This paper intends to read through a critical lens the digitalization of schooling caused by the COVID-19 epidemic. The emergency has forced European governments to close the schools and consequently, all the schooling activities have been transferred online. Referring to some works of Giorgio Agamben, Paul Virilio and Walter Benjamin the authors propose some critical remarks on the transformation of schooling space and schooling time that characterizes the practice of distance learning. This transformation pertains not only to accidental aspects of schooling but affects the very identity of the schooling experience. In a completely digitalized school, time is characterized by instantaneousness: time as duration is replaced by the “time of exposure”, as stated by Paul Virilio. In addition, the school completely dematerialized, is reduced to the two-dimensional space of the screen. The article aims to show that instantaneous time and dematerialized space make the experience of “crossing” difficult. Therefore, following some remarks by Jan Masschelein and Gert Biesta, it is maintained that the experience of “crossing” endangered by the digitalization of schooling is essential to an authentic experience of schooling. It is not intended to refuse the digital innovations as such but to “put them on the table”, in order to suspend their immediate use and analyze them critically.
{"title":"Distance teaching and teaching ‘as’ distance. A critical reading of online teaching instruments during and after the pandemic","authors":"Annachiara Gobbi, Federico Rovea","doi":"10.14201/teri.23451","DOIUrl":"https://doi.org/10.14201/teri.23451","url":null,"abstract":"This paper intends to read through a critical lens the digitalization of schooling caused by the COVID-19 epidemic. The emergency has forced European governments to close the schools and consequently, all the schooling activities have been transferred online. Referring to some works of Giorgio Agamben, Paul Virilio and Walter Benjamin the authors propose some critical remarks on the transformation of schooling space and schooling time that characterizes the practice of distance learning. This transformation pertains not only to accidental aspects of schooling but affects the very identity of the schooling experience. In a completely digitalized school, time is characterized by instantaneousness: time as duration is replaced by the “time of exposure”, as stated by Paul Virilio. In addition, the school completely dematerialized, is reduced to the two-dimensional space of the screen. The article aims to show that instantaneous time and dematerialized space make the experience of “crossing” difficult. Therefore, following some remarks by Jan Masschelein and Gert Biesta, it is maintained that the experience of “crossing” endangered by the digitalization of schooling is essential to an authentic experience of schooling. It is not intended to refuse the digital innovations as such but to “put them on the table”, in order to suspend their immediate use and analyze them critically.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"16 1","pages":"71-87"},"PeriodicalIF":1.5,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73337993","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}
School coexistence is a subject of interest that substantially conditions the types and quality of learning. But the management of school coexistence is not an easy question to address and requires, at least, an adequate teacher education. For this reason, the main aim of this research was to analyse what content, objectives, competencies and resources are being worked in the initial teacher education of Early Childhood and Primary Education. For this, the teaching guides (2019-2020) of the Spanish Faculties of Education positioned in the Shanghai Ranking (2224 guides studied) were analysed. The questions to be analysed revolved around: (1) the conceptualization and dimensionality of coexistence, (2) the configuration and typologies of school conflicts, and (3) the structures of the integrated model of management of school coexistence. The main results showed a strong presence of some shaping elements of coexistence, such as understanding by other people and positive interdependence, but the presence was very restricted in terms of values of pluralism as constituent elements of coexistence. Although it is true that some types of school conflicts were founded in the initial teacher education, such as discipline problems, bullying or violence, on the contrary, the subject of vandalism, sexual harassment or plagiarism were generally non-existent. In the analysed degrees, different strategies, techniques and tools for coexistence management were found, but they were not included in an integrative model. For all these reasons, it can be concluded that initial teacher education should continue to improve in some specific directions.
