Course program



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Course program





Name of the subject

Current paradigms in education

Subject code




Location in the curricular map

Module 1




Characteristics of the course

This is the first subject of the Master’s degree. The student must go through an introductory session where the history of the institution, the educational model, and the main aspects of the Graduate College Administration are described. Afterwards, the program contemplates two essential aspects: one of them is about the reflection of the goal of education that helps understand the importance of the educational act even in conflicting times. The second part brings the student to an initial view towards the educational paradigm centered in learning, and several of the courses later on will go deeply into this model.






General objectives of learning
At the end of the seminar the student will be able to:

  1. Analyze at least the position of three different philosophical trends on education in regards to the educational goals.

  2. Develop and support a personal stance in regards to the current educational situation, and to confront it with the suggested purposes by the different philosophical trends.

  3. Establish links between the education goals and the paradigm of education centered in the on that learns.


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Thematic Content:




I. The teacher in his job. An expression of reality

II. The essential roots of educational thinking

III. An education philosophy of the XXI century

IV. The gestation of a paradigmatic thought in education

V. Education centered in learning (model)

VI. The expressions of the immediate future (modes of coexistence)

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Learning activities:

I

The teacher in his job. An expression of reality

PURPOSE: To develop an initial thought analyzing the case of one teacher, and linking him with his own educational experience in the current context.

LEARNING ACTIVITIES:

a. Textbook reading: ¿Por qué no cerrar las escuelas?,de Lourdes Barraza (Why shouldn’t schools close?, by Lourdes Barraza). The group reflects upon the most valuable elements that make up the teaching practice.

b. Textbook reading: El curriculum universitario ante los retos del siglo XXI, de Alicia de Alba (The university curriculum before the challenges of the XXI century, by Alicia de Alba). Every student will develop an analysis through a 3-leve scheme: paradox description, explain its implications in the schoolwork, and the selection of 2-3 points that we can attack or take advantage of.

c. Textbook group reading: “Las voces del aula” de Alberto Gárate (“Voices of the classroom”) by Alberto Garate. The group reflects about the most valuable elements that make up the teaching practice.

d. Initial reflection: What is a structural crisis? Crisis-education-school relation. In an individual basis, each student prepares a brief text of two sheets where he reflects upon that issue.

e. Starts gathering files where he writes about cases, things, and classroom stories.


EVALUATION ACTIVITY:

Starting from reading the book La posmodernidad, nueva cultura y modelo de vida, de Javier Martínez Cortés (Post-modernism, a new culture and life style, by Javier Martinez Cortes). Each student, in an individual basis, will try to make a summary of how he perceives his educational reality, and how is it affected by today’s world. At the same time to develop analysis capacity.

Extra-curriculum activity. Prepare an essay.

The text must respond to the vision that each student has about education.

Considering the following aspects:


  • How has education affected by the post-modern approaches about the wrong rise of the reason?

  • Should education serve the purpose to look for happiness? Is happiness looked for post-modernism? In what way is it different happiness from modernism?

  • If there is no commitment, what can I do as an educator? Is there any sense on trying to educate when the student does not grasp something meaningful?


II

The essential roots of educational thinking
PURPOSE: To recognize the original meaning of education, its subjective dimension, and at the same time, its strong ideological load.

LEARNING ACTIVITY:

a. Group reading of El mito de Prometeo, de Nicolás Abagnano (Prometeo’s myth, by Nicolas Abagnano. The sense and meaning of education is rescued.

b. Reading materials are distributed: El aprendizaje humano, de Fernando Savater (tomado de el valor de educar) (The human learning process, by Fernando Savater. Taken from the value to educate). Los valores y la posmodernidad, de Luis Linares (Values and post-modernism, by Luis Linares; Una buena educación, de Pablo Latapi (A good education, by Pablo Latapi).

c. Every team will make a comprehension reading adding new elements to the great PURPOSES of education. They present to the group the findings of their work.


