This article develops the concept of «operational media» to think through the deployment of utility/useful cinema in the context of cybernetically informed educational policy. The paper argues that cybernetic concepts of communication, feedback loops and homeostasis were central to the pragmatic installation of media at the center of postwar mass education. Links are made to the dominance of cybernetic ideas in postwar social science, including social psychology, sociobiology and behaviourism. A consideration of the UN’s operational media allows for a reconsideration of the agency’s communicative mandate as biopolitical and governmental. Educational policies influenced by the UN were doubly concerned with technologized classrooms: cybernetic ideas presented themselves as politically neutral, while offering efficiencies in the delivery of content. Cold war citizenship was thus conceived as a form of training that would pragmatically lead to the rebalancing of a volatile international situation. Carrefour de la vie (1949), made by Belgian filmmaker Henri Storck for the United Nations, is presented as an example of the centrality of mental health for citizenship training in postwar biopolitical regimes. In particular, the tension between the film’s humanist and cybernetic strands are considered. Au Carrefour de la vie is considered as a transitional text, presenting a humanist story of childhood in postwar life that simultaneously prefigures the operation of a controlled society.
本文发展了“运营媒体”的概念，通过在控制论知情的教育政策背景下部署效用/有用的电影进行思考。该论文认为，传播、反馈回路和稳态的控制论概念是战后大众教育中心媒体实用装置的核心。这与控制论思想在战后社会科学中的主导地位有关，包括社会心理学、社会生物学和行为主义。考虑到联合国的运作媒体，可以重新考虑该机构作为生物政治和政府的沟通任务。受联合国影响的教育政策对技术化课堂加倍关注：控制论思想表现为政治中立，同时提高了内容交付的效率。因此，冷战时期的公民身份被认为是一种培训形式，它将在实际中导致动荡的国际局势的重新平衡。比利时电影制作人亨利·斯托克为联合国拍摄的《Carrefour de la vie》（1949）是战后生物政治制度中心理健康对公民培训的中心作用的一个例子。特别是，电影的人文主义和控制论之间的张力被考虑在内。《生活的家乐福》被认为是一部过渡文本，讲述了战后生活中童年的人道主义故事，同时预示着一个受控社会的运作。
{"title":"Operational Media: Cybernetics, Biopolitics and Postwar Education","authors":"Zoë Druick","doi":"10.14516/fde.835","DOIUrl":"https://doi.org/10.14516/fde.835","url":null,"abstract":"This article develops the concept of «operational media» to think through the deployment of utility/useful cinema in the context of cybernetically informed educational policy. The paper argues that cybernetic concepts of communication, feedback loops and homeostasis were central to the pragmatic installation of media at the center of postwar mass education. Links are made to the dominance of cybernetic ideas in postwar social science, including social psychology, sociobiology and behaviourism. A consideration of the UN’s operational media allows for a reconsideration of the agency’s communicative mandate as biopolitical and governmental. Educational policies influenced by the UN were doubly concerned with technologized classrooms: cybernetic ideas presented themselves as politically neutral, while offering efficiencies in the delivery of content. Cold war citizenship was thus conceived as a form of training that would pragmatically lead to the rebalancing of a volatile international situation. Carrefour de la vie (1949), made by Belgian filmmaker Henri Storck for the United Nations, is presented as an example of the centrality of mental health for citizenship training in postwar biopolitical regimes. In particular, the tension between the film’s humanist and cybernetic strands are considered. Au Carrefour de la vie is considered as a transitional text, presenting a humanist story of childhood in postwar life that simultaneously prefigures the operation of a controlled society.","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":"49122865","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}
Most research on teachers’ ideas about assessment comes from studies conducted with general education teachers (e.g., primary, secondary, university). In contrast, there are only a few studies focused on teachers of art-related disciplines, specifically those who teach instrumental performance in music conservatories. The aim of this study was to describe the ideas that instrumental music teachers have on the functions and purposes of assessment, comparing them with the ideas outlined in the current music curriculum. Participants were 18 teachers from different instrumental specialties, who taught at state-funded conservatories within the autonomous Community of Madrid. We conducted semistructured interviews in which we asked teachers about the purposes that they had in mind when assessing students. Responses were analyzed using content analysis. Findings showed that the most frequently mentioned primary purposes of assessment were summative, formative and selfassessment, while grading students appeared most frequently as a secondary purpose. Few teachers refereed to the formative purpose. In addition, we found that the teachers’ responses alluded to both social and educational functions of assessment. We conclude that the ideas of the interviewed teachers reflected what is prescribed in the current music curriculum only partially, given the marginal role of the formative purpose as compared with curriculum guidelines. Limitations of the study are discussed. We suggest that researchers should conduct future research addressing the tensions between educational and social functions of assessment throughout each educational cycle.
