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Education Facing A Uncertain And Haisty World: Contributes For A Critical Teleological Reframing

Yıl 2021, , 14 - 26, 31.12.2021
https://doi.org/10.25233/ijlel.943648

Öz

The author starts by presenting the challenges of the endangered environment we live in, marked by growing populations, hypermobility, resources depletion, climate degradation, a promising as menacing artificial intelligence and bioengineering revolutions, the end of static and predictable labour markets, as well as the acceleration are steering the general dynamics intertwined with a narratives void connected to a growing fragmentation of our lives that faces change as the only constant. To what Education is appointed as the contemporary “key differentiator, namely in developing the knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future. Character qualities and soft competencies appear as part of the social dynamics that implies civic participation and trust forming a kind of social glue, indispensable for creating the environment conducive to exhort the values, the attitudes and the behaviours of compromise, compliance, as well as of risk-taking, change and innovation that are needed. Secondly, the concept of competencies is discussed to show how knowledge, Know-How, attitudes and values are intertwined to compose a complex construct. Concluding that we need Humanities as we need Sciences and Mathematics, meaning STEM not just balanced with STEAM (Sciences, Technology, Engineering, Arts and Mathematics), but their integration foresaw as an indissociable whole, corresponding to the integrality of the conception we advocate for conceptualizing humankind. Thirdly, the teleological question is considered as fundamental and constitutive of education, meaning that as a practice it necessarily remits to an indispensable normative horizon of referents. The author proposes an antinomical approach to the functions of education, namely, qualification, socialisation and subjectification. Which thwarting that only accepts, at best, an adaptation which forces the subject to an operative that could destroy the space for the inclusion of differences is denounced and, pointing to teleological referent where, not only the educands are given a qualification but also the opportunity to grow through socialization processes and by opening the ways to construct their subjectification, without which they will never achieve the status of being authors of the own personhood, owners of their own lives, meaning that education ought to address the empowerment and emancipation of living minds. The person’s emergence and affirmation are stated as the core to articulate the values of interpellating the purposes of the current dominant regimen and envisage a breakthrough to emancipatory education.

