Freedom and obedience in western education

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2018-12-01 DOI:10.2478/jped-2018-0011

Miguel Martín-Sánchez, Cruz Flores-Rodríguez

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引用次数: 6

Abstract

Abstract Education has to emphasize the characteristics which define Western democratic societies. In addition, it has to ensure the active and participative inclusion of each person in social life, where respect for human rights prevails over the person’s preferred ideology. Promoting these values in citizens not only guarantees the stability of the state, but also its constant progression and improvement. Beginning at the elementary level, the promotion of students’ critical spirit is recognized as a fundamental objectives. However, the structures which shape Western education in the 21st century do not allow for the development of completely autonomous thinking and critical thinking in students. In this article, we analyze the processes which comprise an education for obedience. Although obedience does not respond to conscious cognitive processes, it is present in the structural rigidity of education through the organization of the classroom. Our explanation is based on the Theory of Social Conformity, which will be presented as the antithesis of a person’s individual freedom. Moreover, we will see how contaminated cognitive vicarious elements are promoted. Although they are endemic to people, they do not allow students to develop a critical spirit or to be educated for freedom.

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西方教育中的自由和服从

教育必须强调西方民主社会的特征。此外，它还必须确保每个人都积极参与社会生活，在社会生活中，对人权的尊重高于个人偏好的意识形态。在公民中弘扬这些价值观不仅保证了国家的稳定，而且也保证了国家的不断进步和完善。从小学阶段开始，培养学生的批判精神被认为是一个基本目标。然而，塑造21世纪西方教育的结构不允许学生培养完全自主的思维和批判性思维。在这篇文章中，我们分析了包括服从教育的过程。虽然服从不会对有意识的认知过程作出反应，但它通过课堂的组织存在于教育的结构刚性中。我们的解释是基于社会从众理论，这将是一个人的个人自由的对立面。此外，我们将看到受污染的认知替代元素是如何被促进的。虽然它们是人们特有的，但它们不能让学生培养批判精神或接受自由教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.

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