{"title":"El papel de la convivencia escolar en la formación inicial del profesorado de educación infantil y primaria","authors":"Carlos Monge López, Patricia Gómez Hernández","doi":"10.14201/teri.23580","DOIUrl":"https://doi.org/10.14201/teri.23580","url":null,"abstract":"School coexistence is a subject of interest that substantially conditions the types and quality of learning. But the management of school coexistence is not an easy question to address and requires, at least, an adequate teacher education. For this reason, the main aim of this research was to analyse what content, objectives, competencies and resources are being worked in the initial teacher education of Early Childhood and Primary Education. For this, the teaching guides (2019-2020) of the Spanish Faculties of Education positioned in the Shanghai Ranking (2224 guides studied) were analysed. The questions to be analysed revolved around: (1) the conceptualization and dimensionality of coexistence, (2) the configuration and typologies of school conflicts, and (3) the structures of the integrated model of management of school coexistence. The main results showed a strong presence of some shaping elements of coexistence, such as understanding by other people and positive interdependence, but the presence was very restricted in terms of values of pluralism as constituent elements of coexistence. Although it is true that some types of school conflicts were founded in the initial teacher education, such as discipline problems, bullying or violence, on the contrary, the subject of vandalism, sexual harassment or plagiarism were generally non-existent. In the analysed degrees, different strategies, techniques and tools for coexistence management were found, but they were not included in an integrative model. For all these reasons, it can be concluded that initial teacher education should continue to improve in some specific directions.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"76 11 1","pages":"197-220"},"PeriodicalIF":1.5,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87851965","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}
Francisco García-García, Evelyn E. Moctezuma-Ramírez, Teresa Yurén
The 4th Industrial Revolution has modified the model of society worldwide. Short-term change has taken hold of everyday life, and people who do not cope with it become obsolete. Under this scenario, the life and work of the university graduates became fickle since their near future grows in uncertainty. Thus, we aimed to shed light on human optimization pathways from Higher Education in the knowledge-based society and economy, which made possible a new industry. In this line, we conducted an analysis underpinned by critical hermeneutics from educational policy proposals, research findings, and analytical philosophy. After analyzing the context, the person, and the learning needs, we offered a clearer idea of the universities 4.0, where the ‘learning to learn’ meta-competence appears to be a key factor for working and living well. This meta-competence may lead to enable human optimization and overcome human obsolescence in a way in which people be increasingly valuable to invest their values in their communities. This paper includes some guidelines for Higher Education institutions to enhance organization and curriculum, according to the new model of society and the human conditions. The ideal of well-being, of what is better or convenient, is left to a necessarily subjective discussion, although not lacking in reasoned criteria for each moment and circumstance.
{"title":"Learning to learn in universities 4.0. Human Obsolescence and short-term change","authors":"Francisco García-García, Evelyn E. Moctezuma-Ramírez, Teresa Yurén","doi":"10.14201/teri.23548","DOIUrl":"https://doi.org/10.14201/teri.23548","url":null,"abstract":"The 4th Industrial Revolution has modified the model of society worldwide. Short-term change has taken hold of everyday life, and people who do not cope with it become obsolete. Under this scenario, the life and work of the university graduates became fickle since their near future grows in uncertainty. Thus, we aimed to shed light on human optimization pathways from Higher Education in the knowledge-based society and economy, which made possible a new industry. In this line, we conducted an analysis underpinned by critical hermeneutics from educational policy proposals, research findings, and analytical philosophy. After analyzing the context, the person, and the learning needs, we offered a clearer idea of the universities 4.0, where the ‘learning to learn’ meta-competence appears to be a key factor for working and living well. This meta-competence may lead to enable human optimization and overcome human obsolescence in a way in which people be increasingly valuable to invest their values in their communities. This paper includes some guidelines for Higher Education institutions to enhance organization and curriculum, according to the new model of society and the human conditions. The ideal of well-being, of what is better or convenient, is left to a necessarily subjective discussion, although not lacking in reasoned criteria for each moment and circumstance.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"46 1 1","pages":"221-241"},"PeriodicalIF":1.5,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82697001","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 reflects on the importance of the student's experience in their educational process and is inspired by the anthropology and ethics of Emanuel Levinas. It starts from the concept of the human being as a historical, vulnerable being, situated in a circumstance, and of ethics as a comparative response to the other in their situation of vulnerability and need. Cognitive pedagogy, having dispensed with experience, has been forced to use moral judgment as an adequate (and unique) strategy to promote and facilitate moral conduct, according to Kantian ethics. A biased, mutilated conception of man cannot account for how he responds to the demand of the other in his concrete situation. Education is conceived as accompaniment, welcome and comparative response to the other, as a new birth and the beginning of something new. It is proposed "another way" of educating that has experience as the nucleus of educational action. This model of education translates into: a) abandonment of idealistic philosophy; b) political and social commitment; c) presence of experience in the educational process; d) presence of compassionate ethics as its backbone; e) a new discourse and a new language; f) the teacher's testimony as a reference to the experience of ethical values; and g) narration as a privileged instrument for educational action. Another source of thought is claimed that tells of the human being in its entirety: being endowed with reason and also with feelings, thus overcoming the dualistic conception of cartesian philosophy.
