EDUCATION, HISTORY of education policy, PERONISM, ARGENTINE politics & government, 1943-1955, EDUCATION & politics, ARGENTINE social conditions, TWENTIETH century, HISTORY
Abstract
Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
*ALTERNATIVE education, *EDUCATION, *HISTORY of education policy, *EDUCATIONAL innovations, *EDUCATION & politics, *PUBLIC education, *HISTORY, *TWENTIETH century
Abstract
This study tries to make a revision of the conflicts, negotiations and coexistences that characterized the configuration of the pedagogical field in Argentina during the 1930s, as well as recognizing the place that the New School occupied in it. This school of thought was not totally consistent as a whole: in fact, there was a wide range of interpretations about these ideas. In the Argentine pedagogical field of this decade, the relationship between the State and the educationalists who promoted New School's ideas was not always characterized by imposition or transgression. The New School wasn't an outsider in the educational system and the educational policy received its influence. Argentine promoters of New School that gathered around La Obra tried to present themselves as innovators in terms of pedagogical knowledge in order to appear as the only group capable of transforming the educational system as well as the only qualified to become spokesman for all the teachers in the country. This paper will analyze the underlying logic of the speeches of teachers and educationalists. It will be stated throughout this article that even though the Argentine pedagogical field had close connections with politics, it also followed its own path. [ABSTRACT FROM AUTHOR]
In this paper I shall address a series of remarks made by Kant in the context of his pedagogical reflections in order to show the fundamental character that the idea (or ideal) of education must assume in every pedagogical project. The kantian conception of a perfectible human nature --and directly related to it, the idea of a progress of the social institutions, which can be reached through the improvement of educational institutions-- represents, for Kant, a fundamental principle of every pedagogical enterprise. [ABSTRACT FROM AUTHOR]
Published
2011
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.