Career Education as Humanization
Upcoming SlideShare
Loading in...5

Like this? Share it with your network


Career Education as Humanization



Career Education as Humanization

Career Education as Humanization



Total Views
Views on SlideShare
Embed Views



1 Embed 121 121



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

Career Education as Humanization Presentation Transcript

  • 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 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
  • 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 about employability skills , visit
  • 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:
    • 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
  • 17. Sample Evaluation of Manuscript Form Article 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 2 nd 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 Poor Contribution to leadership Originality Method Central question Theoretical framework Data analysis Interpretation Substantiation Structure of the argument Conclusions References
  • 18. elements