The Freedom in Schools: Themes and Values

Author(s):

Salvador Peiró-i-Gregòri(presenting / submitting)

Conference:

ECER 2012

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 01 B, Developing Values to Promote Educational Effectiveness

Parallel Paper Session

Time:

2012-09-18

13:15-14:45

Room:

FCT - Aula Magna

Chair:

Antonio Medina

Contribution

One of the foundations of Europe is freedom. But, any one was not born free (Reyero, 2003). To interpret this wrongly carries wrongdoing, why has been observed that our society does not work well (Soëtard, 2011; Peiró, 2008). One of its factors is because the social and economic development is linked to freedom (Cabello, 2003; O'Hearn, 2009; Uganda). But, as there is no consistency between freedom and intellectual training/implementation (Moshman, 2003), there are conflicts. We know citizenship is connected to this value, as opposed to the authoritarian model (Dovemark, 2004: 657ss). But a free person is not only who is not in coertion, without he may choose, but he is limited by the law (Dürr, 1971:18), so there should be rights and duties (Lalande, 1967:575ss). By consequence, there will be a new indicator of educational quality: liberty-creativity (Mazón, 1974).

Why we are expressing this principle? Because the person is free for to be cause of their own actions (Fabro, 1983: 22-25). However, it is not absolute independence, that emancipation it slows down the social coordination (Meyer, 2007).So, in the current democracy, education must solve the contradiction freedom/authority, which solution guarantees certain order (Cociña, 1991), wich leads to the development of the personality. The key to this goal consist on to cultivate the critical awareness (Duvemaril, 2010), because the intrinsic root of freedom is free reasoning-willing (García-López,1991). Therefore the end of education is not autonomy, but to be educated to selfcontrol (Foray, 2011:343ss). Therefore, education is not only to normalize, because there is some need to press to promote attitudes as responsibility, respect, recognize the fault, etc. (Dürr, 1971,114). Therefore, education in & for freedom requires to build other values with it (Peiró, 1996, 1999…) in order to develop the project of life (Touriñán, 2006).

However, axiological models of schools can not teach and make that all behave with identical values, even if they are minimal (Hjort, 2006; Spaeman, 2011). This proposal takes us to integrate human rights and other ethical principles in the construction of the qualitative model of education (Peiró, 1982^a; Wahlström, 2009). But not multidisciplinarily, but integrating them into the lessons (Peiró, 1981, 1982^b; Nyroos et alii, 2004; Philippou, 2005). All this is made from an civical humanism (Irizar et alii, 2010), that goes on beyond the mere technical instruction (Delgado, 2010), because there is no neutrality in the teaching of unethical contents (Barrio,2003:139-145), since in the curriculum development are involved in and are interpreted rules with values to introduce rights and duties (Gonçalves, 2004, 147ss).

If we have already said (Peiró, 1982^a), is necessary to inserter the Human Rights combined with skills coupled with knowledge and attitudes to reach a self-control (Sadio, 2011). Therefore, heuristic issues arise: How are teaching the humanitarian principles? How are teaching the Human Rights? Are there teaching subjects and values in schools? These themes & values concerns to freedom, how? Are there contradictions in the educational values? Is it possible to implement such a model?...

Method

This methodological abstract is used for this paper and of the presentation of my colleagues from the research team, they could be subsequently provided. This method in not enough to make decisions, but helps it. It has surveyed fathers, mothers, teachers and students. Their totals are for the years… 2008: 952; 2009: 855; 2010: 1287 ; 2011: 861. Percentages of each group will be offered during the presentation. The reactive consist on a part of the 83 items’ questionnaire located in http://violencia.dste.ua.es in tab coexistence, writing as the key p_estudio We operated at a confidence’s level of the 95 %. We have calculated the next statistics: averages, “t” of Student, standard deviations and most significant Pearson’s correlations among some significant items, standards deviation, and the Chi-square in order to draw inferences. We rely not only research on the interpretation of empirical data, we use the Hermeneutics and Phenomenology (Smeyers, 2011) to build relationships between issues, values and reality. Then we will induce by means of questionnaires.

Expected Outcomes

The calculation of "t", it ensures there is no statistical error to work at the 95% confidence level. The most important items are (50a to 50f): motivate them to selfdecision (between 65% to 85%); improved understanding of standards (between 18 and 62 per cent) and maintain order and discipline (around 50%). The highest incidence is dialogue (between 70-78%), then with more deviation respect (between 55-88%), self-conscience (70%) related with to decide (70%) and to cooperate (45-70%); the critical understanding (65%) and less selfregulations-authonomy (45-65%). Correlations shows relationships barely between the items mentioned, therefore these not share inter-decadals. But this does not show a causal link between some variables and others. I explained it in ECER-2009. Notwithstanding, We have calculated the χ2 among the most outstanding items: on the one hand the 51a, 51e, 51j and 51k, other issues 60, 61, 62, 65, 66, 67 and 68. The results: clear independent variables do not exist. Clearly each other subsidiaries are: theme on coexistence in schools with 61 (do not bother peer: 44.80), 65 (no quarrels between students: 35,27). This contradicts the information of χ2 (35,12) between teaching civics (51 k) and no. 65: there are quarrels between them

References

Barrio, J.M. (2003) Tolerancia y cultura del diálogo. Revista Española de Pedagogía, LXVIII, num.247. Cabello, M. J. (2003). Education today: two complementary stories and different narratives. European Educational Research Journal, vol. 2, num. 2, 2003. Dovemark, M. (2004). Pupil Responsibility in the Context of School Changes in Sweden. European Educational Research Journal, Vol. 3 Num. 3, 2004. Fabro, C. (1983). Reflessioni sulla libertà. Maggioli, Rimini. Foray, P. (2011). Philosophy and the Rationalisation of Educative Action. European Educational Research Journal, Vol.10.Num.3. Gonçalves, S. (2004). Key areas in value education. Value Education European Module. ESEC, Coimbra. 141ss. Hjort, K. (2006) De-democratisation in Denmark? European Educational Research Journal, Vol. 5 Num. 3. Meyer, M.A. (2007). Didactics, Sense Making, and Educational Experience, European Educational Research Journal, vol.6, num.2. Moshman, D. (2003). Intellectual Freedom for Intellectual Development. Liberal Education, Summer. http://www.aacu.org/liberaleducation/le-su03/le-su3feature2.cfm Nyroos et alii, (2004). A Matter of Timing: time use, freedom... European Educational Research Journal, Vol.3, Num.4. Philippou, S. (2005). The 'Problem' of the European Dimension in Education... European Educational Research Journal, Vol.4, Num.4. Reyero, D. (2003). La libertad y su incidencia en la educación. Revista Española de Pedagogía, nº 226. Sadio, F. (2011). V. II. Sobre la Educación para los Derechos del Hombre. Exedra, número especial. Smeyers, P. (2011). Philosophy of ... Philosophy and … European Educational Research Journal, vol.10,num.3. Soëtard, M. (2011). Philosophy of Education… European Educational Research Journal, vol.10, num.3. Touriñán, J. M. (2006). Educación en valores y experiencia axiológica la educación... Revista Española de Pedagogía, num. 234, mayo-agosto 2006. Wahlström, N. (2009) Understanding the Universal Right to Education as Jurisgenerative Politics and Democratic Iterations. European Educational Research Journal, Vol.8, num. 4, 2009.

Author Information

Salvador Peiró-i-Gregòri (presenting / submitting)

University of Alicante

Didáctica General y Didácticas Específicas.

Alicante

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