The mindset and motivation that teachers demonstrate are likely to influence their students’ mindset and motivation. While mindset and motivation of in-service teachers have been investigated thoroughly, the same cannot be said of pre-service teachers. Pre-service teachers’ mindset and motivation are likely developed during in-class experiences or practicum, the latter seen as the defining experience of pre-service teachers’ preparation. Understanding the changes that pre-service teachers undergo during their practicum experiences in terms of theories of intelligence, teaching efficacy, resilience, and grit is therefore crucial. This study used these constructs as examples of mindsets, self-beliefs, capacities, and personality traits. A cross-sectional design compared American and Canadian pre-practicum versus post-practicum pre-service teachers’ growth mindset and motivation and illustrated that similar effects occur across national contexts through a primarily quantitative questionnaire with open-ended questions. Triangulated statistical and thematic analyses illustrated that post-practicum students were less idealistic about the incremental nature of intelligence and reported higher resilience and a more pragmatic approach to teaching than their pre-practicum peers. The study’s findings extended other studies’ findings illustrating that changes occur specifically in teacher mindset as well as their strategies. Teacher education programs informed by these specific changes can capitalize on the pragmatic shift of teachers’ strategy selection while also coaching them to retain an incremental view of intelligence for their students’ benefit.
{"title":"The school of hard knocks: Pre-service teachers’ mindset and motivational changes during their practicum","authors":"Eleftherios K. Soleas, J. Hong","doi":"10.14516/fde.726","DOIUrl":"https://doi.org/10.14516/fde.726","url":null,"abstract":"The mindset and motivation that teachers demonstrate are likely to influence their students’ mindset and motivation. While mindset and motivation of in-service teachers have been investigated thoroughly, the same cannot be said of pre-service teachers. Pre-service teachers’ mindset and motivation are likely developed during in-class experiences or practicum, the latter seen as the defining experience of pre-service teachers’ preparation. Understanding the changes that pre-service teachers undergo during their practicum experiences in terms of theories of intelligence, teaching efficacy, resilience, and grit is therefore crucial. This study used these constructs as examples of mindsets, self-beliefs, capacities, and personality traits. A cross-sectional design compared American and Canadian pre-practicum versus post-practicum pre-service teachers’ growth mindset and motivation and illustrated that similar effects occur across national contexts through a primarily quantitative questionnaire with open-ended questions. Triangulated statistical and thematic analyses illustrated that post-practicum students were less idealistic about the incremental nature of intelligence and reported higher resilience and a more pragmatic approach to teaching than their pre-practicum peers. The study’s findings extended other studies’ findings illustrating that changes occur specifically in teacher mindset as well as their strategies. Teacher education programs informed by these specific changes can capitalize on the pragmatic shift of teachers’ strategy selection while also coaching them to retain an incremental view of intelligence for their students’ benefit.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48100109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
UNESCO – the United Nations Educational, Scientific and Cultural Organization – is often associated with its prestigious world heritage list. For a good reason. The list is undeniable the most popular initiative in the organization’s entire history. But UNESCO is of course more than world heritage. It has over the years been preoccupied with a series of what appears to be extremely diverse topics, such as education for global citizenship, literary translation programs, copyright rules, nuclear power research and technical assistance to developing countries. But how exactly are the many different activities related to peace-making and mentality construction and what exact role does education play besides constituting the «e» in the organization’s name? In order to answer that, I will bring the reader back to three unpretentious but rather important seminars that took place simultaneously in Paris at the beginning of the organization’s existence, because I believe the subsequent projects they initiated embody what the employees at UNESCO initially defined as the organization’s core tasks.
