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Education and Training in a Globalized World Society.
Conforming - Resistance - Ego-boosting.
Frankfurt/ a. M. [u.a.]


In this publication, the author considers the question whether there is a pedagogy for a globalised world society that guarantees a successful school education. The different paradigms of pre-modern, secular modern and post-modern pedagogy are examined. Taking India as an example, the models of Tagore and Ghandi, current reform projects in the south-west of the country, and education and training concepts of a society of people who understand themselves as global, are investigated.The author concludes with 10 summarised theses on how education and training should determine the effects of global social change on their working conditions. The chapters are as follows: Patterns of education in human society and history; The globalized world society; The globalization of education; Pedagogy before the secular modern age; Answers of the modern school of thinking: industrialisation and the pedagogy of modern education; Individual freedom and training of the senses: Maria Montessori and the childhouse; Education through working, experimental touching and free expression: the laical pedagogy of Celestin Freinet; Knowledge and learning: the universality construction of thinking of Jean Piaget; The social environment and formation of consciousness: the thinking of Lew Semjonowitsch Wygotski; Knowledge and learning in an oppressed world: Paulo Freire: development and underdevelopment of pedagogy; Social structure and individual experience: Basil Bernstein and the pedagogy; Deschooling society: Ivan Illich's fundamental criticism of school; The construction of knowledge in the post-modern age; Construction as cognition: the approach of Maturana; Constructivistic didactic approaches; Approaches to the constructivist structuring of lesson in the post-modern age; From Ghandi to Jomtien: the example of India.
Inhaltsverzeichnis :


1. Introduction

2. Patterns of education in human society and history

3. The globalized world society
3.1 The expression global and its change in meaning
3.2 The globalization debate
3.3 Characteristics of globalization
3.3.1 The opening of markets
3.3.2 Migration
3.3.3 Decentralisation of knowledge
3.3.4 Civic society

4. The globalization of education
4.1 Global learning
4.2 Productive learning
4.3 Civic education
4.3.1 Learning by speaking
4.3.2 Learning by acting
4.4 New learning
4.4.1 Mathematics, science and technology
4.4.2 Liberal arts and social scientific subjects
4.4.3 Lines of reasoning for new learning
4.4.4 The new learning economy
4.5 Learning and teaching in a world education system

5. Pedagogy before the secular modern age
5.1 Education in religious, traditional societies
5.2 The ancient civilizations of the Western world
5.3 The beginning of the secondary and higher school system
5.3.1 The medieval universities
5.3.2 The colleges of the Jesuits
5.3.3 Summing up
5.4 The beginning of the primary school system in the reformation and counter-reformation
5.4.1 The little schools of Port-Royal
5.4.2 The schools of the freres de la doctrine chretienne
5.4.3 The main features of primary schools by the end of the ancien regime

6. Answers of the modern school of thinking. Industrialisation and the pedagogy of modern education

7. Individual freedom and training of the senses Maria Montessori and the childhouse
7.1 Biographical data
7.2 Main features of Montessori's pedagogy
7.2.1 The technical organisation of her work
7.2.2 The educational learning-environment
7.2.3 The polarisation of attention - interaction of inner and outer order
7.2.4 The experimental contribution of Montessori
7.2.5 The child as reference point
7.3 Montessori and Froebel
7.4 The importance of Montessori

8. Education through working, experimental touching and free expression. The laical pedagogy of Celestin Freinet
8.1 Biographical data
8.2 Freinet and the laical school
8.3 The movement character
8.4 Education through working
8.5 Free expression
8.6 Freinet's theory of the tdtonnement experimental
8.7 First writing and reading attempts in Freinet's theory
8.8 The importance of Freinet

9. Knowledge and learning. The universality construction of thinking of Jean Piaget
9.1 Biographical data
9.2 Basic assumptions of Piaget
9.3 The dialectics of assimilation and accommodation
9.4 The main stages of intellectual development
9.5 The importance of Piaget

10. The social environment and formation of consciousness: The thinking of Lew Semjonowitsch Wygotski
10.1 Biographical data
10.2 The proportion of thinking and talking
10.3 The particular language function of the written language
10.4 Formation of concept
10.5 The importance of Wygotski: the relation between learning and development

11. Knowledge and learning in an oppressed world. Paulo Freire. Development and underdevelopment of pedagogy
11.1 Biographical data
11.2 The context of Freire's pedagogy
11.3 The task of pedagogy
11.4 Freire's criticism of school
11.5 Freire's perception of teaching and learning
11.6 Literacy as the formation of consciousness
11.7 The importance of Freire

12. Social structure and individual experience. Basil Bernstein and the pedagogy
12.1 Biographical data
12.2 Bernstein and the compensating education
12.3 Bernstein's theory
12.4 Criticism of Bernstein

13. Deschooling society. Ivan Illichs' fundamental criticism of school
13.1 Biographical data
13.2 Illich 's reference points
13.3 The monopoly of school in education, training and learning
13.4 The hidden curriculum
13.5 The alternative of the free schools
13.6 Free and self-determined learning with the help of mediation-agents
13.7 The importance of Illich

14. The construction of knowledge in the post-modem age

15. Construction as Cognition. The approach of Maturana
15.1 The nervous system as a closed system
15.1.1 The observer as a hypothetic construct in the process of recognitions
15.1.2 The nervous system as the base of structural coupling
15.1.3 The meaning of the language
15.1.4 The definition of behaviour
15.1.5 The definition of thinking and learning
15.2 Living things as autopoiesic systems
15.3 The importance of the present
15.4 Questions to Maturana
15.4.1 The nervous system - closed or open system?
15.4.2 Living things - open or closed systems?
15.4.3 The separation of living thing and the surrounding
15.4.4 The non-separation of knowledge and recognition
Discourse: Construction through language
Teaching and learning in language connections
1. The world- and reality-constructing dimension of language
2. The objectivity of language
3. The relationship of language and thinking
4. The relationship of discussion and teaching

16. Constructivistic didactic approaches
16.1 Hiller's constructive didactics
16.1.1 Primary, secondary, tertiary active fields
16.1.2 Methodical-didactical consequences
16.1.3 Education acting in the concept of constructive didactics
16.1.4 Basic principles of didactic conception
16.2 Loser's generative-constructive didactics
16.2.1 The subject- and learning-inferring function of teaching
16.2.2 The learning/teaching-situation as point of reference for generative-constructive didactics

17. Approaches to the constructivist structuring of lessons in the post-modem age
17.1 Radical-constructivist ideas
17.2 The constructivist culture of learning
17.3 The role of the teacher
17.4 Constructivist didactics as a new perspective

18. From Ghandi to Jomtien. The example of India
18.1 Remarks on India's history and political situation
18.2 Educational politice in India since the declaration of independence
18.3 The importance of Ghandi and Tagore
18.3.1 Rabindranath Tagore
18.3.2 Mohandas Karamchand Gandhi
18.4 National policy on education
18.5 Ministry of human resource development
18.6 Five-year plan
18.7 Formal versus non-formal education
18.8 The National curriculum framework for school education
18.9 The child as constructor of knowledge
18.10 The integration of indigenous knowledge
18.11 Reformprojets in Karnataka (India)
18.12 Valored
18.13 Swaroopa Vatara
18.14 Maitreyi Gurukulam
18.15 Result

19. Conclusion