{"title":"Ideas de los profesores de instrumento de conservatorio sobre las funciones y finalidades de la evaluación","authors":"Aránzazu González Royo, Alfredo Bautista","doi":"10.14516/fde.651","DOIUrl":"https://doi.org/10.14516/fde.651","url":null,"abstract":"Most research on teachers’ ideas about assessment comes from studies conducted with general education teachers (e.g., primary, secondary, university). In contrast, there are only a few studies focused on teachers of art-related disciplines, specifically those who teach instrumental performance in music conservatories. The aim of this study was to describe the ideas that instrumental music teachers have on the functions and purposes of assessment, comparing them with the ideas outlined in the current music curriculum. Participants were 18 teachers from different instrumental specialties, who taught at state-funded conservatories within the autonomous Community of Madrid. We conducted semistructured interviews in which we asked teachers about the purposes that they had in mind when assessing students. Responses were analyzed using content analysis. Findings showed that the most frequently mentioned primary purposes of assessment were summative, formative and selfassessment, while grading students appeared most frequently as a secondary purpose. Few teachers refereed to the formative purpose. In addition, we found that the teachers’ responses alluded to both social and educational functions of assessment. We conclude that the ideas of the interviewed teachers reflected what is prescribed in the current music curriculum only partially, given the marginal role of the formative purpose as compared with curriculum guidelines. Limitations of the study are discussed. We suggest that researchers should conduct future research addressing the tensions between educational and social functions of assessment throughout each educational cycle.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45628940","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 current education theories pleads for a formation centred on the acquisition of competitions, skills and capacities. Inside these they would find the components of the Emotional Intelligence. The importance of investigating and gender the differences visible in the Emotional Competitions man and women it’s transcendental in the educational area since this allows to carry out an education that compensates the inequality whom the educational system and the not formal education have submitted to the different gender. The following document presents a theoretical proposal about the basic educational aspects that the Emotional Coeducation programs should incorporated, clarifying the differences in Primary Education and Secondary Education. The curricular aspects proposed are developed starting from investigations of emotional intelligence and emotional competencies whihc includes gender.
{"title":"Aspectos básicos sobre el concepto y puesta en práctica de la coeducación emocional","authors":"I. Suberviola","doi":"10.14516/fde.682","DOIUrl":"https://doi.org/10.14516/fde.682","url":null,"abstract":"The current education theories pleads for a formation centred on the acquisition of competitions, skills and capacities. Inside these they would find the components of the Emotional Intelligence. The importance of investigating and gender the differences visible in the Emotional Competitions man and women it’s transcendental in the educational area since this allows to carry out an education that compensates the inequality whom the educational system and the not formal education have submitted to the different gender. The following document presents a theoretical proposal about the basic educational aspects that the Emotional Coeducation programs should incorporated, clarifying the differences in Primary Education and Secondary Education. The curricular aspects proposed are developed starting from investigations of emotional intelligence and emotional competencies whihc includes gender.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47821819","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}
Objetivo: Proponer y justificar una iniciativa pedagogica que fomenta el contacto directo con la naturaleza. Metodo: Rastrear en la bibliografia los argumentos que demuestran como la cultura tomo inicio en el contacto directo con el ecosistema, incluso antes de desplegarse la industria litica y antes de que apareciera la competencia linguistica. Demostrar que el inicio del movimiento ecologico implico la denuncia de la degradacion de la biosfera y la propuesta del sentido del asombro como eje de la Educacion Ambiental. Fuentes: las de caracter cientifico que justifiquen el objetivo seran interdisciplinares; y documentos internacionales que convergen en el mismo punto de vista. Conclusion: El huerto escolar puede ser un instrumento pedagogico, para recuperar la familiaridad con el mundo de la vida y contexto para profundizar en las tramas que nos vinculan con los demas seres vivos. La ecoalfabetizacion es un movimiento cultural que recomienda y valora el huerto escolar como instrumento para motivar el conocimiento y la sensibilidad para con los seres vivos.
