Launch of the new Academy for educational research and teacher training (ABL) at the Goethe University in a major trade event. FRANKFURT. Change of course new ways to professionalize teacher training”: under this title discussed high-level speakers from science, economics, politics and education and then celebrated the opening of the newly founded Academy of educational research and teacher education (ABL). With the Academy, the study should be reformed structurally and in terms of content and in the University Education ensures sufficient practical experience and deepening ways at the Goethe University. In addition, young scientists in educational research is encouraged. The keynote of the event was Dr Helge Braun, Parliamentary State Secretary in the Federal Ministry of education and research (BMBF). The Keynot spoke of the Humboldt University of Berlin Prof. Heinz-Elmar Tenorth. In the subsequent discussion board Secretary Ingmar Jung discussed by the Hessian Ministry of for science and art with some education researchers on the future of teacher education. With the founding of the Academy, the Goethe University is a visible sign of the profile of the College, where education plays a central role. With this change of course the Frankfurt concept aims to position itself, not only in Hesse, but also in the entire region and beyond. “Only an attractive academics can continue in the next phase of the strong fall in student numbers so Frankfurt,” stressed Prof. Matthias Lutz-Bachmann, Vice President of the Goethe University. Task of the ABL is to ensure the quality of the courses in which she engages all disciplines involved in teacher training in issues of teacher education and specifically designed with this curriculum and organisation and co-ordinated. Also the Academy campaigned for the development of new courses on topics such as migration, inclusion and new media. The ABL further development is the major aim of strengthening practice, the basic sciences in the so-called Education Sciences ‘ meet.
Month: March 2014
Here Ramon Gallegos
The holistic education establishes that external action should be an expression of the inner life, referring to the new paradigm of holistic education which should lead us to a change, a revolution of consciousness with a sense and universal love, a transformation. Our current problem is human is to say it is a problem of evolution of consciousness and we must be prepared to fully understand the world we inhabit and to understand ourselves. The students aren’t machines, empty containers or raw material that needs to be processed. They are alive and in growth that has their own knowledge and the need for find their own meanings. Transdisciplinarity is the only thing that allows us to consider the student as a multidimensional being. This works with six aspects in students: educate us as holistic educator really is essentially a spiritual awakening, this awakening to your true spiritual nature is the heart of your training as educator holistic.
The holistic education is first a State of consciousness, an integral vision of life, a call to live in universal love, a compassionate attitude, an inclusive opening of diversity. This essay summarizes each of the themes of the books of learning communities, education for life and peace and education that humanity needs, on what we’ve seen in the Masters program and provide very valuable elements. Also found me very interesting because show us as found in the understanding on the awakening of consciousness and the holistic education. Here Ramon Gallegos realizes that when the knowledge comes from an integral vision are you called wisdom, it implies a responsible use of the same, it involves a relevant purpose which will not cause harm, but if that knowledge comes from a perception of fragmentation may be used with different destructive purposes. It is an ethical intelligence that takes you to that you feel the importance of integrity, gratitude, is going to be an honest person.
The Path
development: I pedagogical and psychological aspects of non-directional model. Traditional pedagogy focuses on knowledge as the content of teaching and the intellectual possibilities of the student to play regardless of their needs and interests, this involves ignoring the student as a person that learns. The character is absolutely evident directing of traditional pedagogy as long as the teacher is the owner of the knowledge, who imposes the authority in the classroom, standard conditions and the content of education. In this conception the student is far from being subject of their learning. How explain the formation of a critical, reflexive, man capable of acting with independence, creativity and responsibility in social tasks then? Directivity of education, meanwhile, believes that the student has sufficient competence to achieve their development in power and that therefore, the function essential teacher must be to bring about the path of the development of the student to create the conditions for the expression of their potential. Therefore for Rogers the logic of human development is explained in the following way: If the trend innate to human potential is manifested in a social climate of acceptance and respect, the person will find possibilities to express themselves freely and will find the path to the full functioning of the human being: self-determination.1 These ideas from Rogers applied to education marked a significant shift in pedagogy which then shifts its center of attention of the teaching to the student as an object of teaching learning to the student as a subject of learning, of the absolute directivity of the teacher in the process of teaching to non-directivity. Rogers criticized the directivity of the traditional pedagogy insofar as it promotes dependency and insecurity on the student who is subject to the authority of the master, defends the directivity of education insofar as it considers that the student has the necessary competence to achieve its development and that therefore, the essential role of the teacher has be to lead the way in the development of the student to create the conditions for the expression of their potential in power.
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