23 research outputs found
Towards a Critical Pedagogy of Peace Education
This article tackles the issue of critical pedagogy in regards to education for peace. Peace education is here seen as a holistic process of development of human potential to coexist in a less violent manner. This problem is significant for example in the context of South Africa, which is being explained in this paper. Another example of this kind of pedagogy is related to the Jewish and Greek concepts of Tikkun Olam and Parrhesia. Finally they are being emphasized the issues of empathy and pedagogy pf hope
National crisis and the challenge of education*
The main objective of this article is showing that in USA is a crisis of meaning and values—one that leads to a debasement of human relationships, accelerating materialism and greed, and misplaced fixation on celebrity and glamour. In this context there is a compelling need to articulate a new bottom line for education—one that offers a different vision for edu-cating our children that directly and cogently speaks to human purpose and meaning in the world that that they will inherit. In this article I try to describe that new vision of education— the pedagogy of peace
Educar para a paz
Neste artigo entende-se a violência como existente em todos os aspectos da cultura, incluindo não só danos físicos mas também encontrando-a estruturada nas relações diárias entre as pessoas – em todos os lugares onde os seres humanos são tratados de forma instrumental, exploradora ou manipuladora. Argumenta-se que as escolas não evocam o problema da violência, mas, ao invés disso, são lugares onde muitas vezes se enfatizam interesses acadêmicos limitados e uma cultura de competição e submissão. O autor argumentaque é preciso uma ampla visão holística que eduque as crianças como ser moral, social e espiritual. São sugeridas várias áreas para a busca de uma pedagogia da paz, incluindo o repúdio às noções absolutistas da verdade, a importância da justiça social e da dignidade humana, a afirmação significando algo além daquilo que é oferecido pelo consumismo ou dogmatismo religioso, a transformação da cultura de competição e escassez e o saber crítico dos meios de comunicação. Educate for peace - Abstract: In this article violence is understood as existing in every aspect of culture including not just through physical harm but structured into the everyday relations between people – in all those places where human beings are treated in instrumental, exploitative or manipulative ways. Schools, it is argued, do not address the problem of violence but instead are increasingly places that emphasize narrow academic concerns and a culture of competition and conformity. The author argues that what is needed is a broad holistic vision that educates children as moral, social and spiritual beings. Several areas are suggested for pursuing a pedagogy of peace including rejecting absolutist notions of truth, the importance of social justice and human dignity, affirming meaning beyond that offered by consumerism or religious dogmatism, transforming the culture of competition and scarcity, and critical media literacy
Revista de educación
Se estudia la aportación que realizan Chantal Mouffe y Ernesto Laclau sobre la teoría de la acción política en las sociedades capitalistas contemporáneas. Este análisis que realizan es el punto de partida para elaborar algunos de los componentes fundamentales de un temario radical y políticamente efectivo de la transformación educativa. La obra Mouffe y Laclau es un ataque contra el marxismo clásico y el neomarxismo, y afirman también, que el marxismo no puede librarse de sus tendencias fundamentalistas, deterministas o reduccionistas, que oscurecen las necesidades y los retos reales de la política radical contemporánea. El problema político central consiste en identificar las condiciones discursivas necesarias para la aparición de una acción colectiva dirigida a luchar contra las desigualdades y a enfrentarse a relaciones de subordinación. El discurso teórico sobre el análisis radical describe las circunstancias estructurales de la educación, pero para contribuir a la transformación de estas circunstancias tiene que desarrollar más un discurso político.Ministerio Educación CIDEBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]
Shapiro, H. Svi, Shaping the Educational Imagination: Class, Culture, and the Contradiction of the Dominant Ideology, The Journal of Curriculum Theorizing, 4(Summer, 1982), 153-165.
Discusses education in the U. S. as the result of complex interactions among ideological perspectives; gives instances
Shapiro, H. Svi, Beyond the Sociology of Education: Culture, Politics, and the Promise of Educational Change, Educational Theory, 38(Fall, 1988), 415-430.
Reviews the literature on the new sociology of education and radical educational theory and poses an agenda for political support for educational change
Schools, Work and Consumption: Education and the Cultural Contradictions of Capitalism
This paper examines several contemporary social theorists and commentators who have focused on conflicts in contemporary social values and beliefs and have pointed to what has been called the 'cultural contradiction of capitalism.' These contradictions, it is argued, tum on the conflict between traditional notions of bourgeois morality and attitudes, and those that have been spawned by a consumption-oriented capitalism. The paper suggests that it is within this context that many of the problems and predicaments presently faced by schools become comprehensible. School may now constitute the final bulwark for the socialization of the young into the work-oriented, instrumentally-motivated values of traditional bourgeois society. In so doing it has become the public battleground for the struggle to resolve the contradictory nature of culture in contemporary society
Schooling and the 'Left': Policy Alternatives for Education and the Economy in the 80's
This paper looks at the economic policy alternatives emerging on the political left in the United States, as a response to the continuing crisis of the American economy. Focusing on the two most significant of these - increased government intervention on behalf of corporate needs, and economic democratization - the author considers each in terms of its implications for education. He concludes that they represent profoundly conflicting views of education, culture. And the role of the worker in U.S. society
Shapiro, H. Svi, Educational Research, Social Change and the Challenge to Methodology: A Study in the Sociology of Knowledge, Phenomenology+Pedagogy, 1(No., 2, 1983), 127-139.*
Describes the rise of phenomenological research, its attributes, and its prospects
Shapiro, H. Svi, ed., Education and Hope in Troubled Times: Visions of Change for Our Children\u27s World. New York: Routledge, 2009.
Contains 19 articles by leading educators on challenges and possibilities facing American education; each offers a vision with practical curricular suggestions