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Kostkiewicz, Janina. "Edukacja, które ocala i tworzy: pozostał już tylko awangardowy konserwatyzm?" Polska Myśl Pedagogiczna 8 (November 14, 2022): 61–78. http://dx.doi.org/10.4467/24504564pmp.22.004.16057.
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Ze stanu polskiej edukacji wynika, że w ostatnich dekadach zabrakło w niej wpływów pedagogiki, która ocala tradycję i tworzy drogi ewolucyjnego doskonalenia edukacji. Miała ona bowiem zbyt wielu wrogów wśród „zdetronizowanych” (pozornie) elit oficjalnie zamkniętego w 1989 roku systemu pedagogiki socjalistycznej. Po trzech dekadach miękkich gier politycznych i naukowych elity uniwersyteckie tej dyscypliny dokonały kolonizacji pedagogiki przez pedagogikę krytyczną (neomarksistowską). Skutkiem tego pedagog wiążący swoje prace z innym (prawicowym, powiązanym z religią katolicką) nurtem ideologii edukacyjnej doświadcza (w zależności od środowiska) różnych rodzajów marginalizacji, a nawet opresji: od pseudonaukowych argumentów po racje (ponownie!) „jedynie słusznej” ideologii edukacyjnej. W tej sytuacji pedagogom nurtu konserwatywnego pozostaje rola awangardy uprawiającej pedagogikę konserwatywną jako skrajnie niepopularną, twórczą i zarazem nowatorską; awangardy potrafiącej przy tym udźwignąć niechęć, pogardę i marginalizację akademickiej (neomarksistowskiej) większości, która w efekcie kolonizacji zdominowała struktury nauki oraz jej bliższe i dalsze konteksty. Wobec powyższego uprawnione staje się pytanie: czy pozostał nam już tylko konserwatyzm awangardowy? Education that Saves and Creates: Is Only Avant-Garde Conservatism Left? The state of Polish education shows that in the last decade it lacked the influence of pedagogy, which saves tradition and encourages the evolution of educational improvement. It has faced too many enemies among the elite of socialist pedagogy, which was (supposedly) dethroned after 1989. After three decades of soft political and scientific games, this academic elite successfully colonialized the field of pedagogy by means of (neo-Marxist) critical pedagogy. As a result of this pedagogue associated with another stream of educational ideology (e.g., rightwing, Catholic) experience various types of marginalization and even oppression (depending on the environment): from pseudoscientific arguments to the rationale (again!) of the ‘only right’ educational ideology. In this situation, conservative pedagogues are left in the role of the avant-garde; practicing conservative pedagogy that is extremely unpopular, creative, and at the same time innovative. This avant-garde can bear the weight of aversion, contempt, and the marginalization by the academic (neo-Marxist) majority, which as a result of colonization has come to dominate the structures of science and its closer and further contexts. In light of this situation, we are faced with the following question: are we left with only avant-garde conservatism?
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Mayo, Peter. "Marxist-inflected praxis in Paulo Freire's political pedagogy." Debates em Educação 13 (September 29, 2021): 82–99. http://dx.doi.org/10.28998/2175-6600.2021v13nespp82-99.
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This paper discusses and explains Freire's Marxist-inflected concept of praxis as developed throughout his oeuvre. A key feature, deriving from Marx and others, notably Gramsci, is the positing of a dialectical relationship between consciousness and the world. This is at the heart of his celebrated pedagogical approach. Praxis dates back to the time of the ancient Greek ‘civilisation’ Aristotle in primis. It involves an intellectual effort, a reflection on one’s individual and collective lifeworld. These are the reflecting on action processes that can ultimately collectively lead to political change. Praxis lies at the heart of Marxian and Gramscian political thought and strategy. It is the kernel of Paulo Freire's pedagogical politics; it differs from simply practice. This pedagogical politics involves the codification of this reflection on action into theory. It, in turn, entails evaluating relevant theory against the very reflection on everyday action. The world of action is life itself with all its dimensions, including community living and work, but extends well beyond.
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McLaren, Peter, and Nathalia E. Jaramillo. "Not Neo-Marxist, Not Post-Marxist, Not Marxian, Not Autonomist Marxism: Reflections on a Revolutionary (Marxist) Critical Pedagogy." Cultural Studies ↔ Critical Methodologies 10, no. 3 (January 26, 2010): 251–62. http://dx.doi.org/10.1177/1532708609354317.
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Freedman, Carl. "Marxist Theory, Radical Pedagogy, and the Reification of Thought." College English 49, no. 1 (January 1987): 70. http://dx.doi.org/10.2307/377790.
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Brenneman, Mark. "Don’t We Relate? Resources for Organization in Marxist Pedagogy." Philosophy of Education 63 (2007): 294–97. http://dx.doi.org/10.47925/2007.294.
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Sabharwal, Dhruv. "Structural Marketing Pedagogy and Market Demarcation- Substituting Demographic Analysis." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 1277–83. http://dx.doi.org/10.31142/ijtsrd9494.
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Gyanwali, Gokarna Prasad. "Mistica: A Marxist Praxis." Patan Pragya 9, no. 02 (December 31, 2021): 91–98. http://dx.doi.org/10.3126/pragya.v9i02.42027.
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The Mística is the symbolic or dramatic social movement of Marxism initiated by Brazilian Landless Rural Workers. It is the popular movement practiced by the Communist parties and socialist organizations of the world. It was developed from Latin American liberation doctrine and interpreted as love for a cause, solidarity experienced in collectivity, symbolic presentation of the socialist movement, and belief in radical change. It is one type of philosophical movement which has a demonstrative attachment, praxis of pedagogy, behavioral collectivity, and cultural movement to change the social world guided by the theory of Karl Marx. It has political roots against the homogenization of culture, imperialism, and capitalist domination of the world. It uses art, music, drama, activity, symbol, media, and other modern tools which help the people for emancipation. This article will demonstrate some of the major aspects of mistica based upon the field observation of Brazil and Nepal.
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Cambi, Franco. "Marx in der italienischen Pädagogik – ein komplexes Abenteuer." Vierteljahrsschrift für wissenschaftliche Pädagogik 94, no. 2 (July 4, 2018): 232–45. http://dx.doi.org/10.30965/25890581-09402005.
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Marx in Italian Pedagogy – A Complex AdventureIn Italy – apart from some former socialist countries –, Marx probably has received broader and more diverse pedagogical attention than in any other western country. The author diachronically depicts this both continuous and differentiated reception, characterizes the persons who are crucially involved in it and refers to their most important relevant publications. The result is a very colourful picture, which illuminates many possibilities of a marxist-inspired pedagogy. The main focus inevitably is on Antonio Gramsci, who is classified especially with regard to his importance for both Italian and international pedagogy. From a synchronous perspective, the author refers to Marx as the great classic of a pedagogy of (individual and social) emancipation, especially in terms of his (pedagogical) anthropology and his contribution to a renewal of culture.
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Xie, Jerry. "Cages and Class Struggle: A Leninist Inquiry into the Caricature of Marxism in Fenggang Yang’s ‘Soul Searching’." Critical Sociology 44, no. 1 (August 4, 2016): 173–87. http://dx.doi.org/10.1177/0896920516654556.
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The sociologist of religion Fenggang Yang has recently extended his ‘markets of religion’ framework to the spiritual ‘soul searching’ in contemporary literature. In his epilogue to Angelica Duran and Yuhan Huang’s Mo Yan in Context (2014), an anthology of interdisciplinary interpretations of Mo Yan’s ‘hallucinatory realist’ fiction, Yang claims that ‘Chinese souls’ have been ‘caged’ by, among other things, ‘Marxist-Leninist-Maoist atheism’. He refers to the Marxist theory of religion as merely ‘the Marxist adage’ that religion is ‘the opiate of the people’. This essay analyzes Yang’s ‘cage’ concept, to ‘work against it both from without and within’, as Lenin says. In doing so, I argue that Yang’s ‘soul searching’ epilogue is a highly concentrated text of bourgeois ideological mystification and is, therefore, a productive site for Marxist oppositional pedagogy which contests the imagism of ‘cages’ with the materialist dialectics of class struggle.
