374a1i/24 - New Concepts: Enunciative positions :
Enunciative Positions about Education
LIBERAL
EDUCATION
1 **Discursive
Intentions**:
Dialogical discourse
Promote
open discussion
critical inquiry
exchange of diverse perspectives.
2.
**Values**:
Emphasis
on
critical thinking,
intellectual curiosity,
lifelong learning.
intellectual freedom,
tolerance
respect for diverse viewpoints.
3.
**Worldviews**:
-
Pluralistic worldview:
Values
diversity,
tolerance,
interconnectedness
disciplines
and cultures.
-
Embracement of uncertainty
complexity worldview
- Recognizes
the limitations of
knowledge
the importance of critical inquiry
and ongoing exploration.
4.
**Beliefs**:
- fostering
independent
thinking,
creativity
intellectual
autonomy.
- Trust capacity of individuals
to engage in
reasoned discourse,
challenge
assumptions,
- seek
truth through
evidence-based
inquiry.
5.
**Knowledge**:
Seen
as dynamic,
evolving, and
contextually
situated, with an
emphasis
on
interdisciplinary
connections and
real-world
applications.
- constructed
through
critical inquiry,
exploration of
diverse perspectives,
engagement with
complex, authentic problems.
6.
**Ideologies**:
- Liberalism:
Emphasizes individual
rights,
freedoms, and
the pursuit of
truth, justice, diversity and equality.
7.
**Interests**:
- Intellectual interests:
intellectual growth across disciplines and topics.
- Civic
interests:
Focus on engagement
with social and political issues,
active citizenship,
promotion of democratic values and principles
CONSERVATIVE EDUCATON
1.
**Discursive Intentions**:
- Didactic discourse: transmitting
established
knowledge
values from
authority
- Prescriptive discourse:
reinforce
traditional norms
2.
**Values**:
- Emphasis on
tradition,
authority, and
preservation of
established cultural norms
-
Value placed on
discipline,
obedience,
respect for
authority figures and institutions.
3. **Worldviews**:
- Traditionalist worldview:
Values
continuity,
stability, and
preservation of
traditional knowledge and
cultural practices.
- Hierarchical worldview:
Education as a
means of transmitting knowledge
from authority figures
to passive learners,
maintaining
existing power structures.
4.
**Beliefs**:
- Belief in the importance of
transmitting
cultural heritage,
moral values, and
societal norms to
future generations.
- Trust in the authority of
established
institutions,
traditions, and
authoritative texts
as sources of
knowledge and
guidance.
5.
**Knowledge**:
- Seen as stable,
fixed, and
grounded in
timeless truths,
emphasis
on
mastering
foundational knowledge and skills.
- Knowledge is often
compartmentalized
into
distinct subjects,
with clear boundaries
and
hierarchies of importance.
6.
**Ideologies**:
- Traditionalism: Emphasizes the
preservation of traditional
values, institutions, and cultural practices.
- Conservatism: Values the
importance of
stability, order, and gradual change,
emphasizing the preservation of
existing social structures and hierarchies.
7.
**Interests**:
- Compliance interests:
Reflect the desire
to conform to societal expectations,
follow established rules, and
uphold traditional values.
- Cultural interests: Focus on
preserving
cultural heritage,
traditions,
and values through
education and socialization.
In relation to a Education pedagogy, in a structure of topics, which are the : discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses. Add two references?
:
In relation to a liberal Education pedagogy, in a structure of topics, which are the : discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses. Add two references?
Certainly, here's how each element might fit within a liberal education pedagogy:
1. **Discursive Intentions**:
- Dialogical discourse: Aimed at promoting open discussion, critical inquiry, and the exchange of diverse perspectives.
- Reflective discourse: Used to encourage metacognition, self-awareness, and deep understanding of complex issues.
2. **Values**:
- Emphasis on critical thinking, intellectual curiosity, and lifelong learning.
- Value placed on intellectual freedom, tolerance, and respect for diverse viewpoints.
3. **Worldviews**:
- Pluralistic worldview: Values diversity, tolerance, and the interconnectedness of knowledge across disciplines and cultures.
- Embracement of uncertainty and complexity worldview: Recognizes the limitations of knowledge and the importance of critical inquiry and ongoing exploration.
4. **Beliefs**:
- Belief in the importance of fostering independent thinking, creativity, and intellectual autonomy.
- Trust in the capacity of individuals to engage in reasoned discourse, challenge assumptions, and seek truth through evidence-based inquiry.
5. **Knowledge**:
- Seen as dynamic, evolving, and contextually situated, with an emphasis on interdisciplinary connections and real-world applications.