{"title":"El valor de la experiencia del alumno como contenido educativo","authors":"Pedro Ortega Ruíz, Eduardo Romero Sánchez","doi":"10.14201/teri.23615","DOIUrl":"https://doi.org/10.14201/teri.23615","url":null,"abstract":"This paper reflects on the importance of the student's experience in their educational process and is inspired by the anthropology and ethics of Emanuel Levinas. It starts from the concept of the human being as a historical, vulnerable being, situated in a circumstance, and of ethics as a comparative response to the other in their situation of vulnerability and need. Cognitive pedagogy, having dispensed with experience, has been forced to use moral judgment as an adequate (and unique) strategy to promote and facilitate moral conduct, according to Kantian ethics. A biased, mutilated conception of man cannot account for how he responds to the demand of the other in his concrete situation. Education is conceived as accompaniment, welcome and comparative response to the other, as a new birth and the beginning of something new. It is proposed \"another way\" of educating that has experience as the nucleus of educational action. This model of education translates into: a) abandonment of idealistic philosophy; b) political and social commitment; c) presence of experience in the educational process; d) presence of compassionate ethics as its backbone; e) a new discourse and a new language; f) the teacher's testimony as a reference to the experience of ethical values; and g) narration as a privileged instrument for educational action. Another source of thought is claimed that tells of the human being in its entirety: being endowed with reason and also with feelings, thus overcoming the dualistic conception of cartesian philosophy.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"14 1","pages":"89-110"},"PeriodicalIF":1.5,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74481821","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}
Brenda Bär Kwast, Laura Campo Cano, Laura Rubio Serrano
This article aims to provide some reflections on the potential of service-learning from a territorial point of view. The construction of educational bets in the local scope through service-learning allows to overcome the development of concrete and isolated experiences and to advance towards the construction of educational networks that have a horizon of common good. The contributions in this sense are based on qualitative experiential research that has combined the documentary analysis of different previous experiences and the action-research process carried out in three Catalan territories (Barcelona, Sant Cugat and Puig-Reig). This text sets out the main lines of action to be developed from the perspective of facilitation and/or coordination in the process of implementing service-learning at a territorial level: approach to the territory, shared diagnosis; generation of projects; and communication of the territorial commitment. The reflection on this process underlines that all of them are based on principles such as openness, recognition, coherence and sustainability, among others. Likewise, the work also points out some reflections about the educational agency by other agents of the territory, beyond the educational centers, and the strengthening of the network work to generate more educational territories.