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Favoreto, Aparecida. "PIONEIROS DO MARXISMO E DA ESCOLA NOVA NO BRASIL: o lugar da escola no processo histórico." Cadernos de Pesquisa 22, no. 2 (August 31, 2015): 74. http://dx.doi.org/10.18764/2178-2229.v22.n2.p.74-87.
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O artigo analisa a proposta educacional dos pioneiros da Escola Nova e a dos pioneiros do pensamentomarxista no Brasil. Os escolanovistas partiam do pressuposto de que a educação era um elemento ativo no processode transformação social, sendo assim, elaboraram um projeto amplo de reforma na política educacional, na estruturado ensino e na pedagogia. Para os pioneiros marxistas, o elemento ativo estaria no desenvolvimento históricoe na mobilização de classe e não na escola. Assim, priorizou a formação do militante revolucionário. Em termosescolares, seguiram juntos com os escolanovistas, acreditando ser a escola burguesa uma etapa necessária. Umapostura que encontra respaldo na concepção etapista da história que fundamentava a luta marxista do período.Palavras-chave: Pecebistas. Escolanovistas. Escola e transformação social. MARXIST AND NEW SCHOOL INTRODUCERS IN BRAZIL: the school place inthe historical processAbstract: The article analyzes the educational proposal of the pioneers of the New School and the pioneers ofMarxist thought in Brazil. The New School researchers have assumed that education was an active element in theprocess of social transformation. Therefore, they developed a great reform project in education policy, educationstructure as well as in its pedagogy. For the Marxist pioneers, the active element would be placed in the historicaldevelopment and the mobilization of class, but not in the school. Like this, it prioritized the training of the revolutionarymilitant. In school terms, both of them followed along with the New School introducers, since they believed thatthe bourgeois school was a necessary step. It is an attitude supported by the step by step conception of history thatthe Marxist struggle was based during that period.Keywords: New School and Marxist Introducers. School and social transformation. PIONEROS DEL MARXISMO Y DE LA ESCOLA NOVA EN EL BRASIL: el lugar dela escuela en el proceso históricoResumen: El artículo analiza a la propuesta educacional de los pioneros de la Escola Nova a la de los pionerosdel pensamiento marxista en el Brasil. Los escolanovistas partian del presupuesto de que la educación era un elementoactivo en el proceso de transformación social, frente a eso, desarollaran un proyecto amplio de reforma enla política educacional, en la estructura de la enseñanza y en la pedagogia. Para los pioneros marxistas, el elemntoactivo estaria en el desarollo histórico y en la mobilización de la clase y no en la escuela. De esa manera, priorizó laformación del militante revolucionário. En termos escolares, siguieron juntos com los escolanovistas, creendo que laescuela burguesa era una etapa necesária. Una postura que encontra apoyo en la concepción etapista de la historiaque fundamentaba la lucha marxista del periodo.Palabras clave: Pecebistas. Escolanovistas. Escuela y Transformación social.
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Burghardt, Daniel. "Kritische Pädagogik nach Marx." Vierteljahrsschrift für wissenschaftliche Pädagogik 94, no. 2 (July 4, 2018): 215–31. http://dx.doi.org/10.30965/25890581-09402004.
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Critical pedagogy after MarxWestern Marxism, the New Marxist Reading and Educational ConnectionsThe article attempts to bring together variants of German pedagogical Marx reception and three central historical readings of Marx’s theory. After an overview of the interpretations of Traditional Marxism, Western Marxism, and the Neue Marx-Lektüre, it is shown that the pedagogical reception is predominantly connected with Western Marxism. It is argued that perspectives of a critical pedagogy that takes up insights from the currently popular reading of the Neue Marx-Lektüre are yet to be developed. Some apparently crucial aspects are discussed in this respect.
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McLaren, Peter, and Emiliano Bosio. "Revolutionary critical pedagogy and critical global citizenship education: A conversation with Peter McLaren." Citizenship Teaching & Learning 17, no. 2 (June 1, 2022): 165–81. http://dx.doi.org/10.1386/ctl_00089_1.
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This article presents a remarkable conversation on revolutionary critical pedagogy and critical global citizenship education between Peter McLaren, one of the leading scholars of contemporary critical pedagogy, and Emiliano Bosio, guest editor of Citizenship Teaching & Learning. McLaren’s copious work as a distinguished professor in critical studies at the Donna Ford Attallah College of Educational Studies (Chapman University), as co-director and international ambassador for Global Ethics and Social Justice (Paulo Freire Democratic Project), as co-founder of the Instituto McLaren de Pedagogía Crítica, Ensenada, and as Professor Emeritus at the University of California, Los Angeles (UCLA) offers insights, perspectives, concerns and outlooks that bring to the centre of international educational debates relevant thoughts through which we can better understand the complex roots and history of global and local citizenship particularly in relation to notions of critical theory, critical pedagogy, Paulo Freire’s pedagogy, Marxist humanist philosophy, ethics of solidarity, social justice and liberation theology.
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Clyne, Allan Robertson. "Freire’s Christian Pedagogy in the Professional Narrative of UK Youth Work." Journal of Youth and Theology 19, no. 2 (November 7, 2020): 139–85. http://dx.doi.org/10.1163/24055093-bja10010.
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Abstract This article celebrates the 50th anniversary of Paulo Freire’s Pedagogy of the Oppressed. It responds to the current youth work environment within the UK by examining the differing attitudes and treatment of Freire and his pedagogy within this melded arena. It reveals youth ministry’s and Christian faith-based youth work’s limited engagement with Freire and explains the secularisation of his ideas within the wider youth work field, how they were isolated from his faith, subjugated to the work of Carl Rogers and latterly rebranded as secular Marxist. In contrast, this piece suggests that Paulo Freire’s work should be recognised as a pedagogy drawn from his Christian faith. It concludes by relating his work to Liberation Theology and introduces an interpretation of conscientização as a Christian pedagogy. While Anglo-centric it aims to motivate a discussion amongst Christian faith-based youth workers around the globe, particularly those who contend with the secularisation of Freire’s work.
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McLaren, Peter, and Petar Jandrić. "Paulo Freire and Liberation Theology: The Christian Consciousness of Critical Pedagogy." Vierteljahrsschrift für wissenschaftliche Pädagogik 94, no. 2 (July 4, 2018): 246–64. http://dx.doi.org/10.30965/25890581-09402006.
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Paulo Freire und die Befreiungstheologie: Über ein christliches Verständnis von kritisch-revolutionärer PädagogikPeter McLaren, in den USA und weit darüber hinaus Gründungsfigur und Ikone einer kritisch-revolutionären Pädagogik, erläutert hier im Dialog mit Petar Jandrić indirekt seine eigene Position, indem er sie mit Paulo Freires Befreiungspädagogik und der südamerikanischen Befreiungstheologie konfrontiert und dabei seinen Ausgang von einem Marxschen Humanismus aufdeckt und sich selbst als einen »Marxist humanistic social justice educator« identifiziert.
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Utiarahman, Trisnawaty B. "Meningkatkan Kompetensi Pedagogik Guru Melalui Pelatihan Berjenjang." Aksara: Jurnal Ilmu Pendidikan Nonformal 5, no. 3 (March 23, 2020): 215. http://dx.doi.org/10.37905/aksara.5.3.215-222.2019.
