education and media in the postmodern pedagogy

7/30/2019 Education and Media in the Postmodern Pedagogy

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BULETINUL

Universitii Petrol-Gaze din Ploieti

Vol. LXII

No. 1A/2010102-106 Seria tiintele Educaiei

Education and Media in the Postmodern Pedagogy

Ctlina Gabriela Cristea

Universitatea Spiru Haret, Str. Ion Ghica, nr. 13-15, Bucuretie-mail: [email protected], [email protected]

Abstract

The relationship between education and the media in postmodern pedagogy is examined from threeperspectives: a) The "new education" that the media as the problem of the contemporary world, b) tobroad perspective of education, providing quality media resource non-formal and informal education, c)training methodology that stimulates light treatment media as a method or technique of teaching. Thisrelationship leverages Postmodern Pedagogy for the purposes of education reconstruction teleologicaland methodological level, axiological and practical.

Key words: media resource non-formal and informal education, new education

Education and the media

Postmodern Pedagogy curriculum paradigm begins by launching the mid-twentieth century. It is

closely related to ideas proposed by Ralph Tyler in "Basic principles of curriculum and

instruction" [6]. These principles relate to: 1) selection of specific goals and objectives of

education and psychological requirements of social content, 2) establish the learning experience

of students; 3) organization of activity in terms of methodology, 4) evaluate results according to

criteria proposed activity in the first principle.

These principles, education is regarded global and open. Given this normative considerations,

we can identify more precisely the relationship between education and the media. We will

examine the three perspectives that are related to postmodern pedagogy: 1) forneweducation,

2) to broad perspective of education, 3) training methodology perspective.

The new educationThe new education is theparticular contentpublished in recent decades as a result of positive

and negative effects ofindustrial and postindustrial society.

"New types of content or new education are the answers that UNESCO has proposed emerging

issues, serious and planetary-scale integrated CWIcalled reality" (Contemporary World Issues).

These responses "are considered among the most original and effective. They have a practical,

interdisciplinary and transdisciplinary. For that were introduced in different ways in the school

curriculum by infusion, by modules of study, new educational materials through

multidisciplinary synthesis. In summary they are following "new education" / new content:


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Ctlina Gabriela Cristea 103

environmental education, education for change and development, education for democracy,

democratic education, health education, modern education modern housewife [8, p.65-66].

A special place in the "new education" is held " to media education. Her appearance is

determined by technological progress of the media giant. Lately it has seen an unprecedented

development that combines two seemingly opposite qualities: globality and localism. In otherwords, print, television, especially cable and satellite television, Internet networks, etc.. send an

enormous informational material available to the public. It raises questions of exceptional

education, the reception, interpretation and exploitation in the cultural, civic, moral, etc..

Education to media is defined as "receptive attitude correlated with concern the preservation of

cultural identity and rejection of violence, aggression and pornography, in other words, the

rejection of tenders nonartistics arising from purely commercial interests" [8, p.66]. In our

opinion it evolve through the media education and for media.

Education through the media is that capitalizes on a non-formal education, but also formally, in

lessons, hours of co-ordination of activities of the office, laboratory activities, school workshop

activities, new information about science, art, technology, politics, economics, social history,

etc.., useful in the education and training-development of the student.

Education through the media is by default "for communication education aims not only form a

suitable and selective attitude to the information you assail a man in contemporary society, but

also the growing sensitivity to cultural values and spiritual meanings life [7, p. 107].

Education through the media and the media is actually a lifelong learning resource. Important is

the fact "that the means of mass communication media and training are so educational "New

education" should be used more to this exceptional educational resource to the media.

Otherwise, the formative function of the media is reduced or even abolished "the proliferation of

media products of dubious quality, which negatively affecters moral and aesthetic values of

significant groups of the population" [3, p.25].

In conclusion, training resources offered by the media can be exploited to the "new education"from two perspectives: a) within a particular content, promoted as the education in and for the

media used by the infusion of information present in any extradidactic educational activities, b)

all "new education" promoted and used in disciplinary and interdisciplinary lifelong learning

perspective.

Perspective of general forms of education

Educational resources of the media can be recovered in all forms of education.

A) In theformal level of education, organized by the rigorous academic program, the media is

an updated resource information on any subject of education, particularly in teaching socialsciences and humanities. It improves communication skills of teachers, but also the student.

B) In the non-formal education, organized outside school, the media can intervene still further:

It offers a wide field of pedagogical experimentation, including the promotion of programs,

radio, or television with educational purpose, organized the school, but with non-formal

arrangements.

Is important to delineate the two cases on the relationship between media and forms of

education.

The media generally can not be integrated into the activities organized on a non-formal

education. Radio and television programs, print, information networks, in general, no explicit

teaching functions. Their functions and purpose of commercial or political consumption, quiet


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Education and Media in the Postmodern Pedagogy104

leisure special cultural or teaching. This spontaneous teaching them exercises its influence,

which very often are negative in the short term, but mostly medium and long term.

Media specialist or specialized programs in education is integrated into the category of non-

formal education, complementary to formal education. It includes activities and actions aimed

explicitly educational, training programs organized by educators, which supports orcomplements school or university. In this situation the school radio, educational television,

television university information networks that provide a distance education. Here is some

programs integrated radio, television, internet "niche" or cultural purpose of dissemination of

scientific information from the history, geography, biology, science in general. These

educational programs can be recovered in non-formal education, but also in the formal.

C) At the level of informal education, the signal sent numerous educational influences

spontaneous unorganized accidentally permanent: a) the social environment (family, group of

friends, street, neighborhood, local community, etc..), B) media programs Radio, television,

non-specialized information networks in education or the dissemination of cultural information

(scientific, artistic, technological, religious, etc.)

