Emancipation in the 1970s, quality in the 1990s, inclusion in the 2000s? I guess there are a lot more candidates for such values, especially from an international perspective. However, I think it is highly relevant which normative idea pedagogy adopts as its self-description. For example the standardization and output-orientation of the 1990s would not have been possible without the (economical) Trojan Horse of "quality".
Hello Franz,
I think this has been historically cumulative, as you rightly said in your introduction, which does not mean that everything is reconciled satisfactorily. I fully agree with you about the need for a self-description of the process and it will take into account.
For what I believe pedagogy as the core elements that I would include in a concept of education: the reflective process (philosophy), freedom of thought, diversity, inclusion, dialogue (well in the critical sense given by Paulo Freire) interaction, use of new technologies , literacy, self-learning, knowledge building, participation of students (as well as our colleague reminded Švaříček Roman).
Let the quality of the educational process and academic quality (like separate the two) and finally the evaluation, because the basis of these two processes should be the principles and values that explicitei before.
In Brazil, the state public education is primarily (at least 85% of it in elementary school - from kindergarten to 3rd year high school here it is at around 17 years old), so, as a public officer that quality should be assessed for purposes of transparency and public reporting of quality of service offered.
Regards,
S.
A very interesting question!
Might it be 'lifelong learning'? Whatever our view of the term it expresses some strains in a traditional pedagogy of 'teaching a child'. For example, it encompasses informal learning, work based learning, VET and adult andragogy (if we wanted to use that expression as well as pedagogy). This might mean we talk of an 'expansive pedagogy' to fit that new set of parameters?
Fomentar el dialogo, debate estimule para que estimule el cerebro y Cada Vez de respuestas mas concertadas y Pierda el Temor de Hablar en publico. Trabajar en unión de Con Los Padres es Un criterio Que representa el Desarrollo del alumno.
I would say that it is the passage from the noun 'education' to the verb 'learning'. The latter is linked to what Norman has written: learning is now viewed as an aspect of any activity, and not only the process which occurs in the educational system.
I think in today's multi-dimensional, multi-cultural underpinning of pedagogy, The normative idea ought to be "sharing"; the sharing of knowledge since teaching and learning are dialectically related to each other. You cannot separate each part linearly as the traditional model continues to do where the teacher's standpoint epistemology is that of "I am here to teach learners/students and they are here to learn what I teach them. Paulo Freire called this the "banking" system of teaching; the knowledge deposit model where the teacher is the epitome of knowledge and portrays himself/herself as the "know-it-all, especially in the third world where teachers are carried as such and where they embody such believe that learners/students don't have anything to teach them.
The need to co-produce, co-reproduce and co-transform knowledge (these also exist in yin-yan modalities, in the classroom should be the core structure of pedagogy and knowledge sharing. Many teachers still do a lot of "chalk and talk" as they tend to talk by the and to the chalkboard with learners passively riveted into their seats and not permitted to talk unless the teacher talks to them; where learners are afraid to discuss concepts presented by the teacher among themselves as they ought to share knowledge with each other and with the teacher. The central self-description today of pedagogy should be transformation through sharing of knowledge in the classroom, any classroom. Atmosphere of sharing must pervade pedagogy.
I think that sociocultural theory should guide pedagogy and pedagogical decision making in all contexts.Attention to Dewey's Experience and Education and Tharp and Gallimore's Rousing minds to life provide relevant ideas for developing curriculum. Roland Tharp's standards for effective pedagogy (information available at CREDE) is a practical guide for planning such teaching. The approach is one that most mirrors how we learn on our own and how our cultural norms emerge out of our experience.
Dear all,
thank you for your interesting and focussed answers!
Here are our "candidates" so far:
a) inclusion
b) student participation
c) lifelong learning (expansive)
d) cooperative, dialogic learning (according to my almost non-existent spanish skills)
e) learning (de-differentiated, ubiquitous)
f) sharing (of knowledge as opposed to instruction)
I understand a), b), d) as affirmative attempts and c) and e) as rather critical. This is exactly the discussion I find so highly relevant: Are we heading towards an autonomous self-definition of pedagogy (a, b, d) or does pedagogy tend to adopt external (economic, political) values and orientations. Lifelong learning could be argued to be a neoliberal propaganda phrase (would you go that far, Norman?) and learning as a self-referential concept without the normative soil of education theory could be argued to be technological and uncritical (do you think so, Maria-Cristian?). I do…
Greetings,
Franz
Sorry Franz but I still think that Sociocultural theory is the key to really supporting students in learning.
