11 SES 08 B, Paper Session
Whenever we talk about a crisis of education in many cases is often associated with the decline of authority, and even the absence of authority both at school and at home. "An educational institution is governed primarily by the authority" (Cabaleiro, 1968, p. 292). There is a personal conviction that the teacher needs to establish a relationship of authority with their students to properly perform their teaching.
Having professional prestige associated with having authority, in the case of the teacher means knowing how to teach. Victor Garcia Hoz in his Dictionary of Pedagogy conceives authority as a quality of a subject. "A man has authority when by his personal achievements and reaches a higher level and in this way he can influence the others by his virtue of his prestige" (García Hoz, 1974, p. 91).
After analysing Greek and Roman education we can show the validity of their approach and objectives in connection with authority. Greek education emphasized the importance in the educational process the qualities of the teacher among them we want to give importance to the authority and student willingness to learn. In Roman education, characterized by its practicality, there was concern by providing the young Roman useful life education. They are valid today for our life, based in respect and discipline, despite the early time they ocurred.
Currently there is no human society without educational practice is conceived, since the phenomenon of education occurs in all societies even the primitives.
"It is true, however, that education seems to have been perpetually in crisis in this century, at least if we ignore the insistent signs of alarm that for years prevented us about it. According the words of John Tedesco, the crisis in education is not what it was, "It does not come from the poor way that education meets social objectives assigned to it but, worse still, we do not know what purposes we must meet and where effectively we have to guide our actions (Savater, 2000, p. 12-13), and that we be able to educate our members in a wealthy authority envoirement.
"You shall not be the child's own if you do not belong to his surroundings, and this authority will never be enough if it is not founded on the esteem of virtue, unless you also you open your heart, the other will be closed for you. It's your time, are your care, your affections, you yourself what you have to give (Rousseau, 2001: 127).
"Discipline means having power. The domain of existing resources for the action taken. Knowing what has to be done and to do it quickly available and required the use of media means to be disciplined. The interest and discipline are not in opposition interconnections (Dewey, 2001: 226).
Dewey "did not believe in the spontaneity of the children but on the ability of teachers to measure their skills in generating habits of social intelligence and responsibility" (Beltran, 1997, 26).
Regarding the consideration of authority in today's society, the family has also undergone changes in recent years that have affected the education of their younger members. "For a family to function educationally is imperative that someone she resigned to adulthood" (Savater, 2000: 62).
Many authors accept the very idea that the loss of values is one of the reasons for the crisis of authority: "Those qualities magnificent personality authoritatively settle, to be legitimately exercised on a knowledge and love of truth and the kindness so great that few even get a glimpse at a society like today, where moral incentives are extremely atrophied "(Cabaleiro, 1968: 296).
Beltrán, J. (1997). Una introducción al pensamiento filosófico y pedagógico de John Dewey. En J. Dewey, Mi credo pedagógico, pp. 9-18. León: Universidad de León. Cabaleiro, E. (1968). Poder y autoridad en el oficio de educar. Nuestro tiempo, 165, pp. 290-313. Dewey, J. (2001). Democracia y educación. Madrid: Morata. García Hoz, V. (1974). Diccionario de Pedagogía. Barcelona: Labor. Rousseau, J. J. (2001). Emilio o De la educación, Prólogo y trad. De M. Armiño. Madrid: Alianza. Savater, F. (2000). El valor de educar. Barcelona: Ariel.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.