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<p style="text-align: justify;">Rendahnya profesionalisme terutama kompetensi pedagogik guru di SMP Negeri 1 Marisa merupakan masalah yang sangat mendesak untuk ditangani melalui penerapan pelatihan berjenjang model-model pembelajaran inovatif. Metode yang digunakan dalam penelitian ini adalah desain penelitian tindakan sekolah melalui 2 (dua) siklus, yang masing-masing melalui tahap perencanaan, implementasi, observasi, dan refleksi. Objek penelitian adalah guru mata pelajaran tahun pelajaran 2016/2017 yang berjumlah 6 orang, terdiri dari 2 orang guru mata pelajaran IPA (Biologi dan Fisika) dan 2 orang guru mata pelajaran Bahasa Indonesia, 1 orang guru mata pelajaran matematika dan 1 orang guru mata pelajaran Bahasa Inggris. Hasil akhir dari penelitian ini menunjukkan bahwa dengan penerapan pelatihan/workshop berjenjang dapat meningkatkan kompetensi pedagogik dan penguasaan konsep kompetensi pedagogik guru di SMP Negeri 4 Marisa. Disamping itu penerapan pelatihan berjenjang sangat menentukan, kesiapan instruktur dan guru dalam mengikuti pelatihan serta dukungan dan motivasi dari kepala sekolah.</p>
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Huckle, John. "Becoming critical: A challenge for the Global Learning Programme?" International Journal of Development Education and Global Learning 8, no. 3 (March 31, 2017): 63–84. http://dx.doi.org/10.18546/ijdegl.8.3.05.
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The Global Learning Programme in England employs a new form of networked governance to deliver education for sustainable development in schools. This article focuses on Biccum's claim that such programmes serve to sustain the prevailing neo-liberal hegemony by further marginalizing critical voices such as those drawing on Marxist and post-structuralist theories. After introducing the GLP, Biccum's argument, and indicators of the neo-liberalization of education for sustainable development, it examines the potential of these two theories to inform critical pedagogy. It then evaluates the GLP's core guidance, assessing the extent to which it reflects the indicators and whether it is likely to promote such pedagogy. It concludes by outlining some research questions.
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McLaren, Peter, and Petar Jandrić. "Karl Marx, Digital Technology, and Liberation Theology." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 544–69. http://dx.doi.org/10.1163/25902539-00102013.
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Since 2011 Peter McLaren and Petar Jandrić have written a dozen of dialogic articles focused to critical pedagogy in the age of information technology and liberation theology. These articles are packed with Peter McLaren’s interpretations of Karl Marx in various contexts, yet they never focused explicitly to McLaren’s Marxist thought. In this article we present a collection of Peter McLaren’s interpretations of Karl Marx written during 8 years of working together. Developed and published in various contexts, insights in this article do not present a complete overview of Peter McLaren’s understanding of Marxism. Yet, focusing to extremely radically different themes of information technology and liberation theology, Peter McLaren’s views present a rich source for understanding Marxist theory in the 21st century.
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Carby, Hazel V. "Imperial Intimacies—Further Thoughts." Small Axe: A Caribbean Journal of Criticism 25, no. 1 (March 1, 2021): 198–203. http://dx.doi.org/10.1215/07990537-8912859.
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Reflecting on arguments and insights in the discussion essays by Eddie Chambers, Marisa Fuentes, and Marc Matera on the author’s Imperial Intimacies: A Tale of Two Islands, this response essay focuses on the dilemma of black feminist critique, practice, methodology, and pedagogy in a constant struggle with and against the colonial archive. It poses questions about the possibilities and limits of developing alternative ways for narrating racialized lives into being.
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HOLST, JOHN. "Paulo Freire in Chile, 1964–1969: Pedagogy of the Oppressed in Its Sociopolitical Economic Context." Harvard Educational Review 76, no. 2 (July 1, 2006): 243–70. http://dx.doi.org/10.17763/haer.76.2.bm6532lgln2744t3.
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In this article, John Holst presents findings of his historical research on Paulo Freire's educational work in Chile from 1964 to 1969. Freire's Education as the Practice of Freedom, which was written in 1965 from notes he brought from Brazil, was informed by a liberal developmentalist outlook. In contrast, his Pedagogy of the Oppressed, written toward the end of his stay in Chile from 1967 to 1968, was influenced by Marxist humanist ideology. Considering this relatively rapid change in Freire's educational philosophy, Holst explores the manner in which Freire's time and work in Chile affected his ideological evolution. Holst contributes to Freirean studies by demonstrating that Freire's work in the Chilean political context proved to be decisive in his ideological and pedagogical growth. Freire's ideological evolution inspired his writing of Pedagogy of the Oppressed, widely considered one of the most important books on education in the twentieth century. Ultimately, Holst argues that Freire's pedagogy, like all pedagogy, can only be understood fully when seen within the specific sociopolitical and economic contexts within which it developed. Pedagogies are collective in nature, and Freire's, as he himself recognized, was no exception.
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Skordoulis, Constantine D. "How Marxist history of science can inform a pedagogy of science for social justice." Epistemology & Philosophy of Science 55, no. 3 (2018): 172–87. http://dx.doi.org/10.5840/eps201855356.
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Akinola Akomolafe, Mohammed. "Philosophy of Education and the Ideological Underpinning of the Curriculum." International Scientific Journal of Universities and Leadership, no. 10 (December 20, 2020): 3–12. http://dx.doi.org/10.31874/2520-6702-2020-10-2-3-12.
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The seeming corpulent connection between theory and practice informs this inquiry. Whereas there have been claims from several quarters that the decline in the quality of pedagogy lies with poor theory but where there is a sound one, its deleterious practice or application is considered a foremost culprit. Consequent upon this, this research takes a twist on this issue. Through the method of critical analysis and interpretation, the study employs the Marxist theory of education as its theoretical framework. In other words, the paper takes its cue from a Marxist perspective to posit that the society is a battle ground of ideologies. What is perceived as failed theory and/or practice in pedagogy is actually the fulfillment of an ideology of the ruling class who are not only the ruling material force but also the society’s ruling intellectual force. This clearly portends that there is an ideology behind any curriculum and its application. It is always a curriculum put in place by the ruling class. It is calculated to produce minds that would condone and uphold the hegemonic status quo of the ruling intellectual force. It therefore does not matter whether or not society develops. For development is defined by the prevailing ideology. Contrary opinions are repressed and exterminated usually through force or rhetoric. If this is the case, the question of theory and practice in pedagogy does not arise. On the contrary, the main impetus ought to be how to deal with what kind of ideology persists in a society’s educational curriculum. Hence, the current study proposes a re-thinking away from the perceived and seemingly wide abyss between theory and practice. This is because every fact and practice is theory-laden. It is the submission of this paper that the ideological basis of a curriculum demands more attention.
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Geißler, Gert. "Škola a výchova v Německé demokratické republice." Historia scholastica 7, no. 2 (December 2021): 93–115. http://dx.doi.org/10.15240/tul/006/2021-2-005.
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The German Democratic Republic, which emerged in 1949 from the eastern occupation zone in divided Germany, was the most western state in the Soviet sphere of influence. The article traces how a new, independent, and efficient school system emerged from a common German history. In constant political competition with the Federal Republic of Germany, it initially demonstrated a strong affinity with the Soviet school system, in which educational practices were rooted in the doctrinal principles of a Marxist-Leninist pedagogy.
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Miljković, Milan. "The holistic approach to early childhood in Maria Montessori's pedagogy." Nastava i vaspitanje 71, no. 3 (2022): 425–37. http://dx.doi.org/10.5937/nasvas2203425m.
