Program Selected Topics Seminar for the History of Education
and Education I, includes four areas of study.
and Education I, includes four areas of study.
The topic I "The study of adolescents and their development. The case of the work of G. Stanley Hall, discusses the educational contributions of Granville Stanley Hall, American psychologist who pioneered the study of the characteristics of the adolescent stage. The work of this thinker is a contribution important in shaping a systematic approach towards the study of school-age children and for the establishment of educational psychology from the late nineteenth and early twentieth centuries.
The study of the contributions of Stanley Hall has the purposes of the undergraduate students identify the work of one of modern thinkers in the process of forming the current idea of \u200b\u200badolescence and to reflect on the importance of intellectual work in a historical moment in which the United States began to consider as a strong nation. Research by Hall enable students to identify the methods used at the time for knowledge of children and adolescents, as well as the validity of the approach to do this thinker about "school fit the child", coinciding with conclusions of the Committee of Ten (which was studied in the first year seminar topics ...) in the sense of preparing students for life.
The study of issue II, "Reorganization of schools for adolescents. Secondary education in England in the interwar period, normal school students have the opportunity to learn the English proposal to offer high school to all young, emerging and developed with the momentum and the demand of society for the first half of the twentieth century all adolescents up to 14 or 15 years of age is required to study in schools that offer similar training opportunities. May also include how the national educational goal of training adolescent conjugated English social aspirations of the time, was influenced by the national and global political situation and required an active government intervention. The reorganization of secondary education led to discussions and proposals that, while seeking a new meaning for the preparation of young people would support the continuation of a process that spanned several decades. This proposal (educational policy line) responded to the educational concepts of social (which combined tradition and innovation, and democratic aspirations) and was achieved thanks to the value conferred on the English education of adolescents.
The theme is a space for comparison with secondary education development in our country and the value we place on education for adolescents. Also presented as an opportunity to reflect on social participation, who the various actors involved in achieving educational goals and what is the time required to perform steadily, achieving that aim.
From item III, "Criticism of the school. American radicalism in the 1960's, it is proposed the analysis of one of the most important currents of criticism of the school, that develops in the United States of America, which can be called "radical reform."
Unlike other critical trends of the time, the current analyzed here does not consider that the school is inherently harmful and destructive to human potential of their students, what that complaint are the distortions and loss of sense of liberation of knowledge. For that reason, despite his criticisms are often violent in their language and strict in its judgments, this stream leaves open the possibility to compare the decade analyzed with the present and opens the door for a thorough reform of the school.
IV With the theme "What education for young adolescents? The contemporary debate on secondary education, "concluded the seminar, so that through his study is expected to resume normal diverse knowledge they have acquired in this and other subjects of the degree for the operation of secondary schools, the history of creation and expansion and the aspects that characterize teenagers now. It is hoped also that analyze the issue based on the experience gained during the observation and teaching practice carried out in high school.
This topic is central purpose that the teachers to think broadly about education that we offer adolescents, who are participants in the global debate on school questions secondary, which is updated continuously in the debate and gain an understanding of what to do in high school and how to become teachers of adolescents in the current conditions.
Topic I. The study of adolescents and their development. The case of the work of G. Stanley Hall.
The study of this subject offers students the opportunity to go to one of the thinkers who contributed ideas at the time relevant to the conceptualization and recognition of what is now is widely known as adolescence. Hall was first described, with the thoroughness and detail of a man by nature and scientific observer, a variety of topics related to sexual development, social, intellectual and emotional development of adolescents.
Darwin's theory on the evolution of the species came to the United States of America as a seed in fertile soil. Hall adopted the notion of recapitulation made of naturalism and applied to the study of the mind. Argued that individual development of people repeating the development of the species and, specifically, made an analogy between the period of adolescence and leaving the stadium wild humanity as a step toward civilization, as a universal experience.
Stanley Hall's work as a whole, constitutes the beginning of educational psychology in the United States. The study of his contributions to psychology and education allow student teachers to understand the origin of a new way of looking at young people, to analyze the characteristics of this stage of life. The review of Hall's ideas about the "tension and conflict" faced by adolescents, allow prospective teachers to reflect on secondary education and the challenges of educating students who go through this period.
The depth of the social changes that accompanied the passage of the nineteenth and twentieth century United States were reflected in various aspects of social life. Stanley Hall was a restless and daring thinker who was able to consolidate, in a society that was emerging from a severe economic and social crisis, interest and confidence in the training of young people of the time.
The significance of his work is explained in so far as delving into the social conditions and difficulties that arose in America in the late nineteenth century. By 1890 most part of the U.S. population sank into poverty and unsanitary conditions that determined the quality of life in the big cities. Under these conditions is brewing a new nation and the age of progress began to appear, the country establishes its borders and there is a new way of life due to advances in science and discoveries.
the late nineteenth century began the expansion of secondary schools in the U.S. and there are great changes in them. The number of students enrolled begins to grow and this process continues in subsequent years. Specialization in work, the emergence of a more complex work resulting from industrialization and the training needs created the conditions to perceive and identify an intermediate stage of life between childhood and adulthood, which coincided with the physical and biological transformation of individuals in this age period.
The study of adolescence as a phenomenon and as a scientific concept, is established only in 1904, Stanley Hall, an American born in 1846 in western Massachusetts, who played a role fundamental in the study of child development and psychology adolescents.
science techniques, which consisted of laboratory experimental work and the use of surveys to collect statistical data, were extended to the "science education" of United States, thanks to the enthusiasm and leadership of Stanley Hall. Systematic research conducted with school-age children, led him to raise the need to use the results of its ideas to improve education, ie for schools to better teach children and youth.
The ideas of Rousseau, Darwin and Freud influenced Hall and allowed him to study how the child, the developmental stages of the mind, irrational and hereditary aspects of behavior, and took him raised the need for natural education. Developed also a method of analyzing "the nature and needs of the developing child" through questionnaires.
Stanley Hall extended his research on the adolescent and in 1904 published his monumental work, Adolescence, in two volumes, which begins the interest in the study of this period both among psychologists as among educators. Hall defined adolescence as a stage identified by storms and tensions that characterized the conflict by passing individuals in search of role they will assume in society to become adults, compared with the Sturm und Drang1 characteristic of German literature the second half of the eighteenth century. The development of adolescents, from their perspective, is given by leaps and less gradual in relation to children. His hopes for the teenager was taken to make some pedagogical ideas about the direction schools should take for students who pass through this stage of life.
The difficulties entailed in the study of adolescents, researchers later forced Hall to clarify their investigative techniques to explain this stage of human life. This advance in the methodology resulted in the contrasting ideas of Hall with new findings about young people, mostly from anthropology, who questioned some of the features offered by him on the stage of adolescence.
The great legacy of Stanley Hall, which is seen in the analysis of his work, explains the strength of his contributions as the source of the systematic study of adolescents and the need to revise the guidance that schools should take to address them , knowing fully their needs. Over the years his ideas were losing interest to other researchers and currently is not mentioned as a central figure in the education of young people or development of educational psychology. However, as a pioneer of the scientific study of children and youth and their organizational skills and practice in the promotion of psychology, recognizing their place and value of the attempt to establish the education of children and adolescents in the systematic understanding of the characteristics of their development.
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