Way Of Understanding Education Research Articles

Against 'progress'

In England we are currently in the grip of a damaging hegemonic discourse in the field of education. Unquestionable goods include standards, aspiration, effectiveness, measurable performance and – the subject of this contribution- progress. We discuss how progress is currently understood and deployed within the educational landscape in England and draw connections between this and the framing of 'catch-up', of 'being left behind' and of 'lost learning' in the government's response to education and the pandemic. We then argue for other ways of understanding education and suggest that two key aspects of understanding education as non-linear and non-teleological are love for the world and hope-in-the-present.

Educación familiar e intercultural en contexto mapuche: hacia una articulación educativa en perspectiva decolonial

The manuscript seeks to problematize the implementation of intercultural education in Chile, and its functionalist character as a basis for the construction of a decolonial project of intercultural education in the Mapuche context. Through a literary review, the Mapuche family education, school education, the discontinuities established between them and how the functionalist nature of intercultural education led to the continuity of the colonial project and the monoculturalism of the State in Mapuche areas are analyzed. Given this situation, the need to move forward in the construction of a decolonial intercultural education project, that fosters the articulation between family and school education, is proposed. Finally, it is argued that said decolonial project is feasible by assuming an epistemological pluralism that supports a new way of understanding education in an indigenous context, that favours the full socio-educational development of people and abandons their assimilationist work.

O novo paradigma da educação na promoção de uma sociedade mais inclusiva

The theme that we propose here is only possible because we live in the time and space in which we live. We live in it, here and now. If we were in the post-World War II period, we might possibly be discussing the mass schooling or, if we were in the period of May 1968, we would be debating the university contestation. Today, however, since life offers us other opportunities, we discuss the role of education in the light of the Universal Declaration of Human Rights, aware of its role in the integral development of the person.This new way of understanding education makes the world take a qualitative leap, when conceiving itself as a function of the personal development of each human being.We arrive at the real epicenter of the earthquake that shakes education and will require profound changes to the school subsystem within the education system. The school thus has the responsibility to adapt the curriculum to its students and to take options that it considers more effective in order to guarantee the success of the students - of all the students -, especially of those that manifest some type of fragility.In the article that we propose to develop, we intend to rethink not exclusively the school system - that is determinant in the formation of the person and that we will analyze by way of the school diversity -, but the educational system as a whole and we will propose that it goes farther, more to the concrete and further to the bottom to be truly inclusive, as is demanded today in contemporary societies.

Por qué Educar para la Sociedad del Conocimiento

Crime, corruption, social polarization and other problems, show that things are going wrong in our society. The origin of this decomposition can be found in the way inhabitants of the planet have educated ourselves. A profound change in the way of understanding education is needed. Socioformation offers some lines of reflection that can contribute to an educational transformation that might have a significant effect on the improvement of the living conditions of society, which is the fundamental purpose of the efforts to build the knowledge society. This article presents some ideas about the key axes of the transformation educational instances might operate as a result of a reflection from a socioformative perspective. The different instances of the society should converge to achieve the transformations that are needed to improve the people’s quality of life.

Human Capital in Online Higher Education Settings: A Socio-Educative Perspective Applied to Graduates of an Online University

In recent decades, a series of changes has shaped a model for universities backing new ways of understanding education and educational institutions in our societies. The appearance of completely online universities and traditional university departments offering online programmes, openly and en masse, bear witness to this. All these changes are an opportunity to rethink the role and function of universities in our increasingly interconnected and global societies. In what follows, we propose our contribution to this debate by focusing on the specific case of the “Universitat Oberta de Catalunya” (UOC), an online university of the Spanish educational system.

Cuatro formas de entender la educación.

Resultados de investigación teórica-documental que busca describir y analizar las diferentes formas de entender la educación a partir de la construcción de modelos educacionales. Se recopiló la información documental a partir de seleccionar a los grandes pedagogos que conformaron cada uno de los casos estudiados. Se utilizó la hermeneútica como método para la interpretación de los documentos escritos por los autores seleccionados, que tuvieron una manera de entender la educación y de promover diferentes métodos de enseñanza a partir de una concepción del mundo. Se identificaron regularidades a partir de categorías analíticas que establecieron una directriz para la construcción del modelo pedagógico: rol del docente, papel del alumno, estrategias de enseñanza, dispostivos de evaluación, concepción del ser humano, fines de la educación, noción de aprendizaje, fundamentos filosófico, epistemológico y psicológico entre otros. Los resultados se encuentra la conceptualización del término ‘modelo pedagógico’, análisis y objetivación de otros términos relacionados como el de ‘modelo didáctico’, ‘modelo educativo’, un ordenamiento epistemológico en cuadrantes de cada uno de los modelos pedagógicos seleccionados, utilizando la propuesta de Wilber (1997); asi como la construcción de los modelos seleccionados: tecnología educativa, constructivismo, por competencias y educación holista.