{"title":"Lejos de la naturaleza, la cultura se torna insostenible. Cultivar nos acerca a la naturaleza","authors":"J. Carrasco","doi":"10.14516/fde.689","DOIUrl":"https://doi.org/10.14516/fde.689","url":null,"abstract":"Objetivo: Proponer y justificar una iniciativa pedagogica que fomenta el contacto directo con la naturaleza. Metodo: Rastrear en la bibliografia los argumentos que demuestran como la cultura tomo inicio en el contacto directo con el ecosistema, incluso antes de desplegarse la industria litica y antes de que apareciera la competencia linguistica. Demostrar que el inicio del movimiento ecologico implico la denuncia de la degradacion de la biosfera y la propuesta del sentido del asombro como eje de la Educacion Ambiental. Fuentes: las de caracter cientifico que justifiquen el objetivo seran interdisciplinares; y documentos internacionales que convergen en el mismo punto de vista. Conclusion: El huerto escolar puede ser un instrumento pedagogico, para recuperar la familiaridad con el mundo de la vida y contexto para profundizar en las tramas que nos vinculan con los demas seres vivos. La ecoalfabetizacion es un movimiento cultural que recomienda y valora el huerto escolar como instrumento para motivar el conocimiento y la sensibilidad para con los seres vivos.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43607926","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}
This paper mainly tackles the training of Kaingang teachers in the south of Brazil. Methodologically funded on cartographical perspective, the study intends to show a historical movement that gradually breaks through the domination and tutelage practices enforced upon native people. Initiated by the Portuguese colonization, the domination practices were extended and deepened throughout the whole colonial period and specially on the 20 th century, when the Brazilian government created more effective mechanisms for integrating the indigenous population into the national society, being among them the school education. Although the domination/subordination process has caused many damages to the autonomous existence of each indigenous community, we point out that there was also a strong, even if sometimes silent process of re-existence (resistance/re-existence), that became more evident and reverberant in the last two decades of the 20 th century and during the 2000’s. The documental registries and historiographical studies here analyzed highlight the coy and sporadic state initiatives, in frequent agreement with religious orders, in the educational training of Kaingang teachers for the schools built in the indigenous lands. Changes begin to occur as of the Federal Constitution of 1988, that officially abolished the integration-seeking school education and tutelage, and legally supported the indigenous demands for a specific school, with teachers who belong to their people. In consequence, we see protagonist and autonomous indigenous acts, breaking the tutelary practices deployed under domination/submission contexts, and opening paths for autonomy concerning specific school education and indigenous teachers’ performance.