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In the context of Maria Montessori's (1870-1952) pedagogical philosophy, one of its fundamental characteristics can be observed in her humanistic romanticist attitude towards the child and childhood, as well as the repercussions of such an attitude on the global process of building and developing a society of peace, that is, tendencies of a pacifist nature as an important purpose of the development of mankind as a whole. Guided by this kind of leitmotif identified in Montessori's pedagogical theory and teachings, the first section of the paper seeks to examine and interpret her ideas which place great significance on the influence of the environment on the holistic process of child development, and her views on the periods of sensitivity a child goes through in its development. The second section of the paper looks at the characteristics of the first stage of development in Montessori's pedagogical theory, with emphasis on the importance of the voluntaristic aspect in child development. Finally, the third section examines some of Montessori's theoretical starting positions in the segment of complexity of the child's world - adult world relationship through the axiological ethical dimension, with special reference to the importance of cosmic education in this context. The main aim of this paper was thus inspired by an analysis of some of Montessori's pedagogical views and ideas which, in the naturalness of their pedagogical manner and rhetoric, encourage and foster the idea of a child's holistic development by emphasizing the importance of the axiological ethical dimension in the context of the child's world - adult world relationship.
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Rondini, Ashley C. "Surviving Dangerous Waters: Teaching Critical Consciousness Against a Tide of Post-truth." Humanity & Society 44, no. 2 (August 28, 2019): 221–32. http://dx.doi.org/10.1177/0160597619869045.
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In an analysis based upon an original cartoon image by artist Michael Scalzo, this sociological essay proposes an allegory of critical consciousness within the context of our contemporary sociocultural landscape. Likening the role of critical consciousness to that of an oxygen tank for a fish surrounded by polluted water, I draw upon theoretical literature engaging critical epistemological and pedagogical praxis, as well as Marxist, critical race, feminist, and queer sociological theories to frame the role of critical pedagogy in elucidating the relationships between hegemonic ideology and structural oppression.
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Middleton, Sue. "Henri Lefebvre on education: Critique and pedagogy." Policy Futures in Education 15, no. 4 (December 13, 2016): 410–26. http://dx.doi.org/10.1177/1478210316676001.
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The ‘spatial turn’ in education policy studies fuelled interest in Lefebvre’s work: initially, in his work Production of Space and, more recently, Rhythmanalysis and Right to the City. Yet, although in these texts Lefebvre critiques universities and schools and introduces original pedagogical concepts, their educational strands have attracted little attention. Lefebvre’s other works available in English have been largely overlooked in education literature. As France’s first Professor of Sociology, Lefebvre was passionately engaged with education: in particular, teaching, competing for government grants and leading student activism. Critiques of education are threaded through Lefebvre’s three-volume Critique of Everyday Life, his writings on architecture and anthologies. Lefebvre’s work, The Explosion, is surprisingly neglected. A critique of French universities, it analyses student protests across Paris in 1968 – events in which Lefebvre was a leading activist. In geography and philosophy there are burgeoning secondary literatures on Lefebvre. Laying groundwork for such a literature in education, I survey Lefebvre’s references to education in all the works available in English. Arguing that Lefebvre was an educational thinker in his own right, this paper sketches a ‘roadmap’ for educational readings of Lefebvre’s prolific and largely sociological writing. This paper falls into three parts. The first uncovers core Marxist and phenomenological foundations of Lefebvre’s critiques of universities and schools. Building on these, it introduces Lefebvre’s pedagogical concepts. The second part contextualises these in relation to ‘New’ (or ‘Progressive’) education movements at ‘critical moments’ of 20th-century history. It includes a case study of one such moment – the 1968 Parisian student uprising – then outlines Lefebvre’s summation of education in the late 20th century. The third part draws together four ‘Lefebvrian’ pedagogical principles and considers their relevance today. Educational readings of Lefebvre, I suggest, can help educationists identify ‘cracks or interstices’ in ‘technocratic rationality’, suggesting strategies for resisting contemporary neo-liberal regimes.
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Wayne, Mike. "Transcoding Kant: Kracauer’s Weimar Marxism and After." Historical Materialism 21, no. 3 (2013): 57–85. http://dx.doi.org/10.1163/1569206x-12341303.
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Abstract Kracauer’s rehabilitation in the 1990s sidelined his Marxist framework of the middle-to-late Weimar era in favour of the then still dominant if decaying paradigms of poststructuralism and postmodernism. It was also silent on the relationship between Kant and Marxism in Kracauer’s work. This essay addresses these weaknesses by arguing that Kracauer transcoded the structure of Kant’s ‘problematic’ around reification into a Marxist framework in the middle-to-late Weimar period. The essay considers how Kracauer conceived the mass ornament (photography and film especially) as a site of reification and critical pedagogy. It explores his strategies of de-reification and their overlap with Walter Benjamin and the ruptures and continuities between the radical Weimar work and his later Theory of Film. The essay argues that the Theory of Film can be better understood as a transcoding of Kant’s philosophy of the aesthetic in the third Critique into the film camera itself, although the Marxian framework of the Weimar period is now considerably attenuated.
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Kudláčová, Blanka. "Ideové východiská pedagogického myslenia na Slovensku v 40. rokoch 20. storočia a ich vyústenie do socialistickej pedagogiky." Historia Scholastica 6, no. 2 (December 31, 2020): 7–21. http://dx.doi.org/10.15240/tul/006/2020-2-001.
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The paper is a historical-educational study that aims to survey changes in conceptual foundations of educational thought in the 1940s and their form at the beginning of Communism. It was a complicated period with several overlapping ideological levels: the ideas of the interwar democratic Czechoslovakia “retired”, the national socialist ideology of the Slovak state was established in the situation of the war, and the Marxist-Leninist ideology, which was fully implemented after the Communist coup in 1948, was being gradually shaped. The change of direction in the educational thought and in its foundations is demonstrated mainly through two leading figures of pedagogy of the given period: Juraj Čečetka (1907–1983), the first Slovak professor of pedagogy and Ondrej Pavlík (1916–1996), the creator of the socialist pedagogy and education. The first part of the paper focuses on a broader socio-political context that suggested changes in ideological orientation of educational thought in the 1940s, the second part of the paper discusses educational thought in the 1950s when only the socialist variant can be considered. The study is based on source literature of both mentioned representatives of the period and on existing research of their work (Krankus, Kudláčová, Faktorová, Valkovičová, Wiesenganger) and life (Mihálechová, Michalička, Londáková).
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Zhang, Zhuoyuan. "Marxism and Political Economy in Education: An Interpretation of Jean Anyon's Critical Pedagogy." Journal of Contemporary Educational Research 4, no. 2 (February 19, 2020): 28–34. http://dx.doi.org/10.26689/jcer.v4i2.1015.
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Jean Anyon (1941-2013) is a critical pedagogical researcher and social activist in the United States. All her life, she devoted herself to taking education as a breakthrough, exposing the ugliness of capitalist countries and promoting the equality of society and education. She uses Marxist theory to analyze the relationship between social class and school knowledge, hidden curriculum; education and mainstream ideology; and conflicts and resistances in education, emphasizing the theoretical and practical significance of Marxism in today's education. In order to find the deepest problem of education, Jean Anyon demonstrates the relationship between school education and macroeconomic policy from the perspective of political economics; the dialectical relationship between education reform and economic reform; and explains the reasons for education failure by quoting David Harvey's concept of "deprivation accumulation". Facing the cruel situation, Jean Anyon did not lose confidence, but found the "radical possibility" and put forward the concept of social change centered on education reform.
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Mauro, Salvatore Engel-Di. "Natural Science Pedagogy and Anarchist Communism: Developing a Radical Curriculum for Physical Geography in the US." Human Geography 2, no. 2 (July 2009): 106–23. http://dx.doi.org/10.1177/194277860900200208.