{"title":"Peace in the minds: UNESCO, mental engineering and education","authors":"Poul Duedahl","doi":"10.14516/fde.848","DOIUrl":"https://doi.org/10.14516/fde.848","url":null,"abstract":"UNESCO – the United Nations Educational, Scientific and Cultural Organization – is often associated with its prestigious world heritage list. For a good reason. The list is undeniable the most popular initiative in the organization’s entire history. But UNESCO is of course more than world heritage. It has over the years been preoccupied with a series of what appears to be extremely diverse topics, such as education for global citizenship, literary translation programs, copyright rules, nuclear power research and technical assistance to developing countries. But how exactly are the many different activities related to peace-making and mentality construction and what exact role does education play besides constituting the «e» in the organization’s name? In order to answer that, I will bring the reader back to three unpretentious but rather important seminars that took place simultaneously in Paris at the beginning of the organization’s existence, because I believe the subsequent projects they initiated embody what the employees at UNESCO initially defined as the organization’s core tasks.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44731884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the 1960s, the OECD, through its Mediterranean Regional Program, worked cooperatively with authorities in Spain to promote changes in the country’s educational system that would strengthen economic growth. The objective was to integrate Spain into the «global architecture of education», which conceived investments in the cultivation of human capital as an essential factor to ensure the development and modernization of its productive sector. UNESCO, the World Bank, and other international organizations cooperated in a similar fashion, providing outside assistance in the dissemination of methods and knowledge to influence the education reforms being undertaken in Spain. The approaches included in the PRM became a guide for the Spanish authorities and found their way into the Planes de Desarrollo (plans for development), though more as ideals than as realities due to a systematic failure to comply with the measures prescribed. In spite of everything, that international influence occasioned an opening up to pedagogical methods that altered teaching practices and were a shock to a stagnant, reactionary, and class-based system, thus contributing to its gradual transformation. At the start of the following decade, a more all-encompassing reform was attempted with the General Education Law of 1970, integrating the economic and the social dimensions of change to mitigate the political conflicts that were eroding the dictatorship. Again, the results were mediocre, this time due to the combined effects of detractors from inside and outside the Franco regime.
{"title":"Educación para el desarrollo. OCDE, asistencia exterior y reforma de la enseñanza en la España del tardofranquismo","authors":"Lorenzo Delgado Gómez-Escalonilla","doi":"10.14516/fde.847","DOIUrl":"https://doi.org/10.14516/fde.847","url":null,"abstract":"During the 1960s, the OECD, through its Mediterranean Regional Program, worked cooperatively with authorities in Spain to promote changes in the country’s educational system that would strengthen economic growth. The objective was to integrate Spain into the «global architecture of education», which conceived investments in the cultivation of human capital as an essential factor to ensure the development and modernization of its productive sector. UNESCO, the World Bank, and other international organizations cooperated in a similar fashion, providing outside assistance in the dissemination of methods and knowledge to influence the education reforms being undertaken in Spain. The approaches included in the PRM became a guide for the Spanish authorities and found their way into the Planes de Desarrollo (plans for development), though more as ideals than as realities due to a systematic failure to comply with the measures prescribed. In spite of everything, that international influence occasioned an opening up to pedagogical methods that altered teaching practices and were a shock to a stagnant, reactionary, and class-based system, thus contributing to its gradual transformation. At the start of the following decade, a more all-encompassing reform was attempted with the General Education Law of 1970, integrating the economic and the social dimensions of change to mitigate the political conflicts that were eroding the dictatorship. Again, the results were mediocre, this time due to the combined effects of detractors from inside and outside the Franco regime.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48472239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 1975, the United Nations, under the auspices of its Educational, Scientific and Cultural Organization (UNESCO) and Environment Program (UNEP), established the International Environmental Education Program (IEEP). For two decades, IEEP aimed to accomplish goals ascribed to it by UNESCO member states and fostered communication across the international community through Connect , the UNESCO-UNEP environmental education newsletter. After reviewing UNESCO’s early involvement with the environment, this study examines IEEP’s development, beginning with its conceptual grounding in the 1968 UNESCO Biosphere Conference. It examines the 1972 United Nations Conference on the Human Environment held in Stockholm, moves on to the UNESCO-UNEP 1975 Belgrade Workshop, and continues with the world’s first intergovernmental conference dedicated to environmental education held in Tbilisi in 1977. The paper then uses Connect to trace changes in the form and content of environmental education. Across two decades, environmental education shifted from providing instruction about nature protection and natural resource conservation to fostering an environmental ethic through a problems-based, interdisciplinary study of the ecology of the total environment to adopting the concept of sustainable development. IEEP ultimately met with mixed success. Yet it was the primary United Nations program assigned the task of creating and implementing environmental education globally and thus offers a particularly useful lens through which to analyze changes in the international community’s understanding of the concept of the environment over time.
