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In conclusion and as close to this blog, to say that we have found a very interesting and followed the line he has made us see that you can perform other styles of pedagogy, which are equal or even more efficient The set now.
have been broken several biases, such as that for a good education is necessary or mandatory testing because, as we have seen, and the clearest case is probably that of Summerhill, the students do very well prepared to adapt to society.
The rejection of society by what has been labeled as evil, is what makes, in our view, the attempt to conceal these aspects. Not to say need to remove the educational methods that exist today, but also to obviate the other, although it is complicated, it is best to reach a consensus on this, but we know it is very difficult especially in education , which agree those who "manage it".
What if we get clear is that there is no need to show an authority on the appearance shown above learners and are confident that those who know everything and so have I and word of conviction, to achieve satisfactory results but on the contrary.
In conclusion, we believe that this sentence of Paulo Freire says it all: "The educator's role is to dialogue with the learner on specific situations, giving you just the tools with which he becomes literate. This literacy must be from the inside out, by educating himself with simple collaboration of the educator. "

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revolutionary model integrative model


INTEGRATOR MODEL This model is a transmitter, equalizer trainer, creator and trainer, is composed of 3 parts which are backed philosophical theory and objectives and policy guidelines. Back
philosophical main features of education focused on individual, integral education, education as an enabler, individual and social man and respect for human values and national
Its objectives are the development of intelligence and strengthening the will, education as a transmitter of values \u200b\u200band knowledge, education and promotion as a means of social interaction, education and job trainer for the education of future
The forger political alignments are the promotion of private educational models that support the development of intelligence and strengthening the will, the training emphasis values, the allocation of resources to research and experimental development, the promotion of a genuine link with production, the incorporation of new educational technologies, development of teachers, the establishment of a comprehensive evaluation system disembodied setting academic standards, expanding the resources allocated to the sector, close monitoring of budget resources, competition for resources and expanding the participation of educational actors.

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Revolutionary Model Formed by a philosophical orientation, educational theory and educational policy:

philosophical orientation is that education blends liberal tendencies, socialist, communist and nationalist, and there are different stages:

• Popular • Liberal
1911-20 1921-24 1925-34
• Radical, Socialist
• 1934 to 1940
• Nationalist
1940-76 • 1976-87 Inertial
• Revaluation of national unity
• It highlights the social dimension of man
• Social justice, democracy
• cooperative and harmonious development of the person

The main features of educational theory are national unity based on Mexican identity, education adapted to the environment of the student, the school becomes a popular benefit, understanding of indigenous and marginalized groups, popular education, training of good citizens and exclusion of religion. Educational policy

gave several points to be covered as a driver education Indian university foundations, cultural missions, the birth of the SEP, university autonomy (reaction), new instances and educational options, the institutionalization of education and privilege of coverage.

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model shown illustrated in the model we find two orientations, the philosophical orientation is characterized by Liberal positivistic considered education as a means of national integration and conflict arises Education vs. Comprehensive Instruction.
For Projects educational theory and theories were not consolidated political struggles and as far as definition of education notes referred to in this era: Free


Free Uniform Mandatory
Integral


National Secular
The positivist model implementation in the educational content and focus (Natural Sciences , classification of sciences, law of three states, the religion of humanity)

The educational policy was an education geared to the middle class and urban neglect of rural areas, to improve the educational capacity of the system (Congress of instruction) the increase in the number of schools (primary), improving teacher training, but not their perceptions, and there is a university project failed

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modernizing model model illustrated educational models

modernizing model

This model encompasses the philosophical, educational theory and educational policy:

philosophical orientation, is the philosophical model is in the article 3 of the Constitution. The statements of the article, for person, education and participation, concrete steps to seek direction and present a model who wants to overcome the shortages of the past. Education tend to develop harmoniously all the faculties of man and promote him, at once, the love of country and conscience international solidarity, independence and justice.

Educational theory has characteristics that are, in principle and modernization theory, adaptation to a dynamic world, changes not only quantitative but qualitative, overcoming a framework of rationality overrun and, breaking the momentum for innovation practices in service for permanent and in the context of item 3 of the Constitution, the following elements:

Education, separate from any religious doctrine. Based on the results of the scientific process, the fight against ignorance and its effects, servitudes, fanaticism and prejudice. Be democratic, national, and must contribute to better human relationships. Democracy, justice and development are the perspectives or criteria that will be made structural changes.

educational policy, its key points are, the modernization of the sector, to break the inertia, eliminate disparities, expand and diversify services, improve quality and efficiency, harmonious integration of development education and organizational restructuring of the sector according to needs, this will be by their principles and strategies, democratic and popular will focus on combating poverty and inequality, in its methods and content, will be national and promote love of country, our culture, democracy and solidarity, will be linked to work and productivity, in line with national development and its results, is effective to increase the quality of life, decent levels of existence and productive and remunerative jobs, decentralize functions educational and otherwise sheltered from the 3 ° Constitucional, the following are the most characteristic features of education policy:

• Free participation of individuals in education, except primary, secondary and teacher, and one that is given to workers and peasants, which must obtain express authorization of public primary education mandatory, state-provided free.
• Support for all institutions to perform their role within the framework of the principles of art. 3 ° Constitucional.