{"title":"Líneas de acción y principios para la incorporación del aprendizaje-servicio en el ámbito local. Trabajo en red en el territorio","authors":"Brenda Bär Kwast, Laura Campo Cano, Laura Rubio Serrano","doi":"10.14201/teri.23660","DOIUrl":"https://doi.org/10.14201/teri.23660","url":null,"abstract":"This article aims to provide some reflections on the potential of service-learning from a territorial point of view. The construction of educational bets in the local scope through service-learning allows to overcome the development of concrete and isolated experiences and to advance towards the construction of educational networks that have a horizon of common good. The contributions in this sense are based on qualitative experiential research that has combined the documentary analysis of different previous experiences and the action-research process carried out in three Catalan territories (Barcelona, Sant Cugat and Puig-Reig). This text sets out the main lines of action to be developed from the perspective of facilitation and/or coordination in the process of implementing service-learning at a territorial level: approach to the territory, shared diagnosis; generation of projects; and communication of the territorial commitment. The reflection on this process underlines that all of them are based on principles such as openness, recognition, coherence and sustainability, among others. Likewise, the work also points out some reflections about the educational agency by other agents of the territory, beyond the educational centers, and the strengthening of the network work to generate more educational territories.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"87 6 1","pages":"243-263"},"PeriodicalIF":1.5,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87694791","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 our days it is frequent to despise the value of cultural, scientific and philosophical traditions because these link us to a time that has passed. Those who claim their value and the essential role they play in human life and education are disqualified as conservatives, falsely accused of trying to anchor subjects to a past that is no longer valid, as if they were enemies of progress, development and innovation. This article analyzes a different way of understanding tradition as is presented by renowned contemporary authors like R. Scruton, A. MacIntyre and R.S. Peters. For them, assuming traditions allows us to establish fruitful intentional networks with those who preceded us, with our contemporaries and with the unborn. According to the theoretical nature of this work, philosophical methodology is used: location of relevant sources; reading, critical and comparative analysis of texts; hermeneutic interpretation and elaboration of conclusions and proposals. This study denotes that following a tradition is an intentional behavior that contains in itself the principle of its own evolution. There are no individual traditions: they are shared by a human group and conform the common background of expectations of society. Furthermore, traditions are plural and each culture is characterized by a central current that has passed the test of time and serves as a model and as a source of inspiration for those who live in the present. Traditions play an essential role in education, especially regarding its socializing function. Assuming the value of a traditions is not opposed to progress, but rather empowers it, by establishing intentional networks between past, present and future members of society.
{"title":"Conexiones en red con otros tiempos, espacios y generaciones. Roger Scruton, tradición y educación","authors":"María G. Amilburu","doi":"10.14201/teri.23463","DOIUrl":"https://doi.org/10.14201/teri.23463","url":null,"abstract":"In our days it is frequent to despise the value of cultural, scientific and philosophical traditions because these link us to a time that has passed. Those who claim their value and the essential role they play in human life and education are disqualified as conservatives, falsely accused of trying to anchor subjects to a past that is no longer valid, as if they were enemies of progress, development and innovation. This article analyzes a different way of understanding tradition as is presented by renowned contemporary authors like R. Scruton, A. MacIntyre and R.S. Peters. For them, assuming traditions allows us to establish fruitful intentional networks with those who preceded us, with our contemporaries and with the unborn. According to the theoretical nature of this work, philosophical methodology is used: location of relevant sources; reading, critical and comparative analysis of texts; hermeneutic interpretation and elaboration of conclusions and proposals. This study denotes that following a tradition is an intentional behavior that contains in itself the principle of its own evolution. There are no individual traditions: they are shared by a human group and conform the common background of expectations of society. Furthermore, traditions are plural and each culture is characterized by a central current that has passed the test of time and serves as a model and as a source of inspiration for those who live in the present. Traditions play an essential role in education, especially regarding its socializing function. Assuming the value of a traditions is not opposed to progress, but rather empowers it, by establishing intentional networks between past, present and future members of society.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"356 1","pages":"35-49"},"PeriodicalIF":1.5,"publicationDate":"2020-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82616157","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}
Diego Martín-Alonso, Nieves Blanco, Eduardo Sierra
It is not possible to fully define the relationship experience –in a positivist way– because its nature is ineffable, so it is risky to think about the educational relationship only from an analytical point of view. Although this descriptive and conceptualization work is essential, it is also necessary a comprehensive look at the relationship experience and the qualities that make it educational. That is the purpose of this text: to think holistically about the symbolic and physical place of the teacher in the educational relationship. This task is carried out through the notion of presence and thinking with the experience of two primary education students whom we have accompanied during two school years. Following the proposals of hermeneutic phenomenology, the research processes have been close-observation and hermeneutic conversations. Based on this fieldwork, we began a dialogue with studies on presence, the pedagogy of presence and the narration of concrete experiences that we have lived with the students. We pretend that this dialogue allows us to glimpse some structural aspects of the educational relationship. Specifically, in the experiences we have studied we have identified three gestures that we name as: invite, be and leave. These gestures help us think about the qualities of the teaching profession and the educational relationship, anchored in the characteristics of this particular event and aware of its uniqueness, avoiding the temptation to try to generalize or extrapolate them to other educational relationships.