{"title":"«A New Global Ethic»: A History of the United Nations International Environmental Education Program, 1975-1995","authors":"C. Dorn","doi":"10.14516/fde.808","DOIUrl":"https://doi.org/10.14516/fde.808","url":null,"abstract":"In 1975, the United Nations, under the auspices of its Educational, Scientific and Cultural Organization (UNESCO) and Environment Program (UNEP), established the International Environmental Education Program (IEEP). For two decades, IEEP aimed to accomplish goals ascribed to it by UNESCO member states and fostered communication across the international community through Connect , the UNESCO-UNEP environmental education newsletter. After reviewing UNESCO’s early involvement with the environment, this study examines IEEP’s development, beginning with its conceptual grounding in the 1968 UNESCO Biosphere Conference. It examines the 1972 United Nations Conference on the Human Environment held in Stockholm, moves on to the UNESCO-UNEP 1975 Belgrade Workshop, and continues with the world’s first intergovernmental conference dedicated to environmental education held in Tbilisi in 1977. The paper then uses Connect to trace changes in the form and content of environmental education. Across two decades, environmental education shifted from providing instruction about nature protection and natural resource conservation to fostering an environmental ethic through a problems-based, interdisciplinary study of the ecology of the total environment to adopting the concept of sustainable development. IEEP ultimately met with mixed success. Yet it was the primary United Nations program assigned the task of creating and implementing environmental education globally and thus offers a particularly useful lens through which to analyze changes in the international community’s understanding of the concept of the environment over time.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44502598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Nuffield Physics curriculum project was the first national curriculum project held in the UK. The Ordinary-level Nuffield physics project, developed between 1962 and 1966 for academic pupils in grammar schools, was one of the most interesting and innovative projects of the 1960s. It had many transnational features, with influences of ideas and practices running across national borders, as well as national characteristics. It owed many of its distinctive ideas around physics for the inquiring mind to Eric Rogers, and ultimately to the progressive school Bedales in the 1920s and 1930s, as well as American reform under the banner of the Physical Science Study Committee. These were played out at a local level, for example in Worcester, led by Ted Wenham and John Lewis. During and after the project, although there was some resistance to sharing these ideas as they developed, key figures began to engage with other national systems and projects in spreading the word about Nuffield physics. Transnationalism was at the heart of the significance and achievements of Nuffield O-level physics, no less than of its problems and limitations.
