representatives

UNIVERSIDAD DE IXTLAHUACA CUI Incorporado a la Universidad Autónoma del Estado de México Licenciatura en Lenguas    Clave 091-L Iris Itzel Ventura Algara. Diego Vieyra 

Introduction

The main objective is that through these authors we can learn more about the contributions in education today and how it was transforming according to what they proposed as well as the differences of each of them and as some even did not share The same ideals as their predecessors.  

ROBERT OWEN

NATIONALITY: BRITISH. Robert Owen was born in Newtown, mid Wales on 14th May 1771. http://www.biographyonline.net/business/robert-owen.html   CONTRIBUTIONS TO ECE 1. Sensory learning, story telling, music (singing and dancing), study of nature and exercise 2. Owen believed that children should be able to make decisions regarding their decisions, which is why today, during certain periods of time children are able to choose their activities. 3. Play is now valued as a "vehicle for learning." 4. Owen believed teachers should be caring and nonpunitive which is why this is encouraged today. 5. Owen had a dramatic influence on educational systems, mainly American kindergarten, the Lanham Act schools and the British Infant School. Birth: Born in 1771 in Newton, Montomeryshire (Wales) https://prezi.com/uili-jpe06zs/robert-owen-contributions-to-ece/

JOHN DEWEY

Nationality: American. John Dewey, (born Oct. 20, 1859, Burlington, Vt., U.S.—died June 1, 1952, New York, N.Y.), https://www.britannica.com/biography/John-Dewey   Contribution of John Dewey to Education John Dewey was an American philosopher, psychologist, and educational reformer whose thoughts have great influence in education and social reform. Dewey is best known for his writings on education. But he also has written about many other topics, including experience, logic, ethics, inquiry, democracy, nature, and art. John Dewey, one of the greatest American modern thinker's, theorist and educator. John Dewey's Philosophy of Education Dewey defines education as the ' development of all those capacities in the individual which will enable him to control his environment and fulfill his possibilities". It is a process that begins with the very birth of the child, and goes on throughout the whole life. It is a process which has two sides- one psychological and the other sociological.   Dewey on School Curriculum • Dewey advocates that broader curricular programmes are needed and emphasis should be placed in the total development of the person as being equally important as the intellectual and the academic. • The teacher is a guide and director he steers the boat, but the energy that people it must come from those who are learning. The more a teacher is aware of the past experience of students of their hopes, desires, chief interests the better will be. • The teacher is engaged not simply in the training of individuals but in the formation of the proper social life. In this way the teacher always is the prophet of the true God.   Dewey's Method of Teaching Dewey's method of teaching is based on his pragmatic philosophy. He is of the opinion that direct experience is the basis of all method. Knowledge takes place from concrete and meaningful situations. Hence knowledge should come from spontaneous activities of the children. Dewey's method of teaching are based on the principles of learning by doing activities in connection with the life of the child. The project or problem method which Dewey advocated, the child's interests and purposes are the most important things. For his problem or project method, Dewey laid down the following five steps as essential. (1) The pupil should have a genuine situation of experiences. (2) A genuine problem should arise from this situation and should stimulate the thinking of the child. (3) The child should obtain information or make observation needed to deal with the problems. (4) The suggested solution(s) should occur to him. (5) He should have an opportunity to test his ideas by application.   Dewey's contribution to educational thought and practice (1) Dewey's social theory of education coupled with the logic of experimental method has been very influential in the development of modern education practices. (2) The greatest change has been in the recognition of the worth of the expense of the child. The child is no longer regarded as a passive subject meant for the imposition of external information but is considered an active living being those interests have to be stimulated by participation in socially significant experience. (3) Dewey has been one of the significant leaders who have tried to introduce a more human touch in the processes of education. (4) He has been a powerful influence in interpreting the school as a commonly for the realization of the significance of the immediate experiences and present opportunities of the child if he is to be a contributor to the march of the social process. (5) His insistence on activities of diverse kinds in school is also an other aspect of his social theory of education. (6) The pragmatic method of instrumentalitic experimentation reacts against all kinds of mysticism, transcendentalism and absolutism. (7) The supreme contribution of Dewey to a philosophy of education is the theory of scientific democratic humanism. (8) Dewey is quite right in pleading for the wide use of the experimental method of science in education. http://www.indiastudychannel.com/resources/125414-Contribution-John-Dewey-Education.aspx