Destekleyen Kurum

Coimbra University, Centre for Interdisciplinary Studies

Proje Numarası

not saplicable

Teşekkür

Centre for Interdisciplinary Studies

Kaynakça

  • Araújo J. & A. Araújo (2006). Utopia e educação. Revista Portuguesa de Pedagogia, 40(1) 95-117. Aristóteles (2004). Ética a Nicómaco. Lisboa: Quetzal.
  • Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment Evaluation and Accountability, (21) 33–46. Doi: 10.1007/s11092-008-9064-9 Biesta, G. (2015a). What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism. European Journal of Education, 5 (1): 75-87.
  • Biesta, G. (2015b). The duty to resist: Redefining the basics for today´s schools. Research on Steiner Education, 6(Special issue) 1-11. Boavida, J. (2005). O que será um bom carácter? In C.M.C. Vieira, A.M. Seixas, A.P.M. Matos, M.P. Lima, M.M. Vilar & M.R.
  • Pinheiro (Eds.), Ensaios sobre o comportamento humano – Do diagnóstico à intervenção: Contributos nacionais e internacionais (pp. 7-35). Coimbra: Almedina. Buber, M. (1974). Eu e Tu. São Paulo: Editora Moraes.
  • Carrol, L. (1866). Alice adventures in Wonderland. New York: D. Appleton and Co. Carvalho. A. D. (1998). A educação como projecto antropológico. 2ª ed. Porto: Edições Afrontamento.
  • Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Quality Research, 10(1) 97–130. doi: 10.18421/IJQR10.01-05 Cooper, D. E. (2003). Postmodernism. In R. Curren (Ed.). A companion to the philosophy of education (pp. 206-217). Oxford: Blackwell Publishing.
  • COUNCIL OF EUROPE (2018). Competencies for democratic culture: Living together as equals in culturally diverse democratic societies. Strasbourg: Council of Europe Publishing. Retrieved from https://www.coe.int/en/web/education/competencies-for-democratic-culture Damásio, A. (2012). Ao encontro de Espinosa: As emoções sociais e a neurologia do sentir. Lisboa: Temas e Debates.
  • Durand, T. (1998). The Alchemy of Competence. In G. Hamel, C. K. Prahalad, H. Thomas and D. O'Neal, Strategic Flexibility: Managing in a Turbulent Environment (pp. 303-330): New York: John Wiley & Sons. Eagleton, T. (1998). As ilusões do pós-modernismo. Rio de Janeiro: Jorge Zahar Editores.
  • Fremaux, A. (2017). A Post-Anthropocentric, Post-Growth, Post-(neo)Liberal Green Republican Analysis. A thesis submitted for the degree of Doctor of Philosophy School of History, Anthropology, Philosophy and Politics, Queen’s University. Belfast, UK. Harari, Y. N. (2018). 21 lessons for the 21st Century. London: Jonathan Cape.
  • Heidegger, M. (1962). Being and time. Oxford: Blackwel. Kant, I. (2003). Grounding for the metaphysics of morals. Cambridge University Press, Cambridge.
  • Kant, I. (1898). Kant’s Critique of Practical: And other works. London, New York and Bombay: Longmans, Green and Co. Lopes, B. (2001). A reconstrução do sujeito. In A. D. Carvalho (Org.), Filosofia da educação: Temas e problemas (pp. 37-59). Porto: Edições Afrontamento.
  • Lyotard, Jean-François (1979). La condition postmoderne: rapport sur le savoir. Paris: Minuit. Martusewicz, R. A., Edmundson, J. & Lupinacci, J. (2011). EcoJustice Education: Toward diverse, democratic and sustainable communities. New York: Routledge.
  • McHenry, H. D. (1997). Education as encounter: Buber’s pragmatic ontology. Educational Theory, 47(3), 341-357. Mounier, E. (2004). O personalismo. Coimbra: Ariadne Editora.
  • Nussbaum, M. C. (2010). Not for profit. Why democracy needs the humanities. Princeton: University Press. Ordine, N. (2017). The usefulness of the useless. Paul Dry Books.
  • Patrício, M. F. (1993). Lições de axiología educacional. Lisboa: Universidade Aberta. Pourtois, J. P. & Desmet, H. (1997). L’éducation postmoderne. Paris: Presses Universitaires de France.
  • Reis, C. (2013). Dos desafios im/possíveis da pós-modernidade: à reconstrução dos referentes educacionais. In M. Formosinho, J. Boavida & e M. H. Damião, Educação: perspetivas e desafios, (pp. 143-175). Coimbra: Imprensa da Universidade de coimbra. doi:10.14195/978-989-26-0767-2_7
  • Reis, C. (2014). Educação e cultura mediática: Análise de implicações deseducativas. Lisboa: Âncora/CEI. Scheler, M. (1960). Metafísica de la libertad. Buenos Aires: Editorial Nova.
  • Schleicher, A. (2016). World Class. How to build a 21st Century School System. Paris: OECD Publishing. Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. Boston: Houghton Mifflin Harcourt.
  • WORLD ECONOMIC FORUM (2018). Report (2018). The future of jobs. Geneva: WEF. Retrieved from https://www.weforum.org/reports/the-future-of-jobs-report-2018
Yıl 2021, , 14 - 26, 31.12.2021
https://doi.org/10.25233/ijlel.943648

