Elements to be considered as main analysis.
Topic I. The study of adolescents and their development. The case of the work of G. Stanley Hall.
1. In the long historical period prior to industrialization, there is a field of valuable knowledge, related to society's productive activities that are susceptible to transmission. The teacher has this knowledge and the time families wish their children to acquire the specialized knowledge, as well as to learn good manners and the concept of service:
• How is it that the education of young people during a period of several centuries, consisting of transmission specialized knowledge of a trade and good manners?
2. The way it carries out the transmission of knowledge in pre-industrial society differs from the modern concept of high school. Educating young people is by practice, they were involved in the production and learning through work:
What's behind the dual purposes of work and learning process?
What conclusions can be drawn from the relationship between work and learning about the conception of teaching and training of new knowledge?
3. The role of family in the upbringing of children was guided by the conceptions and expectations of the time about young people. Parents with instructions intended to secure a job for their children:
• What were the conditions that established the learning agreement between the family and the teacher and what role the youth played in this agreement?
4. The relationship between master and apprentice was regulated by the corporation. It decided who could work in the trade, product quality, relations between the teacher and his subordinates, the number of participants in a workshop, the final assessment of the training:
• What did it mean for education of young people that education was governed by such rules set out in the workshop? 5.The
this historical process was a slow incorporation of women to training in a trade. Women were only educated to learn the chores, then were allowed to participate in family workshops and only later did it in larger shops:
6. • What consequences did the above on the social role that they " played "play to women?
Topic II. Education in France in 1880. The organization of a national public service, secular, compulsory and free.
1. A dominant idea in the period of study is that social inequality should be reduced through gradual evolution, not by social revolution:
What role is expected to meet education in this process?
What effects have the free education and centralized control in their growth and how to address the demanding population?
2. In terms of moral, religious education, family rights and religious freedom:
• What are the main points of conflict between the Liberal government and the Church?
3. For Jules Ferry, Minister of Education, the educational inequality between the sexes is deeper and stronger than that between social classes:
What is your idea of \u200b\u200bwomen and the effects it can have their education?
What differences can be identified between these ideas and those that prevail today about the role and rights of women?
4. The curriculum of elementary education at the time proposed advanced methods. However, actual educational practices were still traditionalists:
• What factors can explain this contradiction?
5. The search for a better education for young people, that would overcome the deficiencies of the old school with its traditional pedagogy and its focus on classical humanities, led to a series of reforms to existing institutions:
• What explains the classical education continued to be dominant?
6. Secondary education targeting women had different purposes than originally intended for men and a different development throughout the nineteenth century:
• How was organizing an education that could meet the need to equalize both sexes?
Topic III. Secondary education in the United States of America. The evolution of high school.
1. At the origin of the modern system of secondary education in the United States high school reorganization by the end of the nineteenth century, played a role:
• According to the reformers of that era. What role should comply with this institution?
• What were the most salient features of the new educational program for high school?
2. Against school failure of a large proportion of youth enrolled in high school and the continuing trend towards abandonment of studies, multiplied reformers programs and teaching methods in the idea that this would lead to the attractiveness of school:
• What conceptions prevailed over the end of the school, curriculum organization and capabilities of students in this differentiation course offerings?
3. Along with the establishment of a new curriculum for adolescents, secondary education also included the organization of additional workshops and clubs:
• What impact have these complementary activities on the academic training of students and the organization school?
4. In addition to the educational challenges involves attention to the special characteristics of adolescents, the American teachers had to face the rapidly growing number of students enrolled in secondary schools:
• What effect could this have on the quality of education offered to young people?
5. With the creation of the junior high school began a reform of American secondary education, which made a system divided into two levels or two different institutions:
• What arguments explain the decision to provide education specific to adolescents?
6. With the passage of time and in light of social changes experienced by each time, the situation that keeps education is unsatisfactory for users and contributors of resources:
• According to the American experience. What are the aspects of educational services at present should be improved to achieve more committed to school characteristics, needs and interests of young people?
Topic IV. Moisés Sáenz-school adolescents. The birth of secondary education in Mexico.
1. Education born in Mexico and secondary level education with its own characteristics after the first quarter of the twentieth century. These characteristics were defined according to the duration of their studies, their location between the primary and preparatory cycle to enter a superior race, the organization and orientation of the studies, the aims it seeks to achieve growth and coverage .
• What explains the peculiarities of Mexican high school acquires its origins?
2. The approach of Moses Saenz, to integrate secondary education as a proper level, stands an idea: the school is a school for adolescents aged 13 to 15 years from all social classes.
What was a school aimed specifically at teenagers?
What should learn key content adolescents and why?
3. During the process of rebuilding the country after the revolution, develop great debates about the emerging national public education related to its orientation, organization, direction and teaching practices.
• What were the national education goals that gave impetus to the Mexican school and in what context they define those goals?
4. Secondary education is now fully identified as a school level as part of basic education. In your organization, expansion, orientation and current problems can be recognized approaches that led to its creation and the result of evolution.
What is the historical importance of the SEP took the creation, organization and regulation of secondary schools across the country?
what current aspects of secondary education can be recognized approaches Moises Saenz original master? Activities
final.
In closing the seminar, from the study of the four themes, the following activities: Establish
central issues raised on the education of adolescents and the creation of secondary education in the four historical moments or situations in which items are located. Compare
generally Mexican secondary education, secondary school in France and for adolescents in the United States, from the origins of the development process, the structure and curriculum. Explain the similarities and differences regarding: the conception of education for adolescents, the aims pursued by the institutions training oriented education, offering educational content and teaching methods they use. Critically evaluate the education currently offered to young people and reflect on the meaning it had the analysis of the four proposed themes for the training of future teachers of secondary education.