RUDOLF STEINER

NATIONALITY: AUSTRIAN. Rudolf Steiner was born February 27, 1861, in Donji Kraljevec (Lower Kraljevec), a town that was then part of the Austro-Hungarian Empire (it is now in northern Croatia). http://www.notablebiographies.com/supp/Supplement-Sp-Z/Steiner-Rudolf.html   CONTRIBUTIONS: Steiner's Pedagogical Approach The distinguishing feature in Steiner's educational philosophy is that it is based on a perception of the human being as threefold, comprising body, soul, and spirit. In Steiner's view, the human bodily organism, in the mature adult, is built up of four interactive members, of which only the physical/mineral body is directly perceptible to the physical senses. The three supersensible members manifest in and through the physical organism and are directly perceptible to spiritual perception and cognition. Sustaining the life and growth of the physical body is the human "etheric" or "life" body, a characteristic held in common with the plant kingdom. Penetrating the physical and etheric bodies is the "astral" body, instrument of consciousness and emotion, which is shared with the animal kingdom. Penetrating physical, etheric, and astral organisms is the human ego, unique to the human species. The human soul, which mediates between the human spirit and the bodily organism, is endowed with the capacities of thinking, feeling, and will. It is the task of education, from birth to adulthood, to exercise and nurture the human bodily instruments and the soul, to become as responsive, as flexible, and as readily available to the individual human ego as possible. The true fruits of education in childhood come to full expression in the later years of human life. The developmental process underlying Steiner's education is the result of the unfolding of the three supersensible members from birth to the "coming of age" at twenty-one. This process proceeds in three stages of approximately seven years each. During the first phase, from birth to about the seventh year, the etheric or life body gradually penetrates the physical organism, culminating in the change of teeth. The astral, or "soul" body, penetrates the physical/etheric organism approximately from seven to fourteen years, culminating in the reproductive, sexual changes at puberty. And the ego gradually penetrates the physical, etheric, and astral organisms at about twenty-one. Psychologically, this latter culmination manifests in the individual's ability, not only to know, but to know that she/he knows. Consciousness is transformed into self-consciousness. The educational insights arising through this developmental process are characterized in Steiner's pedagogy in the following way: During the first phase (0–7) the child's basic cognitive faculty is imitation. With the change of teeth, a significant portion of the etheric-formative forces that have shaped the child's organism are released and become available to the child as the awakening faculty of imagination. With the physical changes at puberty, a significant portion of the astral forces is freed from the organism and is now available as intellectual cognition and emotional response. During adolescence, the "personality" gradually yields to the "individuality." Language reflects this. Per-sonare means to "sound through." As in Greek drama, in which the god speaks through the mask, personality is the "mask" through which the individual sounds. The individuality is that in the human being which cannot be further divided, is "indivisible." This developmental picture gives rise to Steiner's pedagogical approach in practice. The key to preschool education is imitation, not intellectualization. In these years it is primarily through the imitative will that education occurs. The key to elementary education is learning through imagination–through story, myth, art, narrative, and biography–and doing. In these years, human feeling is the primary focus. And the time to exercise and challenge the intellectual intelligence, human thinking, is primarily in adolescence. The original Waldorf School in Stuttgart began with 253 children in eight grades. It soon grew to be the largest private school in Germany, with more than 1,000 students, through high school. When Hitler came to power in 1933, there were seven Waldorf Schools in Germany, all of which were closed by the National-Socialist government. The Stuttgart school reopened in 1945 under the auspices of the American Occupation Forces in southern Germany. In the early twenty-first century, there are more than 180 Waldorf schools in Germany. The first school in the English-speaking world opened in England in 1925. In 1928, the Rudolf Steiner School opened in New York City. There are 152 Waldorf schools in the United States, Canada, and Mexico, and there are 11 Waldorf teacher training centers. They are represented by the Association of Waldorf Schools of North America (AWSNA). Read more: Rudolf Steiner (1861–1925) - Steiner's Pedagogical Approach - Human, Education, Waldorf, and Physical - StateUniversity.com http://education.stateuniversity.com/pages/2453/Steiner-Rudolf-1861-1925.html#ixzz4pwX4zj5a