{"title":"Professores indígenas no Sul do Brasil: dos contextos de dominação/submissão aos caminhos da autonomia","authors":"M. Bergamaschi, Claudia Pereira Antunes","doi":"10.14516/fde.692","DOIUrl":"https://doi.org/10.14516/fde.692","url":null,"abstract":"This paper mainly tackles the training of Kaingang teachers in the south of Brazil. Methodologically funded on cartographical perspective, the study intends to show a historical movement that gradually breaks through the domination and tutelage practices enforced upon native people. Initiated by the Portuguese colonization, the domination practices were extended and deepened throughout the whole colonial period and specially on the 20 th century, when the Brazilian government created more effective mechanisms for integrating the indigenous population into the national society, being among them the school education. Although the domination/subordination process has caused many damages to the autonomous existence of each indigenous community, we point out that there was also a strong, even if sometimes silent process of re-existence (resistance/re-existence), that became more evident and reverberant in the last two decades of the 20 th century and during the 2000’s. The documental registries and historiographical studies here analyzed highlight the coy and sporadic state initiatives, in frequent agreement with religious orders, in the educational training of Kaingang teachers for the schools built in the indigenous lands. Changes begin to occur as of the Federal Constitution of 1988, that officially abolished the integration-seeking school education and tutelage, and legally supported the indigenous demands for a specific school, with teachers who belong to their people. In consequence, we see protagonist and autonomous indigenous acts, breaking the tutelary practices deployed under domination/submission contexts, and opening paths for autonomy concerning specific school education and indigenous teachers’ performance.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43708633","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 purpose of this paper is to emphasize the importance of «inculturation» in the religious images drawn by Monica Liu (Ho-Pei), a unique artist who promoted Religious Art and Education in Taiwan. Monica Liu adopted Western Christianity into Chinese art to create paintings that reflect her love for nature as well as Our Lady who is deeply venerated in the Catholic Church and regarded as the mother of humanity. This paper is a qualitative research based on an interview conducted with Huang Wan-Yun, a protegee of Monica Liu who had a very close relationship with the latter during the last ten years of her life. This research is also based on some writings that Monica left behind and several articles written about her by acquaintances. The culture and faith expressed by Monica Liu through Our Lady’s images help us to deeply understand the value and relationship between religious art and faith. In addressing the needs of the secular world, religious art has encountered difficulties in terms of contemporary aesthetics. Monica’s distinct aesthetic considered «moral virtues» important to modern or contemporary art and their absence could result in distorted values. Therefore, true mission work in the field of religious art has to be close to everyone’s heart, as well as emphasize the importance of inculturation through natural representations and create awareness of taboo in art, which involves «additional and supplementary» elements in original artworks.
{"title":"An Investigation into the Importance of «Inculturation» in the Image of Our Lady in Relation to Visual Arts in Religious Education according to Monica Liu","authors":"Marian A. Hsu","doi":"10.14516/fde.677","DOIUrl":"https://doi.org/10.14516/fde.677","url":null,"abstract":"The purpose of this paper is to emphasize the importance of «inculturation» in the religious images drawn by Monica Liu (Ho-Pei), a unique artist who promoted Religious Art and Education in Taiwan. Monica Liu adopted Western Christianity into Chinese art to create paintings that reflect her love for nature as well as Our Lady who is deeply venerated in the Catholic Church and regarded as the mother of humanity. This paper is a qualitative research based on an interview conducted with Huang Wan-Yun, a protegee of Monica Liu who had a very close relationship with the latter during the last ten years of her life. This research is also based on some writings that Monica left behind and several articles written about her by acquaintances. The culture and faith expressed by Monica Liu through Our Lady’s images help us to deeply understand the value and relationship between religious art and faith. In addressing the needs of the secular world, religious art has encountered difficulties in terms of contemporary aesthetics. Monica’s distinct aesthetic considered «moral virtues» important to modern or contemporary art and their absence could result in distorted values. Therefore, true mission work in the field of religious art has to be close to everyone’s heart, as well as emphasize the importance of inculturation through natural representations and create awareness of taboo in art, which involves «additional and supplementary» elements in original artworks.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43673787","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 decolonial sociology has been a project of a considerable group of thinkers. There are many texts that contribute to a critique of the colonial and imperial roots of sociology, its questionable institutionalization, its inherent power structures, or its persistent Eurocentrism. However, generally, these texts leave aside the teaching of sociology, especially if it occurs in the Global South. The present text tries to remedy that. It parts from the concrete experience of the formation of a department of social sciences and the reform of the curriculum of sociology in a university of the Global South. This experience and the material related to it form the basis for a theoretical reflection that seeks to bring the decolonial debate into dialogue with a particular local reality. Emphasizing the importance of the local, this text is developed in a scheme that leads to the formulation of three principles for a decolonial sociology: the double contextualization, comparison and self-criticism.
