The Scientific & Democratic Revolution in Education
Keywords:
Downloads
Abstract
The main issue dealt with in this theoretical paper is the explanation of the starting scientific and democratic revolution both in the educative field and in the educative research. In addition, evidence-based arguments are included to provide validity of some affirmations. The first section argues that the social sciences are the daughters and an essential part of democracy. A few historical arguments about the way in which the dominant classes have slowed down the scientific progress and the development of people that make it possible. In the second section, it is analyzed the opposition of feudal universities to this unstoppable beginning of what could be called the scientific and democratic revolution. At the same time, we deal with its ambivalent character requiring to be supported and to be criticized so that it can be improved. In the third section, we expound the way in which this progress has provide some conditions that makes it possible to overcome the strong gender-based violence happening in our institutions of higher education and makes it also possible that women who were persecuted are now transforming our universities. Influences and criticism to our university feudalism, made by social movements such as the named 'Spanish Revolution', appear in the fourth section. In the fifth and last section, we offer a proposal to promote the scientific, democratic, and revolutionary approach of the university.Downloads
References
Balfanz, R. y Legters, N. (2001). How Many Central City High Schools Have A Severe Dropout Problem, Where Are They Located, and Who Attends Them? Initial Estimates Using the Common Core of Data. Cambridge, MA: Harvard Civil Rights Project.
Google Scholar CrossrefBeck, U. (1996). The Reinvention of Politics. Rethinking Modernity in the Global Social Order. Cambridge: Polity Press.
Google Scholar CrossrefBlock, E. (2011). Spanish ‘revolution’: Thousands gather in Madrid’s Puerta del Sol Square. The Washington Post, 18/05/2011. Consultado el 9 de octubre en: http://www.washingtonpost.com/blogs/blogpost/post/spanish-revolution- thousands-gather-in-madrids-puerta-del-sol- square/2011/05/18/AFLzpZ6G_blog.html
Google Scholar CrossrefBurawoy, M. (2007). Public Sociology: Mills vs. Gramsci. Sociologica. 70, 6- 13.
Google Scholar CrossrefChomsky, N. (2006). Sobre Democracia y Educación (Vol.2). Barcelona: Paidós De La Calle Velasco, M. J. (2004): El reto de ser profesor en el contexto de la con- vergencia europea. La formación pedagógica como necesidad, Revista
Google Scholar CrossrefInteruniversitaria de Formación del Profesorado, 18(3), 251-258. Eurydice (2005). Focus on the Structure of Higher Education in Europe
Google Scholar Crossref(2004/05) National Trends in the Bologna Process. Brussels: Eurydice. Ferrer i Guardia, F. (1976). La Escuela Moderna. Madrid. Lee y Discute. Frankenberg, E. y Orfield, G. (2007). Lessons in integration. Realizing the prom-
Google Scholar Crossrefise of racial diversity in American schools. University of Virginia Press. Freire, P. (1970). Pedagogía del Oprimido. Buenos Aires. Siglo XXI,.
Google Scholar CrossrefGarcía, R., Mircea, T., & Duque, E. (2010). Socio-cultural Transformation and
Google Scholar Crossrefthe Promotion of Learning, Revista de Psicodidáctica, 15(2), 207-222. Giroux, H. (1990). Los profesores como intelectuales. Barcelona: Paidós. Habermas, J. (1987). Teoría de la acción comunicativa. Madrid: Taurus. Habermas, J. (1981). Historia y crítica de la opinión pública. Barcelona: Editorial
Google Scholar CrossrefGustavo Gili.
Google Scholar CrossrefHarvey, L. & Green, D. (1993). Defining quality. Assessement and evaluation in
Google Scholar Crossrefhigher education. 18 (1), 73-85.
Google Scholar CrossrefHenar Rodríguez & Ramón Flecha - The Scientific Revolution 52
Google Scholar CrossrefKuhn, T. (1971). La estructura de las revoluciones científicas. Buenos Aires: Fondo de Cultura Económica.
Google Scholar CrossrefLópez Pastor. V.M. (2006). El papel de la evaluación formativa en el proceso de convergencia hacia el espacio europeo superior. Los nuevos retos metodológi- cos y educativos de la Universidad de la convergencia. Revista Interuniversi- taria de Formación del Profesorado, 20(3), 93-119.