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Natural sciences typically enjoy generous institutional support and are regarded as authoritative knowledge. At the point of institutionalised knowledge distribution, as with university classrooms, few challenges have been mounted to the uncritical, if not reactionary, approaches typifying the natural sciences. Recent feminist work provides the only example of systematic and sustained effort at overcoming this, but it scarcely questions the power relations in which the sciences, and the making of scientists, are embedded. An alternative curriculum should therefore be developed and diffused that encourages socially critical and contextualising understandings of natural science and that promotes egalitarian principles, in ways similar to Marxist-inspired radical pedagogy. Through physical geography, geographers are well situated to radicalise natural science education. Kropotkins anarchist communist perspective already provides a precedent. Its integration with feminist and radical pedagogy provides one way that the content of physical geography teaching curricula can be radicalised, at least for college-level coursework in the US. To illustrate how to accomplish this, I discuss the development and application of a radical curriculum for an introductory physical geography course.
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Paulino, Alessandro Garcia, Alan Victor Pimenta, and Nilson Fernandes Dinis. "Educação, Cinema e Estudos Culturais (Education, Cinema and Cultural Studies)." Revista Eletrônica de Educação 13, no. 2 (May 10, 2019): 388. http://dx.doi.org/10.14244/198271993351.
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The article proposes a discussion about the possibilities of a pedagogy of image that intersects the processes of cinematographic editing with the experiences of the spectator, understanding this relation as formative of meanings about the films and about ourselves. With this purpose, concepts about the different forms of cinema visuality and Cultural Studies are used, especially the formative aspects that emerge from the observations on the modes of filmic addressing. ResumoO artigo propõe uma discussão sobre as possibilidades de uma pedagogia da imagem que entrecruza os processos de montagem cinematográfca com as experiências do espectador, entendendo esta relação como formadora de signifcados sobre os filmes e sobre si. Com este propósito são utilizados conceitos sobre as distintas formas de visualidade do cinema e sobre os Estudos Culturais, em especial sobre os aspectos formativos que emergem das observações sobre os modos de endereçamento fílmico.Keywords: Cinema, Education, Pedagogy of image, Cultural studies.Palavras-chave: Cinema, Educação, Pedagogia da imagem, Estudos culturais.ReferencesCOSTA, Marisa Cristina Vorraber; SILVEIRA, Rosa Maria Hessel; SOMMER, Luis Henrique. Estudos culturais, educação e pedagogia. Revista Brasileira de Educação. Belo Horizonte, n. 23, p. 36-61, maio-ago. 2003.ELLSWORTH, Elizabeth. Modos de endereçamento: uma coisa de cinema; uma coisa de educação também. In: SILVA, Tomas Tadeu da Silva (Org.). Nunca fomos humanos: nos rastros do sujeito. Belo Horizonte: Autêntica, 2001, p. 7-76.ESCOSTEGUY, Ana Carolina D. Cartografias dos estudos culturais – Uma versão latino-americana. Belo Horizonte: Autêntica, 2010.FERRARI, Anderson; CASTRO, Roney Polato de. Política e Poética das Imagens: implicações para o campo da educação. In: FERRARI, Anderson; CASTRO,Roney Polato de. (orgs.). Política e poética das imagens como processos educativos. Juiz de Fora: ED. UFJF, 2012, p. 11-19.FERRARI, Anderson. “Poeticamente silenciosa”: cinema e a formação ética-estética dos sujeitos. In: FERRARI, Anderson; Castro, Roney Polato de. (orgs.). Política e poética das imagens como processos educativos. Juiz de Fora: ED. UFJF, 2012, p. 37-55.FISCHER, Rosa Maria Bueno. Cinema e pedagogia: uma experiência de formação ético-estética. PerCursos, v. 12, n. 1, p. 139-152, 2011.FOUCAULT, Michel. Michel Foucault, uma entrevista: sexo, poder e a política da identidade. Verve. Revista Semestral Autogestionária do Nu-Sol., n. 5, p. 260-277, 2004.FROW, John; MORRIS, Meaghan. Estudos culturais. In: DENZIN, Norman K.; YVONA, Lincoln L. O planejamento da pesquisa qualitativa: teorias e abordagens. Porto Alegre: Artmed, 2006, p. 315-336.GOMES, Itania Maria Mota. Gêneros televisivos e modos de endereçamento no telejornalismo. Salvador: EDUFBA, 2011.GOMES, Itania Maria Mota. Das utilidades do conceito de modo de endereçamento para análise do telejornalismo. In: DUARTE, Elizabeth Bastos; CASTRO, Maria Lília Dias de (Orgs.). Televisão: entre o mercado e a academia. Porto Alegre: Ed. Sulina, p. 107-123, 2006.LOURO, Guacira Lopes. Cinema e Sexualidade. Educação & Realidade, v. 33, n. 1, p. 81-97, 2008.MASCARELLO, Fernando. Os estudos culturais e a recepção cinematográfica: um mapeamento crítico. Revista ECO-Pós, v. 7, n. 2, p. 92-110, 2004.MIGLIORIN, Cezar. Inevitavelmente Cinema: educação, política e mafuá. RJ: Beco do Azougue, 2015.MIGLIORIN, Cezar; BARROSO, Elianne Ivo. Pedagogias do cinema: montagem. Significação: Revista de Cultura Audiovisual, v. 44, n. 46, p. 15-28, 2016.SILVA, Tomaz Tadeu da. Documentos de identidade: uma introdução as teorias do currículo. Belo Horizonte: Autêntica, 2010.STAM, Robert. Introdução à teoria do cinema. Campinhas: Papirus, 2011.TURNER, Graeme. Cultural studies and film. In: HILL, John; GIBSON, Pamela Church (Eds.). Film studies: critical approaches. Oxford: Oxford University Press, 2000. p. 193-199.XAVIER, Ismail. O discurso cinematográfico: a opacidade e a transparência. RJ: Paz e Terra, 1984.
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Dullo, Eduardo. "Uma pedagogia da exemplaridade: a dádiva cristã como gratuidade." Religião & Sociedade 31, no. 2 (2011): 105–29. http://dx.doi.org/10.1590/s0100-85872011000200006.
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Durante pesquisa de campo, observei diversas atitudes de 'ajuda'. O presente artigo é uma descrição dessas relações sob a ótica da interação de dois coletivos de agentes: os católicos que presidem o Centro Social Marista e os jovens atendidos por esse Centro. A partir das 'ajudas' e da decorrente alteração de status advinda da consideração de uma bem sucedida 'inclusão social', analiso a produção de indivíduos exemplares, de cuja pedagogia traço a face ritual. Tais indivíduos estabelecem com outros jovens uma relação de exemplaridade que, por sua vez, e fechando o circuito, é central para a concretização do sistema de trocas baseadas na gratuidade e para a tentativa de consolidação de uma comunidade moral de semelhantes.
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Degrandis, Fernando. "A SUPERAÇÃO DA PEDAGOGIA DA MANUTENÇÃO." Imagens da Educação 12, no. 2 (June 21, 2022): 121–40. http://dx.doi.org/10.4025/imagenseduc.v12i2.56816.
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A sociedade complexa em que vivemos influencia diretamente as experiências de aprendizagem nas escolas. A escola, por sua vez, deveria ter que papel em relação a esta realidade? Passivo? Reativo? Propositivo? A escola, composta por sujeitos dotados de direitos, relaciona-se de que maneira com as demandas sociais? Estas são problematizações importantes deste texto, que tem como objetivo analisar esta relação, em especial a função da escola frente a formação dos sujeitos. Para tal, foi utilizado uma metodologia qualitativa, de caráter explicativo, a qual conta com a aplicação de questionários a três públicos (estudantes, professores e gestores) de duas escolas particulares do Rio Grande do Sul, bem como referencial bibliográfico e documental da Rede Marista de Educação. A análise dos questionários, com auxílio de categorização, indica que os estudantes aprendem com os diferentes sujeitos no espaço escolar. Ganha destaque uma função específica, a do professor dinâmico. Também, as técnicas que problematizam, contextualizam e promovem experiências são identificadas pelos estudantes como aquelas que mais ajudam em suas aprendizagens. Um currículo que assume a complexidade da sociedade e dos sujeitos supera a pedagogia da manutenção e coloca em ação a pedagogia da invenção e produção dos saberes, considerando sujeitos como protagonistas.