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Educational models

An educational model is made up of different elements to achieve merger effects should be in accordance with the purpose and the original idea that underlies it. From the formal point of view the components of an educational model are:

a) Component Philosophy:

The philosophical component is to express both the anthropological assumptions that lie behind a system, and the causes and conditions that last make it possible.
The meaning and character of the total educational process are given by the end, namely: human society, the harmonious development of the individual, the harmonious development of society and national identity. And contained in this love of homeland, international solidarity, independence and justice.
The end of the process are outside the process itself. Be drawn from something other than what it ended, since the process is not an end unto itself. Where? The "role" social, natural provisions with which every man is born, the nature of the experience, which historically is said to be the basis of the model, and in general of what society establishes as such, the interpretation given to the world and life are directed to certain social achievements. While the end
absorbed in the process, it is not to blur the fundamental nature of globalization. The purposes are those that put in motion the process and therefore must be conscious and reflective accurately, the ends are not exclusive of the given product, well above it, must include, in itself, given the objective situation and a careful plan for the future.


b) Theoretical Component:

The role of this component is to make the process viable operation. This is the guide which interprets reality and guide decisions and actions towards the end of the action. This component does not refer to a general and universal notion of the process but to representations of this process in terms of its aims. While the philosophical talks about the generality of the educational process, the theoretical component specific to the question as to what education means today
education, while ordering the improvement and expansion of relationships, it comes across as a product subject's relations with the world, with others and himself. There are three basic means of interacting with the various facets of the centers of relationship and condense the essence of what must be learned or taught, methods, languages and values.

c) Political Component:

is a fusion of the two other components, the philosophical and theoretical, and that reports on all the processes of modernization and identifies the strategies through which philosophy and theory involved in educational reality.
.
education policy is the establishment of three kinds of measures:
1 .- Review and re-development of the nature and content of education: the model is geared to meeting the current educational demands.
2 .- New attention to the problems of distribution of the educational function: to make education
complete basic education stage and sufficient.
3 .- Update regarding the organization of educational services:
Decentralization of space competition between the central and state sector.
These measures are imposed in a framework encompassing the social participation in the formulation and practice model, the quality of education and teacher training.
d) Educational Process:

refers to the operation of the model in school and society. In this section acquires importance the search for relevant and pertinent in determining educational content. The actions involved in this response are: a.
Determination of basic learning needs. B.
Translation of requirements development profiles. C.
Proposed curricula that meet the performance profiles by level of education.
.
Basic education is not intended to give everything, but a fundamental and basic content from which to develop further understanding of the complexity of their own. The profiles are located in two perspectives. Represents a pedagogical knowledge, values \u200b\u200band skills that meet the basic learning needs of the individual and society. Another policy that represents a commitment to society and educational institutions around
training of students.

e) Evaluation: This is done in two ways:

"In the feedback of the plans and programs,
- In estimating the impact of such schemes in society.

is at this stage which verifies the success of the model. Through the evaluation confirms the effectiveness of educational content, both within the system and out, that is, the learner in situ.
Suffice it to say that that is objective and reliable assessment is required to pass a reasonable time, and a sample that is sufficiently representative of the education system. Arrived

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at this point and because we've talked about types of non-authoritarian pedagogy, we believe it is good to know also other existing educational models in order to compare with each other.
hope these are considered of equal importance and help us all to think a bit about what we study and work today, and the importance of education.

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Marx and his critique of capitalist education

to conclude that we should also have a vision about which Marx said of education and how he considered his thinking.
polemics and fighting around education are at the first-order concerns and desires of all fighters social ideologies and class interests are in educational programs and proposals. Recently returned to the track today from two events that occurred from the government and parliament: the federal education law and the new university law. Both contain clear definitions of ideological, which inculcate social values \u200b\u200band political ruling class. These are disseminated systematically to the "learning community", so that it renew its commitment and deepen its transmission to learners.

Defending the teaching of Marxism
However, in spite of the clear ideological content of education that relate to the social, Marxists argue that the acquisition of knowledge are also key development achievements of human thought.
The importance of this acquisition of knowledge is even more evident when taking the second aspect of the scientific and technical education, applied science related to production, health, research on natural or exact sciences, etc. Overall, this aspect can be included under the category of "man's relationship with nature." Is determined by the need to train skilled manpower for all levels, both for those who are subject capitalist exploitation and for future paintings.