- Knowledge is constructed through critical inquiry, exploration of diverse perspectives, and engagement with complex, authentic problems.
6. **Ideologies**:
- Liberalism: Emphasizes individual rights, freedoms, and the pursuit of truth, justice, and equality.
- Rationalism: Values reason, evidence, and critical thinking as essential tools for understanding and addressing complex social issues.
7. **Interests**:
- Intellectual interests: Reflect the desire for knowledge, understanding, and intellectual growth across a broad range of disciplines and topics.
- Civic interests: Focus on engagement with social and political issues, active citizenship, and the promotion of democratic values and principles.
References:
1. Nussbaum, M. C. (1997). Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Harvard University Press.
2. Berlin, I. (1969). Four Essays on Liberty. Oxford University Press.
In relation to a conservative Education pedagogy, in a structure of topics, which are the : discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses. Add two references?
Certainly, here's how each element might manifest within a conservative education pedagogy:
1. **Discursive Intentions**:
- Didactic discourse: Aimed at transmitting established knowledge and values from authority figures to learners in a structured manner.
- Prescriptive discourse: Used to reinforce traditional norms, values, and behaviors through clear instructions and expectations.
2. **Values**:
- Emphasis on tradition, authority, and preservation of established cultural norms and values.
- Value placed on discipline, obedience, and respect for authority figures and institutions.
3. **Worldviews**:
- Traditionalist worldview: Values continuity, stability, and preservation of traditional knowledge and cultural practices.
- Hierarchical worldview: Views education as a means of transmitting knowledge from authority figures to passive learners, maintaining existing power structures.
4. **Beliefs**:
- Belief in the importance of transmitting cultural heritage, moral values, and societal norms to future generations.
- Trust in the authority of established institutions, traditions, and authoritative texts as sources of knowledge and guidance.
5. **Knowledge**:
- Seen as stable, fixed, and grounded in timeless truths, with an emphasis on mastering foundational knowledge and skills.
- Knowledge is often compartmentalized into distinct subjects, with clear boundaries and hierarchies of importance.
6. **Ideologies**:
- Traditionalism: Emphasizes the preservation of traditional values, institutions, and cultural practices.
- Conservatism: Values the importance of stability, order, and gradual change, emphasizing the preservation of existing social structures and hierarchies.
7. **Interests**:
- Compliance interests: Reflect the desire to conform to societal expectations, follow established rules, and uphold traditional values.
- Cultural interests: Focus on preserving cultural heritage, traditions, and values through education and socialization.
References:
1. Hirsch, E. D. (1987). Cultural Literacy: What Every American Needs to Know. Houghton Mifflin.
2. Kirk, R. (1953). The Conservative Mind: From Burke to Eliot. Henry Regnery Company.
progressive education pedagogy:
In relation to a progressive Education pedagogy, in a structure of topics, which are the : discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses. Add two references?
1. **Discursive Intentions**:
- Facilitative discourse: Aimed at encouraging collaboration, inquiry, and active participation among learners.
- Reflective discourse: Used to foster metacognition, self-awareness, and critical reflection on learning experiences.
2. **Values**:
- Emphasis on student agency, autonomy, and empowerment in the learning process.
- Value placed on creativity, critical thinking, and exploration of diverse perspectives.
3. **Worldviews**:
- Dynamic worldview: Views education as a process of continuous growth, adaptation, and social change.
- Embracement of complexity and diversity worldview: Values the interconnectedness of knowledge and the importance of embracing diverse perspectives.
4. **Beliefs**:
- Belief in the importance of inquiry-based learning and hands-on experiences to promote deep understanding and meaning-making.
- Trust in the capacity of students to construct their knowledge through active engagement and collaboration.
5. **Knowledge**:
- Seen as dynamic and context-dependent, with an emphasis on interdisciplinary connections and real-world applications.
- Knowledge is co-constructed through collaborative inquiry and exploration of relevant, authentic problems and issues.
6. **Ideologies**:
- Constructivism: Emphasizes the active role of learners in constructing their understanding of the world through interactions with their environment.
- Humanism: Centers on the belief in the inherent worth and potential of each individual, promoting holistic development and self-actualization.
7. **Interests**:
- Personal interests: Reflect the individual passions, curiosities, and motivations of learners, driving intrinsic motivation and engagement.
- Social interests: Focus on collaborative learning experiences, community engagement, and the pursuit of social justice and equity.
References:
1. Dewey, J. (1916). Democracy and Education. The Free Press.
2. Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
In relation to a traditional Education pedagogy, in a structure of topics, which are the : discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses. Add two references?
