Sentido crítico, gran política y democracia mediática

Ibáñez-Martín, José Antonio

doi:10.14201/teoredu20152715367

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…La propuesta de Mezirow (1981), que construye su teoría crítica sobre la teoría del conocimiento de Habermas (1971), no difiere mucho en el fondo de la de Usher (2009), como podemos comprobar en la Tabla 2.…”

Section: Andragogíaunclassified

¿Es posible la reconstrucción de la teoría de la educación de personas adultas integrando las perspectivas humanistas, críticas y postmodernas?

Sánchez-Doménech

Avi

2017

Rev. Electr. Educare

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This essay tries to answer the following question: is it possible the integration of apparently excluding or contradictory conceptions in the construction of the theory of adult education (AE)? We assume that there is a need for the professionals in charge of adult education to have a theoretical framework of reference that guides them in their practice, and helps them in the development of their own identity as professionals. However, the contributions of different schools of thought have tended to be contradictory or mutually excluding, hindering the development of the theory. Following the objectives of knowledge of the theory of education, we analyze some key concepts that have centered the discussions on the field of study of the AE over the past four decades. For this analysis, we create a dialectical interaction between the humanistic, critical, and postmoderm educational thoughts through some of their most representative authors and around those concepts. In this way, it is shown how it is possible to reconsider the AE from an integrative perspective, although with conceptual and ideological nuances that, far from being an obstacle, enrich the theory and reflect the diversity of the same social agents.

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Section: Andragogíaunclassified

¿Es posible la reconstrucción de la teoría de la educación de personas adultas integrando las perspectivas humanistas, críticas y postmodernas?

Sánchez-Doménech

Avi

2017

Rev. Electr. Educare

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Pedagogic dilemmas to flows of knowledge in the age of digital technology

Alonso¹,

Dujo²

2016

Int J Educ Technol High Educ

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The main purpose of this paper is to argue why we adopted the socio-technical system as a heuristic device. We understand it is a good methodological resource to interpret what is happening in education systems with the progressive introduction of digital technologies, helping us to understand the changes that are occurring, and documented here, concomitant with the technological innovation, also involved political factors and economic modeling ending the "new education".

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Sentido crítico, gran política y democracia mediática

Abstract: cambios del quehacer político que razonablemente se defienden desde la sociedad mediática. Como conclusión, se señala que la gran política exige estadistas capaces de defender modos de vida en común que puedan estructurar la convivencia a largo plazo.

Cited by 2 publications

References 3 publications

¿Es posible la reconstrucción de la teoría de la educación de personas adultas integrando las perspectivas humanistas, críticas y postmodernas?

¿Es posible la reconstrucción de la teoría de la educación de personas adultas integrando las perspectivas humanistas, críticas y postmodernas?

Pedagogic dilemmas to flows of knowledge in the age of digital technology

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