Foro de Educacion最新文献_第9页

Operational Media: Cybernetics, Biopolitics and Postwar Education 操作媒体:控制论、生命政治与战后教育

IF 0.5

Foro de Educacion Pub Date : 2020-07-02 DOI: 10.14516/fde.835

Zoë Druick

{"title":"Operational Media: Cybernetics, Biopolitics and Postwar Education","authors":"Zoë Druick","doi":"10.14516/fde.835","DOIUrl":"https://doi.org/10.14516/fde.835","url":null,"abstract":"This article develops the concept of «operational media» to think through the deployment of utility/useful cinema in the context of cybernetically informed educational policy. The paper argues that cybernetic concepts of communication, feedback loops and homeostasis were central to the pragmatic installation of media at the center of postwar mass education. Links are made to the dominance of cybernetic ideas in postwar social science, including social psychology, sociobiology and behaviourism. A consideration of the UN’s operational media allows for a reconsideration of the agency’s communicative mandate as biopolitical and governmental. Educational policies influenced by the UN were doubly concerned with technologized classrooms: cybernetic ideas presented themselves as politically neutral, while offering efficiencies in the delivery of content. Cold war citizenship was thus conceived as a form of training that would pragmatically lead to the rebalancing of a volatile international situation. Carrefour de la vie (1949), made by Belgian filmmaker Henri Storck for the United Nations, is presented as an example of the centrality of mental health for citizenship training in postwar biopolitical regimes. In particular, the tension between the film’s humanist and cybernetic strands are considered. Au Carrefour de la vie is considered as a transitional text, presenting a humanist story of childhood in postwar life that simultaneously prefigures the operation of a controlled society.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":"18 1","pages":"63-81"},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49122865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Ideas de los profesores de instrumento de conservatorio sobre las funciones y finalidades de la evaluación 音乐学院乐器教师对评价的功能和目的的看法

IF 0.5

Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.651

Aránzazu González Royo, Alfredo Bautista

{"title":"Ideas de los profesores de instrumento de conservatorio sobre las funciones y finalidades de la evaluación","authors":"Aránzazu González Royo, Alfredo Bautista","doi":"10.14516/fde.651","DOIUrl":"https://doi.org/10.14516/fde.651","url":null,"abstract":"Most research on teachers’ ideas about assessment comes from studies conducted with general education teachers (e.g., primary, secondary, university). In contrast, there are only a few studies focused on teachers of art-related disciplines, specifically those who teach instrumental performance in music conservatories. The aim of this study was to describe the ideas that instrumental music teachers have on the functions and purposes of assessment, comparing them with the ideas outlined in the current music curriculum. Participants were 18 teachers from different instrumental specialties, who taught at state-funded conservatories within the autonomous Community of Madrid. We conducted semistructured interviews in which we asked teachers about the purposes that they had in mind when assessing students. Responses were analyzed using content analysis. Findings showed that the most frequently mentioned primary purposes of assessment were summative, formative and selfassessment, while grading students appeared most frequently as a secondary purpose. Few teachers refereed to the formative purpose. In addition, we found that the teachers’ responses alluded to both social and educational functions of assessment. We conclude that the ideas of the interviewed teachers reflected what is prescribed in the current music curriculum only partially, given the marginal role of the formative purpose as compared with curriculum guidelines. Limitations of the study are discussed. We suggest that researchers should conduct future research addressing the tensions between educational and social functions of assessment throughout each educational cycle.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":"18 1","pages":"147-166"},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45628940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Aspectos básicos sobre el concepto y puesta en práctica de la coeducación emocional 情感男女同校的概念和实施基础知识

IF 0.5

Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.682

I. Suberviola

引用次数: 8

Lejos de la naturaleza, la cultura se torna insostenible. Cultivar nos acerca a la naturaleza 远离自然，文化变得不可持续。培养我们更接近自然

IF 0.5

Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.689

J. Carrasco

引用次数: 1

Professores indígenas no Sul do Brasil: dos contextos de dominação/submissão aos caminhos da autonomia 巴西南部的土著教师：从统治/服从的背景到自治的道路