Pedagogical position to informal influences of media should be a realistic, open and appropriate

to the context interpretation. Basically, any educator may face two situations: a) the influences

are positive because of family or students' guidance for selecting the positive information

provided by the media, b) the informal influences are negative, following the reception and even

the interiorization information without the cultural and pedagogical value, harmful in terms of

formative, short term and especially long term. The report of these cases, educators will adopt

two solutions: a) the recovery of the positive information obtained informally, in the effective

action of non-formal and formal type b) correcting the negative information obtained

informally, through adequate supply ofnon-formal and formal education quality.

Finally have reported specific position paradigm adopted curriculum to informal education

conducted by mass media. It is open to formal education, provided by:

a) overcoming the limitations and risks of media influences, related to "enormous mass of

information volume, but heterogeneous, widely varied and uneven from day to day, from person

to person [7, p.232];

b) capitalizing teaching that provides the media, however, significant in some indisputable facts:

- the latest information in science, history, politics, religion, economics, technology, art and

culture in general are provided by the media, as, for example, "in recent decades, the youth

learned basic information on all flights interplanetary, to space, in other areas of ocean life, flora

and fauna, etc. Earth first on the way movies and television " [7, p.234];

- Information provided by the media focus values of human creation, experiences lived in

different socio-political situations, cultural, economic, religious to broaden knowledge of

student and school as learning organization open itself permanently in the report opened a social

context.

The perspective of training methodology

As to teaching media is "comprehensive description of official communications and promoted

for all organs of sight, sound and audio-visual (press, radio, film, television" [5]. In this

example, be added next-generation media, made by computerized resources. All contribute to

the improvement of training methodology as techniques, methods or teaching strategies.

Thus, the media, the modern and postmodern variants may occur to any teaching method,

technique or process as supporting the teaching during lesson communication, direct or indirect


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Ctlina Gabriela Cristea 105

exploration of reality, practical action (real or simulated), scheduled training (in particular

computer-assisted instruction.

The media, in a modern or postmodern in its variants may be employed at the training method.

A significant example can be seen in the methods of exploration mediated (indirect) of reality,

the "demonstration methods. We consider "technical audio-visual demonstration" that"capitalizes virtues of dynamic image / static reality and are joined by the word. Higher

pedagogical resource is that "visual images - taken from television, film, video systems,

computers, etc.. - Bring the field observation of collective (class), simultaneous and prolonged

what is impossible to bring the usual way. Year teaching contexts varied this method allows the

demonstration area, the demonstration time, the demonstration movement [1, p.218-220].

Higher educational resources of the media, in particular of the supported digital recovered at

teaching strategy. It is a problem that characterizes "education at the border of the millennium"

by improving instructional strategies programmed by means of information, the next generation.

Thus, the strategy "assisted instruction sequence, leverages the resources of the media

promoting: a)" a way of learning to benefit all students, b) a means of articulation of the

different categories of values, theories and existing knowledge level and programs, but also atnon-formal and informal [7, p.238, 239].

Current developments are recorded in the "methods of rationalization of learning and teaching"

which exploit mass-media resources in conditions-based strategy computer training (technology

integration), improved the level of: a) computer-assisted instruction (using educational

software); b) electronic learning (eLearning), using the Internet, email, etc.. [7, p.296-308].

Conclusions

This relationship leverages Postmodern Pedagogy for the purposes of education reconstruction

teleological and methodological level, axiological and practical. Are the resources of higher

educational media developed in the postmodern society informational culture, based on

knowledge.

For the purposes ofreconstruction on a teleological, integration of media resources is a general

objective of the training curriculum designedin anticipation of lifelong learning.

For the purposes of reconstruction at the methodologicallevel, information resources and

technological media are recovered in the strategy of computer assisted instruction

For the purposes ofreconstruction axiologicallevel, information resources of the media will be

recovered in relation to landmarks underlying general content of education: good moral (moral

education), scientific truth (education rights); truth applied science (technology education), the

beautiful (aesthetic education), health (physical education).

For the purposes of reconstruction atpraxiologic, the media used as sources of information

always present in the activities organized in the context of teaching accelerate actions involved

in training, teaching-learning-assessmentseparately and particularly in their interdependence.


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Education and Media in the Postmodern Pedagogy106

References

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20073. C u c u , G . - Educaia i mass-media, Editura Licorna, Bucureti, 20004. P o t o l e a , D . , N e a c u , I . , I u c u , R . B . , P n i o a r , I - O . - Pregtirea

psihopedagogic. Manual pentru definitivati gradul didactic II, Editura Polirom, Iai, 20085. S c h a u b , H . , Z e n k e , K . G . - Dicionar de pedagogie, Editura Polirom, Iai, 20016. T y l e r , R . W . - Basic Principles of Curriculum and Instruction, University of Chicago Press,

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Educaia i media n pedagogia postmodern

Rezumat

Relaia dintre educaie i mass-media n pedagogia postmodern este analizat din trei perspective:a) perspectiva noilor educaii care privete mass-media ca problematic a lumii contemporane;

b) perspectiva formelor generale ale educaiei, care ofer mass-mediei calitatea de resurs a educaieinonformalei informale;c) perspectiva metodologiei instruirii care stimuleaz tratarea mass-mediei ca metod sau tehnicdidactic.Pedagogia postmodern valorific aceast relaie n sensul reconstruciei educaiei la nivel teleologic imetodologic, axiologici pragmatic.


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