Hello Franz,
I believe that everything in life is political and always requires us to take position or party. The pedagogy also. Inclusion, diversity and participation of students, for example, for me concerns as I believe that society should be and that education should reflect. So for me, inclusion and participation are important because they are the pedagogical elements also think of how the social function (political) education. I believe that the term education in its strong sense should include libertarian practices, should contribute to the awareness of our time and our society. So my self-description of pedagogy includes such elements. In this sense aa pedagogy always have a certain autonomous character as a social practice, carried to term by social beings (with beliefs, values , principles, etc.). I can not think of a self-description of pedagogy, disconnected from what I believe as a project for society. That's what makes me include or exclude items in my self-description of pedagogy. When I think of society that I want, I think of the elements of my pedagogy ... that society (world) want? What kind people want in this world?
Regards,
S.
I suggest 'First do no harm' as too many of the students I teach are already damaged (in a Dwecjian way) by the experience of schooling. (including the high performers.)
Emancipation, quality, inclusion are some of the labels he's still going education, have not been banished, and is usually strung transfused.
The pedagogy has a new time, a new label: competence, at least in South America is an extended paradigm.
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Emancipación,calidad, inclusión son algunas de las etiquetas por la que sigue pasando la educación, no han sido desterradas, se trasfunden y se encadenan usualmente.
La pedagogía tiene un nuevo momento, una nueva etiqueta: competencias, que al menos en Sudamérica es un paradigma extendido.
In this technology rich-environment, instructors must allow the pedagogy to drive the teaching and learning process instead of the technology driving the pedagogy. Therefore, in this situation, they will plan and deliver instruction in a more coherent, comprehensive and systematic manner. See my publication on Cognitive Neuroscience Learning Theories Coupled with Technologies: A Conduit for Deep and Lasting Learning for some principles that should be considered.
Hi Franz. In my opinion the cornerstone of modern education is the symbiosis with the comunication technology that endow it with greater structure to the knowledge transmitted and assimilated by both agents (teacher and student). Currently there is no omnipotent teacher , is rather an interaction both agents, which it benefits from the skills and knowledge of the other. This permit us to be part of our learning.
Learning as an embodied and connected process should allow the individual/community to realise their own potential (and embodyment/connectedness) in the greater world and learning allows ideas about our world to be expressed in a multitude of ways from a variety of positions and stages of emergence (or transformation). Pedagogy is the word that labels the observed or constructed process in which this happens and as such should be fluid, communal and contingent (which in itself gives a description of this zeitgeist as paradoxic!) How do we evaluate such a concept while we are inside it? How are we are evaluating or constructing pedagogy through the methodology of research processes embedded within universities?
Hello Franz,
Lovely question. It would be diversity or plurality. The Trojan Horse, in a positive sense that underpins thus would be heutagogy or self-determined learning.
Dear all,
thank you for your answers that have now explored such a range of issues and perspectives no sole person could possibly come up with. For a better overview, I have updated the list of answers, just distinguishing the affirmative from the critical ones. I am surprised that there are so many affirmative answers, which means that there are a lot of hopeful people out there who believe that there could be a normative pedagogic idea that is not automatically compromised and corrupted by its societal environment.
affirmative answers:
a) inclusion
b) student participation
d) cooperative, dialogic learning
f) sharing (of knowledge as opposed to instruction)
g) societal relevance (social betterment)
i) caution (critical self-awareness of and responsibility for the schooling situation)
k) embodiment/connectedness
l) diversity/plurality
m) Self-directed-learning
critical answers:
c) lifelong learning (expansive)
e) learning (de-differentiated, ubiquitous)
h) competence
j) guiding and scaffolding (top down)
Hi, what happens is that reviewers do from their own experience and vision of context, and not necessarily that there is a silver lining in some sense. You are taking information from different latitudes, approaches and diverse educational cultures in which it is shown that there are interesting matches
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Hola, lo que ocurre es que quienes opinan lo hacen desde su propia experiencia y visión de contexto, y no necesariamente es que hay una perspectiva esperanzadora en algún sentido. Estás teniendo información desde latitudes diferentes, enfoques y culturas educativas muy diversas, en las que se evidencia que hay coincidencias interesantes
Unfortunately in the UK it is about 'performance' by which education has been reduced to a technocratic view of grades when compared to other students and to those internationally through exercises like PISA. Whilst many teachers subvert this and provide a holistic education the concern of the establishment is still the relative 'performance' of certain socio-economic groups or genders or ethnicities. We are returning to pedagogies focused on the acquisition of 'knowledge', despite the efforts of many of us to suggest that this is the wrong path.
There must be something redeeming or interesting behind the concept of "performance" is the epitome of UK.