IF 0.5

Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.692

M. Bergamaschi, Claudia Pereira Antunes

{"title":"Professores indígenas no Sul do Brasil: dos contextos de dominação/submissão aos caminhos da autonomia","authors":"M. Bergamaschi, Claudia Pereira Antunes","doi":"10.14516/fde.692","DOIUrl":"https://doi.org/10.14516/fde.692","url":null,"abstract":"This paper mainly tackles the training of Kaingang teachers in the south of Brazil. Methodologically funded on cartographical perspective, the study intends to show a historical movement that gradually breaks through the domination and tutelage practices enforced upon native people. Initiated by the Portuguese colonization, the domination practices were extended and deepened throughout the whole colonial period and specially on the 20 th century, when the Brazilian government created more effective mechanisms for integrating the indigenous population into the national society, being among them the school education. Although the domination/subordination process has caused many damages to the autonomous existence of each indigenous community, we point out that there was also a strong, even if sometimes silent process of re-existence (resistance/re-existence), that became more evident and reverberant in the last two decades of the 20 th century and during the 2000’s. The documental registries and historiographical studies here analyzed highlight the coy and sporadic state initiatives, in frequent agreement with religious orders, in the educational training of Kaingang teachers for the schools built in the indigenous lands. Changes begin to occur as of the Federal Constitution of 1988, that officially abolished the integration-seeking school education and tutelage, and legally supported the indigenous demands for a specific school, with teachers who belong to their people. In consequence, we see protagonist and autonomous indigenous acts, breaking the tutelary practices deployed under domination/submission contexts, and opening paths for autonomy concerning specific school education and indigenous teachers’ performance.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":"18 1","pages":"103-124"},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43708633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An Investigation into the Importance of «Inculturation» in the Image of Our Lady in Relation to Visual Arts in Religious Education according to Monica Liu 论《圣母像》中“本土化”与宗教教育中视觉艺术的关系

IF 0.5

Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.677

Marian A. Hsu

{"title":"An Investigation into the Importance of «Inculturation» in the Image of Our Lady in Relation to Visual Arts in Religious Education according to Monica Liu","authors":"Marian A. Hsu","doi":"10.14516/fde.677","DOIUrl":"https://doi.org/10.14516/fde.677","url":null,"abstract":"The purpose of this paper is to emphasize the importance of «inculturation» in the religious images drawn by Monica Liu (Ho-Pei), a unique artist who promoted Religious Art and Education in Taiwan. Monica Liu adopted Western Christianity into Chinese art to create paintings that reflect her love for nature as well as Our Lady who is deeply venerated in the Catholic Church and regarded as the mother of humanity. This paper is a qualitative research based on an interview conducted with Huang Wan-Yun, a protegee of Monica Liu who had a very close relationship with the latter during the last ten years of her life. This research is also based on some writings that Monica left behind and several articles written about her by acquaintances. The culture and faith expressed by Monica Liu through Our Lady’s images help us to deeply understand the value and relationship between religious art and faith. In addressing the needs of the secular world, religious art has encountered difficulties in terms of contemporary aesthetics. Monica’s distinct aesthetic considered «moral virtues» important to modern or contemporary art and their absence could result in distorted values. Therefore, true mission work in the field of religious art has to be close to everyone’s heart, as well as emphasize the importance of inculturation through natural representations and create awareness of taboo in art, which involves «additional and supplementary» elements in original artworks.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":"18 1","pages":"167-187"},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43673787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

¿Descolonizar la sociología? Reflexiones a partir de una experiencia práctica 社会学的非殖民化?来自实践经验的反思

IF 0.5

Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.719

Philipp Altmann

引用次数: 2

Fausto Reinaga sobre educación. Un esbozo 浮士德统治着教育。大纲

IF 0.5

Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.753

Carlos Kölbl

引用次数: 2

Las enseñanzas artísticas superiores en la ordenación educativa en España. Una visión crítica 西班牙教育管理中的高级艺术教学。批判的观点

IF 0.5

Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.676

Manuel F. Vieites

引用次数: 1

Decolonizing Knowledge. Starting Points, Consequences and Challenges 他们的知识。起点，结果和挑战

IF 0.5

Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.733

Iris Clemens

{"title":"Decolonizing Knowledge. Starting Points, Consequences and Challenges","authors":"Iris Clemens","doi":"10.14516/fde.733","DOIUrl":"https://doi.org/10.14516/fde.733","url":null,"abstract":"The call for the decolonization of knowledge refers to both its colonization and contingency and puts the focus on the multiplicity of knowledge. This contradicts European-North-American thinking and definitions of knowledge. Consequently, to advance an epistemological decolonization of knowledge, the actual process of defining knowledge will be analysed and the multiplicity of perspectives stressed at the epistemological level. Using Indian epistemology as an example, I will work out differences in definitions of knowledge and therefore basic diversifications in describing and explaining the emergence of knowledge. Truth-value-neutral forms of knowledge in particular challenge dominant European-North-American philosophical definitions, which incontrovertibly include assumptions of true or false knowledge. An interesting overlap between some Indian epistemologies and postcolonial theories can be observed with regards to the central role of the contextualization of knowledge production and the socially embodied nature of scientific knowledge in general. If the incentives gained are to be taken seriously, the consequences for educational science in general as well as educational practices must be discussed. According to the findings of organizational theory, emphasis on diversification and complication is also seen as an opportunity for the emergence of fresh meaning. Referring to Helen Verran’s concept of generative tension as a sign of collective creativity, encounters between diverse forms of knowledge and epistemological principles are seen as sources of creative processes and prerequisite for the emergence of new positions, perspectives etc., and thus as incubators for innovations.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":"18 1","pages":"11-25"},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44691703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8