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Lewis, Tyson Edward. "Capitalists and Conquerors Teaching Against Global Capitalism and the New Imperialism Rage and Hope: Interviews with Peter McLaren on War, Imperialism, and Critical Pedagogy." Historical Materialism 17, no. 1 (2009): 201–8. http://dx.doi.org/10.1163/156920608x357828.
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AbstractThrough an immanent critique of Peter McLaren's recent work, the author demonstrates the strengths and weaknesses of critical-revolutionary paedagogy. This review reveals internal lacks, gaps, and contradictions emerging from within the three main dimensions of McLaren's overarching manifesto including passion, reason, and revolution. Although McLaren is an important voice in linking Marxist political and cultural theory to the practice of education, his work ultimately cannot complete its own project and as such needs further development.
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Basak, Rasim. "Teacher Opinions and Perspectives of Visual Culture Theory and Material Culture Studies in Art Education." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 186–211. http://dx.doi.org/10.31578/jebs.v6i2.242.
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Teacher opinions and discussions about Visual Culture Theory and Material Culture in art education are examined in this paper. Both approaches were compared and evaluated within their contents and fundamentals. Visual Culture Art Education (VCAE) in art education, specifically, has been criticized as having a Neo-Marxist or Cultural Marxist agenda stemming from Critical Theory, nonetheless, it is also viewed as being just another recent Postmodernist approach. Being a controversial theoretical account, VCAE seems widely unknown and not understood in its conceptual frame among art teachers in Turkey. Its name also may have caused confusion. In this study, art teacher opinions of VCAE content, principles, applications and practices were collected through a survey questionnaire; and examined. Participants were 71 art teachers. A purposeful, convenient, random sampling method was employed to represent a population of art teachers from various backgrounds, with various experience levels, with educational experience from various universities, working at various geographical regions and towns in Turkey. The study was designed and structured as descriptive survey research. Analyses revealed that art teachers usually are not aware of the typical discussions about VCAE. Having been criticized as an ideologically rooted theory, the applicability of VCAE in Turkey seems controversial in many aspects.
Keywords: visual culture, Modernism, DBAE, VCAE, critical pedagogy, Postmodernism, neo-marxism
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Malanchen, Julia. "CURRÍCULO ESCOLAR E PEDAGOGIA HISTÓRICO-CRÍTICA: FORMAÇÃO EMANCIPADORA E RESISTÊNCIA AO CAPITAL." COLLOQUIUM HUMANARUM 18, no. 1 (September 10, 2021): 123–32. http://dx.doi.org/10.5747/ch.2021.v18.h514.
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The intention of this paper is to contribute elements to the understanding of the etymology of the word Curriculum and the various forms of interpretation of this theme in studies and research. On the other hand, we describe some principles that demarcate the definition of a school curriculum from the Historical-Critical Theory, differentiating it from other existing curricular theories, especially multiculturalism, which is often misinterpreted as a Marxist theory. Finally, we point out the need to organize ourselves as a working class in collective resistance to the current anti-national government, which attacks education and public health, and in doing so, denies science and life, deepening the serious health crisis in national territory .
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Freitas, Saulo Ramos de, and Francisco Alves de Aquino. "A pedagogia das competências no Projeto Político Pedagógico Institucional do Instituto Federal de Educação, Ciência e Tecnologia do Ceará: uma breve análise." Research, Society and Development 9, no. 3 (February 19, 2020): e100932607. http://dx.doi.org/10.33448/rsd-v9i3.2607.
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O objetivo desse artigo é fazer uma correlação entre a pedagogia das competências e a pedagogia das competências e o projeto político pedagógico do Instituto Federal de Educação Ciência e Tecnologia do Ceará. O presente estudo discute arelação existente entre o Projeto Político Pedagógico Institucional do Instituto Federal de Educação Profissional e Tecnológica do Ceará (IFCE) e a pedagogia das competências, por meio de trabalhos desenvolvidos por autores da teoria do capital humano, das análises críticas realizadas por autores renomados como Marise Ramos, Gaudêncio Frigotto, Demerval Saviani, Acácia Zeneida Kuenzer e Silvia Maria Manfredi, bem como através das idéias de Philippe Perrenoud, principal expoente da referida teoria pedagógica. Em termos metodológicos, a pesquisa é classificada como bibliográfico documental. Os resultados apontaram a intrínseca relação entre o desenvolvimento da pedagogia das competências, as mudanças no modelo produtivo iniciadas a partir da segunda metade do século XX e as discussões desenvolvidas pela teoria do capital humano. Também foi possível observar a forte presença da mencionada teoria pedagógica nas legislações que orientam e regulam a educação brasileira, especificamente, a educação profissional e tecnológica. Concluiu-se, por fim, que o Projeto Político Pedagógico Institucional do IFCE possui princípios da pedagogia das competências, o que coaduna com os estudos acerca da inserção da supramencionada teoria pedagógica na educação profissional e tecnológica brasileira.
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Aminah, Aminah. "GERAK MUSLIMAH DI ANTARA MARAKNYA FEMINISME DAN ISU RADIKALISME: ANALISIS PEDAGOGI." AN-NISA 11, no. 2 (July 17, 2019): 417–31. http://dx.doi.org/10.30863/annisa.v11i2.338.
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There are various styles of feminism that have been developing today. Generally, there are terms called classic feminism and contemporary feminism. Classical feminism consists of liberal, Marxist, Radical, and Socialist feminism and they tend to be atheistic. Whereas contemporary feminism that is increasingly developing in almost all parts of the world is the third world feminism, multicultural feminism, religion feminism, and ecofeminism. This contemporary feminism includes atheists and theists. This discussion of feminism are explored in this article by interpreting freedom and equality between the Indonesian and Islamic contexts. On the other hand, the issue of radicalism is an issue that is widely discussed with the existence of several events that lead to terrorism and the desire to establish a system of caliphate on the earth of the motherland. Deradicalization of radicalism is characterized by selfishness, symbolism, and closed textual corpus. They should be transformed into a more moderate understanding. Therefore, as Indonesian moslem women, these two things need to be explored further because they affect women as the first madrasa and the nation pillars. Moslem women must be equipped with several important components in positioning themselves as a’ whole person’ in this millennial century. Those components are knowing the purpose of creation, building world views, recognizing self-potential, and becoming productive individuals in the domestic and social spheres. The creation of an Indonesian Moslem woman with a firm, virtuous, productive and knowledgeable principle is a nation milestone as a daughter, mother, wife and public sector. The women who become ‘ a whole person’ will be able to contribute in overcoming religious and national polemics.Abstract There are various styles of feminism that have been developing today. Generally, there are terms called classic feminism and contemporary feminism. Classical feminism consists of liberal, Marxist, Radical, and Socialist feminism and they tend to be atheistic. Whereas contemporary feminism that is increasingly developing in almost all parts of the world is the third world feminism, multicultural feminism, religion feminism, and ecofeminism. This contemporary feminism includes atheists and theists. This discussion of feminism are explored in this article by interpreting freedom and equality between the Indonesian and Islamic contexts. On the other hand, the issue of radicalism is an issue that is widely discussed with the existence of several events that lead to terrorism and the desire to establish a system of caliphate on the earth of the motherland. Deradicalization of radicalism is characterized by selfishness, symbolism, and closed textual corpus. They should be transformed into a more moderate understanding. Therefore, as Indonesian moslem women, these two things need to be explored further because they affect women as the first madrasa and the nation pillars. Moslem women must be equipped with several important components in positioning themselves as a’ whole person’ in this millennial century. Those components are knowing the purpose of creation, building world views, recognizing self-potential, and becoming productive individuals in the domestic and social spheres. The creation of an Indonesian Moslem woman with a firm, virtuous, productive and knowledgeable principle is a nation milestone as a daughter, mother, wife and public sector. The women who become ‘ a whole person’ will be able to contribute in overcoming religious and national polemics.