纳菲尔德物理课程项目是英国第一个国家级课程项目。纳菲尔德的普通物理项目是在1962年至1966年间为文法学校的学生开发的，是20世纪60年代最有趣、最具创新性的项目之一。它具有许多跨国特征，既有跨越国界的思想和实践的影响，也有民族特色。它在物理学方面的许多独特思想都要归功于埃里克·罗杰斯(Eric Rogers)，并最终归功于20世纪20年代和30年代的进步派学校比德莱斯(Bedales)，以及在物理科学研究委员会(Physical Science Study Committee)旗帜下的美国改革。这些都是在地方层面进行的，比如在伍斯特，由泰德·温汉姆和约翰·刘易斯领导。在项目期间和之后，尽管在分享这些想法的过程中存在一些阻力，但关键人物开始与其他国家系统和项目合作，传播纳菲尔德物理学。跨国主义是纳菲尔德o级物理学的意义和成就的核心，同样也是它的问题和局限性的核心。
{"title":"The Nuffield Physics Ordinary-level Curriculum Project in the 1960s: a Transnational Project?","authors":"G. McCulloch","doi":"10.14516/fde.826","DOIUrl":"https://doi.org/10.14516/fde.826","url":null,"abstract":"The Nuffield Physics curriculum project was the first national curriculum project held in the UK. The Ordinary-level Nuffield physics project, developed between 1962 and 1966 for academic pupils in grammar schools, was one of the most interesting and innovative projects of the 1960s. It had many transnational features, with influences of ideas and practices running across national borders, as well as national characteristics. It owed many of its distinctive ideas around physics for the inquiring mind to Eric Rogers, and ultimately to the progressive school Bedales in the 1920s and 1930s, as well as American reform under the banner of the Physical Science Study Committee. These were played out at a local level, for example in Worcester, led by Ted Wenham and John Lewis. During and after the project, although there was some resistance to sharing these ideas as they developed, key figures began to engage with other national systems and projects in spreading the word about Nuffield physics. Transnationalism was at the heart of the significance and achievements of Nuffield O-level physics, no less than of its problems and limitations.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43184632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El foco de este trabajo se centra en la sentencia de la Corte argentina sobre la discusion acerca de la constitucionalidad de la obligatoriedad de la ensenanza religiosa en horario escolar en las escuelas publicas de educacion primaria. Para poner la sentencia en contexto jurisprudencial, reconstruimos el case law de la Corte en materia de educacion a los efectos de dar cuenta de la existencia de una serie de precedentes relevantes en la materia y que pueden ser considerados como antecedentes que guiaron al tribunal en su actual decision. Luego, analizamos los argumentos plasmados en el fallo en concreto, prestando especial atencion a aquellos vinculados con los principios de la neutralidad religiosa y la igualdad, en tanto ambos impactaron de especial modo en las interpretaciones que los jueces asumieron respecto de la naturaleza y los alcances del derecho a la educacion y de las obligaciones del Estado (tanto federal como provincial) en la materia. Concluimos que si bien el fallo constituye un paso importante hacia la exigibilidad del derecho a la educacion en Argentina, la Corte Suprema debio haber puesto un mayor enfasis argumentativo a los fines de asegurar una ensenanza publica laica, conforme a una interpretacion progresiva y pro persona del desarrollo normativo educativo legal, constitucional y convencional de los derechos humanos en la Argentina.
{"title":"El fallo Castillo: ¿una nueva línea jurisprudencial o un nuevo eslabón en la cadena del «case law» de la Corte Suprema Argentina en Derecho a la Educación?","authors":"Sebastián Scioscioli","doi":"10.14516/fde.691","DOIUrl":"https://doi.org/10.14516/fde.691","url":null,"abstract":"El foco de este trabajo se centra en la sentencia de la Corte argentina sobre la discusion acerca de la constitucionalidad de la obligatoriedad de la ensenanza religiosa en horario escolar en las escuelas publicas de educacion primaria. Para poner la sentencia en contexto jurisprudencial, reconstruimos el case law de la Corte en materia de educacion a los efectos de dar cuenta de la existencia de una serie de precedentes relevantes en la materia y que pueden ser considerados como antecedentes que guiaron al tribunal en su actual decision. Luego, analizamos los argumentos plasmados en el fallo en concreto, prestando especial atencion a aquellos vinculados con los principios de la neutralidad religiosa y la igualdad, en tanto ambos impactaron de especial modo en las interpretaciones que los jueces asumieron respecto de la naturaleza y los alcances del derecho a la educacion y de las obligaciones del Estado (tanto federal como provincial) en la materia. Concluimos que si bien el fallo constituye un paso importante hacia la exigibilidad del derecho a la educacion en Argentina, la Corte Suprema debio haber puesto un mayor enfasis argumentativo a los fines de asegurar una ensenanza publica laica, conforme a una interpretacion progresiva y pro persona del desarrollo normativo educativo legal, constitucional y convencional de los derechos humanos en la Argentina.