Why there is no education ethics without principles

Krek, Janez; Zabel, Blaž

doi:10.1080/00131857.2016.1217188

Cited by 10 publications

(10 citation statements)

References 22 publications

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“…In response to the narcissistic demand of youngsters, they did not act violently, but stubbornly. They were not severe or even obsessively cruel representatives of the patterns of culture, but, while allowing the explorations of youngsters, they were persistent in repeating again and again precisely the symbolic norms of the society, the paternal law (Krek & Zabel, 2017). As bearers of early childhood education, they were clearly not permissive; even at a very young age, they were able to be authoritative.…”

Section: Cultural Patterns Of Early Childhood Education In Samoa At Tmentioning

confidence: 99%

Understanding the Discourse of Early Childhood Education in Coming of Age in Samoa

Krek

2020

Sage Open

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The apparently readily comprehensible descriptive discourse in Margaret Mead’s famous ethnographic study Coming of Age in Samoa (1928) (CAS) presents a discursive challenge that is greater than one might expect from a book that has gained a wide readership. Through theoretical analysis, and in relation to the notorious Mead/Freeman controversy, we seek to contribute to understanding CAS as discourse, and even more specifically as educational discourse. Three research questions are addressed: How can the account of Samoan culture presented by Mead in CAS be understood as discourse? How can her account of early childhood education be understood in relation to Freeman’s account? Is Mead describing permissive education when describing patterns of early childhood education in Samoa? We argue that Mead produced an overlapping research discourse that has appealed to the wider public because of its cultural suppressed message aimed at the unconscious in culture. Mead’s and Freeman’s contradictory accounts of Samoan cultural patterns in relation to early childhood education can be explained by differences in the perspectives of the social and hierarchical positions of respectable elders and chiefs (Freeman) and of young girls who were caregivers of even younger children (Mead). Finally, we argue that early childhood education in Samoa at that time was clearly not permissive. Young Samoan girls internalized the symbolic Law (Lacan) and were therefore able to act in an authoritative way as caregivers. In the field of education nearly a century later, Mead’s descriptions of early childhood education in Samoa still provide an intricate case study.

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Section: Cultural Patterns Of Early Childhood Education In Samoa At Tmentioning

confidence: 99%

Understanding the Discourse of Early Childhood Education in Coming of Age in Samoa

Krek

2020

Sage Open

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“…Although, the necessary conditions here prevail as well: 1) to assess the different behaviors according to criteria, to keep up selection; 2) to give help and points of reference in education while teaching how to live one's life; 3) to explain empirical reality and to trans-illuminate it with thinking. Therefore, besides applying processes adjusted to the actual pedagogical situation, pedagogy cannot do without an image of a general set of agreed objectives (Hanan, 2008(Hanan, , 2016Penalva, 2014;Vajda, 2014, 48-53;Jozek, 2015;Krek & Zabel, 2017). The theoretical and practical tasks of pedagogy are to formulate values to be generalized at the different levels; and to achieve a balance in conforming to external and internal norms in the educational process and to create an innate need for this balance in the individual that is later upheld by self-control.…”

Section: The Criticism Of Criticismmentioning

confidence: 99%

Some Issues Concerning Values in Measuring Achievements in Education

Turós

2019

Acta Educationis Generalis

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Introduction:This study analyzes the mode of value transmission and those set of values that promote the measurement of educational outcomes. Purpose:The focus of this contribution is to discover helpful guidelines for a set of educational values. Methods:In the present study, we applied source analysis as a traditional research method in the philosophy of education. Conclusion:We would like to point out that education is the observation, consideration and formation of needs and, at the same time, pedagogy is at least as a regulating as a descriptive kind of an activity. The ideal educational system of methods and objectives are neither open nor closed, it only contains elements that provide possibilities for the individual to fulfill requirements in quantity and quality according to their aptitude. On the other hand, it assures forming behavior and socialization simultaneously.

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“…A szocializáció és intézményes nevelés viszonyának összetett jelenségére irányuló diskurzus általában négy főbb területre irányul: értékkérdésekre (Krek-Zabel 2017), mérésmódszertanra (Vaisey-Miles 2014), empirikus vizsgálatokra (Jones 2016) és a közvetített értékek szociális következményeire, társadalmi vonatkozásaira (Gordon 2017…”

Section: A Mérés Modelljeunclassified

A nevelés eredménymérésének mérésmetodikai dilemmái

Turós

2019

Educatio

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Az intelligencia és egyéb tanulási képességek mérésének, az iskolatípus tanulói teljesítményre gyakorolt oksági hatásvizsgálatának (Pop-Eleches-Urquiola 2013; Abdulkadiroglu-Angrist-Pathak 2014) módszertana és gyakorlata jól kidolgozott, az eredmények általánosíthatók, közérdeklődésre és a döntéshozók fi gyelmére tarthatnak számot. Emellett a tanulók nevelési módszerekkel kapcsolatba hozható személyiségfejlődésének mérésére, az iskola szocializációs hatékonyságmutatóinak diff erenciálására, a vizsgálat módszerének fejlesztésére is igény mutatkozik (Hercz 2005; 2011. évi CXC. törvény 19. §(2/a); Hunyady-Nádasi 2014). Jelen tanulmány a magyar és a nemzetközi szakirodalom megoldásait felhasználva a vizsgálat módszereihez keres fejlesztő támpontokat. Kulcsszavak: szocializáció, mérés, norma, értékelés Th e research methodology and the practice of measuring intelligence and other study skills, and of the casual relation between the impact of school type and students' academic achievements, are well developed, the results can be generalized and they attract the attention of the wider public as well as of the decision-makers (Pop-Eleches-Urquiola 2013; Abdulkadiroglu-Angrist-Pathak 2014). A need exists to survey students' personal development due to the behaviour policy implied by the school, to diff erentiate the indicators for school eff ectiveness in socialisation, and to improve the survey methods (Hercz 2005; Act CXC. 19. §(2/a) of 2011; Hunyady-Nádasi 2014). Th e focus of this study is to discover helpful guidelines for research methods with a review on the fi ndings of the international and the Hungarian literature.

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Why there is no education ethics without principles

Cited by 10 publications

References 22 publications

Understanding the Discourse of Early Childhood Education in Coming of Age in Samoa

Understanding the Discourse of Early Childhood Education in Coming of Age in Samoa

Some Issues Concerning Values in Measuring Achievements in Education

A nevelés eredménymérésének mérésmetodikai dilemmái

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