EVALUATION ACTIVITY:

To be developed in pairs. Taken as the base the textbooks of this topic and some others that are investigated (the Greek, middle ages, modern philosophers), they have to prepare an EDUCATIONAL PHILOSOPHY for one newly created school in the educational level that the couple decides. The proposal has to be founded. It is sent to the teacher via E-mail in one week at the most.



Extra curriculum activity:

Prepare a leaflet that shows the philosophy and the basis of the educational model of an educational institution that is being created. It should include:



  • Name of the institution.

  • Desired working level.

  • State the mission.

  • Educational objectives that are persued.

  • Important curriclar and non-credit areas.

  • Other aspects they believe important to highlight.


III

An education philosophy for the XXI century

PURPOSE: To recognize the social and cultural sense of education as well as its importance in time and space regardless of the model changes.



LEARNING ACTIVITY:

Collective readings and discussions about the following texts:



Las funciones sociales de la escuela, de Ángel Pérez Gómez (The social functions of school, by Angel Perez Gomez)

Indiferencia generalizada hacia el humanismo, de Luis Olmos (General indifference towards humanism, by Luis Olmos).

Pedagogía de la Alteridad, de Pedro Ortega (The Pedagogy to be in your shoes, by Pedro Ortega).

b. Work in groups of three. Every team will make a comprehension reading adding new elements to the great PURPOSES of education. They present to the group the findings of their work.

EVALUATION ACTIVITY:

To be worked in pairs. They are going to work with the topic: The educational thinking at the end of the XX century. They are going to give it a didactic approach by presenting the content through a mental map or conceptual map.

A mental map:


  • It has the main concept specifically in the middle of the page.

  • It allows using drawings, symbols, words, and colors. What is important is that the final representation allows the student that prepared it to have a full, easy to remember, and a logical vision.

  • The needed links can be included.

  • The concepts and ideas that are farther from the middle are of less importance.

IV

The gestation of a paradigmatic thought in education

PURPOSE: To analyze Jacques Delors’ educational proposal set on Education Contains a Treasure from school and from the classroom where the students are moving from.



LEARNING EVALUATION:

a. Basic reading:



La educación encierra un tesoro, de Jacques Delors. (Es recomendable la compra de este libro) (Education contains a treasure, by Jacques Delors. We recommend the purchase of this book).

La educación actual, de Juan Delval (Current education, by Juan Delval).

Desigualdades económicas, libertad y desarrollo, de Jurjo Torres (Economic inequalities, freedom, and development, by Julio Torres).

EVALUATION ACTIVITY:

The search of some testimonies from professors and students about what happens in the classroom. Initially the interviews are done, they are put in order, and they are written. Next, compared with Jacques Delors’ postulates.

Every student will interview with a professor so he can share an educational experience that breaks the schemes of what usually happens.

What is fundamental will be transcribed and a brief text will be developed, so the student can reflect upon that case in the light of chapter 4 of the Delors’ report.

All the cases will be presented before the group, and three of them in a random way, will be discussed inside the classroom.



V

Education centered on learning (model)

PURPOSE: That the student defines and explains the main elements of the educational model through a work of information search on the electronic means.



LEARNING ACTIVITY:

This is an assignment the students carry out. One of the requirements is for them to look for printed or electronic means about education centered on learning. They can look for information that corresponds to any educational level.

What does the explanation of an educational paradigm include? (theoretical level):


  1. Socio-political context where it emerges;

  2. Educational paradigm to the one it counteracts.

  3. The fundamentals of educational philosophy that support it.

  4. The conceptions of school and curriculum.

  5. The conceptions of teachers and of students.

  6. The basic expressions of work methodology (resources, methods, techniques).

EVALUATIVE ACTIVITY:

  1. The students will look for material educational innovation;

  2. With the material obtained, they prepare a class;

  3. At the end of the presentations, there will be an evaluation about the innovation of the presented assignment.

The following questions are answered: In what way does this way of living class breaks with the traditional way? Does technology assures to change the style of education? To change the model: Does the teacher influences more or does the administration?

VI

The expressions of the immediate future (way of coexistence)

PURPOSE: Through a critical judgment and without losing sight of reality, the student needs to integrate the main ideas and postulates and to express them through a final report that indicates what is the possible change and which one is not in school.