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41273638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La relacion del sujeto con el conocimiento es una cuestion esencial en el marco del desarrollo acelerado de la ciencia y la tecnologia, razon que ha instituido el aprender a aprender como uno de los pilares de la educacion. Las formas de adquisicion del conocimiento, son diversas, pero una de las mas cotidianas y connaturales es la resolucion de problemas. Un contexto tan complejo, en el que de forma acelerada se genera un enorme volumen de informacion, hace pensar en la necesidad de comprender y valorar el papel de la resolucion de problemas como acto epistemologico, que favorece la incorporacion de nuevos saberes al sistema de conocimientos del sujeto. Pero, ?mediante que procederes se propicia desde la docencia la resolucion de problemas para que el estudiante alcance nuevos saberes? Se consultan diversas fuentes de informacion pertinentes al tema a la par que se muestran varias de las tendencias o perspectivas mas sobresalientes en el tratamiento de la resolucion de problemas como situacion de aprendizaje y sus regularidades. Con este trabajo se expone una vision sintetica de los recursos existentes para el tratamiento de la resolucion de problemas desde un enfoque epistemologico, lo que propicia un mejor aprovechamiento de esta situacion de aprendizaje orientado al aprender a aprender.
{"title":"La resolución de problemas desde un enfoque epistemológico","authors":"Jorge Antonio Díaz Lozada, José Díaz Caballero","doi":"10.14516/fde.694","DOIUrl":"https://doi.org/10.14516/fde.694","url":null,"abstract":"La relacion del sujeto con el conocimiento es una cuestion esencial en el marco del desarrollo acelerado de la ciencia y la tecnologia, razon que ha instituido el aprender a aprender como uno de los pilares de la educacion. Las formas de adquisicion del conocimiento, son diversas, pero una de las mas cotidianas y connaturales es la resolucion de problemas. Un contexto tan complejo, en el que de forma acelerada se genera un enorme volumen de informacion, hace pensar en la necesidad de comprender y valorar el papel de la resolucion de problemas como acto epistemologico, que favorece la incorporacion de nuevos saberes al sistema de conocimientos del sujeto. Pero, ?mediante que procederes se propicia desde la docencia la resolucion de problemas para que el estudiante alcance nuevos saberes? Se consultan diversas fuentes de informacion pertinentes al tema a la par que se muestran varias de las tendencias o perspectivas mas sobresalientes en el tratamiento de la resolucion de problemas como situacion de aprendizaje y sus regularidades. Con este trabajo se expone una vision sintetica de los recursos existentes para el tratamiento de la resolucion de problemas desde un enfoque epistemologico, lo que propicia un mejor aprovechamiento de esta situacion de aprendizaje orientado al aprender a aprender.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44014653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to analyze the modifications in the role of education supervisors in the frame of the national and district reform policies, taking the province of Buenos Aires as a case of analysis, since it is the biggest district in Argentina in terms of territory, demographics and education. In the period chosen, the provincial government has made changes in the academic structure, and in the administration of the education, in order to adapt to the successive cycles of reform passed by the National Congress. As the province made changes on the academic structure, which included reforming institutions, subjects, curriculum designs, specializations, among other issues; it also modified the structure of supervision, which is a link between the central level and the educational institutions. Our purpose is to describe these changes and their impact on the shaping of the teaching supervisors’ job, based on the analysis of documentaries and official regulation sources.
