Search results

In this publication, the author considers the question whether there is a pedagogy for a globalised world society that guarantees a successful school education. The different paradigms of pre-modern, secular modern and post-modern pedagogy are examined. Taking India as an example, the models of Tagore and Ghandi, current reform projects in the south-west of the country, and education and training concepts of a society of people who understand themselves as global, are investigated.The author concludes with 10 summarised theses on how education and training should determine the effects of global social change on their working conditions. The chapters are as follows: Patterns of education in human society and history; The globalized world society; The globalization of education; Pedagogy before the secular modern age; Answers of the modern school of thinking: industrialisation and the pedagogy of modern education; Individual freedom and training of the senses: Maria Montessori and the childhouse; Education through working, experimental touching and free expression: the laical pedagogy of Celestin Freinet; Knowledge and learning: the universality construction of thinking of Jean Piaget; The social environment and formation of consciousness: the thinking of Lew Semjonowitsch Wygotski; Knowledge and learning in an oppressed world: Paulo Freire: development and underdevelopment of pedagogy; Social structure and individual experience: Basil Bernstein and the pedagogy; Deschooling society: Ivan Illich's fundamental criticism of school; The construction of knowledge in the post-modern age; Construction as cognition: the approach of Maturana; Constructivistic didactic approaches; Approaches to the constructivist structuring of lesson in the post-modern age; From Ghandi to Jomtien: the example of India.