La educación y su conceptualización como técnica autónoma: un análisis a partir de la obra de Jacques Ellul
Palabras clave:
Técnica, educación, Jacques Ellul, tecnologización, Nueva Educación
Resumen
En este artículo retomamos las ideas de Jacques Ellul en el contexto de tecnologización de la educación. Tomamos como referencia para el análisis el libro titulado La Technique ou l'Enjeu du siècle. La idea de partida de este trabajo de Ellul es que las sociedades iniciaron en la segunda mitad del siglo XX un periodo histórico bajo el dominio de la técnica. En clave educativa, es posible observar una deriva hacia la racionalización, sistematización y secuenciación de los procesos de enseñanza y aprendizaje, bajo la premisa de que la educación puede ser conceptualizada como una técnica autónoma.
Citas
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BOYLES, D. y KLINE, K. (2018). On the Technology Fetish in Education: Ellul, Baudrillard, and the End of Humanity. Philosophical Studies in Education, 49, 58-66.
BREHONY, K. (2001). From the particular to the general, the continuous to the discontinuous: progressive education revisited. History of Education, 30, 5, 413-432. doi: https://doi.org/10.1080/00467600110064717
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COSTA, A. L. y LOWERY, L. F. (1989). Techniques for teaching thinking. London: Routledge.
CUBAN, L. (1986). Teacher and Machines: Classroom use of Technology Since 1920. Nueva York: Teachers Colleges, Columbia University.
CUBAN, L. y JANDRIC, P. (2015). The dubious promise of educational technologies: Historical patterns and future challenges. E-Learning and Digital Media, 12, 3-4, 425-439. doi: 10.1177/2042753015579978
CUESTA, R. (2005). Felices y escolarizados. Crítica de la escuela en la era del capitalismo. Barcelona: Octaedro.
COHEN, S. (1999). Challenging Orthodoxies: Toward a New Cultural History of Education. New York: P. Lang.
DELORS, J. (1996). Learning: the treasure within. Paris: UNESCO.
DERRIDA, J. (2002). La Universidad sin condición. Madrid: Trotta.
ELLUL, J. (1964). The Technological Society. Toronto: Vintage Books.
ELLUL, J. (1985). The Humiliation of the Word. Estados Unidos: Eerdmans.
ELLUL, J. (2004). Perspectives on Our Age. Toronto: House of Anansi Press.
ERMENC, K. S.; VUJISIĆ, N. Z.; SPASENOVIĆ, V. (2015). Theory, Practice and Competences in the Study of Pedagogy--Views of Ljubljana and Belgrade University Teachers. Center for Educational Policy Studies Journal, 5, 2, 35-55.
FRIESEN, N. y OSGUTHORPE, R. (2017). Tact and the pedagogical triangle: the authenticity of teachers in relation. Teaching and Teacher Education, 70, 255-264. Doi: http://dx.doi.org/10.1016/j.tate.2017.11.023
GARCÍA CARRASCO, J. (1983). La Ciencia de la Educación. Pedagogos ¿Para qué? Madrid: Santillana.
GILL, D. W. (2016). “Introduction to Jacques Ellul’s Life and Though”. En ELLUL, J. (2016) Presence in the Modern World (pp. 107-112). Eugene, Oregon: Cascade.
GOODMAN, P. (2012). Growing Up Absurd. Problems of Youth in the Organized Society. Nueva York: New York Review Books classics.
HENRY, C. J. (1995). Education, Technology, and Human Values: Ellul and the Construction of and Ethic of Resistance. Bulletin of Science, Technology & Society, 15, 2-3, 87-91, doi: https://doi.org/10.1177/027046769501500206
ILLICH, I. y SANDERS, B. (1988). ABC: The Alphabetization of the Popular Mind. Estados Unidos: Marian Boyars.
ILLICH, I (1991). In the Mirror of the Past. Lectures and addresses 1978-1990. Estados Unidos: Marian Boyars.
ILLICH, I. y CAYLEY, D. (2013). Conversaciones con Ivan Illich. Un arqueólogo de la modernidad. Madrid: Enclave de libros.
IGELMO ZALDÍVAR, J. y QUIROGA UCEDA, P. (2019). La pedagogía ligera en tiempo hipermodernos. El homeschooling, las escuelas Waldorf y la nueva pedagogía ignaciana. Teoría de la Educación, 30, 1, 75-94, doi: http://dx.doi.org/10.14201/teoredu3017594
KENKLIES, K. (2012) Educational Theory as Topological Rhetoric: The Concepts of Pedagogy of Johann Friedrich Herbart and Friedrich Schleiermacher. Studies in Philosophy of Education, 31, 265-273. Doi: 10.1007/s11217-012-9287-6
KOCHHAR, S. K. (1985). Methods and Techniques of Teaching. Nueva Delhi: Sterling.