{"title":"El trabajo del inspector en el marco de políticas de reforma. El caso de la provincia de Buenos Aires, Argentina, entre 2003 y 2015","authors":"Martín Caldo, M. Mariani","doi":"10.14516/fde.685","DOIUrl":"https://doi.org/10.14516/fde.685","url":null,"abstract":"The aim of this paper is to analyze the modifications in the role of education supervisors in the frame of the national and district reform policies, taking the province of Buenos Aires as a case of analysis, since it is the biggest district in Argentina in terms of territory, demographics and education. In the period chosen, the provincial government has made changes in the academic structure, and in the administration of the education, in order to adapt to the successive cycles of reform passed by the National Congress. As the province made changes on the academic structure, which included reforming institutions, subjects, curriculum designs, specializations, among other issues; it also modified the structure of supervision, which is a link between the central level and the educational institutions. Our purpose is to describe these changes and their impact on the shaping of the teaching supervisors’ job, based on the analysis of documentaries and official regulation sources.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46329600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
New Math was an international reform movement aimed at thorough changes in school mathematics with respect to both content and teaching methods. This movement started to gain influence in the 1950s, and in the 1960s several countries prepared and implemented their own New Math reforms. This movement not only attracted prominent mathematicians and psychologists but also garnered support from the Organization of Economic Co-operation and Development (OECD). The New Math reforms are examples of how OECD supported thorough and broad changes in national systems of education. In most countries, however, the influence of New Math on syllabi began to fade by the 1970s. In this paper, I discuss how the New Math in Sweden reform boosted national governance and changed power relations between the teachers, textbook producers, and the national school administration. I also suggest that OECD continued to support this power structure through the testing enterprises associated with PISA.
{"title":"The OECD as a Booster of National School Governance. The case of New Math in Sweden, 1950-1975","authors":"J. Prytz","doi":"10.14516/fde.824","DOIUrl":"https://doi.org/10.14516/fde.824","url":null,"abstract":"New Math was an international reform movement aimed at thorough changes in school mathematics with respect to both content and teaching methods. This movement started to gain influence in the 1950s, and in the 1960s several countries prepared and implemented their own New Math reforms. This movement not only attracted prominent mathematicians and psychologists but also garnered support from the Organization of Economic Co-operation and Development (OECD). The New Math reforms are examples of how OECD supported thorough and broad changes in national systems of education. In most countries, however, the influence of New Math on syllabi began to fade by the 1970s. In this paper, I discuss how the New Math in Sweden reform boosted national governance and changed power relations between the teachers, textbook producers, and the national school administration. I also suggest that OECD continued to support this power structure through the testing enterprises associated with PISA.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44228914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology can not be considered with respect to creativity and education to be responsible for the death of analog creativity in the 21st century. This work tries to be a reflection on the importance of creativity, but also, like analogical creativity, which is substituted and abused in educational terms by a digital creativity One must keep in mind, following the studies and analyzes developed by social scientists in the 70s of the last century, the importance of creativity. As that analogical creativity (cognoscente and analogical) own of the human being is being replaced by the creativity of the machines or on the machines. That is to say, in the analogy the questions are about how to create to solve problems, in digital they ask the machines to create. Therefore, to develop digital creativity you need analogical creativity. Here we address and analyze this issue.
{"title":"La educación en la Technoaldea: ¿Privación de la creatividad?","authors":"J. A. Valero Matas","doi":"10.14516/fde.737","DOIUrl":"https://doi.org/10.14516/fde.737","url":null,"abstract":"Technology can not be considered with respect to creativity and education to be responsible for the death of analog creativity in the 21st century. This work tries to be a reflection on the importance of creativity, but also, like analogical creativity, which is substituted and abused in educational terms by a digital creativity One must keep in mind, following the studies and analyzes developed by social scientists in the 70s of the last century, the importance of creativity. As that analogical creativity (cognoscente and analogical) own of the human being is being replaced by the creativity of the machines or on the machines. That is to say, in the analogy the questions are about how to create to solve problems, in digital they ask the machines to create. Therefore, to develop digital creativity you need analogical creativity. Here we address and analyze this issue.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42373424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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