Genesis, Development and Main Conclusions of the Research Project (original) (raw)
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Type text]Pedagogy: A Pregnant Term in the Philosophy of Education
The paper concentrates on the pregnant concept of pedagogy. In this regard, it is felt important to follow a contrast between pedagogy and education Furthermore, the present writers go on to hold that the two terms-pedagogy and education-are inclusive rather than exclusive. Along the same vein, the paper holds that the selection of learning experiences and their implementation (pedagogy) require teachers to think about the learners from both pedagogic and educative perspectives.
Profile and Nature of Pedagogy as a Scientific Discipline
International Journal of Education and Teaching, 2023
The purpose of this work is to describe and explain the characteristics of pedagogy as a science of education, as an object, concepts and research method. The methodology assumed was the review of the history of pedagogy, especially the classics of pedagogy, those who built it with their experiences in laboratory schools. Here are listed the main concepts of pedagogy, its laws and principles; she establishes the opposition that exists between teaching-learning and education as formation of the personality; she also delimits the fields of the pedagogical method, of didactics or teaching-learning, and the methodology of educational labor that organizes the process and the educational context, the regime and the lifestyle, such as those experienced in the "colonies" or "communes" of children and adolescents, organized and directed by Neill and Makarenko. Since the present article does not derive from a primary source or from field work, as an empirical or experimental research, the results constitute the content of the article, as conclusions.
An expanded definition of "pedagogy": An essay review
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Citation: Fassbinder, Samuel Day. (2007). An expanded definition of "pedagogy": An essay review. (2007) Pedagogy and praxis in the age of empire: Towards a new humanism. Rotterdam: Sense Publishers.
Conceptualizing and Defining Pedagogy
IOSR Journal of Research & Method in Education (IOSR-JRME), 2021
The Greek word for child (usually a boy) is pais (the stem of this is paid), and leader is agogus-so a paidagogus or pedagogue was literally a leader of children. And yet this confines us to a very limited understanding of what pedagogy is, or has the potential to become. Although the terminology pedagogy is not a recent invention, it has been a major concern of the educationist in the twentieth century. Later, the word pedagogue became synonymous with the teaching of our young. Taken in this context, we would probably all agree that pedagogy is about children's education. Pedagogy, literally translated, is the art or science of teaching to children. The major aim of the present article is to conceptualize and define pedagogy from different perspectives. For this purpose, I have made in-depth study of the related literature during the course of the study.This paper offers a thematic analysis of the ten topics such as etymological meaning of pedagogy and pedagogue; difference between pedagogues and teachers; defining pedagogy; revisiting the definition of the pedagogy; changing concept of pedagogy; the thinness of Anglophoneconceptions of pedagogy; pedagogy as arts, science and applied science and types of pedagogy; sub-fields of pedagogy; methods of pedagogical research;and models of pedagogy. Models of pedagogy section includes pedagogy of teacher centred teaching and pedagogy of learner centredteaching.On the basis of these topics, I have analyzed the nature, characteristics, and types of the pedagogy and derived the conclusion.
Science of Pedagogy: Theory of Educational Discipline and Practice
Journal of Teacher Education for Sustainability
The article addresses and provides an introduction to pedagogy in its capacity of science and a university discipline in the field of education sciences. Nowadays not only teacher education programmes are embedded in theories and follow transitions of pedagogy. These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred science of pedagogy to underpin practice of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the practices of European universities and research, the article traces the traditional background of pedagogy, the challenging role of philosophy to foster understanding of pedagogy as a unique, well-structured science with its object of investigation, which is not being explored by any other science. Alongside the discrete field of education and constantly evolving research, pedagogy develops its theories,...