The state school system and
In petty bourgeois liberal ideology, common in the media students and teachers "progressives", including CTERA-and on the left, is given as a matter of course to claim the role of the capitalist state as an educator of the population. In thinking "Marxist" thesis comes from the socialists of the Second International, and quenched in the ideology of the liberal bourgeoisie "breakthrough." But is opposed by the vertex to the strategy of revolutionary socialism. Indeed theorists of the Third International (in time when the IC was led by Lenin) felt as blatant opportunism manifestation of social democratic parties in education the cult of the paper "democratization" and "progressive" state as an educator group. But today, and this is part of debasement to which led to Marxism-look "from another planet" who challenged the statist idolatry leftist educators.
The only school is a utopia under capitalism, because class society "demands" and objective causes have a school for workers and the impoverished, and another school for the children of the bourgeoisie and the wealthy middle class .
demand to prevent the influence of state and government on school slogan is not a strictly "socialist", but consistent democratic, that can not be met unless workers' revolution to change the class character of the state. In that case, the school would come under the influence of the councils of workers and the oppressed and exploited layers of the population, who democratically decide on the organization of teaching. Nevertheless, the demand for "outside the state of education" with the ever-present demand for free education for the working population, plays an important role in the criticism within the capitalist school and gives an edge to the struggle for democratic freedoms. This slogan unmasks the hypocrisy of those who speak of "democracy" that exists in teaching

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Yasnaya Polyana School of Lev Tolstoy

Lev Tolstoy (1828 - 1910), Russian author most universal, cutting was a Christian anarchist. Vegetarian, an advocate of Esperanto, a friend of Proudhon and Reclus, defended the simple life in nature, nonviolence and freedom of the individual. Sharply criticized the State, the Church, Justice, the Army and all forms of authoritarianism. He was excommunicated by the Russian Church. Noble birth, divided his estates among the peasants and was dedicated to the education of the people implementing their anti-authoritarian educational theories. Born
in Yasnaya Polyana, in Tula Province in a family belonging to the oldest Russian nobility. His mother, Princess Maria Nikolaevna Volkonsky descended from the ancient princes of Volkonsky, and his father was Count Nikolay Ilyich Tolstoy. He had three brothers and one sister, Sergei, Nikolai, Dmitri and Maria, the birth of this will cost the lives of his mother when he was not yet two years old and his father died of a stroke in 1838, Tolstoy had just turned 10 years.
School that was called Yasnaya Polyana was founded in 1859 on a farm owned, is one of the first experiences of school, libertarian and anti-repression. For Tolstoy the methodology and purpose of education is freedom, and Yasnaya Polyana is a school open to everyone, where there is no obligation: there are no schedules or programs or discipline. There is also no rewards or punishments and tests are excluded.
The methodology is based on an apparent disorder or "free order", born of the needs of students and that will fade as they progress in knowledge:
"Certain types of exterior clutter is useful, as I think, and nothing can replace it, however strange and uncomfortable that may result from teaching "
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"The teacher is always taken involuntarily to choose for teaching him the procedure more comfortable. The more convenient is the procedure for the teacher, the more uncomfortable it is for the disciples! Only good one that meets the students. "
Yasnaya Polyana in the activity lasts all day. The "materials" that are developed are sacred history, Russian history, geography, music and more. Tolstoy created several methods of reading and writing progressive. All learning is based on mutual learning and cooperative work. Once again we find
as another teaching is possible and how methods performed at the time took effect on students and also comforted teachers, but we can also draw a conclusion is that all these people concerned about education and teaching, were and are completely normal people to which the incentive to improve the educational system was of great importance to them and especially their concern for others by training and a better society.

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THE FEAR OF FREEDOM (Erich Fromm)

Erich Fromm (Frankfurt am Main, 1900 - Muralto, 1980). German-born U.S. psychoanalyst. Member of the Frankfurt School to which he belonged since its inception in the early 20's.

descendant of Jewish family had to emigrate to the United States after Hitler's rise to power

His psychoanalytic thought attempted a reconciliation between the theories of Marx and Freud, ie Freud abandoned the thought that psychological problems the man had an immaterial source and completed only Marx's thought to include psychological structure in the formation of society.

In his works he defended the idea of \u200b\u200bplanning anti-humanist theory of consumption and economic performance.

One of his most important works is The Fear of Freedom (1941), it caused great impact on the intellectual classes and was translated into several languages. Since this work is seen all the ideas that later will be released.

From this work, Fromm bet to promote the process of individuation and the consequent freedom necessarily mean loneliness and anguish over the meeting with himself and with others.

The theme of the book, although it is written back in the 40's, is perfectly applicable to our time.