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Hill, Dave. "Marxist education and teacher education against capitalism in neoliberal/ neoconservative/ neofascist/ times." Cadernos do GPOSSHE On-line 2, no. 1 (August 14, 2019): 91–119. http://dx.doi.org/10.33241/cadernosdogposshe.v2i1.1524.
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In this article I analyse global and national neoliberalisms- economic and social class war from above- neoconservatisms which are leading to and connected with NeoFascisms- with their scapegoating, racism, xenophobia, misogyny, heterophobia, militarism and the attacks on dissent- whether electoral, media, or from academics/ universities and workers’ organisations and actions. Six prime examples are Erdogan in Turkey, Bolsonaro in Brazil, Trump in the USA, Orban in Hungary, the Law and Justice government in Poland, and the racist government in Italy, in effect led by Salvini. Across Europe Far-right anti-immigrant, xenophobic and ultra nationalist authoritarian parties are recruiting and becoming electorally significant- and, in some cases, significant on the streets. Critique social democratic reformist parties and governments for adopting neoliberal austerity policies and thereby becoming delegitimised, together with the too-often `accomodationist' trade union and party leaderships. and critically examine prospects for left social democracy as represented, for example, by the Jeremy Corbyn led Labour Party in the UK. Much of the article is devoted to the resistant and the revolutionary role of teachers, academics and education/ cultural workers in different arenas, from national and local electoral and direct action politics/ Focusing on Critical Education, Critical Educators, Marxist Education, Marxist Educators, I seek to address four aspects of education: pedagogy, the curriculum, resistance in the classroom and the hidden curriculum, and the structure of schooling nationally and locally (within-school). I conclude by setting out what is specifically Marxist about the proposals set out. These are: (1) Class Analysis: the Capital-Labour Relation; (2) Capitalism must be replaced by Socialism and that change is Revolutionary; and (3) Revolutionary Transformation of Economy and Society needs to be preceded by and accompanied by a Class Programme, Organisation, and Activism. Regarding capitalism, our task is to replace it with democratic Marxism, to lead, firstly, into socialism, and ultimately, into communism. As teachers, as educators, as cultural workers, as educational, union and party activists, as intellectuals, we have a role to play.
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Rocha, Samuel, and Adi Burton. "The eros of the meal." Encounters in Theory and History of Education 18 (December 2, 2017): 119–32. http://dx.doi.org/10.24908/eoe-ese-rse.v18i0.6781.
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Abstract: After outlining the common critique in selected texts Paulo Freire and Benedict XVI, we turn beyond the individual thinkers and into the mystagogy of their common religious traditions, beginning with an extended description of the Jewish ritual of Passover, foundational to a description of the Catholic celebration of the Eucharist to follow, but also definitive in its own right. In describing these two rituals we find a fuller consideration of the constructive responses by Freire and Benedict to the institutional objectification of the human person in the eros of the common meal. This is the mysterious freedom of eros that is a necessary condition for the possibility of true and lasting communion, essential for any liberating education and often missing in Marxist and other accounts of critical pedagogy that ignore its theological roots. Rather than reacting to these limits to the present, well-known literature, we carve out an alternate path.
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McLaren, Peter, and Petar Jandrić. "Karl Marx and Liberation Theology: Dialectical Materialism and Christian Spirituality in, against, and beyond Contemporary Capitalism." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 16, no. 2 (May 4, 2018): 598–607. http://dx.doi.org/10.31269/triplec.v16i2.965.
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This paper explores convergences and discrepancies between liberation theology and the works of Karl Marx through the dialogue between one of the key contemporary proponents of liberation theology, Peter McLaren, and the agnostic scholar in critical pedagogy, Petar Jandrić. The paper briefly outlines liberation theology and its main convergences with the works of Karl Marx. Exposing striking similarities between the two traditions in denouncing the false God of money, it explores differences in their views towards individualism and collectivism. It rejects shallow rhetorical homologies between Marx and the Bible often found in liberation theology, and suggests a change of focus from seeking a formal or Cartesian logical consistency between Marxism and Christianity to exploring their dialectical consistency. Looking at Marxist and Christian approaches to morality, it outlines close links between historical materialism and questions of value. It concludes that the shared eschaton of Marxism and the Christianity gives meaning to human history and an opportunity to change it.
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Mozzachiodi, Roberto. "GREPH, Marx and the Politics of Teaching Philosophy." Derrida Today 15, no. 2 (November 2022): 189–209. http://dx.doi.org/10.3366/drt.2022.0291.
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This article seeks to locate the seminar series that Derrida delivered at the École normale superieure during the mid-seventies within the broader political and theoretical aspirations of the Groupe de recherches sur l’enseignement philosophique (GREPH), particularly considering the group’s thematization and politicisation of pedagogy in the history of philosophy and the philosophical establishment. It also aims to contextualise Derrida’s recourse to a Marxian and Marxist problematic as part of these aspirations in view of his longer-term engagement with the question of philosophy in Marx and Marxism. The article brings together these two contextual dimensions of Derrida’s teaching activities at the ENS through a close reading of the seminar series he delivered on the agrégation topic of Theory and Practice in 1976–7. This reading focuses specifically on how Derrida mobilised the Althusserian problematic to attempt to transform the role and function of the agrégés-répétiteur (a position he shared with Althusser at the ENS) within the frame of reference of his political work with GREPH.
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Trindade, Larissa Aparecida, and Célia Maria Guimarães. "O ATO EDUCATIVO NA EDUCAÇÃO INFANTIL SOB A ÓTICA DA PEDAGOGIA HISTÓRICO-CRÍTICA." COLLOQUIUM HUMANARUM 16, no. 4 (December 20, 2019): 75–94. http://dx.doi.org/10.5747/ch.2019.v16.n4.h448.
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This article is the result of a doctoral dissertation called “The play of social roles as a guiding element of the continuing education of a preschool teacher”, in which the main objective was to realize and reflect on the process of continuing education of the preschool teacher by through theoretical and practical interventions for the construction of a humanizing educational practice based on Historical-Cultural Psychology, on Historical-Critical Pedagogy and on the use of toys and the play of social roles in the school situation. For this discussion we bring a brief presentation of the Historical-Critical Pedagogy, involving the social scope and the objectives of its construction, as well as its foundations and characteristics particularly related to early childhood education. We also highlight the role of the teacher, continuing teacher education and the organization of educational practice in the guise of historical-dialectical materialism. For this, we used the historical-dialectical materialist method and the methodological instruments: questionnaire, interview and observation and analysis of municipal documents for the development of the research which revealed that the teacher's educational proposals oscillated during the formative process, because now they followed the Marxist assumptions, sometimes reproduced educational practices of elementary school. We conclude that teachers lack a vision of early childhood education as a space that promotes the omnilateral development of children and an understanding of children as social subjects under construction, fruits of their human relationships, with different times to learn and different levels of development, especially, teaching that social role play is the guiding activity for the humanization process of preschool children.
