Greening the Media Literacy: Towards A 21st Century Pedagogy
Education and Media in the Postmodern Pedagogy
Transcript of Education and Media in the Postmodern Pedagogy
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BULETINUL
Universitii Petrol-Gaze din Ploieti
Vol. LXII
No. 1A/2010102-106 Seria tiintele Educaiei
Education and Media in the Postmodern Pedagogy
Ctlina Gabriela Cristea
Universitatea Spiru Haret, Str. Ion Ghica, nr. 13-15, Bucuretie-mail: [email protected], [email protected]
Abstract
The relationship between education and the media in postmodern pedagogy is examined from threeperspectives: a) The "new education" that the media as the problem of the contemporary world, b) tobroad perspective of education, providing quality media resource non-formal and informal education, c)training methodology that stimulates light treatment media as a method or technique of teaching. Thisrelationship leverages Postmodern Pedagogy for the purposes of education reconstruction teleologicaland methodological level, axiological and practical.
Key words: media resource non-formal and informal education, new education
Education and the media
Postmodern Pedagogy curriculum paradigm begins by launching the mid-twentieth century. It is
closely related to ideas proposed by Ralph Tyler in "Basic principles of curriculum and
instruction" [6]. These principles relate to: 1) selection of specific goals and objectives of
education and psychological requirements of social content, 2) establish the learning experience
of students; 3) organization of activity in terms of methodology, 4) evaluate results according to
criteria proposed activity in the first principle.
These principles, education is regarded global and open. Given this normative considerations,
we can identify more precisely the relationship between education and the media. We will
examine the three perspectives that are related to postmodern pedagogy: 1) forneweducation,
2) to broad perspective of education, 3) training methodology perspective.
The new educationThe new education is theparticular contentpublished in recent decades as a result of positive
and negative effects ofindustrial and postindustrial society.
"New types of content or new education are the answers that UNESCO has proposed emerging
issues, serious and planetary-scale integrated CWIcalled reality" (Contemporary World Issues).
These responses "are considered among the most original and effective. They have a practical,
interdisciplinary and transdisciplinary. For that were introduced in different ways in the school
curriculum by infusion, by modules of study, new educational materials through
multidisciplinary synthesis. In summary they are following "new education" / new content:
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Ctlina Gabriela Cristea 103
environmental education, education for change and development, education for democracy,
democratic education, health education, modern education modern housewife [8, p.65-66].
A special place in the "new education" is held " to media education. Her appearance is
determined by technological progress of the media giant. Lately it has seen an unprecedented
development that combines two seemingly opposite qualities: globality and localism. In otherwords, print, television, especially cable and satellite television, Internet networks, etc.. send an
enormous informational material available to the public. It raises questions of exceptional
education, the reception, interpretation and exploitation in the cultural, civic, moral, etc..
Education to media is defined as "receptive attitude correlated with concern the preservation of
cultural identity and rejection of violence, aggression and pornography, in other words, the
rejection of tenders nonartistics arising from purely commercial interests" [8, p.66]. In our
opinion it evolve through the media education and for media.
Education through the media is that capitalizes on a non-formal education, but also formally, in
lessons, hours of co-ordination of activities of the office, laboratory activities, school workshop
activities, new information about science, art, technology, politics, economics, social history,
etc.., useful in the education and training-development of the student.
Education through the media is by default "for communication education aims not only form a
suitable and selective attitude to the information you assail a man in contemporary society, but
also the growing sensitivity to cultural values and spiritual meanings life [7, p. 107].
Education through the media and the media is actually a lifelong learning resource. Important is
the fact "that the means of mass communication media and training are so educational "New
education" should be used more to this exceptional educational resource to the media.
Otherwise, the formative function of the media is reduced or even abolished "the proliferation of
media products of dubious quality, which negatively affecters moral and aesthetic values of
significant groups of the population" [3, p.25].
In conclusion, training resources offered by the media can be exploited to the "new education"from two perspectives: a) within a particular content, promoted as the education in and for the
media used by the infusion of information present in any extradidactic educational activities, b)
all "new education" promoted and used in disciplinary and interdisciplinary lifelong learning
perspective.
Perspective of general forms of education
Educational resources of the media can be recovered in all forms of education.
A) In theformal level of education, organized by the rigorous academic program, the media is
an updated resource information on any subject of education, particularly in teaching socialsciences and humanities. It improves communication skills of teachers, but also the student.
B) In the non-formal education, organized outside school, the media can intervene still further:
It offers a wide field of pedagogical experimentation, including the promotion of programs,
radio, or television with educational purpose, organized the school, but with non-formal
arrangements.
Is important to delineate the two cases on the relationship between media and forms of
education.
The media generally can not be integrated into the activities organized on a non-formal
education. Radio and television programs, print, information networks, in general, no explicit
teaching functions. Their functions and purpose of commercial or political consumption, quiet
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leisure special cultural or teaching. This spontaneous teaching them exercises its influence,
which very often are negative in the short term, but mostly medium and long term.
Media specialist or specialized programs in education is integrated into the category of non-
formal education, complementary to formal education. It includes activities and actions aimed
explicitly educational, training programs organized by educators, which supports orcomplements school or university. In this situation the school radio, educational television,
television university information networks that provide a distance education. Here is some
programs integrated radio, television, internet "niche" or cultural purpose of dissemination of
scientific information from the history, geography, biology, science in general. These
educational programs can be recovered in non-formal education, but also in the formal.
