{"title":"Freedom and obedience in western education","authors":"Miguel Martín-Sánchez, Cruz Flores-Rodríguez","doi":"10.2478/jped-2018-0011","DOIUrl":null,"url":null,"abstract":"Abstract Education has to emphasize the characteristics which define Western democratic societies. In addition, it has to ensure the active and participative inclusion of each person in social life, where respect for human rights prevails over the person’s preferred ideology. Promoting these values in citizens not only guarantees the stability of the state, but also its constant progression and improvement. Beginning at the elementary level, the promotion of students’ critical spirit is recognized as a fundamental objectives. However, the structures which shape Western education in the 21st century do not allow for the development of completely autonomous thinking and critical thinking in students. In this article, we analyze the processes which comprise an education for obedience. Although obedience does not respond to conscious cognitive processes, it is present in the structural rigidity of education through the organization of the classroom. Our explanation is based on the Theory of Social Conformity, which will be presented as the antithesis of a person’s individual freedom. Moreover, we will see how contaminated cognitive vicarious elements are promoted. Although they are endemic to people, they do not allow students to develop a critical spirit or to be educated for freedom.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/jped-2018-0011","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 6
Abstract
Abstract Education has to emphasize the characteristics which define Western democratic societies. In addition, it has to ensure the active and participative inclusion of each person in social life, where respect for human rights prevails over the person’s preferred ideology. Promoting these values in citizens not only guarantees the stability of the state, but also its constant progression and improvement. Beginning at the elementary level, the promotion of students’ critical spirit is recognized as a fundamental objectives. However, the structures which shape Western education in the 21st century do not allow for the development of completely autonomous thinking and critical thinking in students. In this article, we analyze the processes which comprise an education for obedience. Although obedience does not respond to conscious cognitive processes, it is present in the structural rigidity of education through the organization of the classroom. Our explanation is based on the Theory of Social Conformity, which will be presented as the antithesis of a person’s individual freedom. Moreover, we will see how contaminated cognitive vicarious elements are promoted. Although they are endemic to people, they do not allow students to develop a critical spirit or to be educated for freedom.
期刊介绍：
The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.
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