Circumstances and reasons for the current anti-pedagogism
| Autor: | Fernando GIL CANTERO |
|---|---|
| Jazyk: | English<br />Spanish; Castilian<br />French |
| Rok vydání: | 2018 |
| Předmět: | |
| Zdroj: | Teoría de la Educación: Revista Interuniversitaria, Vol 30, Iss 1 (en-jun), Pp 29-51 (2018) |
| Druh dokumentu: | article |
| ISSN: | 1130-3743 2386-5660 |
| DOI: | 10.14201/teri.18743 |
| Popis: | The aim of this article is to analyze some of the reasons for the current discrediting of pedagogical knowledge. First, some national and international examples of the cultural circumstances for the rejection of Pedagogy as an academic discipline and pedagogues as valid professionals are established. Secondly, a review of the main positions at stake on anti-pedagogism is presented. Thirdly, some of the reasons that may explain the current anti-pedagogim are analyzed. These reasons are based on possible mistakes or excesses of a certain kind of Pedagogy. There are political reasons; Pedagogy has allowed an excessive ideological polarization between traditional schools and progressive or new schools. There are gnoseological reasons as well; Pedagogy has separated way too much the educational perspective and the learning from the cultural content in the curriculum areas. And, finally, there are normative reasons too; Pedagogy has focused excessively on identifying education with life and subjective experiences. |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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