C) At the level of informal education, the signal sent numerous educational influences
spontaneous unorganized accidentally permanent: a) the social environment (family, group of
friends, street, neighborhood, local community, etc..), B) media programs Radio, television,
non-specialized information networks in education or the dissemination of cultural information
(scientific, artistic, technological, religious, etc.)
Pedagogical position to informal influences of media should be a realistic, open and appropriate
to the context interpretation. Basically, any educator may face two situations: a) the influences
are positive because of family or students' guidance for selecting the positive information
provided by the media, b) the informal influences are negative, following the reception and even
the interiorization information without the cultural and pedagogical value, harmful in terms of
formative, short term and especially long term. The report of these cases, educators will adopt
two solutions: a) the recovery of the positive information obtained informally, in the effective
action of non-formal and formal type b) correcting the negative information obtained
informally, through adequate supply ofnon-formal and formal education quality.
Finally have reported specific position paradigm adopted curriculum to informal education
conducted by mass media. It is open to formal education, provided by:
a) overcoming the limitations and risks of media influences, related to "enormous mass of
information volume, but heterogeneous, widely varied and uneven from day to day, from person
to person [7, p.232];
b) capitalizing teaching that provides the media, however, significant in some indisputable facts:
- the latest information in science, history, politics, religion, economics, technology, art and
culture in general are provided by the media, as, for example, "in recent decades, the youth
learned basic information on all flights interplanetary, to space, in other areas of ocean life, flora
and fauna, etc. Earth first on the way movies and television " [7, p.234];
- Information provided by the media focus values of human creation, experiences lived in
different socio-political situations, cultural, economic, religious to broaden knowledge of
student and school as learning organization open itself permanently in the report opened a social
context.
The perspective of training methodology
As to teaching media is "comprehensive description of official communications and promoted
for all organs of sight, sound and audio-visual (press, radio, film, television" [5]. In this
example, be added next-generation media, made by computerized resources. All contribute to
the improvement of training methodology as techniques, methods or teaching strategies.
Thus, the media, the modern and postmodern variants may occur to any teaching method,
technique or process as supporting the teaching during lesson communication, direct or indirect
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exploration of reality, practical action (real or simulated), scheduled training (in particular
computer-assisted instruction.
The media, in a modern or postmodern in its variants may be employed at the training method.
A significant example can be seen in the methods of exploration mediated (indirect) of reality,
the "demonstration methods. We consider "technical audio-visual demonstration" that"capitalizes virtues of dynamic image / static reality and are joined by the word. Higher
pedagogical resource is that "visual images - taken from television, film, video systems,
computers, etc.. - Bring the field observation of collective (class), simultaneous and prolonged
what is impossible to bring the usual way. Year teaching contexts varied this method allows the
demonstration area, the demonstration time, the demonstration movement [1, p.218-220].
Higher educational resources of the media, in particular of the supported digital recovered at
teaching strategy. It is a problem that characterizes "education at the border of the millennium"
by improving instructional strategies programmed by means of information, the next generation.
Thus, the strategy "assisted instruction sequence, leverages the resources of the media
promoting: a)" a way of learning to benefit all students, b) a means of articulation of the
different categories of values, theories and existing knowledge level and programs, but also atnon-formal and informal [7, p.238, 239].
Current developments are recorded in the "methods of rationalization of learning and teaching"
which exploit mass-media resources in conditions-based strategy computer training (technology
integration), improved the level of: a) computer-assisted instruction (using educational
software); b) electronic learning (eLearning), using the Internet, email, etc.. [7, p.296-308].
Conclusions
This relationship leverages Postmodern Pedagogy for the purposes of education reconstruction
teleological and methodological level, axiological and practical. Are the resources of higher
educational media developed in the postmodern society informational culture, based on
knowledge.
For the purposes ofreconstruction on a teleological, integration of media resources is a general
objective of the training curriculum designedin anticipation of lifelong learning.
For the purposes of reconstruction at the methodologicallevel, information resources and
technological media are recovered in the strategy of computer assisted instruction
For the purposes ofreconstruction axiologicallevel, information resources of the media will be
recovered in relation to landmarks underlying general content of education: good moral (moral
education), scientific truth (education rights); truth applied science (technology education), the
beautiful (aesthetic education), health (physical education).
For the purposes of reconstruction atpraxiologic, the media used as sources of information
always present in the activities organized in the context of teaching accelerate actions involved
in training, teaching-learning-assessmentseparately and particularly in their interdependence.
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References
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psihopedagogic. Manual pentru definitivati gradul didactic II, Editura Polirom, Iai, 20085. S c h a u b , H . , Z e n k e , K . G . - Dicionar de pedagogie, Editura Polirom, Iai, 20016. T y l e r , R . W . - Basic Principles of Curriculum and Instruction, University of Chicago Press,
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Educaia i media n pedagogia postmodern
Rezumat
Relaia dintre educaie i mass-media n pedagogia postmodern este analizat din trei perspective:a) perspectiva noilor educaii care privete mass-media ca problematic a lumii contemporane;
b) perspectiva formelor generale ale educaiei, care ofer mass-mediei calitatea de resurs a educaieinonformalei informale;c) perspectiva metodologiei instruirii care stimuleaz tratarea mass-mediei ca metod sau tehnicdidactic.Pedagogia postmodern valorific aceast relaie n sensul reconstruciei educaiei la nivel teleologic imetodologic, axiologici pragmatic.
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