gramscian solution.

Book Reviews

Book Reviewed in this article:Breaking the cycle of educational alienation: Richard Williams and Colin PritchardChildren writing stories: Michael ArmstrongAction research: a methodology for change and development: Bridget Somekh