JEAN PIAGET

NATIONALITY: SWISS. Jean Piaget was born in Neuchâtel (Switzerland) on August 9, 1896. He died in Geneva on September 16, 1980. http://www.piaget.org/aboutPiaget.html   CONTRIBUTIONS Jean Piaget and Child Psychology: According to Jean Piaget, the understanding thoughts of a child are constructed through a number of channels, which include, listening, reading, experiencing, and exploring the place they live in or the environment they grow up in. The work of Jean Piaget has been labeled as constrictive and interacting. Before the time of Jean Piaget, child psychology was not given that much importance. You can also say that, before the time of Jean Piaget, there was no such thing as child psychology. Most Popular Work by Jean Piaget: One of the most admirable additions to the child psychology by Jean Piaget is his cognitive theory. The four stages of cognitive development is the best-known work model of Piaget. For Piaget, the biological growth also had an extension that was the cognitive growth. Therefore, according to him, this growth is also governed by the same laws and rules that govern the biological growth as well. According to Jean Piaget, the intellectual development of a person controls other developmental aspects of the person such as moral, social, and emotional. The Four Stages of Cognitive Development According to Jean Piaget, children reason and think differently during different times in their lives. Jean Piaget believed that everyone boy or a girl, pass through an invariant sequence. This sequence comprise of four qualitatively distinct stages divided in the life of the person. Although, all children will pass these stages, but the ages at which they pass or enter these stages is still a variable. The four cognitive stages are: Sensorimotor (from birth to two years of age): During this stage, the mental structure of the child is mainly focused towards mastering the concrete objects. Preoperational (from age two to age seven): During this stage, the child masters all the symbols. Concrete (Seven to Eleven years of age): During this stage, children learn about how to reason, and master the classes of numbers and relations. Formal Operation or Abstract Thinking (from eleven years of age and so on): The fourth stage deals with the mastery of the thought. Jean Piaget made considerable contributions to the field of psychology that are still used today. But like all the great people, he also faced a lot of criticism at that time by people who were more comfortable living inside the box. http://www.sciography.com/jean-piaget.htm   "Jean Piaget's Stages of Cognitive Development." Jean Piaget's Stages of Cognitive Development. N.p., n.d. Web. 13 Nov. 2014. Who is Jean Piaget? Sensorimotor Preoperational Concrete Operations Formal Operations 4 Stages of Development: Clinical Method Constructivism Piaget implemented a method of cognitive development, that went deeper than philosophers before him. Schema Main Focus: How the child acquired the knowledge rather than the knowledge itself. Assimilation/Accommodation Hands on Activities. Group Work. Encourages Discovery Learning in the classroom. Teachers must become constructive. Works Cited: Implementing Hands on Activities in the Classroom Piaget discovered that students have difficulty learning new concepts when just being told or lectured. Through his observations, he noticed students who worked with hands-on activities obtained the knowledge more effectively. https://prezi.com/7rt-2z45b6xs/jean-piagets-contributions-to-education/

Lev Vygotsky

NATIONALITY: Russian . Lev Vygotsky was born in Orsha, a city in the western region of the Russian Empire. (November 17, 1896 - June 11, 1934). CONTRIBUTIONS -According to Vygotsky, the zone of proximal development is "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers." Parents and teachers can foster learning by providing educational opportunities that lie within a child's zone of proximal development. Kids can also learn a great deal from peers, so teachers can foster this process by pairing less skilled children with more knowledgeable classmates. -Vygotsky conceived the more knowledgeable other as a person who had greater knowledge and skills than the learner. In many cases, this individual is an adult such as a parent or teacher. Kids also learn a great deal from their interactions with their peers, and children often pay even greater attention to what their friends and classmates know and are doing than they do to the adults in their life. - Lev Vygotsky also suggested that human development results from a dynamic interaction between individuals and society. Through this interaction, children learn gradually and continuously from parent and teachers. This learning, however, can vary from one culture to the next. It is important to note that Vygotsky's theory emphasizes the dynamic nature of this interaction. Society doesn't just impact people; people also affect their society. Vygotsky did not break down development into a series of predetermined stages, as Piaget did. Vygotsky stressed the important role that culture plays, suggesting cultural differences can have a dramatic effect on development. Piaget’s theory suggests that development is largely universal. Vygotsky’s theory heavily stressed the role that language plays in development, something that Piaget largely ignored. Haggbloom, S. J., Warnick, J.E., Jones, V.K., Yarbrough, G.L., Russell, T.M., Borecky, C.M., McGahhey, R....Monte, E. (2002). The 100 most eminent psychologists of the 20th century. Review of General Psychology, 6(2), 139–152. doi:10.1037/1089-2680.6.2.139.