Sure, here's how each element might fit within a traditional education pedagogy:
1. **Discursive Intentions**:
- Instructive discourse: Aimed at delivering information and instructions in a structured manner.
- Socratic discourse: Used for questioning to reinforce established knowledge and promote critical thinking within those boundaries.
2. **Values**:
- Emphasis on discipline, obedience, and respect for authority figures.
- Value placed on academic achievement and conformity to established norms.
3. **Worldviews**:
- Hierarchical worldview: Views education as a means of transmitting established knowledge from authority figures to passive learners.
- Stability and continuity worldview: Favors maintaining existing structures and traditional methods of teaching.
4. **Beliefs**:
- Belief in the importance of rote memorization and adherence to prescribed curriculum.
- Trust in the authority of teachers as the primary source of knowledge.
5. **Knowledge**:
- Seen as static and fixed, with an emphasis on mastering existing content and facts.
- Knowledge is often compartmentalized into distinct subjects with clear boundaries.
6. **Ideologies**:
- Essentialism: Emphasizes the importance of core knowledge and skills that are essential for all students.
- Behaviorism: Focuses on observable behaviors and reinforcement of desired behaviors through rewards and punishments.
7. **Interests**:
- Academic interests: Focus on subject-specific content as outlined in the curriculum.
- Compliance interests: Reflect the desire to fulfill expectations and meet standards set by authority figures.
References:
1. Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
2. Skinner, B. F. (1954). The Science of
Learning and the Art of Teaching. Harvard Educational Review, 24(2), 86–97.
In relation to a anarquist Education pedagogy, in a structure of topics, which are the : discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses. Add two references?
In relation to a socialist Education pedagogy, in a structure of topics, which are the : discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses. Add two references?
Which are the main aspects of a progressist Education?
Identificação de intencionalidades discursivas, valores, visões de mundo, crenças, saberes, ideologias e interesses em diferentes discursos.
concepts of study of Language and of ideology
interests
(individual [profissional, leisure], collective [familiar, ethnic, religious, national])
values
(Care [empathy] liberty, fairness, loyalty, respect to authority, and spiritual/religious).
liberal "values—free speech, peaceful protest, human right" tolerance
beliefs and pressupositions (fundamental beliefs
knowledges
(tradicional, scientific, ...)
intentions
ideologies
political ideologies (conservative, liberal, neoliberal, anarquist, populista, socialist, communist)
worldviews
(catholic, evangelical, another, none)
research for:
1st grade classes schedule; 2nd bim; 3rd and 4th week; 2nd activity;
374a/24 Text - 1st grade - 2nd bim - 1st text: Daily Routine: Personal Report,
"The permeation of the English language, for example, as a main tool of communication in the post-Cold War era, resulted in an invasion by US, and to a lesser extent, British entertainment – films, music, sports, etc. – of many parts of the world. This incursion has disrupted the natural cultural development of many societies, widening the generational gap and redefining social conceptions, values and priorities.” https://www.counterpunch.org/2024/05/10/civilizational-unity-not-clash-how-gaza-challenged-samuel-huntingtons-fantasies/#:~:text=The%20permeation%20.
From ChatGPT:
In relation to a progressive Education pedagogy, in a structure of topics, which are the : discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses. Add two references?
In progressive education discourses, the
discursive intentions
often revolve around promoting
student-centered learning,
critical thinking, and
social justice.
Values such as
equity,
diversity, and
collaboration are prioritized, reflecting
a worldview
that emphasizes the importance of
holistic development and
individual growth.
Beliefs
center on the idea that education should be tailored to the
needs and
interests of each student, with
a focus on
experiential learning and
real-world applications.
References:
1. Freire, P. (1970). *Pedagogy of the Oppressed*. New York, NY: Continuum. Paulo Freire's seminal work explores the discourses of progressive education, advocating for a pedagogy that
empowers learners and
challenges oppressive systems.
2. Giroux, H. (2011). *On Critical Pedagogy*. New York, NY: Bloomsbury Academic. Henry Giroux delves into the discourses surrounding critical pedagogy, which align closely with progressive education principles, emphasizing the need for education to address social inequalities and empower marginalized groups.
Certainly, here's how each element might manifest within a progressive education pedagogy:
1. **Discursive Intentions**:
- Facilitative discourse: Aimed at encouraging collaboration, inquiry, and active participation among learners.
- Reflective discourse: Used to foster metacognition, self-awareness, and critical reflection on learning experiences.
2. **Values**:
- Emphasis on student agency, autonomy, and empowerment in the learning process.
- Value placed on creativity, critical thinking, and exploration of diverse perspectives.
3. **Worldviews**:
- Dynamic worldview: Views education as a process of continuous growth, adaptation, and social change.
