Rousseau and the image of 'modern education'

Oelkers, Jürgen

doi:10.1080/00220270210141936

Cited by 23 publications

(21 citation statements)

References 14 publications

(3 reference statements)

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“…Es bien conocida la influencia de sus ideas en la educación contemporánea, en la que se ha situado al alumno en el centro del proceso de enseñanza-aprendizaje y destacado su actividad. Por ello, es considerado por muchos autores como el precursor de la pedagogía moderna (Gutiérrez Zuloaga, 2002;Oelkers, 2002;Wendt y Dalbosco, 2012). Existen varios enfoques o tradiciones de investigación, dentro de los cuales podemos encontrar diferentes definiciones del concepto de competencia: el enfoque conductista o behaviorista, el enfoque genérico y el enfoque cognitivo (Mulder, Weigel y Collings, 2008).…”

Section: Planteamiento Y Objetivo Del Trabajounclassified

“…1 (2015) 121-139 de infancia, proponiendo considerar las capacidades de cada edad como punto de partida del proceso pedagógico. A este respecto, pueden encontrarse muestras de la importancia que Rousseau otorga a cada etapa del niño (OC, IV, 241-242; 418), lo que influirá posteriormente en Piaget (Oelkers, 2002). Refiriéndose ya explícitamente a la infancia, opina que hay que respetarla en el orden de la vida humana (OC, IV, 303, 343), puesto que la infancia tiene modos de ver, pensar o sentir propios (OC, IV, 319), achacando los errores y las consecuencias negativas de una educación equivocada a que "se les quiere hacer hombres antes de tiempo" (OC, IV, p. 372).…”

Section: Revista Complutense De Educaciónunclassified

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La educación en J.-J. Rousseau: un antecedente metodológico de la enseñanza basada en la formación en competencias

Arizmendiarrieta¹,

Ferra²

2014

Rev. Complut. Educ

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Resumen Sabiendo la enorme repercusión e influencia que ha tenido J.J. Rousseau en la pedagogía moderna, el reciente tricentenario de su nacimiento puede ser una buena oportunidad para reflexionar sobre su extraordinaria actualidad. El presente trabajo es una investigación teórico-educativa llevada a cabo con un método hermenéutico analítico-comparativo. Su objetivo es mostrar cómo algunos planteamientos de su pensamiento educativo poseen gran similitud con ciertos cambios que exige la actual enseñanza basada en la formación en competencias, de modo que podría considerarse como un antecedente metodológico de la misma. Para lograr este objetivo se ha dividido la exposición en tres partes. En la primera parte se realizará un análisis de la teoría educativa de Rousseau en los tres primeros libros del Emilio, en los que uno de los temas principales es el aprendizaje basado en la propia experiencia, fomentando la autosuficiencia, la curiosidad y la motivación por aprender. Rousseau propone como método la educación negativa que exige, entre otras cosas, un seguimiento constante del aprendiz por parte del tutor. En la segunda parte se abordará una breve exposición de los cambios más relevantes y características de la enseñanza basada en la formación en competencias, así como su finalidad. Destaca la necesaria actividad y participación del alumnado en su propio aprendizaje a través de la realización de tareas. El nuevo modelo educativo lleva consigo un cambio radical en la estructura curricular en el que destaca la transformación de la metodología de aula y el rol docente. Para finalizar, la tercera parte tendrá como objetivo elaborar una síntesis comparativa entre ambas propuestas agrupando los paralelismos en cuatro temas: el origen de ambos modelos, su finalidad, metodología y cambio en la función docente. Palabras clave: método activo, aprendizaje por experiencia, rol del profesor, competencias. AbstractTaking into account the huge repercussion and influence that J.J. Rousseau has had on modern pedagogy, the recent tercentenary of his birth is a good opportunity to think about his outstanding relevance nowadays. This paper is a theoretical and educative research developed with an analytic and comparative hermeneutical method. The main objective is to show how some concepts of his philosophy of education have a great similarity with certain changes that Beatriz Sierra-Arizmendiarrieta y Miguel Pérez-Ferra the present competency based teaching is demanding, so it could be considered its methodological background. In order to achieve this objective this exposure has been divided in three parts. The first part is an analysis of Rousseau's educational theory as developed in the first three books of the Emilio, in which one of the main themes is self experience-based learning, fostering self-sufficiency, curiosity and the motivation for learning. Rousseau proposed as a method the negative education, which requires, among other conditions, a constant monitoring of the learner by the tutor. In the second part, a brief summa...

