Session Information
SES C 09, Poster Session
Poster Session
Contribution
"University should (…) be also the place where nothing gets protected from being criticized, (…) not even the traditional idea of criticize as a theoretical issue, nor the authority of the common “questions”, nor the thinking as a kind of questioning issue. " (Derrida, 2002)
The context of the thinking:
The thinkings of this poster comes from the teaching work of two University Novice teachers.While developing our thesis process, we considered interesting to think about our responsabilities in the University and the ethical dimensions of our work. Understanding and discussing our shared experiences we want to talk with other colleagues and researchers the different paradoxal and chanllengers topics we face in the University. It is well known how the University "needs to respond to challenges in the global society".
Tematic and conceptual aspects:
Both, the school and the University are often thought as a kind of instrument to obtain social products for the production system (Sacristan, 1988), according to this idea institutions plan their own objectives. This fact can be shown as a "conversion activity in the model construction, looking for and asking for a concrete and efficient domain over complex realities. Also this process contributes to the sustitution of the complex realitites by the models. In a certain way it is an "algebraican" work, it is also an abstraction to manipulate the reality (Adorino, 1980).
The difficulties and paradoxes of such a construct imposes to the teachers who works in a handcraft style (Sennet,2009) and to the institutions like the University (which are not industries) "ways of production", and demands about efficiency according with cheaper costs, just creating managment problem as production factors. In this context learning is definfed basically as standarized outcomes.
As novice teachers in this controled and restircted environment ¿What can we offer with our work to the students and to ourselves? We afirm that education is not a resource management problem, and we also assume relevant that knowledge needs to circulates in this places not only because of the individual interest but also because of the collectives. This circulation is getting significative as soon as we realize the need to be in relation with oneself and with others (teachers, students...) (Zambrano,1989).
The fragility we live in our personal time, becomes double while trying to plan and control complex and non-predictable process. While connecting with this models, we lose the desire to teach and learn. Faraway the University is exposed as Derrida explains to "be occupied, shelled, and able to serve to the merchandising and international companies".
Reflection focus:
We specially want to discuss about the educational relation by focusing; personal, relational , epistemological, institutional and ethical dimensions in the University context.
Method
Expected Outcomes
References
Ardoino, J. (1980). Perspectiva política de la educación. Narcea: Madrid. Derrida, J. (2002). La universidad sin condición. Minima Trotta: Madrid. Elliot J. (1982). El cambio educativo desde la investigación acción. Morata: Madrid. Levinas, E. (1993). Entre nosotros. Ensayos para pensar en otro. Pre-textos: Valencia. Sennett, R. (2009). El artesano. Anagrama: Barcelona. Stenhouse L. (1985). Investigación y desarrollo del currículo. Morata: Madrid. Zambrano, M. (1989). Notas de un método. Mondadori: Madrid.
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