- Embracement of complexity and diversity worldview: Values the interconnectedness of knowledge and the importance of embracing diverse perspectives.
4. **Beliefs**:
- Belief in the importance of inquiry-based learning and hands-on experiences to promote deep understanding and meaning-making.
- Trust in the capacity of students to construct their knowledge through active engagement and collaboration.
5. **Knowledge**:
- Seen as dynamic and context-dependent, with an emphasis on interdisciplinary connections and real-world applications.
- Knowledge is co-constructed through collaborative inquiry and exploration of relevant, authentic problems and issues.
6. **Ideologies**:
- Constructivism: Emphasizes the active role of learners in constructing their understanding of the world through interactions with their environment.
- Humanism: Centers on the belief in the inherent worth and potential of each individual, promoting holistic development and self-actualization.
7. **Interests**:
- Personal interests: Reflect the individual passions, curiosities, and motivations of learners, driving intrinsic motivation and engagement.
- Social interests: Focus on collaborative learning experiences, community engagement, and the pursuit of social justice and equity.
References:
1. Dewey, J. (1916). Democracy and Education. The Free Press.
2. Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
- In relation to a traditional Education pedagogy, in a structure of topics, which are the : discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses. Add two references?
Sure, here's how each element might fit within a traditional education pedagogy:
1. **Discursive Intentions**:
- Instructive discourse: Aimed at delivering information and instructions in a structured manner.
- Socratic discourse: Used for questioning to reinforce established knowledge and promote critical thinking within those boundaries.
2. **Values**:
- Emphasis on discipline, obedience, and respect for authority figures.
- Value placed on academic achievement and conformity to established norms.
3. **Worldviews**:
- Hierarchical worldview: Views education as a means of transmitting established knowledge from authority figures to passive learners.
- Stability and continuity worldview: Favors maintaining existing structures and traditional methods of teaching.
4. **Beliefs**:
- Belief in the importance of rote memorization and adherence to prescribed curriculum.
- Trust in the authority of teachers as the primary source of knowledge.
5. **Knowledge**:
- Seen as static and fixed, with an emphasis on mastering existing content and facts.
- Knowledge is often compartmentalized into distinct subjects with clear boundaries.
6. **Ideologies**:
- Essentialism: Emphasizes the importance of core knowledge and skills that are essential for all students.
- Behaviorism: Focuses on observable behaviors and reinforcement of desired behaviors through rewards and punishments.
7. **Interests**:
- Academic interests: Focus on subject-specific content as outlined in the curriculum.
- Compliance interests: Reflect the desire to fulfill expectations and meet standards set by authority figures.
References:
1. Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
2. Skinner, B. F. (1954). The Science of Learning and the Art of Teaching. Harvard Educational Review, 24(2), 86–97.
Progressive education focuses on student-centered learning, promoting critical thinking, creativity, and individuality. Key aspects include hands-on learning experiences, interdisciplinary studies, collaboration, and valuing the diverse backgrounds and experiences of students. It often involves experiential learning, project-based learning, and a focus on social justice and equity.
Which are the main aspects of a progressist Education, with two references?
ChatGPT
Progressive education emphasizes student-centered learning, critical thinking, and holistic development. It advocates for active engagement, experiential learning, and the integration ofresponsibility and equity among students.
References:
Dewey, J. (1938). Experience and Education. New York, NY: Macmillan. John Dewey, a prominent figure in progressive education, outlines his ideas on the importance of experiential learning and education for democracy.
Kohn, A. (2008). Progressive Education: Why It’s Hard to Beat, But Also Hard to Find. Retrieved from https://www.alfiekohn.org/article/progressive-education/ - Alfie Kohn discusses the principles and challenges of progressive education in this article, emphasizing its focus on student autonomy and meaningful learning experiences.
In the structure of topics related to progressive education, the
discursive intentions often aim to
challenge traditional educational paradigms,
advocate for student-centered approaches, and
promote social justice and equity.
Values such as
autonomy,
diversity, and
collaboration are central, reflecting a
worldview that
values the unique
experiences and
perspectives of each learner.
Beliefs
revolve around the idea that
education should empower individuals to critically engage with the world around them and effect positive change.
Progressive education discourse
emphasizes the importance of experiential learning,
interdisciplinary studies, and
holistic development, drawing on a
body of knowledge that encompasses
educational
psychology,
sociocultural theory, and
critical pedagogy.
Ideologically,
progressive education aligns with
democratic principles and
challenges systems of oppression within educational institutions.
The interests
driving progressive education discourse include fostering
creativity, fostering
critical thinking skills, and promoting
lifelong learning.