{"title":"La presencia pedagógica en la construcción de la relación educativa. El caso de una maestra de Educación Primaria","authors":"Diego Martín-Alonso, Nieves Blanco, Eduardo Sierra","doi":"10.14201/teri.23389","DOIUrl":"https://doi.org/10.14201/teri.23389","url":null,"abstract":"It is not possible to fully define the relationship experience –in a positivist way– because its nature is ineffable, so it is risky to think about the educational relationship only from an analytical point of view. Although this descriptive and conceptualization work is essential, it is also necessary a comprehensive look at the relationship experience and the qualities that make it educational. That is the purpose of this text: to think holistically about the symbolic and physical place of the teacher in the educational relationship. This task is carried out through the notion of presence and thinking with the experience of two primary education students whom we have accompanied during two school years. Following the proposals of hermeneutic phenomenology, the research processes have been close-observation and hermeneutic conversations. Based on this fieldwork, we began a dialogue with studies on presence, the pedagogy of presence and the narration of concrete experiences that we have lived with the students. We pretend that this dialogue allows us to glimpse some structural aspects of the educational relationship. Specifically, in the experiences we have studied we have identified three gestures that we name as: invite, be and leave. These gestures help us think about the qualities of the teaching profession and the educational relationship, anchored in the characteristics of this particular event and aware of its uniqueness, avoiding the temptation to try to generalize or extrapolate them to other educational relationships.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"56 1","pages":"111-131"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84758929","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 will explore a Sophist tradition of educational thought, which is concerned with the world and not a sphere of ideas as distinct from the world, and to suggest some central distinctions and concepts following from such tradition today. The distinctions which are discussed are between; upbringing, schooling and education; aristocratic versus democratic principle of education; aristocratic versus democratic conception of nature; and, culture as static versus culture as praxis. Equality is highlighted in the paper as a central concept for democracy as well as education and are discussed through Jacques Ranciere. The distinctions established will also make clear what is at stake if we consider educational thought as conditional for democracy and a liveable life for anyone. The contrast between the aristocratic principle and the democratic principle for education will centre on conceptions of violence and nonviolence, in accordance with Judith Butler and Franco “Bifo” Berardi’s analyses. In a final paragraph the paper discusses how equality play out in relation to teaching, and the discussion is extended by exploring Judith Butler’s conception of ‘grievability’. The paper concludes by suggesting that education is the ethical-political potentiality of a new beginning within the present order of things, and therefore the very praxis of change of this order, and therefore what makes paideia possible in the first place.
{"title":"The ethical-political potentiality of the educational present: aristocratic principle versus democratic principle","authors":"C. Säfström","doi":"10.14201/teri.22894","DOIUrl":"https://doi.org/10.14201/teri.22894","url":null,"abstract":"This paper will explore a Sophist tradition of educational thought, which is concerned with the world and not a sphere of ideas as distinct from the world, and to suggest some central distinctions and concepts following from such tradition today. The distinctions which are discussed are between; upbringing, schooling and education; aristocratic versus democratic principle of education; aristocratic versus democratic conception of nature; and, culture as static versus culture as praxis. Equality is highlighted in the paper as a central concept for democracy as well as education and are discussed through Jacques Ranciere. The distinctions established will also make clear what is at stake if we consider educational thought as conditional for democracy and a liveable life for anyone. The contrast between the aristocratic principle and the democratic principle for education will centre on conceptions of violence and nonviolence, in accordance with Judith Butler and Franco “Bifo” Berardi’s analyses. In a final paragraph the paper discusses how equality play out in relation to teaching, and the discussion is extended by exploring Judith Butler’s conception of ‘grievability’. The paper concludes by suggesting that education is the ethical-political potentiality of a new beginning within the present order of things, and therefore the very praxis of change of this order, and therefore what makes paideia possible in the first place.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"107 1","pages":"11-33"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81379978","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}
Introduction: the horizon of our topic, relates human evolution and educational action. Hypothesis: education is a practically absent term in paleoanthropology writings. Nonetheless, today there are research programs where culture acquire the category of engine of human evolution. The term culture hides that mediation and intersubjective cooperation –both of which conform teaching- are the main mechanisms of cumulative culture. This characterised the genus Homo, within which Homo sapiens evolved; that cultural cooperation is precisely the social engine of the educational process. Procedure: we will use paleoanthropology discoveries for the reasoning and we will join the most recent points of view, proposing education as a name for identification of the fundamental cultural processes.