Revista Española de Pedagogía, 2019
The introduction of the analytical method to the field of the philosophy of education led to a first golden age, which, as the method closed in on itself and isolated itself from educational reality, resulted in an epis-temological and institutional crisis. In view of that crisis, the generations following that first period began a lively debate on how to move forward. This article, with the aim of considering the positions proposed, derives from this latter scenario. Its method is characterized by two basic elements. The first is a systematic review of all articles on philosophy of education by the main authors in the discipline. The second is a hermeneutic exercise that attempts to compose a unitary discourse combining the main sensitivities of all of them. This results in the identification of five notable groups that differ mainly in the relationship that philosophy of education must maintain with educational practice and, consequently , in how the philosopher's exercise of education should be considered. This leads into a discussion about whether it is possible to consider all of these positions as integral parts of a whole that seeks to understand the phenomenon of education and improve it overall instead of regarding them as parts in themselves. If there is one reasonably clear conclusion, it is that it seems unlikely that a unifying perspective like the analytical one will reappear and that a dynamic of reciprocal dialogical relations is necessary as a new emerging paradigm. Resumen: La introducción del método analítico en el ámbito de la filosofía de la educación dio lugar a una primera época dorada que, una vez el propio método se encerró en sí mismo y se ais-ló de la realidad educativa, originó una crisis epistemológica e institucional. Las generacio-nes posteriores a esa primera de Israel Sche-ffler y R. S. Peters, a la vista de esa crisis, co-menzaron un amplio y rico debate sobre cómo conducirse en adelante. En ese último escena-rio nace este artículo, cuyo objetivo es realizar una aproximación a las principales posturas a la hora de comprender el área. El método que se ha seguido está caracterizado por dos notas esenciales. La primera, una revisión sis-temática de todos los artículos sobre filosofía de la educación de los principales autores. La segunda, un ejercicio hermenéutico que inten-tará componer un discurso unitario con las principales sensibilidades de todos ellos. El re-sultado es la identificación de cinco grupos re-señables que difieren entre sí, principalmente, en la relación que ha de mantener la filosofía de la educación con la práctica educativa y, en consecuencia, cómo ha de pensarse el propio ejercicio del filósofo de la educación. Lo que da lugar a discusión sobre si no es posible pensar todas esas posturas, más que vistas en sí mis-mas parcialmente, como partes integrantes de un todo que busca comprender el fenóme-no educativo y lo mejora globalmente. Pues, si hay una conclusión más o menos evidente, es que no parece que vaya a existir de nuevo una perspectiva unificadora como la analítica y que es necesario una dinámica de relaciones dialógicas recíprocas como nuevo paradigma emergente. Descriptores: filosofía, epistemología, inves-tigación científica, filosofía de la educación, teorías educativas, historia de la educación an-glófona, práctica educativa.
La documentación narrativa de prácticas escolares es una modalidad de indagación y acción pedagógicas orientada a reconstruir, tornar públicamente disponibles e interpretar los sentidos y significaciones que los docentes producen y ponen en juego cuando escriben, leen, reflexionan y conversan entre colegas acerca de sus propias experiencias educativas (Suárez, 2005). Inspirada en los aportes teóricos y metodológicos de la investigación interpretativa y narrativa en ciencias sociales, y estructurada a partir del establecimiento de relaciones más horizontales y colaborativas entre investigadores y docentes, esta estrategia de indagación-acción pedagógica pretende describir densamente los mundos escolares, las prácticas educativas que en ellos tienen lugar, los sujetos que los habitan y las hacen, y las comprensiones que elaboran y recrean los educadores para dar cuenta de ellos. Su propósito es generar lecturas dinámicas y productivas sobre las experiencias y relaciones pedagógicas que se llevan a cabo en situaciones institucional, geográfica e históricamente localizadas. Para eso, sus dispositivos de trabajo focalizan en la elaboración individual y colectiva de relatos pedagógicos por parte de docentes e investigadores, y también estimulan la configuración de "comunidades de atención mutua" (Connelly y Clandinin, 2000) entre ellos. Los textos y narraciones que se producen en estos espacios de trabajo colaborativo se orientan a desarrollar y poner a prueba nuevas formas de nombrar y considerar en términos pedagógicos lo que sucede en los espacios escolares y lo que les sucede a los actores educativos cuando los hacen y transitan. La pretensión de contribuir a través de la indagación narrativa de docentes a la transformación democrática de la escuela, del saber pedagógico y VII SEMINÁRIO REDESTRADO -NUEVAS REGULACIONES EN AMÉRICA LATINA BUENOS AIRES, 3, 4 Y 5 DE JULIO DE 2008 2 de las prácticas docentes se fundamenta, justamente, en el proyecto de elaborar un nuevo lenguaje para la pedagogía y nuevas interpretaciones críticas sobre la escuela, sus actores y relaciones pedagógicas. Y para hacerlo, toma en cuenta e intenta recrear el saber y las palabras que utilizan los educadores para darle sentido a sus prácticas de enseñanza.