References:
1. Greene, M. (1995). *Releasing the Imagination: Essays on Education, the Arts, and Social Change*. San Francisco, CA: Jossey-Bass. Maxine Greene explores the discursive intentions and values underpinning progressive education, emphasizing the role of the arts and imagination in transformative learning.
2. hooks, b. (1994). *Teaching to Transgress: Education as the Practice of Freedom*. New York, NY: Routledge. bell hooks discusses progressive education within the context of liberatory pedagogy, highlighting the importance of addressing power dynamics and fostering critical consciousness in the classroom.
Compare a progressive versus tradicional pedagogy, in relation ideology. Add two references?
Progressive pedagogy emphasizes student-centered learning, critical thinking, and experiential learning, often rooted in constructivist and humanistic ideologies. It prioritizes collaboration, problem-solving, and adapting education to individual student needs.
In contrast, traditional pedagogy tends to follow a more teacher-centered approach, focusing on imparting knowledge through lectures, drills, and standardized testing. It often aligns with behaviorist and essentialist ideologies, emphasizing discipline, rote memorization, and adherence to established curricula.
References:
Dewey, J. (1916). Democracy and Education. The Free Press.
Bruner, J. (1960). The Process of Education. Harvard University Press.
Which are the main types of ideology in pedagogy . Add one references for each kind.
In pedagogy, ideologies can vary widely, but some main types include:
1. **Constructivism**: Emphasizes the learner's active role in constructing knowledge through experiences and interactions. Reference: Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
2. **Progressivism**: Advocates for student-centered learning, critical thinking, and real-world experiences to promote holistic development. Reference: Dewey, J. (1916). Democracy and Education. The Free Press.
3. **Essentialism**: Prioritizes the transmission of essential knowledge and skills through a structured curriculum, often focusing on core subjects and traditional teaching methods. Reference: Bagley, W. C. (1934). Education and Emergent Man. Harvard University Press.
4. **Perennialism**: Stresses the importance of enduring truths and values, advocating for a curriculum based on timeless ideas and works. Reference: Adler, M. J. (1982). The Paideia Proposal: An Educational Manifesto. Macmillan.
Which are the contrasting types of ideologies in traditional and progressives pedagogy? Add one reference for each type.
In traditional pedagogy, ideologies often align with
essentialism and
behaviorism, emphasizing a teacher-centered approach focused on transmitting knowledge, maintaining order, and adhering to established standards and norms. Reference: Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
Conversely, in progressive pedagogy, ideologies tend to be rooted in constructivism and humanism, advocating for student-centered learning, critical thinking, and experiential education that prioritizes individual growth and social development. Reference: Dewey, J. (1916). Democracy and Education. The Free Press.
Which are the main types of values in pedagogy? Add one references for each kind.
In pedagogy, various types of values are emphasized to guide educational practices. Here are some main types:
1. **Ethical Values**: These values emphasize
integrity,
honesty,
fairness, and
responsibility in both academic and personal conduct. Reference: Kohlberg, L. (1981). Essays on Moral Development: Vol. 1. The Philosophy of Moral Development. Harper & Row.
2. **Cultural Values**: These values encompass respect for
diversity,
multiculturalism, and
understanding and appreciation of different cultures and perspectives. Reference: Banks, J. A. (2008). Diversity, Group Identity, and Citizenship Education in a Global Age. Educational Researcher, 37(3), 129–139.
3. **Intellectual Values**: These values prioritize
critical thinking,
curiosity,
creativity, and a
love for learning.
Reference: Robinson, K. (2009). The Element: How Finding Your Passion Changes Everything. Penguin Books.
4. **Social Values**:
These values focus on fostering
empathy,
collaboration,
communication skills, and a
sense of civic responsibility. Reference: Putnam, R. D. (2000). Bowling Alone: The Collapse and Revival of American Community. Simon & Schuster.
Which are the contrasting types of values in traditional and progressives pedagogy . Add one references for each kind.
In traditional pedagogy, values often revolve around
authority,
discipline, and
conformity to established norms,
reflecting essentialist and behaviorist ideologies. Reference: Skinner, B. F. (1954). The Science of Learning and the Art of Teaching. Harvard Educational Review, 24(2), 86–97.
In contrast,
progressive pedagogy emphasizes values such as autonomy,
critical thinking, and
collaboration,
aligning with constructivist and humanistic ideologies. Reference: Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
Which are the main types of worldview in pedagogy? Add one references for each kind.
