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- Gougoulakis, Petros, 1958-
(författare)
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"Didactics" for the Socially Vulnerable : What, how and why
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As suggested by the title of this paper, we are attempting a reflective approach to education as a means of emancipation and disciplination, inclusion and exclusion, reproduction and development. What should be the content of education of people belonging to marginalized groups? Through what processes are educative goals and learning activities being formed and selected? How are the role and the discourse of this target group defined in teaching practice? We are identifying the didactics of the vulnerable through the prism of a theoretical model about Paideia (Culture / Education, / “Bildung”) with clear references to the values behind the Swedish tradition of Popular Education reflected on the case of contemporary Greece. The popular education tradition in Sweden is characterized by free, voluntary learning based on the principles of equality, democratic dialogue, participation and, most importantly, respect towards the dignity of others. Educational practices inspired by the vision for a «veritable» Education can lay the foundations upon which trust in fellow human beings and social institutions are built. The relation between interpersonal trust, social solidarity and social cohesion is an established one, whereas the true education remains the object of a perpetual quest.
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| 2. |
- Gougoulakis, Petros, 1958-
(författare)
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Educación y empleabilidad : Sobre las competencias del profesor técnico- profesional desde una perspectiva sueca
- 2014
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Ingår i: Paideia. Revista de educación. - 0716-4815. ; :55, s. 35-69
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Tidskriftsartikel (refereegranskat)abstract
- La educación escolar, incluida la educación y la formación técnico-profesional, es hoy una política de alta prioridad en todo el mundo y cuestión de posiciona-miento de diferentes visiones de mundo y exigencias del poder. En Suecia, el discurso escolar recuerda por su intensidad el debate de los años posteriores a la Segunda Guerra Mundial, cuando la reforma del sistema escolar era parte de un proyecto político para una sociedad mejor basada en la democracia, la justicia social y la libertad individual. Al proporcionar educación general para todos los niños en un sistema financiado públicamente, el país se transformó en una socie-dad de bienestar inclusivo. En una escuela que todo lo abarca los niños de todos los grupos sociales serían socializados y aprenderían de y sobre los demás. El objetivo era la educación para la democracia, responsabilidad, y el desarrollo de las habilidades de cada uno para la participación activa en la sociedad y el trabajo. La investigación educativa actual sugiere claramente que la experiencia de los profesores es de importancia decisiva para la calidad de la educación y el apren-dizaje de los estudiantes. Pero, ¿qué es lo que realmente significa ser un maestro competente? ¿Qué se espera de una persona para hacer frente a ese aprendizaje? Y no menos importante: ¿Cómo se llega a ser un maestro competente? En este artículo se intenta poner de relieve las características, habilidades y actitudes que los profesores técnico-profesionales deben poseer y utilizar en una era de rápida movilidad y de cambios. Los diferentes discursos sobre las habilidades y cualifi-caciones necesarias hoy y en el futuro constituyen la base teórica y analítica del presente artículo.
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| 3. |
- Gougoulakis, Petros, 1958-, et al.
(författare)
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Popular education in times of societal transformation - A Swedish perspective
- 2012
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Ingår i: Australian Journal of Adult Learning. - 1443-1394. ; 52:2, s. 237-256
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this philosophical and historical position paper is to discuss the ways in which Popular Education — folkbildning — as contributed to the social transformation of Sweden through self-directed and collaborative educational practices. One of our premises is that individual transformative learning, fostered by folkbildning, has contributed to a collective transformation of Swedish society since the late 1890s and laid the ground for a modern and coherent society with a high level of trust among its citizens.
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| 4. |
- Gougoulakis, Petros, 1958-
(författare)
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Popular Education Movement and Social Transformation
- 2012
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Ingår i: ADULT EDUCATION / ΕΚΠΑΙΔΕΥΣΗ ΕΝΗΛΙΚΩΝ. - 1109-9941. ; 27, s. 41-58
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Tidskriftsartikel (refereegranskat)abstract
- This paper attempts to outline the Swedish Popular Adult Education (hereafter Folkbildning) as a cultural movement, as it moulds and emerges from the bosom of the social movements of the 19th century in Sweden. Folkbildning is approached in the light of an evolutionary model of the social movements, under which its phases of development are outlined throughout the 20th century until today. The presentation and the analysis are focusing on the qualitative changes which take place in the pedagogical orientation, and the various organizational structures in the course of time, as an outcome of the collaboration and the power relations between (a) Folkbildning and Social Movements, and (b) Folkbildning and the State.Particular attention is given to the pedagogical aims of Folkbildning, as they aspire after social transformation, and the specific forms of organization and coordination of the learning processes, adopted as a means of collective action for progressive social change and cultural evolution.The presentation of the Swedish Folkbildning phenomenon report is completed with a presentation of some concluding remarks about its main characteristics. The question posed for discussion is whether the Swedish tradition and experience of Folkbildning encompasses universal values that may form the basis of inspiration, and even diffusion, of similar grassroots educational activities in countries with different socio-political traditions.
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| 5. |
- Gougoulakis, Petros, 1958-
(författare)
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Quality for Adult Educators?
- 2010
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Ingår i: <em>Communication, Collaboration and Creativity. </em>. - Odense : University Press of Southern Denmark. - 9788776745035 ; , s. 117-145.
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Bokkapitel (refereegranskat)abstract
- Starting point for this paper is the current discourse relating to quality and professional development (professionalization) of teachers and trainers, with particular focus on the vastly diverse and multifaceted field of adult education. The issues discussed are closely connected to a project initiated by the German Institute of Adult Education in 2005 - “Qualifying the Actors in Adult and Continuing Education (Q-ACT)”. Designed to utilize the concepts of the Delphi Method, the Q-ACT is undertaken in several European countries with the aim of answering the research guestion: Which core competencies should be included in a comprehensive (that is covering all different fields of Adult and Continuing Education) qualification frame for teachers in Adult and Continuing Education? Underlying principles in mentioned discourse and project are examined from a Swedish popular education perspective along with the following guestions: What kind of competences or key qualifications is reasonable to require from an adult educator today? Is it feasible to consider a frame of core competences for all sorts of adult educators comparable and compatible within the emerging European-wide education area? What are the possibilities and what are the risks behind a process of standardizing the qualifications of adult educators? Over the time, the field of adult and continuing education have quantitatively expanded, being a priority area of considerable societal investments in learning and competences, in order to encounter the demands of life long learning in contemporary societies. Compared with the formal school system, relatively little attention has been paid on the qualifications needed by the staff to successfully perform their tasks in relation to the qualitative improvement of adult learning activities. The questions in this paper are highlighted from the Swedish adult education point of view supplemented with some reflections and comments, which the expert panel expressed during the initial phase of Q-Act project´s implementation inSweden. The review also makes an effort to critically examine the contemporary education policy discourse by the possible consequences for non-formal adult education when a thinking influenced from a market oriented vocabulary will have an impact on its realm.
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