Some Issues Concerning Values in Measuring Achievements in Education

Open access

Abstract

Introduction:This study analyzes the mode of value transmission and those set of values that promote the measurement of educational outcomes.

Purpose:The focus of this contribution is to discover helpful guidelines for a set of educational values.

Methods:In the present study, we applied source analysis as a traditional research method in the philosophy of education.

Conclusion:We would like to point out that education is the observation, consideration and formation of needs and, at the same time, pedagogy is at least as a regulating as a descriptive kind of an activity. The ideal educational system of methods and objectives are neither open nor closed, it only contains elements that provide possibilities for the individual to fulfill requirements in quantity and quality according to their aptitude. On the other hand, it assures forming behavior and socialization simultaneously.

Bábosik, I. (2000). Az iskola nevelési hatékonyságának mutatói. Új pedagógiai szemle, 50(4), 3-11.

Bábosik, I., Borosán L., Hunyady Gy., M. Nádasi, M., & Schaffhauser F. (2011). Pedagógia az iskolában. Budapest: ELTE Eötvös.

Dilthey, W. (1888). Möglichkeit einer allgemeingültigen pädagogischen Wissenschaft. In (1962) Gesammelte Schriften. Band VI., Die Geistige Welt 2. Hälfte. Stuttgart/Göttingen: Vandenhoek und Ruprecht.

Freire, P. (2005). Pedagogy of the oppressed. London: Continuum.

Hanan, A. A. (2008). What is common about common schooling? Rational autonomy and moral agency in liberal democratic education. Journal of Philosophy of Education, 41(4), 609-624. doi: 10.1111/j.1467-9752.2007.00592.x

Hanan, A. A. (2016). What is critical about critical pedagogy? Conflicting conceptions of criticism in the curriculum. Educational Philosophy and Theory, 50(10), 903-916. doi: 10.1080/00131857.2016.1228519

Jozek, M. (2015). Interpersonal communication in the process of value formation. Acta Technologica Dubnicae, 4(2), 36-42. doi: 10.1515/atd-2015-0004

Krek, J., & Zabel, B. (2017). Why there is no education ethics without principles. Educational Philosophy and Theory, 49(3), 284-293. doi: 10.1080/00131857.2016.1217188

McLaren, P. (2015). Life in Schools. An Introduction to Critical Pedagogy in the Foundations of Education. New York: Routledge.

Mészáros, Gy. (2015). Beilleszkedésre nevelünk?: A társadalmi normák szerepe, változó normák, a normák elnyomó dimenziója, a normakritikus pedagógia. In K. N. Kollár & N. Rapos, (Eds.), A társas, társadalmi viszonyok (pp. 13-20). Budapest: ELTE Eötvös.

Oelkers, J. (2000). Democracy and education: About the future of a problem. In J. Oelkers & H. Rhyn (Eds.), Dewey and European Education (pp. 3-19). Dordrecht: Springer. doi: 10.1007/978-94-011-4185-7

Penalva, J. (2014). The non-theoretical view on educational theory: Scientific, epistemological and methodological assumptions. Journal of Philosophy of Education, 48(3), 400-415. doi: 10.1111/1467-9752.12087

Ruhloff, J. (1979). Das ungelöste Normproblem der Pädagogik. Eine Einführung. Heidelberg: Quelle und Weyr.

Sáska, G. (2006). Az oktatási ideológiák változékonyságáról: a 19. és a 20. századi liberális oktatáspolitikák. Új pedagógiai szemle, 56(10), 36-55.

Trencsényi, L., & Nagy, Á. (2016). Tanórán innen, iskolán túl: a szociálpedagógiai gondolat létjogosultsága. Iskolakultúra 26(10), 81-97. doi: 10.17543/ISKKULT.2016.10.81

Vajda, Zs. (2014). A gyermek pszichológiai fejlődése. Budapest: Saxum.

Journal Information

Metrics

All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 86 86 28
PDF Downloads 56 56 11