In pedagogy, various worldviews shape educational practices and philosophies. Here are some main types:
1. **Progressive Worldview**: Emphasizes adaptability, open-mindedness, and a belief in the potential for positive change through education. Reference: Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
2. **Traditional Worldview**: Favors stability, continuity, and a reverence for established norms and structures in education. Reference: Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
3. **Constructivist Worldview**: Stresses the active role of learners in constructing their understanding of the world through interactions with their environment. Reference: Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
4. **Humanistic Worldview**: Centers on the belief in the inherent worth and potential of each individual, emphasizing personal growth, autonomy, and fulfillment. Reference: Maslow, A. H. (1968). Toward a Psychology of Being. D. Van Nostrand Company.
Which are contrasting types of worldviews in traditional and progressives pedagogy . Add one references for each kind.
In traditional pedagogy, the worldview often aligns with a hierarchical, linear perspective, viewing knowledge as fixed and transmitted from authority figures to passive learners. Reference: Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
Conversely, in progressive pedagogy, the worldview tends to embrace complexity, diversity, and a more dynamic understanding of knowledge construction through active engagement and collaboration. Reference: Greene, M. (1978). Landscapes of Learning. Teachers College Press.
Which are the main types of beliefs in pedagogy? Add one reference for each kind.
In pedagogy, various beliefs shape educational practices and philosophies. Here are some main types:
1. **Beliefs about Learning**: Assumptions and theories about how students acquire knowledge and skills, which influence instructional strategies and approaches. Reference: Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
2. **Beliefs about Teaching**: Perceptions of the role of educators, their responsibilities, and the most effective methods for facilitating learning. Reference: Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–22.
3. **Beliefs about Students**: Attitudes and assumptions regarding students' abilities, motivations, backgrounds, and potential for growth, which inform instructional decisions and classroom practices. Reference: Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman.
4. **Beliefs about Curriculum and Assessment**: Views on what should be taught, how learning should be evaluated, and the purpose of education in preparing students for the future. Reference: Popham, W. J. (2008). Transformative Assessment. Association for Supervision and Curriculum Development.
Which are contrasting types of beliefs in traditional and progressives pedagogy? Add one references for each kind
In traditional pedagogy, beliefs often center around the
authority of the teacher as the
primary source of knowledge and the
importance of discipline and
adherence to established
rules and
procedures. Reference: Skinner, B. F. (1954). The Science of Learning and the Art of Teaching. Harvard Educational Review, 24(2), 86–97.
In contrast, progressive pedagogy prioritizes beliefs in student
agency,
active participation, and the value of
experiential learning to foster
critical thinking and
holistic development.
Reference: Dewey, J. (1916). Democracy and Education. The Free Press.
Which are the main types of knowledges in pedagogy? Add one reference for each kind.
Which are contrasting types of knowledge in traditional and progressives pedagogy? Add one references for each kind.
In traditional pedagogy, knowledge is often seen as fixed, objective, and transmitted from teacher to student through lectures, textbooks, and standardized assessments. Reference: Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
Conversely, in progressive pedagogy, knowledge is viewed as dynamic, contextual, and co-constructed through active engagement, collaboration, and real-world experiences. Reference: Bruner, J. S. (1960). The Process of Education. Harvard University Press.
Which are the main types of interests in pedagogy? Add one reference for each kind
In pedagogy, various types of interests drive engagement and motivation in learning. Here are some main types:
1. **Academic Interests**: Related to subject-specific knowledge and skills, such as mathematics, science, literature, or history. Reference: Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 53(1), 109–132.
2. **Experiential Interests**: Stemming from hands-on activities, experiments, and real-world experiences that connect learning to practical applications. Reference: Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
3. **Social Interests**: Centered around interactions with peers, collaboration, and cooperative learning experiences. Reference: Johnson, D. W., & Johnson, R. T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Allyn and Bacon.
4. **Personal Interests**: Reflecting individual preferences, passions, hobbies, and curiosity-driven pursuits that fuel intrinsic motivation. Reference: Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row.
Which are contrasting types of interests in traditional and progressives pedagogy? Add one reference for each type.
In traditional pedagogy, interests often revolve around academic achievement, conformity, and mastering predetermined subject matter, reflecting a focus on standardized testing and adherence to curricular standards. Reference: Goodlad, J. I. (1984). A Place Called School: Prospects for the Future. McGraw-Hill.
In contrast, progressive pedagogy emphasizes interests related to student engagement, curiosity, exploration, and the pursuit of personal meaning and relevance in learning experiences. Reference: Kohn, A. (1993). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. Houghton Mifflin Harcourt.