LAHAV, R. (1973). Futurology and Education: Four Futurologist and Their Theories of Education. The Journal of Educational Thought, 7, 1, 48-64.
LERENA, C. (2005). Reprimir y Liberar. Crítica sociológica de la educación y de la cultura contemporánea. Madrid: Akal.
MAINER, J. (2009). La forja de un campo profesional: pedagogía y didáctica de las ciencias sociales en España (1900-1970). Madrid: CSIC.
MARIN, L.; MASSCHELEIN, J. y SIMONS, M. (2017). Page, text and screen in the university: Revisiting the Illich hypothesis. Educational Philosophy and Theory, 50. 1, 49-60. doi: https://doi.org/10.1080/00131857.2017.1323624
MUMFORD, L. (2020). Técnica y civilización. Logroño: Pepitas de Calabaza.
PINAR, W. (2019). Educationalization as technologization. En BRUNO-JOFRÉ, R. (ed.). Educationalization and its complexities. Religion, politics and technology (pp. 239-253). Canadá: University of Toronto Press.
SENNETT, R. (1997). El artesano. Barcelona: Anagrama.
STONE, L. (2006). From Technologization to Totalization in Education Research: US Graduate Training, Methodology, and Critique. Journal of Philosphy of Education, 40, 4, 527-545. doi: https://doi.org/10.1111/j.1467-9752.2006.00530.x
TRÖHLER, D. y ROHSTOCK, A. (2014). “From the Sacred Nation to the Unified Globe: Changing Leitmotifs in Teacher Training in the Western World, 1870-2010”. En BRUNO-JOFRÉ, R. y JOHNSTON, J. S. (eds.) (2014). Teacher Education in a Transnational World (pp. 111-130). Toronto: University of Toronto Press.
WORLD BANK (2011). Learning for all. Investing in People’s Knowledge and Skills to Promote Development. Washington DC: World Bank.
BLYTH, A. (2010). From individuality to character: The Herbartian sociology applied to education. British Journal of Educational Studies, 29, 1, 69-79. doi: https://doi.org/10.1080/00071005.1981.9973586
BOYLES, D. y KLINE, K. (2018). On the Technology Fetish in Education: Ellul, Baudrillard, and the End of Humanity. Philosophical Studies in Education, 49, 58-66.
BREHONY, K. (2001). From the particular to the general, the continuous to the discontinuous: progressive education revisited. History of Education, 30, 5, 413-432. doi: https://doi.org/10.1080/00467600110064717
BREHONY, K. (2009). Transforming theories of childhood and early childhood education: child study and the empirical assault on Froebelian rationalism. Paedagogica Historica, 45, 4-5, pp. 585-604. doi: https://doi.org/10.1080/00309230903100965
BROOKFIELD, S. D. (2015). The Skillful Teacher: on Technique, Trust, and Responsiveness in the Classroom. Estados Unidos: Jossey-Bass.
BRUNO-JOFRÉ, R. e IGELMO ZALDÍVAR, J. (2012). Ivan Illich's Late Critique of Deschooling Society: “I Was Largely Barking Up the Wrong Tree”. Educational Theory, 62, 5, 573-592. doi: https://doi.org/10.1111/j.1741-5446.2012.00464.x
COSTA, A. L. y LOWERY, L. F. (1989). Techniques for teaching thinking. London: Routledge.
CUBAN, L. (1986). Teacher and Machines: Classroom use of Technology Since 1920. Nueva York: Teachers Colleges, Columbia University.
CUBAN, L. y JANDRIC, P. (2015). The dubious promise of educational technologies: Historical patterns and future challenges. E-Learning and Digital Media, 12, 3-4, 425-439. doi: 10.1177/2042753015579978
CUESTA, R. (2005). Felices y escolarizados. Crítica de la escuela en la era del capitalismo. Barcelona: Octaedro.
COHEN, S. (1999). Challenging Orthodoxies: Toward a New Cultural History of Education. New York: P. Lang.
DELORS, J. (1996). Learning: the treasure within. Paris: UNESCO.
DERRIDA, J. (2002). La Universidad sin condición. Madrid: Trotta.
ELLUL, J. (1964). The Technological Society. Toronto: Vintage Books.
ELLUL, J. (1985). The Humiliation of the Word. Estados Unidos: Eerdmans.
ELLUL, J. (2004). Perspectives on Our Age. Toronto: House of Anansi Press.
ERMENC, K. S.; VUJISIĆ, N. Z.; SPASENOVIĆ, V. (2015). Theory, Practice and Competences in the Study of Pedagogy--Views of Ljubljana and Belgrade University Teachers. Center for Educational Policy Studies Journal, 5, 2, 35-55.