Jerome Bruner

Nationality: American psychologist, was born in New York in 1915. Learning consists essentially of categorization (which occurs to simplify interaction with reality and facilitate action). Categorization is closely related to processes such as information selection, proposition generation, simplification, decision making and construction and hypothesis verification. The apprentice interacts with reality by organizing the inputs according to their own categories, possibly creating new ones, or modifying the preexisting ones. The categories determine different concepts. It is for all this that learning is an active process of association and construction. Bruner distinguishes two processes related to categorization: concept training (concept learning) and concept attainment (identifying properties that determine a category).Bruner argues that the concept formation is a process that occurs more than the concept attainmente in people from 0 to 14 years, whereas the concept attainment happens more than the concept formation from the 15 years. http://pedagogia.mx/jerome-bruner/  

Howard Gardner

Nationality: (Scranton, Pennsylvania, 1943) American psychologist and pedagogue In the theoretical framework of contemporary psychology and pedagogy, Gardner's proposals contained a novel element: the thesis that natural intelligence, measured traditionally by IQ, is not an identical substrate in all individuals. According to this approach, known in academic circles as a theory of multiple intelligences, intelligence constitutes a unique biopsychological basis, in the formation of which combine various aptitudes and abilities that do not always develop to their full potential because of the uniformity of the educational system , Which does not pay sufficient attention to the differential characteristics of the student. Thus Howard Gardner explained in his main work, Structures of the mind: the theory of multiple intelligences (1983). Table 2. Gardner’s Eight Intelligences. Intelligences Description Linguistic An ability to analyze information and create products involving oral and written language such as speeches, books, and memos. LogicalMathematical An ability to develop equations and proofs, make calculations, and solve abstract problems. Spatial An ability to recognize and manipulate large-scale and fine-grained spatial images. Musical An ability to produce, remember, and make meaning of different patterns of sound. Naturalist An ability to identify and distinguish among different types of plants, animals, and weather formations that are found in the natural world.  Bodily-Kinesthetic An ability to use one’s own body to create products or solve problems. Interpersonal An ability to recognize and understand other people’s moods, desires, motivations, and intentions Intrapersonal An ability to recognize and understand his or her own moods, desires, motivations, and intentions https://howardgardner.com/multiple-intelligences/  

CONCLUSION

In conclusion about representatives of modern education its very important say that I believe that there is a considerable degree of consensus on the need to ensure that the highest standards are maintained in education and a determination to improve these contributions that are very essential in the modern education, but without affect nothing of the educators, philosophers and psychologists that giving a long time. Too I note that there are still differences about how you might exactly achieve these objectives, and the particular role of higher education. Nevertheless, I don’t doubt that there is a way will to move forward. I have sought to describe the distinctive contribution that the knowledge of the representatives makes to the training and education to identify the strengths and weaknesses of the current arrangements. I have set out a number of proposals, or areas, where I believe that the role of education might be strengthened or where the current range of functions might be revised to improve the role and contribution of HIM. In view of descriptive map in which this study has been carried out, I recognize that more work needs to be undertaken to evaluate the techniques of teaching that have nowadays. At the same time, I believe that the representatives have considered all the needs of the different types of learning that the pupils have, because not they learn all of the same way. The project has all the necessary that improve the capacity to learn in each student of each level of modern education with the help of the representatives that gives the miss Eli. In conclusion the different authors propose us many theories that we can connect them to the education as well as also thanks to their investigations we can do our own investigations since they themselves refute the ideas of some of its predecessors to be able to find some errors and to see them from another point of View and find our own criteria of using these theories in our own investigations.