Conceptualizing and Defining Pedagogy I. Etymological Meaning of Pedagogy and Pedagogue
The Greek word for child (usually a boy) is pais (the stem of this is paid), and leader is agogus-so a paid-agogus or pedagogue was literally a leader of children. And yet this confines us to a very limited understanding of what pedagogy is, or has the potential to become. Although the terminology pedagogy is not a recent invention, it has been a major concern of the educationist in the twentieth century. Later, the word pedagogue became synonymous with the teaching of our young. Taken in this context, we would probably all agree that pedagogy is about children's education. Pedagogy, literally translated, is the art or science of teaching to children. The major aim of the present article is to conceptualize and define pedagogy from different perspectives. For this purpose, I have made in-depth study of the related literature during the course of the study. This paper offers a thematic analysis of the ten topics such as etymological meaning of pedagogy and pedagogue; difference between pedagogues and teachers; defining pedagogy; revisiting the definition of the pedagogy; changing concept of pedagogy; the thinness of Anglophone conceptions of pedagogy; pedagogy as arts, science and applied science and types of pedagogy; sub-fields of pedagogy; methods of pedagogical research; and models of pedagogy. Models of pedagogy section includes pedagogy of teacher centred teaching and pedagogy of learner centred teaching. On the basis of these topics, I have analyzed the nature, characteristics, and types of the pedagogy and derived the conclusion. In the Western world, the term pedagogy has a long history. The etymological meaning of the term pedagogy is derived from the Greek word 'paidagōgeō' in which 'país, genitive, paidos' means child and ágō means lead; so it literally means 'to lead the child'. The Latin-derived word for pedagogy means 'child instruction' which is in modern use in English to refer to the whole context of instruction, learning, and the actual operation involved therein. In English the term pedagogy is used to refer to instructive theory; trainee teachers learn their subject and also the pedagogy appropriate for teaching that subject. The word pedagogy has its roots in Ancient Greece. Rich families in Ancient Greece would have many servants, often slaves, one of whom would be specifically tasked to look after the children. Often these slaves would lead or escort the children to the place of education. The Greek word for child (usually a boy) is pais (the stem of this is 'paid'), and leader is agogus-so a paid-agogus or pedagogue was literally a leader of children. Later, the word pedagogue became synonymous with the teaching of our young. Taken in this context, we would probably all agree that pedagogy is about children's education. And yet this confines us to a very limited understanding of what pedagogy is, or has the potential to become. Pedagogy, derived from French and Latin adaptations of the Greek 'boy' + 'leader', literally means a man having oversight of a child, or an attendant leading a boy to school. This meaning is now obsolete. Moreover, the gendering, appropriate in ancient Greece-where the formal education of girls was unusual-is inappropriate for modern times. The limitations of the literal meaning of the term have encouraged leading contemporary writers to invent broader terms, such as andragogy, for adult education. The first pedagogues were slaves-often foreigners and the 'spoils of war' (Young 1987). They were trusted and sometimes learned members of rich households who accompanied the sons of their 'masters' in the street, oversaw their meals etc., and sat beside them when being schooled. These pedagogues were generally seen as representatives of their wards' fathers and literally 'tenders' of children (pais plus agögos, a 'child-tender'). Children were often put in their charge at around seven years and remained with them until late adolescence. Plato talks about pedagogues