Öz

Proje Numarası

not saplicable

Kaynakça

  • Araújo J. & A. Araújo (2006). Utopia e educação. Revista Portuguesa de Pedagogia, 40(1) 95-117. Aristóteles (2004). Ética a Nicómaco. Lisboa: Quetzal.
  • Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment Evaluation and Accountability, (21) 33–46. Doi: 10.1007/s11092-008-9064-9 Biesta, G. (2015a). What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism. European Journal of Education, 5 (1): 75-87.
  • Biesta, G. (2015b). The duty to resist: Redefining the basics for today´s schools. Research on Steiner Education, 6(Special issue) 1-11. Boavida, J. (2005). O que será um bom carácter? In C.M.C. Vieira, A.M. Seixas, A.P.M. Matos, M.P. Lima, M.M. Vilar & M.R.
  • Pinheiro (Eds.), Ensaios sobre o comportamento humano – Do diagnóstico à intervenção: Contributos nacionais e internacionais (pp. 7-35). Coimbra: Almedina. Buber, M. (1974). Eu e Tu. São Paulo: Editora Moraes.
  • Carrol, L. (1866). Alice adventures in Wonderland. New York: D. Appleton and Co. Carvalho. A. D. (1998). A educação como projecto antropológico. 2ª ed. Porto: Edições Afrontamento.
  • Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Quality Research, 10(1) 97–130. doi: 10.18421/IJQR10.01-05 Cooper, D. E. (2003). Postmodernism. In R. Curren (Ed.). A companion to the philosophy of education (pp. 206-217). Oxford: Blackwell Publishing.
  • COUNCIL OF EUROPE (2018). Competencies for democratic culture: Living together as equals in culturally diverse democratic societies. Strasbourg: Council of Europe Publishing. Retrieved from https://www.coe.int/en/web/education/competencies-for-democratic-culture Damásio, A. (2012). Ao encontro de Espinosa: As emoções sociais e a neurologia do sentir. Lisboa: Temas e Debates.
  • Durand, T. (1998). The Alchemy of Competence. In G. Hamel, C. K. Prahalad, H. Thomas and D. O'Neal, Strategic Flexibility: Managing in a Turbulent Environment (pp. 303-330): New York: John Wiley & Sons. Eagleton, T. (1998). As ilusões do pós-modernismo. Rio de Janeiro: Jorge Zahar Editores.
  • Fremaux, A. (2017). A Post-Anthropocentric, Post-Growth, Post-(neo)Liberal Green Republican Analysis. A thesis submitted for the degree of Doctor of Philosophy School of History, Anthropology, Philosophy and Politics, Queen’s University. Belfast, UK. Harari, Y. N. (2018). 21 lessons for the 21st Century. London: Jonathan Cape.
  • Heidegger, M. (1962). Being and time. Oxford: Blackwel. Kant, I. (2003). Grounding for the metaphysics of morals. Cambridge University Press, Cambridge.
  • Kant, I. (1898). Kant’s Critique of Practical: And other works. London, New York and Bombay: Longmans, Green and Co. Lopes, B. (2001). A reconstrução do sujeito. In A. D. Carvalho (Org.), Filosofia da educação: Temas e problemas (pp. 37-59). Porto: Edições Afrontamento.
  • Lyotard, Jean-François (1979). La condition postmoderne: rapport sur le savoir. Paris: Minuit. Martusewicz, R. A., Edmundson, J. & Lupinacci, J. (2011). EcoJustice Education: Toward diverse, democratic and sustainable communities. New York: Routledge.
  • McHenry, H. D. (1997). Education as encounter: Buber’s pragmatic ontology. Educational Theory, 47(3), 341-357. Mounier, E. (2004). O personalismo. Coimbra: Ariadne Editora.
  • Nussbaum, M. C. (2010). Not for profit. Why democracy needs the humanities. Princeton: University Press. Ordine, N. (2017). The usefulness of the useless. Paul Dry Books.
  • Patrício, M. F. (1993). Lições de axiología educacional. Lisboa: Universidade Aberta. Pourtois, J. P. & Desmet, H. (1997). L’éducation postmoderne. Paris: Presses Universitaires de France.
  • Reis, C. (2013). Dos desafios im/possíveis da pós-modernidade: à reconstrução dos referentes educacionais. In M. Formosinho, J. Boavida & e M. H. Damião, Educação: perspetivas e desafios, (pp. 143-175). Coimbra: Imprensa da Universidade de coimbra. doi:10.14195/978-989-26-0767-2_7
  • Reis, C. (2014). Educação e cultura mediática: Análise de implicações deseducativas. Lisboa: Âncora/CEI. Scheler, M. (1960). Metafísica de la libertad. Buenos Aires: Editorial Nova.
  • Schleicher, A. (2016). World Class. How to build a 21st Century School System. Paris: OECD Publishing. Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. Boston: Houghton Mifflin Harcourt.
  • WORLD ECONOMIC FORUM (2018). Report (2018). The future of jobs. Geneva: WEF. Retrieved from https://www.weforum.org/reports/the-future-of-jobs-report-2018
Toplam 19 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme
Yazarlar

Carlos Francisco Reis 0000-0002-9675-3810

Proje Numarası not saplicable
Yayımlanma Tarihi 31 Aralık 2021
Gönderilme Tarihi 27 Mayıs 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Reis, C. F. (2021). Education Facing A Uncertain And Haisty World: Contributes For A Critical Teleological Reframing. International Journal on Lifelong Education and Leadership, 7(2), 14-26. https://doi.org/10.25233/ijlel.943648