Which are the main types of discoursive intentions in pedagogy? Add one reference for each kind
In pedagogy, various discursive intentions guide interactions between educators and learners. Here are some main types:
1. **Instructive Discourse**: Aimed at providing information, explanations, and guidance to facilitate learning. Reference: Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
2. **Socratic Discourse**: Focuses on asking probing questions to stimulate critical thinking, reflection, and deeper understanding. Reference: Paul, R., & Elder, L. (2006). Critical Thinking: The Nature of Critical and Creative Thought. Journal of Developmental Education, 30(2), 34–35.
3. **Facilitative Discourse**: Aims to encourage collaboration, active participation, and the exchange of ideas among learners. Reference: Mercer, N., & Littleton, K. (2007). Dialogue and the Development of Children's Thinking: A Sociocultural Approach. Routledge.
4. **Reflective Discourse**: Centers on fostering metacognition, self-awareness, and the evaluation of one's own learning processes and outcomes. Reference: Schön, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. Jossey-Bass.
Which are contrasting types of discoursive intentions in traditional and progressives pedagogy? Add one reference for each type.
In traditional pedagogy, discursive intentions often focus on transmitting information, maintaining authority, and reinforcing established knowledge structures. Reference: Skinner, B. F. (1954). The Science of Learning and the Art of Teaching. Harvard Educational Review, 24(2), 86–97.
Conversely, in progressive pedagogy, discursive intentions may prioritize fostering critical thinking, encouraging dialogue, and promoting student-centered exploration of ideas and concepts. Reference: Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
: discursive intentions, values, worldviews, beliefs, knowledge, ideologies and interests in different discourses.
Concepts of Language - study Fields
- [Gramatical Linguists - tradicional linguistics]
- [Critical Discourse Analisys]
"The focal claim by the supporters of critical [Discourse Analisys] is that conventional, or traditional [Gramatical Linguistic] arguments are too much of a pro-[grammatical] nature. Contrary to the traditional [Gramatical Linguistic] , their colleagues in [Critical Discourse Analisys] prefer to [associate] the factor of [Language] (that means not being crucially concerned with understanding and analyzing [grammatical] processes) to concepts or ideologies [, World Views]. Ideology, from the very perspective of [Critical Discourse Analisys], can be understood as a meaning that serves to create or/and maintain relationships of domination and subordination, through symbolic forms. Regarding [Language], [Critical Discourse Analisys] argues that [Language study] is not simply linked to the function of describing or predicting the shape of [grammar] However, [Language Studies - Linguistics] has to be focal to how identity is formed and supported in contemporary (multi- and hybrid) societies."
https://www.nakedcapitalism.com/2024/05/what-is-critical-global-geopolitics.html#:~:text=The%20focal%20claim,and%20hybrid)%20societies.
Habilidade:
EM13LGG102) Analisar visões de mundo, conflitos de interesse, preconceitos e ideologias presentes nos discursos veiculados nas diferentes mídias, ampliando suas possibilidades de explicação, interpretação e intervenção crítica da/na realidade.
objetos do conhecimento e conteúdo relacionado
Leitura e produção de textos dissertativos.
Relações entre textos, discursos e atos de linguagem.
Identificação de intencionalidade discursivas, valores, visões de
mundo, crenças, saberes, ideo-
logias e interesses em diferentes
discursos.
Suportes de circulação de textos e
efeitos de sentido.
Distinção de fato e opinião.
Posicionamentos enunciativos
(pontos de vista).
Interdiscursividade.
Pacto de recepção de textos
(Pacto ficcional)
Estratégias argumentativas.
Tópico frasal.
Posicionamentos assumidos em
discursos e a influência deles na
sociedade.
For: Semana 3:
Daily Routine (Unit 4); GT e Tipo: Relato pessoal - Descritivo; Relações entre textos, discursos e atos de linguagem. Identificação de intencionalidades discursivas, valores, visões de mundo, crenças, saberes, ideologias e interesses em diferentes discursos. Questão Enem: Tópico Frasal final; Leitura Literária: Malala
interests
(individual [profissional, leisure], collective [familiar, ethnic, religious, national])
p
obligations
values
(Care/empathy, liberty, fairness, loyalty, respect to authority, and spiritual/religious).
beliefs and pressupositions (fundamental beliefs
knowledges
(tradicional, scientific, ...)