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Al-Kassimi, Khaled. "The Lack of Philosophical Knowledge in Che Guevara’s Pedagogy: Fetishizing Love for Justice and Rage against Imperialism at the Expense of Logos." Philosophies 7, no. 6 (December 13, 2022): 142. http://dx.doi.org/10.3390/philosophies7060142.
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Most research on Ernesto “Che” Guevara has been concerned with emphasizing his ideological Marxist commitments and anti-imperial material objectives. These scholarly concerns usually constellate recycled subjective themes highlighting the revolutionary leader hating injustice, and loving justice, in tandem with the objective of eliminating imperialism and advancing a Third World project. In 2012, Che’s Apuntes filósoficos (Eng. Philosophical Notes) were published and highlighted that his exposure to philosophy regrettably occurred late in his life, and surprisingly, the difficulty he had in reading Marx and Hegel. The objective, therefore, of this multidisciplinary research navigating law, theology, philosophy, and politics is threefold. First, it alludes to and critiques the familiar pedagogy of Guevara emphasizing the importance of developing a “theory in action”, “learning through action”, being a “humanist”, and “leading by example”. Secondly, it considers the consequences of Che reifying emotion (eros) over reason (logos) thereby providing a possible answer to his “failed revolutionary story” in the Congo and Bolivia with his pedagogy involving an unstable compound mixing the emotion of compassion with rage thus clouding his reason. Finally, the third section highlights that we should not relegate emotion away from the sphere of political discourse, but rather harmonize it with reason to avoid chaotic and unpredictable errors based on subjective truths. Emphasizing the former at the expense of the latter—as maintained by a realist approach to International Relations and positivist jurisprudence accenting International Law—risks undermining scholarship challenging the immoral consequences arising from a naturalized assumption separating reason and revelation thus decriminalizing colonial practices characterizing the North and South.
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Van Rooyen, Carina, and Ingrid Estha Marais. "A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university." Scholarship of Teaching and Learning in the South 2, no. 2 (September 30, 2018): 53. http://dx.doi.org/10.36615/sotls.v2i2.66.
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In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning.
How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Degrandis, Fernando, Débora Conforto, and Diego Ismael Lamb. "A PEDAGOGIA DA PERGUNTA E A FLUIDEZ CURRICULAR: OS OPERADORES DA EDUCAÇÃO 3.0." Educação, Ciência e Cultura 24, no. 2 (August 15, 2019): 221. http://dx.doi.org/10.18316/recc.v24i2.4407.
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A Pedagogia da Pergunta é um elemento essencial na nova proposta curricular do Brasil Marista. Essa interface pedagógica conquista destaque, pois a problematização articula saberes, valores e atitudes dos estudantes como alternativa à superação da educação 'bancária'. A educação que parte da pergunta desafia os estudantes a construírem respostas e argumentos e não, simplesmente, reproduzir algo pronto. No presente texto, discute-se a relação com a prática e a vivência de professores e estudantes de uma escola de educação básica, em Porto Alegre, apresentando os conceitos, as estratégias de implementação e as implicações da centralidade da problematização na efetivação de um novo currículo. O conhecimento teórico e mesmo vivencial dessa proposta por parte dos educadores torna a formação continuada essencial sua concretização. O relato apresentado ratifica que a cultura da pesquisa e a construção do conhecimento são estratégias metodológicas essenciais para concretizar na Educação Básica uma prática da Educação 3.0.
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Triani, Pierpaolo. "Marisa Musaio (2020). Dalla distanza alla relazione. Pedagogia e relazione d’aiuto nell’emergenza. Milano-Udine: Mimesis, p. 198." Paedagogia Christiana 47, no. 1 (August 16, 2021): 279–82. http://dx.doi.org/10.12775/pch.2021.013.
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Cole, Josh, and Ian McKay. "Commanding heights, levers of power: A reconnaissance of postwar education reform." Encounters in Theory and History of Education 15 (November 10, 2014): 23–41. http://dx.doi.org/10.24908/eoe-ese-rse.v15i0.5369.
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Throughout the second half of the twentieth century – from the years of the Fordist welfare state to those of the post-Fordist neo-liberal order – educational systems in the West have fostered ambitious schemes promoting wide-ranging ‘progressive change.’ Equally ambitious Marxist critiques have targeted education’s regulatory role within the capitalist system. In the early twenty-first century, as privatization and the radical subordination of educational aims and objectives to the demands of capital (‘neo-liberalism’) become unavoidable topics of educational debate, resistance to such neoliberal projects demands a rigorous reconnaissance of the achievements and limitations of radical educational thought. After canvassing major critics of mainstream schooling inside North America and beyond, we suggest that a radical retrieval of the insights of C. B. Macpherson and especially Antonio Gramsci can move us far beyond both reductionist Marxism and unreflective liberalism. We take a third position – embodying an individualist and collective pedagogy – in which the much-maligned ‘liberal arts’ stand against ‘possessive individualist’ education reform.
DOI: http://dx.doi.org/10.15572/ENCO2014.02
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Nwachukwu, Toby Precious T., Edith D. Phaswana, and Nokuthula C. Mazibuko. "Examining the Collegiality of Marxist and Naturalist Social Justice Ethical Pedagogy and Global Social Development Educational Commitment for Action for Community Disability Services." Management and Economics Research Journal 8, S7 (July 29, 2022): 1–7. http://dx.doi.org/10.18639/merj.2022.9900056.
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This paper examines the collegiality of the Marxists and Naturalists of Social Justice theories toward ethical education in enhancing collegial management and leadership for community disability services for the benefit of community health and social work practices pertaining to post-COVID-19. Consequently, the collegiality of the Marxists and Naturalists of social justice theoretical ethical education was addressed within and linked with the four goals of the Global Social Work and Social Development Educational Commitment (GSDEC) for Action, thus, interconnecting the concepts above with the community disability services of health and social work practices and add clarity about their implementation for post-COVID-19 evaluation. The researchers argued that reimagining social justice education in improving the benefits of innovative and stimulating multisensory approaches pursued by higher education globally would expand the characteristics of collegial imagination and inventiveness. This paper suggests an effervescent hypothetical context concerning the critical elements desirable to galvanize and endorse collegiality in Marxists' and Naturalists' social justice ethical education for a post-COVID-19 era.
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Vico, Giuseppe. "Marisa Musaio (2010). Pedagogia della persona educabile. L’educazione tra interiorità e relazione. Milán: Vita e Pensiero, 246 pp." Estudios sobre Educación 21 (December 9, 2011): 228. http://dx.doi.org/10.15581/004.21.4436.
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Rybák, David. "Lidství, věda a svět jako konstituenty Evropy a jejich proměna ve 20. století. Příklad marxistické pedagogiky." Historia Scholastica 6, no. 2 (December 31, 2020): 22–34. http://dx.doi.org/10.15240/tul/006/2020-2-002.
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This article tries to highlight main characteristics of the metaphysical frame of Marxist pedagogy. At first, it is important to see that the concept of ideology alone (in the question regarding totalitarian ideologies) presupposes a very specific metaphysic, i.e. metaphysic of the representing subject and subject of representations-ideas. In such a metaphysic a specific decision about humanity of man as well as worldliness of the world is introduced in the form of re-presentation and objectifying. How the humanity of man is understood? Is there not, under the political rhetoric of ideologies (totalitarian and not- -totalitarian) a deeper common ground hidden, as our reference to the metaphysics of the subject was supposed to indicate? Insofar as upbringing in the European tradition has a sense of bringing man up to his own humanity, there is an implicit concept of human being in every concept of education. And insofar as man is not only an object in the world but also the “subject for the world” (Husserl), every such concept is arising from the correlation man-world. We would like to look more closely at the conditions of this correlation man-world in 20th century.