FRIESEN, N. y OSGUTHORPE, R. (2017). Tact and the pedagogical triangle: the authenticity of teachers in relation. Teaching and Teacher Education, 70, 255-264. Doi: http://dx.doi.org/10.1016/j.tate.2017.11.023
GARCÍA CARRASCO, J. (1983). La Ciencia de la Educación. Pedagogos ¿Para qué? Madrid: Santillana.
GILL, D. W. (2016). “Introduction to Jacques Ellul’s Life and Though”. En ELLUL, J. (2016) Presence in the Modern World (pp. 107-112). Eugene, Oregon: Cascade.
GOODMAN, P. (2012). Growing Up Absurd. Problems of Youth in the Organized Society. Nueva York: New York Review Books classics.
HENRY, C. J. (1995). Education, Technology, and Human Values: Ellul and the Construction of and Ethic of Resistance. Bulletin of Science, Technology & Society, 15, 2-3, 87-91, doi: https://doi.org/10.1177/027046769501500206
ILLICH, I. y SANDERS, B. (1988). ABC: The Alphabetization of the Popular Mind. Estados Unidos: Marian Boyars.
ILLICH, I (1991). In the Mirror of the Past. Lectures and addresses 1978-1990. Estados Unidos: Marian Boyars.
ILLICH, I. y CAYLEY, D. (2013). Conversaciones con Ivan Illich. Un arqueólogo de la modernidad. Madrid: Enclave de libros.
IGELMO ZALDÍVAR, J. y QUIROGA UCEDA, P. (2019). La pedagogía ligera en tiempo hipermodernos. El homeschooling, las escuelas Waldorf y la nueva pedagogía ignaciana. Teoría de la Educación, 30, 1, 75-94, doi: http://dx.doi.org/10.14201/teoredu3017594
KENKLIES, K. (2012) Educational Theory as Topological Rhetoric: The Concepts of Pedagogy of Johann Friedrich Herbart and Friedrich Schleiermacher. Studies in Philosophy of Education, 31, 265-273. Doi: 10.1007/s11217-012-9287-6
KOCHHAR, S. K. (1985). Methods and Techniques of Teaching. Nueva Delhi: Sterling.
LAHAV, R. (1973). Futurology and Education: Four Futurologist and Their Theories of Education. The Journal of Educational Thought, 7, 1, 48-64.
LERENA, C. (2005). Reprimir y Liberar. Crítica sociológica de la educación y de la cultura contemporánea. Madrid: Akal.
MAINER, J. (2009). La forja de un campo profesional: pedagogía y didáctica de las ciencias sociales en España (1900-1970). Madrid: CSIC.
MARIN, L.; MASSCHELEIN, J. y SIMONS, M. (2017). Page, text and screen in the university: Revisiting the Illich hypothesis. Educational Philosophy and Theory, 50. 1, 49-60. doi: https://doi.org/10.1080/00131857.2017.1323624
MUMFORD, L. (2020). Técnica y civilización. Logroño: Pepitas de Calabaza.
PINAR, W. (2019). Educationalization as technologization. En BRUNO-JOFRÉ, R. (ed.). Educationalization and its complexities. Religion, politics and technology (pp. 239-253). Canadá: University of Toronto Press.
SENNETT, R. (1997). El artesano. Barcelona: Anagrama.
STONE, L. (2006). From Technologization to Totalization in Education Research: US Graduate Training, Methodology, and Critique. Journal of Philosphy of Education, 40, 4, 527-545. doi: https://doi.org/10.1111/j.1467-9752.2006.00530.x
TRÖHLER, D. y ROHSTOCK, A. (2014). “From the Sacred Nation to the Unified Globe: Changing Leitmotifs in Teacher Training in the Western World, 1870-2010”. En BRUNO-JOFRÉ, R. y JOHNSTON, J. S. (eds.) (2014). Teacher Education in a Transnational World (pp. 111-130). Toronto: University of Toronto Press.
WORLD BANK (2011). Learning for all. Investing in People’s Knowledge and Skills to Promote Development. Washington DC: World Bank.
Publicado
2021-12-17
Cómo citar
IGELMO ZALDÍVAR, J., JOVER OLMEDA, G., & QUIROGA UCEDA, P. (2021). La educación y su conceptualización como técnica autónoma: un análisis a partir de la obra de Jacques Ellul . Utopía Y Praxis Latinoamericana, 27(96), e5790260. Recuperado a partir de https://produccioncientificaluz.org/index.php/utopia/article/view/e5790260
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Derechos de autor 2022 Jon IGELMO ZALDÍVAR, Gonzalo JOVER OLMEDA, Patricia QUIROGA UCEDA
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