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Section: Planteamiento Y Objetivo Del Trabajounclassified

Section: Revista Complutense De Educaciónunclassified

La educación en J.-J. Rousseau: un antecedente metodológico de la enseñanza basada en la formación en competencias

Arizmendiarrieta¹,

Ferra²

2014

Rev. Complut. Educ

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“…The reforms were praised as positive, vigorous and creative in many countries: we have to recall that, to much mainstream opinion, "fascist" in the early 1920s had an aura of "progressive" or "modern" (Oelkers, 2002). The education reforms, in particular, helped to reinforce the sense in Italy that fascism was a liberation movement.…”

Section: The Right and Student-centrednessmentioning

confidence: 99%

“…They date ultimately from Rousseau's idea of childhood, indeed his invention of childhood (Numata, 2003). Adults discovered children as different from the late-eighteenth century on, and, influenced by the wider European reaction against rationalism, it came to be believed that metaphors of natural growth were the way in which child development should be understood (Oelkers, 2002). This was believed to be as true on moral as on intellectual grounds.…”

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confidence: 99%

“…The second comment expands on the importance attached to experience in this theory. Experience replaced any kind of canon as the source of ideas for the curriculum, and, indeed, in the work of Froebel, experience was almost mystically venerated (Oelkers, 2002). A.S. Neill's views on the importance of experience for educational practice are summarised by Darling (1984): all knowledge can and should be related to the experience of the pupil; all knowledge develops in response to a human need to cope with the practical business of living; the divisions between traditional divisions of knowledge (or "disciplines") are artificial; and the things which children learn are less important than the techniques of learning which they acquire.…”

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Liberals, Libertarians and Educational Theory

Paterson¹

2008

etudesecossaises

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The utopianism of the new right concerning markets certainly has influenced their views about how to organise the governance of education, ever since Milton Friedman's 1955 essay "The role of government in education". But privatisation of the kind that Friedman wanted has rarely in fact been tried, the notable exception being the attempt in Chile under Pinochet, and even there fewer than one half of students were in private schools one decade after the reforms (Friedman, 1955; Ladd, 2002; Hsieh and Urquiola, 2002). So this essay concentrates on a less commonly discussed utopian feature of the new right attitude to education. Student-centred education is usually thought of as a utopia of the left. But it is also, less obviously, a utopia of the right, one which has become remarkably successful in ways that are little acknowledged. Its dominance not only threatens the coherence of anything we might reasonably call an "education", but threatens also the scope for students to acquire from their education the capacity to think critically. Student-centred Education The key ideas may be summed up from John Darling's lucid account (Darling, 1994; Entwistle, 1970). Student-centred education is characterised by: an appreciation of children as individuals; an awareness of children's growth and development; and children's growth is not to be thought of teleologically, childhood not being a defective version of adulthood; the teacher is no more than a "facilitator". Hence the curriculum is based on freedom, discovery, experience and creativity, as opposed to engaging with a pre-existing body of knowledge to which the teacher is an authoritative and wise guide.

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Posthumanist Learning: Nature as Event

Young

Cutter-Mackenzie-Knowles

2019

Touchstones for Deterritorializing Socioecological Learning

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Rousseau and the image of 'modern education'

Cited by 23 publications

References 14 publications

La educación en J.-J. Rousseau: un antecedente metodológico de la enseñanza basada en la formación en competencias

La educación en J.-J. Rousseau: un antecedente metodológico de la enseñanza basada en la formación en competencias

Liberals, Libertarians and Educational Theory

Posthumanist Learning: Nature as Event

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