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Institutional Pedagogy
Institutional pedagogy is a practice of education that is centered on two factors: 1. the complexity of the learner, and the "unconscious" that the educator brings to the classroom. This unconscious is another name for the diversity of social, economic, cultural and other unspoken elements that an educator interacts with in an institutional setting; and 2. the role of the institution in the process of intervening in both those psycho-social factors and in what is known by a student. But even more than this, as conceived by its founder, Fernand Oury, Institutional Pedagogy is a constant calling into question of the institutional context itself. Thus the classroom is never a presupposed and static setting. The movement of Institutional Pedagody is thus in direct opposition to the prevailing trends of education prior to the late 1960s, almost all of which tended to homogenize socio-cultural differences amongst learners, psycho-social factors in learning and most important the presence ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Education
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills. Types of education are commonly divided into formal ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Unconscious Mind
The unconscious mind (or the unconscious) consists of the processes in the mind which occur automatically and are not available to introspection and include thought processes, memories, interests, and motivations. Even though these processes exist well under the surface of conscious awareness, they are theorized to exert an effect on behavior. The term was coined by the German Romantic philosopher Friedrich Schelling and later introduced into English by the poet and essayist Samuel Taylor Coleridge.Christopher John Murray, ''Encyclopedia of the Romantic Era, 1760-1850'' (Taylor & Francis, 2004: ), pp. 1001–1002. Empirical evidence suggests that unconscious phenomena include repressed feelings, automatic skills, subliminal perceptions, and automatic reactions, and possibly also Complex (psychology), complexes, hidden phobias, and desires. The concept was popularized by the Austrian neurologist and Psychoanalysis, psychoanalyst Sigmund Freud. In psychoanalytic theory#The uncon ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Fernand Oury
Fernand Oury (18 January 1920 – 19 February 1998) was a pedagogue and creator of institutional pedagogy. He recommended and practiced a "school of the people" methodology, in which children were no longer passive receivers, but actively participated in the management of their learning, methods, forms of relations and the everyday life of the class: all of which he called ''institutions'' (in the sociological sense). Some of the notable elements of this methodology were ''pupils' council'', ''school funds'' and individualized curricula. Background As a teacher in 1950, Oury reacted to what he saw as the deplorable state of the French educational system: "overloaded classes", "colossal school sizes", and "absurd regulations". Along with fellow educator Célestin Freinet, he worked with school leadership to reform organizational practice within urban schools. By 1958, following on the initiatives of institutional psychotherapy led by his brother Jean Oury, François Tosquelles ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Institution
Institutions are humanly devised structures of rules and norms that shape and constrain individual behavior. All definitions of institutions generally entail that there is a level of persistence and continuity. Laws, rules, social conventions and norms are all examples of institutions. Institutions vary in their level of formality and informality. Institutions are a principal object of study in social sciences such as political science, anthropology, economics, and sociology (the latter described by Émile Durkheim as the "science of institutions, their genesis and their functioning"). Primary or meta-institutions are institutions such as the family or money that are broad enough to encompass sets of related institutions. Institutions are also a central concern for law, the formal mechanism for political rule-making and enforcement. Historians study and document the founding, growth, decay and development of institutions as part of political, economic and cultural history. Def ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Popular Education
Popular education is a concept grounded in notions of class, political struggle, and social transformation. The term is a translation from the Spanish educación popular or the Portuguese educação popular and rather than the English usage as when describing a 'popular television programme', popular here means 'of the people'. More specifically 'popular' refers to the 'popular classes', which include peasants, the unemployed, the working class and sometimes the lower middle class. The designation of 'popular' is meant most of all to exclude the upper class and upper middle class. Popular education is used to classify a wide array of educational endeavours and has been a strong tradition in Latin America since the end of the first half of the 20th century. These endeavors are either composed of or carried out in the interests of the popular classes. The diversity of projects and endeavors claiming or receiving the label of popular education makes the term difficult to precisel ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Institutional Psychotherapy
Institutional psychotherapy (also known as institutional analysis) is a French psychiatric reform movement and approach to group psychotherapy influenced by Marxism and Lacanian psychoanalysis starting in the 1950s. The Association of Institutional Psychotherapy was founded in November 1965. Those associated with the approach include François Tosquelles, Jean Oury, Felix Guattari, Frantz Fanon, and Georges Canguilhem. Institutional psychotherapy proposed a radical restructuring of the insane asylum and the mental health clinic where patients actively participated in running the facility. The approach began in Saint-Alban-sur-Limagnole with Tosquelles, Fanon and Oury, and then continued at the La Borde clinic founded by Oury and where Guattari worked until his death. Institutional psychotherapy is also practiced by Patrick Chemla at the Centre Artaud in Reims and has spread to Spain and Italy. Although similar to anti-psychiatry in its institutional critique, the founders of inst ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Félix Guattari
Pierre-Félix Guattari ( , ; 30 April 1930 – 29 August 1992) was a French psychoanalyst, political philosopher, semiotician, social activist, and screenwriter. He co-founded schizoanalysis with Gilles Deleuze, and ecosophy with Arne Næss, and is best known for his literary and philosophical collaborations with Deleuze, most notably ''Anti-Oedipus'' (1972) and ''A Thousand Plateaus'' (1980), the two volumes of their theoretical work ''Capitalism and Schizophrenia''. Biography Clinic of La Borde Guattari was born in Villeneuve-les-Sablons, a working-class suburb of northwest Paris, France. His father was a factory manager and he was engaged in Trotskyist political activism as a teenager, before studying and training under (and was analyzed by) the French psychoanalyst Jacques Lacan in the early 1950s. Subsequently, he worked all his life at the experimental psychiatric clinic of La Borde under the direction of Lacan's pupil, the psychiatrist Jean Oury. He first met Our ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Pedagogy
Pedagogy (), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts. Pedagogy is often described as the act of teaching. The pedagogy adopted by teachers shapes their actions, judgments, and teaching strategies by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students. Its aims may range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the impa ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Alternative Education
Alternative education encompasses many pedagogical approaches differing from mainstream pedagogy. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community. The legal framework for such education varies by locality, and determines any obligation to conform with mainstream standard tests and grades. Alternative pedagogical approaches may include different structures, as in the open classroom, different teacher-student relationships, as in the Quaker and free schools, and/or differing curricula and teaching methods, as in the Waldorf and Montessori schools. Synonyms for "alternative" in this context include "non-traditional," "non-conventional" and "non-standardized". Alternative educators use terms such as "authentic", "holistic" and "progressive". Histo ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Philosophy Of Education
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It includes the examination of educational theories, the presuppositions present in them, and the arguments for and against them. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. These connections are also reflected in the significant and wide-ranging influence the philosophy of education has had on other disciplines. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive and Normativity, normative theories. Descriptive theories provide a value-neutral account of what education is and how to understand its fundamental concepts, in contrast to normative theories, which investigate how education should be practiced ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