Educación centrada en el crecimiento de la relación interpersonal

The way of understanding education shifted from a teacher-centered model to a student- centered one. While in the teacher-centered model the educational act rests primarily on what the teacher does, in the latter the educational act rests above all on what the student does. However, we propose that this change is insufficient and that it is necessary to understand the educational act as centered on all the possibilities of interpersonal relationships (relationship-centered model) that a school allows.

To Be Conservative as a Disposition of Education: Familiarity, Freedom and Learning from the Perspective of Michael Oakeshott

Purpose: The purpose of this study is chiefly to interpret and clarify a traditionally notion of the conservative disposition concealed in liberal education by reviewing three basic concepts—familiarity, freedom and learning— from the perspective of Michael Oakeshott. Method: Firstly, we discover that there are two intractable crises in education on account of the observation of history and current situations. The first relates to the sustainability of the conservative disposition and the second to the invitation of liberal learning. They are organically interconnected in that the realisation of the latter, in a way, relies on a response to the acquisition of the former. Secondly, we define familiarity as a characteristic of the conservative disposition that derives from the enjoyment of “the present” through an examination of complex social conditions. Familiarity is the basis of a conservative disposition that runs through the whole tradition of behaviour, or rather the tradition of morality derives its inheritance as a way of understanding education. Thirdly, we systematically expound that the conservative disposition as an essential component of education activities is supposed not only to provide the basis for educational enterprise but to play a role that involves a relationship between teachers and students. Fourthly, we emphasize the pivotal role of the conservative disposition not only in restraining the hegemony of the pragmatic modes of education but in providing a strong guarantee for realizating the invitation of liberal education by criticizing ‘vocational education’. Results: Finally, we put forward the conservative disposition of freedom as a reflective consciousness that plays an irreplaceable role in supervising and advancing the development of liberal learning by virtue of Oakeshott’s perception of freedom. Conclusion: The discussion of Oakeshott’s concept of the conservative disposition, which deepens the importance and necessity of liberal education, can furtherly make a contribution to the re-establishment for the orientation of educational activities, as well as for the trusting relationship between learners and teachers in modern education.

Edukacja kulturalna dorosłych w teorii i badaniach empirycznych w Polsce po 1989 roku – wybrane aspekty

The article is a review and its goal is to present the most typical views on the cultural education of adults developed by the Polish researchers since 1989 as well as to outline its empirical picture. In the first part of the article the author describes ways of understanding cultural education within the framework of Polish classical (traditional) and non-traditional concept of cultural education. Then it is shown that with the spreadof the broad way of understanding education as a lifelong process, adults appeared in the concepts of cultural education as its participants and addressees. However, none of the Polish concepts is focused on the adults only. In the second part of the article there are presented the characteristics and trends of cultural education of adults in Poland, reconstructed on the basis of studies conducted in recent years. In conclusion, the author emphasizes the need to develop research in this area, which after 1989 in Poland, was outside the mainstream of interest of researchers on adult education and requires in-depth test to identify and understand transformation taking place within it

El empoderamiento del alumnado en los sMOOC

El Proyecto Europeo ECO (E-learning, Communication, Open-Data) ha contribuido en el continente a la difusión de los MOOC, provocando el desarrollo en los mismos de un modelo educativo que fomenta la participación e interacción en las redes sociales y en la plataforma del curso. La peculiaridad propia de este proyecto es el empoderamiento del alumnado, que se ha publicitado como una propuesta que ofrece la posibilidad a cualquier usuaria o usuario de crear su propio sMOOC. En este estudio analizamos este modelo de curso masivo, abierto y online, describiendo las ventajas e inconvenientes de los mismos, además de los factores formativos y motivadores que llevan al alumnado, no sólo a matricularse en determinados cursos, sino también a solicitar su propio espacio para poder crear un sMOOC. Basándonos en una metodología mixta, se ha investigado a lo largo de dos cursos consecutivos el entorno creado por el Máster Redes Sociales y Aprendizaje Digital de la Universidad Nacional de Educación a Distancia, planteándose el análisis de este nuevo modelo formativo y la posterior creación de una propuesta innovadora en el marco sMOOC. El estudio se ha efectuado dentro de los espacios utilizados como son las herramientas comunicativas de la plataforma de la asignatura, además de las interacciones recogidas en los grupos creados dentro de la red social de Facebook, las entrevistas y las anotaciones del diario de investigación, precisado por la cumplimentación de cuestionarios. Observaremos cómo el empoderamiento del alumnado está limitado a múltiples factores que impiden un desarrollo óptimo de estos cursos y valoraremos la formación como uno de los incentivos que provocan el deseo por compartir el conocimiento a través de sMOOC, provocando una mejora de la calidad educativa, otra forma de entender la educación y, sin lugar a dudas, otra forma de entender la sociedad actual.