{"title":"La educación se incrustó en el proceso evolutivo y florecieron los humanos","authors":"Joaquín García Carrasco, Macarena Donoso González","doi":"10.14201/teri.22824","DOIUrl":"https://doi.org/10.14201/teri.22824","url":null,"abstract":"Introduction: the horizon of our topic, relates human evolution and educational action. Hypothesis: education is a practically absent term in paleoanthropology writings. Nonetheless, today there are research programs where culture acquire the category of engine of human evolution. The term culture hides that mediation and intersubjective cooperation –both of which conform teaching- are the main mechanisms of cumulative culture. This characterised the genus Homo, within which Homo sapiens evolved; that cultural cooperation is precisely the social engine of the educational process. Procedure: we will use paleoanthropology discoveries for the reasoning and we will join the most recent points of view, proposing education as a name for identification of the fundamental cultural processes.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"8 1","pages":"133-151"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84210570","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}
Rosa M. Rodríguez-Izquierdo, J. C. González-Faraco
This article presents a study of the extensive scientific production on Culturally Relevant Education (CRE), a pedagogical model that aims to significantly enhance the success of culturally diverse students. This model, of North American origin, is practically unknown in Spain. Hence, the contributions of this work can be considered a true novelty. Its objective is twofold: to deepen knowledge of the CRE, which effectiveness is supported by numerous empirical researches, and to assess its translation to our context, in which students of immigrant origin tend to have lower average academic performance than their peers. Through the analysis of the most important literature on CRE, it has been possible: 1, to establish the most important theoretical characteristics of this pedagogical model, in relation to those of other concomitant and complementary approaches; 2, to estimate its impact on the improvement of the performance of culturally diverse students; and 3, to determine its possibilities and limitations of translation to our context. The results of this work show the great potential of CRE in improving the learning processes of culturally diverse students. Moreover, the importance of initial and ongoing teacher training in the development of this educational model is stressed, in addition to its valuable guidelines for pedagogical research and teaching practice.
{"title":"La educación culturalmente relevante: un modelo pedagógico para los estudiantes de origen cultural diverso. concepto, posibilidades y limitaciones","authors":"Rosa M. Rodríguez-Izquierdo, J. C. González-Faraco","doi":"10.14201/teri.22990","DOIUrl":"https://doi.org/10.14201/teri.22990","url":null,"abstract":"This article presents a study of the extensive scientific production on Culturally Relevant Education (CRE), a pedagogical model that aims to significantly enhance the success of culturally diverse students. This model, of North American origin, is practically unknown in Spain. Hence, the contributions of this work can be considered a true novelty. Its objective is twofold: to deepen knowledge of the CRE, which effectiveness is supported by numerous empirical researches, and to assess its translation to our context, in which students of immigrant origin tend to have lower average academic performance than their peers. Through the analysis of the most important literature on CRE, it has been possible: 1, to establish the most important theoretical characteristics of this pedagogical model, in relation to those of other concomitant and complementary approaches; 2, to estimate its impact on the improvement of the performance of culturally diverse students; and 3, to determine its possibilities and limitations of translation to our context. The results of this work show the great potential of CRE in improving the learning processes of culturally diverse students. Moreover, the importance of initial and ongoing teacher training in the development of this educational model is stressed, in addition to its valuable guidelines for pedagogical research and teaching practice.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"12 1","pages":"153-172"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79711555","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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