career education as humanization
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Career Education as HumanizationTRANSCRIPT
A Freirean Approach to
Lifelong Learning
By Kelli and Michelle
Career Education as Humanization
Article 11 Review
EDER 625Module 2
Historical BackgroundLifelong learning has been explored over time
by many scientists, scholars, and philosophers and has been viewed as a journey towards continued intellectual, social,and emotional development.
Plato Aristotle Dewey
-an “arduous” journey
-a move toward increased epistemic and moral enlightenment
-provides for “eudaimonia”, or lasting human happiness
-the main objective of education is the creation of “psychological dispositions” that encourage continual and critical learning
The Neo-liberal view
• Narrow, undemocratic, dehumanizing
The Freirean View• Education is a lifelong journey.
• Education is a political “enterprise”.
• Students are political participants, actively involved in shaping their lives (socially and politically).
• Freire encourages students and teachers to play an active role in shaping (and reshaping) the world around them.
• Humans are creators and re-creators of their experiences.
Social Change
Human Capital
• This construct of lifelong learning addresses unstable labor-market conditions.
• Human capital is consistent with the neo-liberal views.
• A worker with skills is referred to as human capital.
• Human capital theory overestimates worker skill in determining future employment.
Employability
• The authors argue that in the 21st century, workers need to be lifelong learners.
• This in turn, will require the continual upgrading of skills.
• Workers are likely to engage in a seamless process of education, training, and work.
To read more about employability skills, visithttp://www.conferenceboard.ca/education/learning-tools/pdfs/
esp2000.pdf
Globalization
Human Ontology
Critical Inquiry
Conclusions
Strengths and Suggestions
Additional Topics
• Open Systems Theory
• Generation Y
• Change Agents
Critical Questions
Questions
• How do teachers and administrators embrace change through acquiring new skills, thus achieving a level of critical transivity?
• Is your school environment an open system?
• How can teachers and administrators help their students to construct personal meaning through stages of critical inquiry?
References/Resources1. Emery J Hyslop-Margison, M Ayaz Naseem. Alberta Journal of
Educational Research. Edmonton: Winter 2007. Vol. 53, Iss. 4; pg.347 , 12 pgs.
2. Inuit Holistic Lifelong Learning Model:http://www.ccl-cca.ca/CCL/Reports/
RedefiningSuccessInAboriginalLearning/RedefiningSuccessModelsInuit.htm
Go to the middle of the page to explore the lifelong learning module.
3. Employability Skills
Morgan, G. (2006). Images of organization.
4.Videos about Life Long Learninghttp://www.youtube.com/v/STkoSAVeRFI&hl=en&fs=1
http://www.youtube.com/v/2CftjqyfeAk&hl=en&fs=1
Sample Evaluation of Manuscript FormArticle Review EDER 625 Manuscript identification: MSA1 Reviewer:
Global Evaluation: Reviewer’s Advice:Accept with minor corrections: _____Accept with major correction, but handled by editor: _____Revise and resubmit, or rewrite and resubmit for 2nd review: _____Not acceptable _____Tracked changes or scanned edits sent: Yes or No
Contribution to advancement of education: Conclusions:
Evaluation Gird and Components Excellent Very Good Good PoorContribution to leadership
Originality
Method
Central question
Theoretical framework
Data analysis
Interpretation
Substantiation
Structure of the argument
Conclusions
References
elementswww.animationfactory.com