intentions ,
ideologies
(conservative, liberal, neoliberal, anarquist, socialist, communist)
worldviews
(catholic, evangelical, another, none)
research for:
1st grade classes schedule; 2nd bim; 3rd and 4th week; 2nd activity;
374a/24 Text - 1st grade - 2nd bim - 1st text: Daily Routine: Personal Report,
Visão de Mundo
Em relação à religião e à filosofia:
[…] são quase sempre vistas como dando suporte às visões de mundo. Como exemplo, as pessoas falam sobre uma visão de mundo Cristã ou Islâmica, uma visão de mundo construtivista ou realista. De fato, a religião pode ser uma ferramenta poderosa usada por indivíduos reflexivos para articular informações religiosas em uma visão de mundo. Além disso, a religião é uma força formativa particularmente poderosa na mente de uma criança em crescimento, influenciando em muito os contornos do desenvolvimento de sua visão de mundo. Todavia, muitos fatores ambientais influenciam as crianças e os adultos. Embora a religião influencie uma visão de mundo, ela também é, por si mesma, influenciada pela visão de mundo (COBERN, 2000, p. 7, 8).
https://campusvirtual.ufsj.edu.br/mooc/ciencianacomunidade/texto-2-e-atividade-como-significamos-visao-de-mundo/
"Os constituintes básicos de uma visão de mundo são as suas pressuposições. O conceito de uma pressuposição (Cobern prefere usar esse termo ao invés de ‘suposição’, conforme adotado por Kearney) é crucial para entendermos o conceito de visão de mundo. Uma pressuposição, segundo Cobern, tem relação com uma crença, mas é mais do que uma crença. O conceito de crença é pertinente, por exemplo, no contexto de uma visão de mundo Cristã ou Islâmica ou Secular. Porém, segundo Ketner (1972 apud COBERN, 1991, p. 40), a natureza de uma visão de mundo está associada a um ‘sistema de crenças fundamentais’, e é nesses termos que Cobern conceitua uma pressuposição. A diferença entre uma crença e uma pressuposição, encontra-se, portanto, na associação de uma “crença” à palavra fundamental, ou seja, uma pressuposição é uma crença fundamental.
É preciso lembrar que Cobern definiu, em outra instância, que o conceito de crença, na visão de mundo Sagrada, encontra-se associado a um ato de fé, mas toda crença está vinculada a uma ‘razão’ e tem um grau de compromisso com um determinado conhecimento (crença = conhecimento-mais-compromisso) (COBERN, 1993). Nesse sentido, uma ‘pressuposição’ pode ser vista também como um ‘compromisso associado aos conhecimentos fundamentais’ de uma pessoa.
As pressuposições são também ‘razões’ que justificam o pensamento e a ação:
Ser racional significa pensar e agir com razão, ou em outras palavras, ter uma explicação ou justificativa para o pensamento e a ação. Tais explicações e justificativas se baseiam fundamentalmente nas pressuposições sobre o mundo de uma pessoa. Em outras palavras, uma visão de mundo inclina uma pessoa a um modo particular de pensamento (COBERN, 1991, p. 19, tradução nossa).
https://campusvirtual.ufsj.edu.br/mooc/ciencianacomunidade/texto-5-o-conceito-de-visao-de-mundo-aplicado-a-educacao-em-ciencias/
ideologia: (Capitalista, socialista, comunista); (comunista, socialista, progressista; social democrática; social liberal, liberal, neoliberal; conservadora, anarquista, progressista) (democrática; autocrática); nazista; fascista."
Veja mais sobre "Ideologia" em: https://brasilescola.uol.com.br/filosofia/ideologia.htm
"Na visão clássica, o termo tem o significado de uma espécie de ciência capaz de organizar metodicamente e estudar rigorosamente o conjunto de ideias que formam a intelectualidade humana. Na visão crítica, a ideologia é uma ilusão criada por uma classe para manter a aparente legitimidade de um sistema de dominação." Veja mais sobre "Ideologia" em: https://brasilescola.uol.com.br/filosofia/ideologia.htm
valores
Haidt breaks down our basic moral attachments into six values: care, liberty, fairness, loyalty, authority, and sanctity.
The conclusion from studying conservatives and liberals attachment to these values is that liberals tend to place greatest value on the first three — care, liberty, and fairness — and give little weight to the others. Conservatives value all of these moral ideas. What explains liberals overlooking sanctity, authority and loyalty? If we wanted to connect it to more fundamental personality traits, we might say sanctity is a reflection of people’s natural disgust sensitivity, and both authority and loyalty reflect the degree of what psychologists term “openness”.
Indeed, we find that both high openness and low disgust sensitivity are strong predictors of leftist social views. The more fundamental difference though, is that liberals are more individualistic than conservatives. Ideals like liberty and fairness are rather abstract, individualist-oriented values. Loyalty and authority are important to maintain group cohesion. If your concern is only for yourself as an individual, it’s hard to see why authority has any value in itself. We know that all the traits that predict leftism — openness, neuroticism, individualism — are highly heritable. Looking at who is having children, then, can tell us a lot about the direction society will take.
https://www.unz.com/article/where-do-the-children-play/
