Education in Contemporary Age

Timeline

Brief introduction

The Contemporary Age includes the last quarter of the 18th century (1776-1880),
beginning with the French Revolution, the 19th century (1801-1900), the 20th
century (1901-2000) and so far in the 21st century (2001 to year 2100).

Education in the contemporary age presents degrees of development that drive

researchers, teachers and epistemologists to their knowledge, understanding and
assessment in different conditions. During this time, certain educational theories
responded to social requirements and the demands of scientific development for
almost two hundred years, without others arising to confront or deny them. The
need to produce changes in education is not discussed. Some want to modify
something to make it more efficient and others dream of a radically transformed
school, by virtue of scientific and technological advances. The problem arises
when it comes to defining the way to change what is established. At the beginning
of the 19th century, belonging to the structure of public administration was a
privilege and, above all, teachers were conceived as models of identification.
Nowadays things have changed and teachers are far from being seen as strictly
social models as was traditional and within the development of the timelines we will
take a historical tour of how teaching evolved until today.

Timeline

Education in the industrial revolution (1780-1850)

For its part, in primary and secondary school, in addition to the teaching of
language and mathematics, the study of science was implemented. Furthermore,
between secondary and university education, the technical school arises, which
would specialize in some branch of the industrial sector. Industrialization, by
transforming society as a whole, also transformed its needs. Therefore, education
could no longer continue with the old religious standards that corresponded to a
stratified and small society. On the other hand, the new modern and industrial
society needed technical instruction at all levels, from childhood to adulthood, so
pedagogy was forced to develop not only an intelligent organization of the teaching
contents, but above all , a didactics according to the characteristics of the students.

file:///C:/Users/personal/Downloads/259073628-Historia-de-La-Educacion%20(1).pdf
The Neuhof by Pestalozzi (1774-1827)

He acquired a property called Neuhof in Aargau and took in the poor children of the
neighborhood, whom he made work spinning and weaving cotton; The product of
their work would serve to finance their training. At that time it was an absolutely
original educational company, based on work administered by the children
themselves.

Its pedagogy aimed to include new contributions to early childhood education,

respecting the development of the child to achieve a comprehensive education
where one of the important factors is play since through exploration and
observation the child learns in a meaningful way.

Student Teacher
He is able to learn with, without and Its objective is to ensure that external
despite the teacher. influenza does not distract the natural
progress of the child's development.
He is considered as an individual. Ensures that the child develops
comprehensively.
He is creative and spontaneous. Promotes values and practical activity.
Learn by doing . It is at the service of the child's needs.
He is active in his teaching. Everything taught must be
contextualized.
Its purpose is to develop autonomous It must integrate head-hand-heart.
freedom.
It is capable of representing the world It must be in constant preparation
where it is located.

Johan Friederich Herbart (1776-1841): Considered the first to provide a

systematic, solid and coherent basis for pedagogy.

The proposition that education is based on instruction directed by the educator

towards the multiple interest of the student as the main concept based on
experience (empirical and speculative knowledge) and dealing with men
(sympathy, sociability and religiosity) being the purpose The primary part of his
theory was the moral improvement of the student in the formation of his virtue.

The 4 steps that the spirit follows to capture knowledge according to Herbart:
1. Clarity or demonstration phase: Representation of the given object briefly in
the most intelligible way possible.

2. Association or comparison phase: Linking existing representations or ideas.

3. System or generalization phase: Distribution and integration of content

within a whole.

4. Method or application phase: The knowledge acquired must be applied to

reality. (From the theory to the practice).

Foundation of the First Normal School of Teachers (1833-1848)

 Normal schools in France are responsible for training future primary

teachers

 The first opening was in 1833, while by 1848 there were more than 30
schools throughout the metropolitan territory.

 As a requirement to enter normal schools, you must have passed at least 4

elementary baccalaureate courses. And you only enter through a
competition where 2 series of tests are carried out (first series: mathematics,
commentary on a French writing, languages and spelling) and second series
(exposition, drawing or explanatory diagrams).

 These schools tried to give the student an overview of general culture and
professional knowledge where, upon completion of their studies, students
obtained a certificate of completion of normal studies, a professional
diploma and a certificate of pedagogical aptitude.

http://www.educacionyfp.gob.es/revista-de-educacion/dam/jcr:e3d187f3-07f6-4ad1-
b8c0-2e7a76a51c2d/1954re26informacionextranjera02-pdf.pdf

Friedrich Froebel: Contribution to early childhood education (1837-1852)

Following the ideas of Rousseau and Pestalozzi, Froebel created a series of

educational and teaching instruments appropriate for his nursery school or
kindergarten. Froebel emphasized the promotion of religious values in children
through manual activities and work. But work, autonomous activity in the child is
play, and it is necessary to prepare materials to help and support said activity.
These materials are the famous gifts: the sphere, the cube subdivided in
various ways, the sticks, the mosaics, which became the didactic basis of his
“kindergarten.”

Socialist pedagogy: Marx and Engels (1818-1883)

 Free, compulsory and uniform public education for all children,

guaranteeing the abolition of cultural or knowledge monopolies and
privileged forms of teaching.

 Focuses the study on the world of work and production.

 For him, the school reproduces the factory: both produce and reproduce
the social division of labor and the division between physical and
intellectual work.

 School must focus on the reality of work.

http://www.espacio-publico.com/wp-content/uploads/2016/05/5487-EDUCACI%C3%93N%20Y
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“ Learning by doing: Omer Buyse (1890-1900)

Finally, it would be in the United States, where an educational transformation

would be most decisively carried out at all levels and throughout the country. The
Belgian pedagogue Omer Buyse praised the American educational policy of the
late 19th century

Formation of new pedagogical ideas: John Dewey (1900-1908)

 He conceived the school as a space for the production and reflection of

relevant experiences of social life. It was this, according to him, that
allowed the development of full citizenship.