LEARNING ACTIVITY:

Educational evaluation in higher education. This is an assignment that will develop the students themselves. One of the requirements is to look for information in electronic means.




Criterion and evaluation procedures.

  1. Evaluation of unit assignments. 50%

The presentation of future stages

The final activity will consist on the presentation of a text prepared like if it was an article for a magazine that is talking about the topic of future education.

The idea is that each student can write a text where he can present his own Vision of the main innovations that education can suffer on the next 15 years, and trying to respond the following questions:


  • What is the role of the teacher? What abilities, knowledge, and attitudes should be promoted in students? How will technology incorporate to the different levels of education?

The idea is that each student writes thinking of the educational level that he is working in.

Every presentation must be: 4-5 pages, arial type letter, size 12, one line,

good spelling, bullet use, bibliography.

This assignment represents 50% of the course evaluation.








Type

Title

Author

Publisher

Year

1

Reference

Esperanza en tiempos de crisis. (Teaching in times of crisis).

Laín Entralgo Pedro

Galaxia Gutenberg

1994

2

Reference

Los caminos para la libertad. Etica y educación.(The roads of freedom. Ethics & education).

Savater Fernando

Ariel ITESM

1999

3

Reference

Nueve retos para la educación superior. (Nine challenges of higher education).

Martínez Rizo Felipe

ANUIES

2000

4.

Reference

La Educación Encierra un Tesoro. (Education contains a treasure).



Delors Jacques y otros







5

Reference

Retos de la Educación Superior para el Siglo XXI. (Challenges of Higher Education for the XXI century).

ANUIES

ANUIES

2000
Bibliography

  1. Abbagnano, N. y Visalberghi, A. Historia de la Pedagogía.(The History of Pedagogy) Ed. FCE, 15° reimpresión. México, 2001

  2. ANUIES. Innovación Educativa. (Educational Innovation)2003

  3. Barraza, L., Casanova, O. y García, J. Ser profesor y dirigir profesores en tiempos de cambio. (To be a teacher and guide teachers in times of change) Narcea de Ediciones, Madrid, 2004.

  4. De Alba, Alicia. El curriculum universitario de cara al nuevo milenio. (University curriculum facing the new millennium).Plaza y Valdés Editores-UNAM, México, 1997.

  5. Delors, Jacques. La educación encierra un tesoro. (Education contains a treasure). Ed. UNESCO, 1996

  6. Delval, Juan. Los fines de la educación. (The purposes of education). Ed. Siglo XXI. 7° edición, Mexico, 1999.

  7. Fullat, Octavi. Antropología y Educación. (Anthropology and Education).Ed. UIA, México, 1997.

  8. Gárate Rivera, Alberto. Las voces del aula. (The voices of the classroom).Edic. SEE-CETYS. Mexicali, B.C. 2006

  9. Gimeno, S. y Pérez, A. Comprender y transformar la enseñanza.(To understand and to change teaching).Ed. Morata, 9° edición, Madrid, 2000.

  10. Inciarte, Esteban. Ortega y Gasset: una educación para la vida. (An education for life).Ed. El caballito-SEP, México, 1986.

  11. Linares Borboa, Luis E., Los valores y la posmodernidad. (Values and post-modernism). Edic. CETYS. 2da. Edic. Mexicali B.C. 2006.

  12. Latapí Sarré, Pablo, Los cuatro pilares de una buena educación. (The tour pilar of good education).Conferencia magistral. Universidad Sonora. 2002.

  13. Martínez, J. Rovira, J. Cultura posmoderna y fe cristiana. (Post-moder cultura and the Christian faith). Ed. Popular, 1999.

  14. Olmos, Luis. La crisis de la universidad humanista. (Crisis in the humanistic university).Ed. CETYS, Mexicali, 2005.

  15. Savater, Fernando. El valor de Educar. (The value of education) Ed.. Ariel, México, 2001

  16. Torres, Jurjo. Educación en tiempos de Neoliberalismo. (Education in times of Neoliberalism). Ed. Morata, Madrid, 2001.



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