She has worked in the Technical Assistance Program of the International Bureau of Education (UNESCO, IBE) and provided support to government representatives for improvement. Quality education” as the intangible of the learning process that inspires to learn and continue learning, and builds towards resilience and acceptance of responsibility towards others. This section presents an overview of the conceptual framework of "Quality Education" for each of the major philosophies/thinkers in an attempt to identify the intangible of the learning process that builds towards resilience and acceptance of responsibility towards others.
The purpose of "Quality Education" in Platonic philosophy is to guide people to make the best use of their logic to perceive the "Form of the Good", that is to become virtuous. In this sense, "Quality education" for Rousseau must be adapted to the prerequisites of the child, since education is directly linked to the perceptions, needs and prior knowledge of each learner. According to Emile, "Quality Education" is meant to be attractive to the learner and to embrace the nature of the child.
Based on his ideas (Kant, 1963, p.16) Kant's purpose of "Quality Education" is to empower disciplined thinking, to acquire a cultivated perspective of the world that would improve civilization and impart moral values. The practical aspects of what "Quality Education" means for Freire are mainly found in the Pedagogy of the Oppressed (Freire, 1972) and the Pedagogy of Indignation (Freire, 2004).
The theories of learning approach
Freire is the founder of critical pedagogy, which has had a profound impact on pre-service and in-service teacher training around the world. His work Pedagogy of the Oppressed stimulated the emergence of comparative and international pedagogical studies. "Quality education" covers for each theory of learning, namely the construction of knowledge in curricula and classrooms, the structure and content of curricula, the role of the educator/teacher, the role of the student, the student-teacher relationship, teaching methodologies, learning and assessment. methods.
In behaviorism learning is understood as the successive approximation of partial target behaviors using reward and punishment. The student's role is mostly passive, as he/she has to practice what the teacher proposes. Behaviorism focuses on the cognitive part of the learner, while it is not clear how behaviorism inspires intrinsic motivation to learn and continue learning.
The teacher observes the student's understanding and mental processes and proceeds accordingly by providing the material adapted to his/her needs. Cognitivism is related to the emotional dimension of the learning process (Goleman, 1995, Ledoux 1996), to the link between motivation and knowledge acquisition (Ashman & Conway, 1997), to the influence of social interactions on learning and on educational policy. (Bruner, 1996, Raeff and Benson 2003) and to the study of neuroscience and learning. Constructivism was expanded to include the concept of “situated cognition and learning” (Brown et al., 1989), which focused on the importance of social impact and the environment and was also called social constructivism.
It combines Freire's concept of education with Dewey's philosophy of education, while also incorporating elements of the Frankfurt School of critical theory. Marx defines critical consciousness in his Dissertation XI on Feuerbach: “The philosophers only interpreted the world in various ways; however, the point is to change it” (Marx. Some of the leading figures strongly associated with Critical Pedagogy include Michael Apple, Henry Giroux, bell brackets, Joe L.
For critical pedagogy theorists, “Quality Education” uses practical classroom examples that adapt and meet the needs of the learning community, students, and teachers. In connectivism, learning occurs as the learner strengthens his/her knowledge by making connections with the knowledge of the other participants in the network (Anderson & Dron, 2011). The figure highlights the role of the learner within each learning theory and clearly shows how these roles are conceptualized differently by the different theories, with a particular emphasis on how each theory builds 'resilience' and 'responsibility'.
Results
An analysis of the ways in which knowledge, teaching, and learning are theorized by philosophers and influential schools of educational thought throughout history points to three salient principles that pertain to the concept of "quality education," as conceptualized in this paper in Terms e. sustainability" and "responsibility towards others". In this sense, the instruction can be characterized as. differentiated", as it adapts to the pace of learning and the needs of the student. Based on the analysis of thinkers' epistemologies and learning theories, would it be possible to speculate whether they would be in favor of integrating digital pedagogy.
In addition, the international large-scale studies on student performance (i.e. Program for International Student Assessment-PISA from the OECD, Trends in International Mathematics and Science Study-TIMSS, Progress in International Reading Literacy Study-PIRLS) and on teachers (i.e. The Teaching and Learning International Survey-TALIS from the OECD) compares and analyzes data on various variables in the education, learning and teaching procedure across the globe. The amount of data about teaching and learning outcomes is getting bigger and bigger, but what about the quality of the learning process. Is it possible to relate the measurable learning outcomes to the quality of the learning process, where there are numerous intangible factors, the most important of which is the quality of human interactions, the existence of which creates internal motives and the resilience to continue learning.
It is likely that Plato, Aristotle, Descartes, Rousseau, Lock, Kant and Freire would oppose some of the ways in which data and networks are used in the learning process, especially if their use compromises the quality of human relationships. Provided that the quality of human interactions was ensured and that there was a deeply trusting relationship based on mutual respect between student and teacher, Plato, Aristotle, Descartes, Kant and Freire would likely embrace the challenges of the digital world for various reasons . It is likely that Plato would advocate data and networks, provided they guide people to make the best use of their logic to perceive the "form of the good".
Freire would favor the spread of the digital tools, provided that learners are actively involved in the search for knowledge and that there is equal access to digital resources around the world. Plato, Aristotle, Descartes, Kant would make an imperative to protect "virtue", "wisdom" and "morality" in the digital world, while Freire would make an imperative for equity. Dewey would embrace connectivism and all the facets of the digital educational world with the belief that they “view education as growth.
Furthermore, it would advocate that knowledge should be shared, as shared knowledge can be transformed into inclusive and awareness-raising pedagogy; and most importantly - when respect for the difference and understanding of the other is preserved, wisdom.
Discussion
It also needs to redress past injustices and existing gaps in educational practices, but it is not just about providing resources. It proposes the model of Human Development and seven skills that promote "humane democracy, sensitive to people, dedicated to promoting opportunities for "life, liberty and the pursuit of happiness". Nussbaum's skills can be an approach to cultivating the ethics of schools in the digital age and ultimately to the defense of "Quality Education"; cultivating an inclusive sensitivity to other cultures and the "other", enlivening a global curiosity and respect for other nations within the classroom, building dynamic relationships between learning practices, technologies and values, emphasizing a sense of shared responsibility to humanity and the importance of personal agency in being active and well-informed about all the factors that define the real and virtual world.
Learn attitudes towards human weakness and helplessness that suggest that weakness is not shameful and that the need for others is not unmanly; teach children not to be ashamed of need and incompleteness, but to see them as opportunities for cooperation and reciprocity. Learn real and true things about other groups (racial, religious and sexual minorities; people with disabilities), to counter stereotypes and the disgust that often accompanies them. Nussbaum's capabilities can also be seen as learning goals for building education systems with "Quality Education", building towards learners' resilience and responsibility towards others in the digital age.
By drinking the conium, Socrates proved by his actions that the truth, humility, and courage that exists in sincere respect for other people's opinions are at the heart of a democratic man. These values also reflect the dynamic of self-reflection that imbues the individual with the strength to do the right thing for the public good and future generations. Can democracy in education be defended and promoted in these complex times by those people who are not conformed to this world and are transformed by the renewal of their minds and the desire to do what is good and right for "the other" ".
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