Understanding Western, Dynamicist, and Marxist Education Models
Consequences of the Western Model
1. Comprehensive Education
The harmonious development of personality in all its dimensions, as an individual and social being.
2. Educating
Main cause of education.
- Self-development: Your children should join their own education.
- Educator’s Guide: Family and professional educator.
3. Authority-Freedom Binomial
There is only authority where there is freedom; I can only be free to obey.
4. Disclaimer
Man is accountable to self, society, and God for their own actions.
Consequences of the Dynamicist Model
In this model, man is seen as a fighter who strives to be stronger. Positive science is therefore called upon to free man from irrational fears of nature and the gods.
(Comte): Humanity goes through a maturation process in 3 stages:
1. Childhood
Man dominated by fear of the gods (theological stage)
2. Adolescence
Man dominated by nature (metaphysical stage)
3. Authentic Maturity
Man discovers the positive science that dominates him (positive stage)
The talk of a new model where the main pedagogy does not know how much know-how. With this technological knowledge are the end of all knowledge and knowledge is power and with education we prepare to emphasize, and learn to expose the dangers, develop ourselves, and we become predators.
Marxist Anthropology: Consequences
1. Education = Ideological Indoctrination
If you resist = Enemy of the People, solution: rehabilitation, deterrence.
2. Preparation for Productive Work
Training with a particular social role; the role replaces the calling.
3. End of Education
Collectivist system = no to the fullness of the person, incredible repression, depression of human dignity.
Marxist Anthropology
The underlying ideology is atheistic materialism. We are faced with a vision of man closed to transcendence and a spiritual dimension of man, i.e., man is pure matter. Moreover, we have an evolutionist vision in which the dialectic comes into play. That is to say, thanks to the confrontation process that occurs, a force is facing another to progress. Idea of progress: it always exceeds and perfects after this. Marxist Note the condition of human labor for Marx is pure production work by man occurs cualel itself. Because of capitalism that only considers the product but not the effort of the worker, the society begins to worry and born unionism, the labor movement and the social doctrine (church) somo response. While Marxism proposes the violent political revolution church membership promotes awareness to overcome social injustice.
For Marxism everything is matter and man, it is only a portion of that field, is constructed by producing things other than themselves materialem.
Education
Theory of education: pedagogical science that seeks to articulate the principles of education. Learn the essence of the educational act, nature, etc. purposes.
The concept of education can be used in an active and dynamic sense (as a process). Education is a process that never ends; man is being perfected over a lifetime, or in a static sense (output) has been reached to the minimum targets. The idea is inseparable from perfection by ideals, aims to achieve. The human being is not capable by itself and is in need of help. Education = intentional development of human faculties or powers thereby especially education aid might be defined as a person pays another to perfection by which he developed and in various aspects. It is an integral and unitary process.