Career Education as Humanization
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Career Education as Humanization

Career Education as Humanization

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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
    • 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 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 www.animationfactory.com