{"title":"¿Descolonizar la sociología? Reflexiones a partir de una experiencia práctica","authors":"Philipp Altmann","doi":"10.14516/fde.719","DOIUrl":"https://doi.org/10.14516/fde.719","url":null,"abstract":"The decolonial sociology has been a project of a considerable group of thinkers. There are many texts that contribute to a critique of the colonial and imperial roots of sociology, its questionable institutionalization, its inherent power structures, or its persistent Eurocentrism. However, generally, these texts leave aside the teaching of sociology, especially if it occurs in the Global South. The present text tries to remedy that. It parts from the concrete experience of the formation of a department of social sciences and the reform of the curriculum of sociology in a university of the Global South. This experience and the material related to it form the basis for a theoretical reflection that seeks to bring the decolonial debate into dialogue with a particular local reality. Emphasizing the importance of the local, this text is developed in a scheme that leads to the formulation of three principles for a decolonial sociology: the double contextualization, comparison and self-criticism.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43053296","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}
Fausto Reinaga (1906-1994) from Bolivia is considered one of the most important «indio» thinkers of decolonization. After delineating some outlines of a psychology of decolonization and brief notes on life and work of Reinaga three of his writings belonging to different phases of his intellectual production are analyzed with particular attention to his concept of education: Franz Tamayo y la revolucion boliviana (1956), La revolucion india (1970/2007) and America india y occidente (1974/2014). The readings show different aspects of Reinaga’s concept of education in and for Bolivia/Indoamerica as for example a severe critique towards (rural) school or an alphabetization in Spanish and efforts to improve «indio» self-esteem taking off from a re-reading of Bolivian history as an «heroic “indio” epic». These and related aspects are discussed in reference to the different phases of Reinaga’s work and indigenist discourses. Although Reinaga is an indianist thinker who criticizes severely indigenist discourses he also shares some of their central ideas.
{"title":"Fausto Reinaga sobre educación. Un esbozo","authors":"Carlos Kölbl","doi":"10.14516/fde.753","DOIUrl":"https://doi.org/10.14516/fde.753","url":null,"abstract":"Fausto Reinaga (1906-1994) from Bolivia is considered one of the most important «indio» thinkers of decolonization. After delineating some outlines of a psychology of decolonization and brief notes on life and work of Reinaga three of his writings belonging to different phases of his intellectual production are analyzed with particular attention to his concept of education: Franz Tamayo y la revolucion boliviana (1956), La revolucion india (1970/2007) and America india y occidente (1974/2014). The readings show different aspects of Reinaga’s concept of education in and for Bolivia/Indoamerica as for example a severe critique towards (rural) school or an alphabetization in Spanish and efforts to improve «indio» self-esteem taking off from a re-reading of Bolivian history as an «heroic “indio” epic». These and related aspects are discussed in reference to the different phases of Reinaga’s work and indigenist discourses. Although Reinaga is an indianist thinker who criticizes severely indigenist discourses he also shares some of their central ideas.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44321736","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}
A finales del siglo XX culmina en España el proceso de integración de enseñanzas superiores en la universidad. Sin embargo, las enseñanzas artísticas superiores se han mantenido fuera del espacio universitario por razones diversas, y entre las más recurrentes figura una supuesta singularidad que demandaría lo que se ha definido como ecosistema propio. Con este artículo, elaborado tras una revisión de normativa y literatura pertinente al amparo de la Historia de la Educación, analizamos las razones esgrimidas en los discursos más críticos con la opción universitaria, y consideramos supuestos avances normativos derivados de leyes recientes. Como conclusión defendemos que la integración universitaria sigue siendo la opción más adecuada al potencial de tales estudios, la más acorde con los retos que deben enfrentar y la que mejor se acomoda al bien común.