La depuración franquista del profesorado de instituto en Madrid

El desarrollo de la Segunda Enseñanza en Madrid es especial, ya que en apenas 10 años -1929-1939- pasó de tener 3 a 15 institutos, que hizo que fueran afluyendo a la capital un número importante de docentes, desde las distintas provincias, que les posibilitaba la cercanía a esa nueva forma de entender la educación que se venía desarrollando durante el primer tercio del siglo XX, de mano fundamentalmente de la Junta de Ampliación de Estudios, y que estaba cristalizando en la política educativa de la segunda república y también abrió las puertas a la incorporación de la mujer. El objetivo del presente artículo es analizar la realidad de la depuración franquista de este profesorado, y saber cómo les afectó, teniendo en cuenta el sexo, la categoría docente, el instituto en el que ejercían, su relación o no con la JAE, y los tipos de cargos y sanciones que tuvieron, todo ello a través de los expedientes de depuración. Palabras Clave: Historia de la Educación, Depuración franquista, Madrid, Segunda Enseñanza.

Rethinking education after Heidegger: Teaching learning as ontological response-ability

This article develops Thomson’s post-Heideggerian view that ontological education is centrally concerned with disclosing being creatively and responsibly. To disclose being creatively and responsibly is to realize the meaning of being, developing our historical understanding of what being means along with our consequent understanding of what it means for us to be, both communally and in the many facets of our own individual lives. As ontological educators, we disclose our own being by becoming who we are, which we do best by learning-in-public, that is, by ‘teaching learning’. In the teaching and learning that belong together in ontological education, we come into our own by helping others (both human beings and non-human entities) to come into their own as well. Thomson explains and develops the crucially meaningful difference between creatively and responsibly disclosing inchoate meanings, on the one hand, and technologically imposing pre-existing plans and ideas, on the other. Responding to five recent essays on Heidegger allows Thomson to elaborate a non-nihilistic way of understanding education, teaching, learning, and being in our late-modern age of increasing technology. This article thereby articulates and embodies some of the important educational possibilities opened up by a more genuinely meaningful postmodern understanding of being.

Knowledge and reality as educational tools of violence

When we look at institutional education, we see that behavioural approaches to teaching still dominate in educational reality. From this perspective, learning is completely dependent on teaching, just as students are under the authority of the teacher. In a sense, this is a situation of a specific kind of symbolic violence. It has its sources in traditional ways of understanding education as a particular form of training produced in the school. But this is not the only reason. Another one is a tacit assumption about the correctness of naïve realism: the belief that we can obtain objective and universal knowledge of the external world. In this article I argue that this generates the situation in which students’ thinking is subordinated to the system. Such education kills free and critical thinking, as well as effectively blocking social change. In other words, the current public educational system is oppressive at its very basis, because of its epistemological assumptions. However, before we start changing educational practice we should first change our way of looking at knowledge. Here, I discuss selected controversies around the traditional model of knowledge and learning, as well as suggesting different paradigms of knowledge and education.

Capability Through Participatory Democracy: Sen, Freire, and Dewey

This paper explores possible important relationships and sympathies between Amartya Sen’s Capabilities Approach framework for understanding the human condition and the educational ideas of John Dewey and Paolo Freire. All three focus on the importance of democratic values in a fair, well-functioning society, while Sen and Freire especially explore the difficulties and possibilities of oppressed populations. Sen suggests that all humans have a right to choice in determining their life trajectories and should be provided with the tools that allow them to flourish. Both education and democratic values play important roles in creating the types of context that allow individuals and communities to recognize a wide array of human capabilities. We suggest here that the theories of Dewey and Freire offer avenues through educational processes for developing these contexts for expanded human capability. Dewey suggests an educational approach that stresses democratic values and the ability and willingness of individuals to reach out towards new possibilities. Freire stresses the idea of praxis playing a central role in education—a focus on the cycle of everyday action, reflection, and re-creation of action that leads to productive changes in life trajectories. We argue that Sen, Dewey, and Freire together help to offer a new way of understanding education in the twenty-first century.