At least I want to believe so, but the "yield" is the heart of the national education strategy UK I do not think that contributes to the achievement of learning in the long run, which is the horizon towards which should guide educational policy . A culture of only "performance" destroys skills, competencies, emotional aspects of connection between people now become as important pillars in learning to learn not only for something specific but for life.
Currently in Latin America has been redirected towards education skills, and Peru growing effort in the public and private sectors is greater.
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Al menos quiero creer que es así, pero sí el "rendimiento" es el corazón de la estrategia educativa nacional de UK no creo que contribuya en los logros de aprender en el largo plazo, que es el horizonte hacia donde se debe orientar una política educativa. Una cultura de solo "rendimiento" destruye capacidades, competencias, aspectos emocionales de conexión entre las personas que ahora se tornan como pilares importantes en el aprender a aprender no solo para algo específico sino para la vida.
Actualmente en Latinoamérica se ha redireccionado la educación hacia el logro de competencias, y en Perú cada vez es mayor el esfuerzo en el ámbito público y privado.
Franz and company,
I have been very reluctant to respond do to all the hopful responces people have sharedwith you. At times I have thought to my self I must be reading the question wrong but if not I have a very different take on your question.
First, when I think about pedagogy I think about tension. Tension between the science of teaching and the art of teaching. Tension form the emotionless science to the artist expreesing emotionality with evey stroke of his/her brush. The push pull of conserviative view on what education ought to be and the liberal's take on education. I have many more but they all are set in a bionary struggle for power and control. The push for NCLB sounds No-Child-Left-Behind almost a great nobel act and then the Zeuse Leonardo (2009) reminds me the hidden No Cocasian Left Behind.
Anyway just a little expression of my thoughts.
As to a normative statement I truly believe it should be humanizing healing. I chose this concept due in part to the readings of Franz Fanon, Albert Memmi, Erick Fromm, and Paulo Freire. The comminality between them is the need by the oppressed and the oppresers to come togher and allow the rehumanization of both to begin and be lead by the oppresed. The warning by Memmi (1965) is living in coloninazation of in a coloney both the colonizer and the colonized become dehumanized. So humanizing healing we have way to many bionary conflicts of hate let the healing begin.
This humanizing healing is the lifes messages from Dr. Martin Luther King Jr., to Polo Freire.
In solodarity
Douglas
I believe that the central normative idea, the guiding principle, the central self-description of pedagogy today have to be centered around generational learning styles in a technology-rich society. in recent years, there has been a surge in cognitive neuroscience, which is concerned with an understanding of the mental processes that take place in the brain during learning. Some neuroscientists have referred to this phenomenon as the new science of teaching and learning--the intersection of cognitive neuroscience, education, and psychology. Therefore, given the technology-rich environment that students live and learn in, educators must make sure that pedagogy drives the technology instead of the pedagogy driving the technology in designing and delivering instruction.
Who’d like to be a university student?
After untold gloomy hours of studies and concentration,
Chained to textbooks, pamphlets and notes ,
A zestful arduous academic immersion,
For the tedious sterile matriculation,
Has to spend a fortune, yes, costly registration,
Who’d like to be a university student?
Assigned to the dingy small rooms of a dormitory,
Packed like sardines with other young inmates in misery, in a penitentiary ,
Some ten sad souls confined in stinking dungeons, pathetic scenery,
Who’d like to be a university student?
The meals never succulent , not for manhood,
Yucky stews, rotten bread, plain rice, canned food,
Like war soldiers having their C-Ration in bad mood,
Who’d like to be a university student?
Teachers , personification of fear and intimidation ,
Abuse, foolhardy, and manipulation,
Exams , pistols of revenge, fright and repression,
Targeting students’ brains, hearts, and imagination,
Who’d like to be a university student?
Textbooks , lucrative business for the academic mafia kingdom,
Classes , cubicles of stress, anxiety , and boredom,
Not havens of insight inspiration and freedom,
Who’d like to be a university student?
The campus , the hub of control, and intrusion,
Ye s, dress codes, behavior codes, make up code,
relationship codes, discourse codes,
Who’d like to be a university student?
Yes, a degree is granted , congratulations!
and the ‘’ happy ‘’ graduate is smoking
cheap cigarettes in parks, corroding,
or in shopping malls, melancholically wandering , fanaticizing,
Wearing worn-out shoes, uselessly job hunting,
Or joining the army with disillusionment and frustration,
A regular insignificant soldier under command , ceaselessly aimlessly marching ,
Salute sergeant !
But he is basking in the academic title . gee wheeze !
Who’d like to be a university student?
,
Did I see employability in the list which is now assuming an increasing focus almost everywhere
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