{"title":"Las enseñanzas artísticas superiores en la ordenación educativa en España. Una visión crítica","authors":"Manuel F. Vieites","doi":"10.14516/fde.676","DOIUrl":"https://doi.org/10.14516/fde.676","url":null,"abstract":"A finales del siglo XX culmina en España el proceso de integración de enseñanzas superiores en la universidad. Sin embargo, las enseñanzas artísticas superiores se han mantenido fuera del espacio universitario por razones diversas, y entre las más recurrentes figura una supuesta singularidad que demandaría lo que se ha definido como ecosistema propio. Con este artículo, elaborado tras una revisión de normativa y literatura pertinente al amparo de la Historia de la Educación, analizamos las razones esgrimidas en los discursos más críticos con la opción universitaria, y consideramos supuestos avances normativos derivados de leyes recientes. Como conclusión defendemos que la integración universitaria sigue siendo la opción más adecuada al potencial de tales estudios, la más acorde con los retos que deben enfrentar y la que mejor se acomoda al bien común.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43777142","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 call for the decolonization of knowledge refers to both its colonization and contingency and puts the focus on the multiplicity of knowledge. This contradicts European-North-American thinking and definitions of knowledge. Consequently, to advance an epistemological decolonization of knowledge, the actual process of defining knowledge will be analysed and the multiplicity of perspectives stressed at the epistemological level. Using Indian epistemology as an example, I will work out differences in definitions of knowledge and therefore basic diversifications in describing and explaining the emergence of knowledge. Truth-value-neutral forms of knowledge in particular challenge dominant European-North-American philosophical definitions, which incontrovertibly include assumptions of true or false knowledge. An interesting overlap between some Indian epistemologies and postcolonial theories can be observed with regards to the central role of the contextualization of knowledge production and the socially embodied nature of scientific knowledge in general. If the incentives gained are to be taken seriously, the consequences for educational science in general as well as educational practices must be discussed. According to the findings of organizational theory, emphasis on diversification and complication is also seen as an opportunity for the emergence of fresh meaning. Referring to Helen Verran’s concept of generative tension as a sign of collective creativity, encounters between diverse forms of knowledge and epistemological principles are seen as sources of creative processes and prerequisite for the emergence of new positions, perspectives etc., and thus as incubators for innovations.
{"title":"Decolonizing Knowledge. Starting Points, Consequences and Challenges","authors":"Iris Clemens","doi":"10.14516/fde.733","DOIUrl":"https://doi.org/10.14516/fde.733","url":null,"abstract":"The call for the decolonization of knowledge refers to both its colonization and contingency and puts the focus on the multiplicity of knowledge. This contradicts European-North-American thinking and definitions of knowledge. Consequently, to advance an epistemological decolonization of knowledge, the actual process of defining knowledge will be analysed and the multiplicity of perspectives stressed at the epistemological level. Using Indian epistemology as an example, I will work out differences in definitions of knowledge and therefore basic diversifications in describing and explaining the emergence of knowledge. Truth-value-neutral forms of knowledge in particular challenge dominant European-North-American philosophical definitions, which incontrovertibly include assumptions of true or false knowledge. An interesting overlap between some Indian epistemologies and postcolonial theories can be observed with regards to the central role of the contextualization of knowledge production and the socially embodied nature of scientific knowledge in general. If the incentives gained are to be taken seriously, the consequences for educational science in general as well as educational practices must be discussed. According to the findings of organizational theory, emphasis on diversification and complication is also seen as an opportunity for the emergence of fresh meaning. Referring to Helen Verran’s concept of generative tension as a sign of collective creativity, encounters between diverse forms of knowledge and epistemological principles are seen as sources of creative processes and prerequisite for the emergence of new positions, perspectives etc., and thus as incubators for innovations.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44691703","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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