La educación diferenciada en Primaria, ¿se puede llamar coeducación?

In this article differentiated learning in Primary education is taken as a reference point, and after taking into account diverse theories both in favor and against this concept, we can carry out an exhaustive analysis of whether the above mentioned learning does achieve coeducation or not, in the classroom. In conclusion we can hold that few studies exist that support the above mentioned way of understanding education. In addition as we observed one tends to generalize in the education of girls and boys as a whole, without bearing in mind the essential characteristics of each person.

Las experiencias escolares de la inmigración

Les experiències escolars són múltiples i diverses, i la seva anàlisi ens pot ajudar a comprendre les actituds dels immigrants pel que fa a l'escolarització dels seus fills i les expectatives de futur que el sistema educatiu representa per a les noves generacions. Les oportunitats educatives, les dinàmiques dels centres escolars (positives o negatives), l'enfocament pedagògic, els rols docents, etc., presents i passats, van conformant la manera que té una comunitat d'entendre l'educació i la importància que li atorguen tant els alumnes com les famílies. L'estudi que presentem, basat en una metodologia qualitativa (mitjançant la realització d'entrevistes en profunditat), és una primera aproximació a les experiències escolars viscudes a Espanya per part de les famílies immigrades i els seus fills i, també, a les experiències professionals dels docents en relació amb les esmentades famílies i alumnat.

Reviving forgotten connections in North American teacher education: Klaus Mollenhauer and the pedagogical relation

Despite the dominance of instrumental, psychological approaches to educational theory and practice in North America, a different understanding of the value and dynamics of education is often articulated informally in cultural representations (e.g. fiction and feature films) and in personal recollections. This alternative understanding is one in which the personal characteristics of a teacher or professor, and the relation between student and teacher are often paramount. Through reference to existing research and to examples drawn from real‐life practice, this paper presents a broadly existential and explicitly relational way of understanding education, or, rather, pedagogy. It gives special emphasis to the way that such an understanding has been articulated in the text Vergessene Zusammenhänge: über Kultur und Erziehung [Forgotten Connections: On Culture and Education] by Klaus Mollenhauer. The paper describes how the insights of Mollenhauer and other writers regarding an existential and relational pedagogy were translated and adapted for a North American course in teacher education, and how such a course can serve as an important ingredient in nurturing undergraduate students who are becoming teachers.

Sobre la posibilidad de un conocimiento autónomo de la educación y su aplicación a finalidades educativas

The aim of this paper is to analyce the posibility of an autonomous knowledge of education as a epistemological differenciating criterion in pedagogy. The problem arises when deffending such an autonomous knowledge involves the rejection of other ways of understanding education because they do not promote that autonomy. The mistake lies in identifying epistemological differenciating criterions with what is valuable in order to educate. This work try to show that the understanding or the theory of Education as philosophical theories provides a valuable knowledge to education, as well as that knowledge is necessary in order to reach the autonomy above mentioned. It occurs the same with the understanding of the theory of education as applied theories. Each case is analyzed through the knowledge of the educational aims.

Pensar la educación desde la experiencia

O propósito deste texto é situar diferentes dimensões do pedagógico – e do pensamento sobre a educação – em lugares diferentes dos que são dominantes; em cenários muito próximos do corpo, entendido este como acontecimento da existência, como cenário de luta, resistência, e também como algo finito. Trata-se, portanto, de referenciar um pensamento (não metafísico) da educação, que enfrente a singularidade, a contingência e a incerteza. A nossa aspiração é pensar a educação a partir de uma noção não arrogante de experiência, mas marcando diferenças no que diz respeito às linguagens impessoais da racionalidade técnico-científica (as definições intencionais da educação); relativamente a uma ideia de educação como algo que tem que ver com um vocabulário concebido para neutralizar a ambivalência (a linguagem dos objectivos, das planificações e das estratégias, dos projectos, dos programas e das acções controladas); em relação a essa maneira de entender a educação que tem o seu critério fundamental na eficácia e cuja figura emblemática é a do especialista.

An Islamic concept of education

The paper begins by exploring the problematic nature of philosophy in Islam. The second section examines the resources that are available for a systematic exploration of the principles of Islamic education. The third section discusses three dimensions of education in Islam, one focusing on individual development, one on social and moral education and one on the acquisition of knowledge. The paper concludes with a brief discussion of differences between Islamic and liberal ways of understanding education and of the possibility of future dialogue with western philosophies.