The book raises a number of questions that could be summed up in one: Independence and freedom are inseparable from isolation and fear, or there is a state of freedom in which the individual lives independently without being isolated, but united the world and to other people? In this paper

calls for a world in which prevail spontaneous love and productive work. Is a historical overview of life forms that humanity has gone through (feudalism, mercantilism, capitalism ...) with emphasis on the psychological aspects up to an analysis of the society of his day, which has much in common with our current western society. Plasma

acuity factors that drive human beings to surrender to irrationality and placed under the control of dictators


The fear of freedom is part of a larger study about of the character structure of modern man and the problems of the interaction of sociological and psychological factors that Erich Fromm was working back in the 30's. Decided to discontinue this work to focus on what is the main theme of this book: the meaning of freedom for modern man.


The problem is that man, the more he gains in freedom, freedom understood as the emergence of the individual away from its original unity with others and nature, and the more "individual becomes, the more he sees the dilemma of joining the world through love and creative work, or seek some form of security. In seeking this form of security is when the man goes to certain links that will destroy the desired freedom and integrity of the individual self.

Fromm says that human existence and freedom are inseparable from the outset. The term of freedom that you are using here is that of negative freedom, ie, the flight of the determination by the instincts of the action. The man is in this sense, weaker than the rest of the animals (which have a highly developed instincts), and yet this inability is the factor that fosters the development of culture. Hence the ambiguity of the term.
Initially, the human baby has some instincts he joined his mother, too, in primitive societies the individual is very close to the clan. That is, in the early stages of the life there is a need for security and guidance to imply a lack of individuality. Subsequently, the individuation process occurs by which the person is uprooted from their primary ties. When successful, it must find the guidance and security you need through procedures other than pre-individual stage, it is no longer possible to rejoin the primary bonds.

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CR ROGERS : A STUDENT-CENTERED EDUCATION. K

Carl R. Rogers (1902), American psychotherapist born into a family with deep religious roots, with strong Protestant convictions. His childhood was spent in an atmosphere of strict religious ethics and uncompromising, as well as lonely. Initially enrolled in the University of Wisconsin but after a brief stint in the seminar he went to study clinical psychology at Columbia, where he received his doctorate in 1928 and another in philosophy in 1931.
poses new challenges in learning freedom, limited by the power relations established in the traditional educational and therapeutic practices. Cree fundamentally and radically in the person and their potential.

Non-directivity.

There is confidence that the customer (patient, student) can deal constructively their lives and solve their own problems. This course is a direct consequence of the postulate of man's innate goodness. If allowed to act on the person, what you do, be well. In addition, the person is the only one who can get to know their problems and, therefore, the only one who can solve them. Any type of policy (education, order, mandate, etc..) Could be detrimental to the development of the individual, as would prevent their "personal growth." The parents' role must change: The concept of "raising children" should be replaced by "interact with the children." The very idea of \u200b\u200b"my son" should be amended. Parents do not own their children, parents are only children.

Rogers's ideas on education are truly revolutionary.

a) The role of the teacher, not as authority but as a facilitator of learning, you must create a climate of acceptance in the group. This is more important than the techniques used, must be forgiving and understanding and respecting individuality. The teacher should accept the group and each of its members as it is. You should not judge.
b) On the other hand non-directive approach. We can not teach another person directly, we can only facilitate their learning. This approach stems from the concept of significant learning or experiences. Rogers of the inability to communicate or intrasferibilidad of knowledge. Going further on this idea, the teacher can not determine precisely what are the main points of each student. Only the students themselves know them. But even may be planned by the apprentice, but will emerge gradually. If no specific content, it is not possible to establish a formal curriculum.


Rogers proposes that meaningful learning occurs when students perceive the subject of study as important for their own purposes. Faced with the learning perceived as threatening, meaningful learning develops the student's personality, and cover the whole person is more lasting and profound. Independence, creativity and self-confidence and self-criticism allow an attitude of openness to change and continuous adaptation. Distrust in a static world knowledge arises because education is conceived as a training meet the new, and learning centers itself in the process of learning.
In traditional education is not the same as what is taught is learned, and the Master, by focusing on its role, is not available to the student, while the learner-centered teaching, the teacher confident in their abilities, help you in your communication and facilitates learning. This attention and search for the person of another change in the educational relationship, accepting the teacher learning and student initiatives, because he knows best what interests him. The facilitator helps to clarify individual and group purposes, and trusts that the student wishes to achieve these significant goals, and organizes and offers students a wide range of resources, creating an atmosphere of understanding for their own integration into the group .

From there, it is the student who, with the freedom of action and time, growing in maturity and responsibility, walks along the paths of learning, both individually group, whose self-management, tasks and objectives are also defined by the students.