Field Of Pedagogy Research Articles

Três versões do pragmatismo deweyano no Brasil dos anos cinqüenta

O presente texto parte de uma caracterização em que o movimento escolanovista brasileiro é considerado como difusor da introdução de procedimentos científicos no campo pedagógico, como se a educação devesse subordinar-se às regras do pensamento e às descobertas obtidas pela ciência. Em seguida, mostra que essa caracterização descreve apenas uma das tendências do ideário educacional renovador, sendo que outra, desenvolvida marcadamente sob a influência de John Dewey, filósofo e educador norte-americano, apresenta norteamentos bastante diversos. Assim, analisa alguns artigos publicados na Revista Brasileira de Estudos Pedagógicos, órgão do Instituto Nacional de Estudos Pedagógicos, INEP, nos anos de 1950. Tais artigos, de autoria de Anísio Teixeira, João Roberto Moreira e Luiz Alves de Mattos, entre outros, traduzem o ideário educacional renovador daquele período e expressam concepções fundamentadas nas idéias de John Dewey. Os temas debatidos por esses educadores brasileiros são agrupados, de maneira geral, em torno das seguintes categorias: democracia, liberdade, pesquisa sócio-educacional e planejamento educacional. Na análise desenvolvida, percebe-se que os autores expressam diferentes visões do mesmo pensador - John Dewey -, fato que é compreensível mediante o conceito de "recontextualização", originário das teses de Basil Bernstein, segundo o qual as teorias ou concepções filosóficas sofrem alterações, muitas vezes fundamentais, quando são convertidas em discurso pedagógico. Ao mesmo tempo que espera contribuir para melhor compreensão da presença do pensamento deweyano no Brasil, o presente trabalho também sugere a necessidade de maior aprofundamento quanto ao estudo dos processos recontextualizadores no campo educacional.

Learning Science for Social Good

SUMMARY This conceptual case study explores two dynamic tensions, substantive and pedagogical, fundamental to teaching research in community psychology from a service learning perspective. The substantive dynamic tension is seen in traditional versus adventuresome approaches to community research; the pedagogical dynamic tension occurs in classroom instruction versus field work. To address the substantive tension, students were introduced to the epistemology and methods of adventuresome community research and then used both adventuresome and traditional elements in conducting a community research project. To address the pedagogical tension, class and field sessions were used to complement one another for student preparation, action, and reflection. Four guidelines for designing community research courses from a service learning perspective are articulated.

Grundtvig og Norge

Grundtvig and Norway - Some Distinctive FeaturesBy Sigurd Aa. AamessAlthough this paper only examines the Norwegians’ relationship with Grundtvig, the author begins with a few remarks about Grundtvig’s relationship with Norway. Grundtvig only visited Norway once in his lifetime, but he always had special relations with Norway, inspired by the romantic interest in virgin mountain countries. Grundtvig was also a friend of the two founders of the theological faculty of the University of Christiania, and until 1815 he wanted to take up a post as a vicar in Norway. Gustav Albeck has written about Grundtvig’s relations with Norway until 1816, but unfortunately the correspondence between Grundtvig and Norwegians has not yet been published.Grundtvig’s influence in Norway is most distinctive in ecclesiastical and pedagogical fields. His hymns are abundantly represented in the Norwegian hymn book, but his .church-view. has not been accepted in Norway, although there was a Grundvigian fraction among Norwegian clergymen which seemed to be successful until the middle of the 19. century. Untill 1825 Grundtvig was considered an ally by the pietistic ‘Haugians’, but after 1850 the Norwegian pietistic theological and political administration, supported by the Faculty of Theology, fought down the Grundtvigian movement within the Church. At the same time Norway accepted the Danish folk high school idea in a version close to the Danish model. The first Norwegian folk high schools were founded in 1864 and 1867, at first supported by the poet Bjömstjeme Bjömson, with whom the Grundtvigian movement broke later, however. The Norwegian folk high schools were vey closely related to the .New Norse.-language movement and were hostil to the pietistic interpretation of Christianity. In 1875 the Norwegian Government discontinued financial support of the Grundtvigian folk high schools and established some county schools instead; they were also influenced by Grundtvigian ideas, however, and in 1908 the few survivors of the Grundtvigian schools regained their official financial support. The pietistic movement has founded a lot of non-Grundtvigian folk high schools in Norway, and although they are in opposition to Grundtvig’s ideas, they are inevitably influenced by his pedagogical views. In a paradoxical and ironical way, the author concludes, the Norwegian mixture of opposition against Grundtvigianism and acceptance of Grundtvigian hymns and pedagogical ideas illustrates the Grundtvig saying that ‘the word creates what it mentions’.

ŞAHABEDDİN SÜLEYMAN'IN TARİH-İ EDEBİYYÂT-I OSMANİYYE'Sİ ÜZERİNDE EDEBİYAT TARİHİ METODU AÇISINDAN BİR DEĞERLENDİRME

Sahabeddin Suleyman (1885-1919), a member of Fecr-i Ati generation, composed many works in the field of aesthetics, pedagogics and history of literature along with story, play, prose, poetry and anthology. In this study, Sahabeddin Suleyman’s History of Ottoman Literature (1328) is explored within the context of literary-historical approach.

Influence of music on memory and education, and the application of its underlying principles to acupuncture.

The interrelations among learning, brain waves, music and the relief of pain by acupuncture are discussed from the standpoint of an educator, who has some practical experience in suggestive-accelerative learning and teaching (S.A.L.T.). Through the diverse fields of science, e.g. educational psychology, physiology, electronics and acoustics, the principal law governing the l/f fluctuations (where f is frequency), or the inverse frequency distribution of the power spectrum, seems to play an important role in their phenomenological mechanism. The author totally explained in this paper such relations and he arranged the related phenomena into physical, physiological, psychological and pedagogical fields. Finally, he referred to an interesting example of the application of l/f fluctuations to the relief of pain by acupuncture.

Frei Martín Sarmiento e a súa época

El padre Sarmiento (1695-1772) es una figura importante y compleja de la Ilustración gallega y española. Autor de una copiosa obra, que en su mayor parte quedó inédita, se mostró muy avanzado en la defensa de las ciencias experimentales y en los ámbitos filológico y pedagógico, y más tradicional en sus ideas sobre economía y la organización social. Las dos grandes fidelidades, que condicionaron casi todos sus escritos, en particular los de la época tardía, fueron la orden benedictina y Galicia. La defensa que hizo de la necesidad de realizar la enseñanza primaria en las lenguas familiares de los niños y sus esfuerzos para dignificar y normalizar el gallego, en contra del criterio dominante entre los ilustrados, constituyen algunas de las causas de su marginación y hasta del olvido de que es objeto en muchas obras generales dedidacas a la Ilustración o a algunas de sus principales manifestaciones, como la renovación educativa.

Conversation with a Young Principal (Part VI)

In a school where the teachers have a profound knowledge of the soul of the child, where the collective is united by common pedagogical convictions, the most important of which is that the schoolchild is not a passive object to be educated, but an active, creative force, an energetic participant in life - in such a school, education is accomplished more successfully. Mutual trust between the child and the teacher, founded on a feeling of justice - this, it can be said, is salubrious air, killing the "microbe" - the nervousness of the children - in its very embryo. Where mutual trust has been forfeited and lost, where the teacher sees almost a malefactor in the child, and the child sees the pedagog as a force alien and hostile to him, where the source of all this is a lack of pedagogical culture, various negative psychic states appear among the students. This is the thistle in our pedagogical field. There is a single mighty means of struggle against this evil - high culture of the pedagogical process.