• How is it that the education of young people during a period of several centuries, consisting of transmission specialized knowledge of a trade and good manners?
2. The way it carries out the transmission of knowledge in pre-industrial society differs from the modern concept of high school. Educating young people is by practice, they were involved in the production and learning through work:
What's behind the dual purposes of work and learning process?
What conclusions can be drawn from the relationship between work and learning about the conception of teaching and training of new knowledge?
3. The role of family in the upbringing of children was guided by the conceptions and expectations of the time about young people. Parents with instructions intended to secure a job for their children:
• What were the conditions that established the learning agreement between the family and the teacher and what role the youth played in this agreement?
4. The relationship between master and apprentice was regulated by the corporation. It decided who could work in the trade, product quality, relations between the teacher and his subordinates, the number of participants in a workshop, the final assessment of the training:
• What did it mean for education of young people that education was governed by such rules set out in the workshop? 5.The
this historical process was a slow incorporation of women to training in a trade. Women were only educated to learn the chores, then were allowed to participate in family workshops and only later did it in larger shops:
6. • What consequences did the above on the social role that they " played "play to women?
Topic II. Education in France in 1880. The organization of a national public service, secular, compulsory and free.
1. A dominant idea in the period of study is that social inequality should be reduced through gradual evolution, not by social revolution:
What role is expected to meet education in this process?
What effects have the free education and centralized control in their growth and how to address the demanding population?
2. In terms of moral, religious education, family rights and religious freedom:
• What are the main points of conflict between the Liberal government and the Church?
3. For Jules Ferry, Minister of Education, the educational inequality between the sexes is deeper and stronger than that between social classes:
What is your idea of \u200b\u200bwomen and the effects it can have their education?
What differences can be identified between these ideas and those that prevail today about the role and rights of women?
4. The curriculum of elementary education at the time proposed advanced methods. However, actual educational practices were still traditionalists:
• What factors can explain this contradiction?
5. The search for a better education for young people, that would overcome the deficiencies of the old school with its traditional pedagogy and its focus on classical humanities, led to a series of reforms to existing institutions:
• What explains the classical education continued to be dominant?
6. Secondary education targeting women had different purposes than originally intended for men and a different development throughout the nineteenth century:
• How was organizing an education that could meet the need to equalize both sexes?
Topic III. Secondary education in the United States of America. The evolution of high school.
1. At the origin of the modern system of secondary education in the United States high school reorganization by the end of the nineteenth century, played a role:
• According to the reformers of that era. What role should comply with this institution?
• What were the most salient features of the new educational program for high school?
2. Against school failure of a large proportion of youth enrolled in high school and the continuing trend towards abandonment of studies, multiplied reformers programs and teaching methods in the idea that this would lead to the attractiveness of school:
• What conceptions prevailed over the end of the school, curriculum organization and capabilities of students in this differentiation course offerings?
3. Along with the establishment of a new curriculum for adolescents, secondary education also included the organization of additional workshops and clubs:
• What impact have these complementary activities on the academic training of students and the organization school?
4. In addition to the educational challenges involves attention to the special characteristics of adolescents, the American teachers had to face the rapidly growing number of students enrolled in secondary schools:
• What effect could this have on the quality of education offered to young people?
5. With the creation of the junior high school began a reform of American secondary education, which made a system divided into two levels or two different institutions:
• What arguments explain the decision to provide education specific to adolescents?
6. With the passage of time and in light of social changes experienced by each time, the situation that keeps education is unsatisfactory for users and contributors of resources:
• According to the American experience. What are the aspects of educational services at present should be improved to achieve more committed to school characteristics, needs and interests of young people?
Topic IV. Moisés Sáenz-school adolescents. The birth of secondary education in Mexico.
1. Education born in Mexico and secondary level education with its own characteristics after the first quarter of the twentieth century. These characteristics were defined according to the duration of their studies, their location between the primary and preparatory cycle to enter a superior race, the organization and orientation of the studies, the aims it seeks to achieve growth and coverage .
• What explains the peculiarities of Mexican high school acquires its origins?
2. The approach of Moses Saenz, to integrate secondary education as a proper level, stands an idea: the school is a school for adolescents aged 13 to 15 years from all social classes.
What was a school aimed specifically at teenagers?
What should learn key content adolescents and why?
3. During the process of rebuilding the country after the revolution, develop great debates about the emerging national public education related to its orientation, organization, direction and teaching practices.
• What were the national education goals that gave impetus to the Mexican school and in what context they define those goals?
4. Secondary education is now fully identified as a school level as part of basic education. In your organization, expansion, orientation and current problems can be recognized approaches that led to its creation and the result of evolution.
What is the historical importance of the SEP took the creation, organization and regulation of secondary schools across the country?
what current aspects of secondary education can be recognized approaches Moises Saenz original master? Activities
final.
In closing the seminar, from the study of the four themes, the following activities: Establish
central issues raised on the education of adolescents and the creation of secondary education in the four historical moments or situations in which items are located. Compare
generally Mexican secondary education, secondary school in France and for adolescents in the United States, from the origins of the development process, the structure and curriculum. Explain the similarities and differences regarding: the conception of education for adolescents, the aims pursued by the institutions training oriented education, offering educational content and teaching methods they use. Critically evaluate the education currently offered to young people and reflect on the meaning it had the analysis of the four proposed themes for the training of future teachers of secondary education.
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