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Career Education as Humanization

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Career Education as Humanization

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  • 1. A Freirean Approach to Lifelong Learning By Kelli and Michelle Career Education as Humanization Article 11 Review EDER 625 Module 2

2. Historical Background Lifelong learninghas 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 3. The Neo-liberal view

  • Narrow, undemocratic, dehumanizing

4. 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.

5. Social Change 6. 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.

7. 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 aboutemployability skills , visit
  • http://www.conferenceboard.ca/education/learning-tools/pdfs/esp2000.pdf

8. Globalization 9. Human Ontology 10. Critical Inquiry 11. Conclusions 12. Strengths and Suggestions 13. Additional Topics

  • Open Systems Theory
  • Generation Y
  • Change Agents

14. Critical Questions 15. 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?

16. References/Resources

  • Emery J Hyslop-Margison, M Ayaz Naseem. Alberta Journal of Educational Research. Edmonton: Winter 2007. Vol. 53, Iss. 4; pg.347 , 12 pgs.
  • 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 Learning
  • http://www.youtube.com/v/STkoSAVeRFI&hl=en&fs=1
  • http://www.youtube.com/v/2CftjqyfeAk&hl=en&fs=1

17. Sample Evaluation of Manuscript Form Article ReviewEDER 625Manuscript identification: MSA1 Reviewer: Global Evaluation: Reviewers Advice: Accept with minor corrections:_____ Accept with major correction, but handled by editor: _____ Revise and resubmit, or rewrite and resubmit for 2 ndreview: _____ Not acceptable _____ Tracked changes or scanned edits sent:Yesor No Contribution to advancement of education: Conclusions: Evaluation Gird and Components Excellent Very Good Good Poor Contribution to leadershipOriginality Method Central question Theoretical framework Data analysis Interpretation Substantiation Structure of the argument Conclusions References 18. elements www.animationfactory.com

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