Google Scholar CrossrefMartínez Bonafé, J. (2004). Crisis de la Identidad profesional del profesorado. Revista Docencia, 22, 13-27.
Google Scholar CrossrefOliver, E. & Gatt, S. (2010). De los actos comunicativos de poder a los actos co- municativos dialógicos en las aulas organizadas en grupos interactivos. Re- vista Signos, 43 (2), 279-294.
Google Scholar CrossrefOrfield, G. y Lee, C. (2007). Historic reversals, accelerating resegregation, and the need for new integration strategies. Los Angeles: The Civil Rights Proj- ect/Proyecto Derechos Civiles, UCLA.
Google Scholar CrossrefPadrós, M., García, R., de Mello, R. & Molina S. (2011). Contrasting scientific knowledge with knowledge from the lifeworld: The Dialogic Inclusion Con- tract. Qualitative Inquiry, 17 (3), 304-312.
Google Scholar CrossrefPalomero J.L y Torrego, L. (2004). Europa y calidad docente. ¿Convergencia o reforma eucativa? Presentación del XI congreso de Formación de Profeso- rado. Revista Interuniversitaria de Formación del Profesorado, 18(3), 23-40.
Google Scholar CrossrefPuigvert, L. (Investigadora principal) (2008). Incidencia de la Ley Integral contra la Violencia de Género en la formación inicial del profesorado. Instituto de la Mujer. Plan Nacional I+D (2007-2010).
Google Scholar CrossrefRobertson, J. (2006). “If You Know Our Names It Helps!”: Students’ Perspectives About “Good” Teaching. Qualitative Inquiry, 12 (4), 756-768.
Google Scholar CrossrefRodríguez Rojo, M., Palomero Pescador, J.E., y Teruel Melero, M.P. (2006). Hacia una metodología convergente. Los nuevos retos metodológicos y educativos de la Universidad de la convergencia. Revista Interuniversitaria de Formación del Profesorado, 20(3), 17-36.
Google Scholar CrossrefRué Domingo, J. (2004). Conceptualizar el aprendizaje y la docencia en la uni-
Google Scholar Crossrefversidad mediante los ECTS. Revista Interuniversitaria de Formación del
Google Scholar CrossrefProfesorado, 18 (3), 179-195.
Google Scholar CrossrefSchauwer, E. & Geert, V.H. (2011). Swimming is Never Without Risk: Opening
Google Scholar CrossrefUp on Learning Through Activism and Research. Qualitative Inquiry, 17 (2),
Google Scholar Crossref-232.
Google Scholar CrossrefSmith-Maddox, R. & Solórzano, D.G. (2002). Using Critical Race Theory, Paulo
Google Scholar CrossrefFreire’s Problem-Posing Method, and Case Study Research to Confront Race
Google Scholar Crossrefand Racism in Education. Qualitative Inquiry, 8 (1), 66-84.
Google Scholar CrossrefTaibo, C. (2006). Rapiña global. Una introducción a la política internacional
Google Scholar Crossrefcontemporánea. Madrid: Punto de Lectura.
Google Scholar CrossrefValls, R. & Padrós, M. (2011). Using Dialogic Research to Overcome Poverty: from principles to action. European Journal of Education, 46(2), 173–183. Valls, R. (Investigadora principal) (2005). Violencia de género en las universi-
Google Scholar Crossrefdades españolas. Ministerio de Trabajo y Asuntos Sociales. Plan Nacional
Google Scholar CrossrefI+D (2005-2008).
Google Scholar CrossrefWilliam G. Tierney, W.G. (2003). The University After 9/11. Qualitative Inquiry,
Google Scholar Crossref(2), 325-329.The University After 9/11. Qualitative Inquiry, 9(2), 325-329. Zabrodska, K., Linnell, S., Laws, C. & Davies, B. (2011). Bullying as Intra- active Process in Neoliberal Universities. Qualitative Inquiry, 17(10), 709-
Google Scholar CrossrefGoogle Scholar Crossref
Downloads
Metrics
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