 He also stated that when the child arrives in the classroom he is already
intensely active and the task of education is to take charge of this activity
and guide it.

 Society is the largest and most specific area of man's experiences.

When social life is authentic, the mere fact of living together educates.

 Children learn by doing practical and increasingly interactive activities

 The child is the center of the teaching and learning process
(palidocentrism)

 Learning happens inside and outside the classroom and not only through
teachers.

Montesori scientific pedagogy (1870-1952)

He observed that the child has within himself the pattern for his own
development (bio-psycho-social). The child develops fully when this internal
pattern is allowed to direct its own growth. He thus builds his personality and
his own knowledge of the world, based on that inner potential.

The teacher in this type of methodology becomes a secondary role, that is, he
will have the task of guiding the students so that they have the main role in their
learning. In the classrooms, the tables and chairs are not arranged in a specific
order; rather, the student decides where to sit or how to use the space available
to them with complete freedom. Students must maintain order and cleanliness
in the learning room, in a manner that they learn to respect their environment.

https://redsocial.rededuca.net/el-metodo-montessori-en-que-consiste

Active Pedagogy: New School (1919)

Active pedagogy renews its arguments by turning the child into the object and
main factor of education, creating a better study environment, with the freedom
to learn and actively participate in the class, without pressures or demands,
where the teacher only guides and stimulates learning. .

Based on 3 major dimensions:

Media Contents Features

The teacher uses vivid There is no media The teacher must try to
language to speak to the competition without initiate problem-solving
student. content processes in the
students' thinking and
The teacher's language There is no mastery behavior and, when
must make of language without solving them.
communication with the having something to
student possible. say. It is important to provide
the student with an
The teacher must be The first schema instrument of tools
able to promote the contents of mental life prepared to be applied,
practice. are action schemas. and put them in a
Expand your content position to use them.
dimension A good teacher realizes
learning needs.

Pedagogy and psychology: Piaget (1921)

The importance of Piaget's work in the field of pedagogy is due to the fact that
he classifies the stages of psychological development of the child, therefore,
from the moment that psychology demonstrates that a 4-year-old child is
incapable of reasoning about hypotheses and abstractions, any type of
instruction of highly abstract content in the child does not make sense. So
psychology, without that being its objective, clearly delimits the field of action of
pedagogy, becoming a fundamental science for education.
0-2 years 2-7 years 7-11 years 12-15 years

Human beings live The child is capable of creating The child is able The preadolescent can
a sensitive-motor mental images through language; to articulate his reason about objects and
period, so Therefore, you can learn the thoughts about hypotheses, that is, they
education must language and a series of basic objects that already have a capacity for
focus on knowledge and simple immediately fall abstraction, therefore, only
movements, mathematical operations, without under the up to the age of 15,
instead of neglecting motor development. senses. education can include any
language. area of knowledge.

Education during the Holocaust (1933)

Since the years prior to Hitler's regime, the Nazi Party was focused on the
country's minors with the aim of carrying out political propaganda. The number
of young Nazis increased drastically in 1933, where at the beginning of that
year there were 50 thousand members, however, at the end of the same year
the number rose to more than two million

What Hitler sought through education was to instill in students the national
socialist vision of the world; students had to be aware of the importance of their
Aryan race, obedience and sacrifice for the country. In this way, schools played
the most important role in the dissemination of National Socialist ideas to
German youth and, in general, to the entire population. With the help of the
Defense Squads, the pedagogy of the teachers in the classrooms was
controlled, this is how books inappropriate for Nazi education were burned and
they monitored that the teachers taught love for their leader, racism and anti-
Semitism. In addition, it should be noted that children's stories, songs and
German stories with Nazi ideals were created for the youngest students. For
Hitler, young people would maintain the Third Reich and for that they had to be
fully prepared.

Education during World War II (1939)

When World War II began in 1939, many students had to enlist and fight.
However, the casualties were very high.

On January 30, 1945, in the small town of Gotenhafen, nearly 8,000 young
people died defending their homeland against the Soviet Union. The purpose of
the Nazi educational system was to train young people to die and fight for the
nation in war.
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Hitler.pdf

International Conference on the World Education Crisis (1967)

From this conference, fundamental statements begin to emerge for education

regarding the conception of education at the time and the way in which
educational processes should be carried out.

This Conference sought two basic objectives: to define trends and strategies to
follow regarding the crisis.

Starting in 1945 (the year that marks the end of the Second World War), most
countries underwent radical changes based on scientific and technological
advances, which were accompanied by major political, economic and social
transformations. Educational systems were not immune to this moment of
transformation. When evaluating education, it was evident that teaching
technology had made very little progress compared to other sectors of human
activity such as medicine, communications, manufacturing, etc., since
education was beginning to be seen as a unique system, but with similarities
with any another productive company, that is, as: “a set of intrinsic factors that
are subject to a process aimed at achieving a certain production, which aims to
satisfy the objectives of the system.

http://soda.ustadistancia.edu.co/enlinea/paginaimagenes/PRESENTACIONESyPONENCIAS/
Memorias%20Ponencias/Bogota/Eduacion,%20sociedad%20y%20cultura/Mesa
%203%20Septiembre%2021/Jairo%20Enrique%20Contreras%20Cuesta.pdf .

General Assembly of the United Nations between (1971-1980)

Its central objective was to coordinate efforts to develop the level of General
Basic Education in underdeveloped countries. As a result, several regional
Education conferences were held in Latin America, Africa and Asia, whose
main mission was to establish common policies on this educational level in
order to achieve its expansion for the population of the respective countries. in
addition to improving it from a qualitative point of view.

http://www.ub.edu/geocrit/b3w-89.htm
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