{"id":20581,"date":"2024-10-21T13:05:49","date_gmt":"2024-10-21T11:05:49","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=20581"},"modified":"2024-10-21T13:06:23","modified_gmt":"2024-10-21T11:06:23","slug":"la-educacion-es-otra-historia","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/la-educacion-es-otra-historia\/","title":{"rendered":"La educaci\u00f3n es otra historia"},"content":{"rendered":"

La educaci\u00f3n es otra historia<\/em><\/h1>\n

Usando la historia para comprender mejor la educaci\u00f3n actual<\/em><\/p>\n

\"\"
Editorial Gra\u00f3\u00a0<\/span><\/figcaption><\/figure>\n

License Creative Commons <\/a><\/p>\n

\"\"<\/strong><\/p>\n

 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/p>\n

 <\/p>\n

On the History of Education. Understanding and comprehending the past of education is essential for improving the present<\/h2>\n

In the preface to La<\/em> educaci\u00f3n es otra \u00a0historia<\/em> (Garc\u00eda Doval, 2023:12), H\u00e9ctor Ruiz asserts that “an education informed by evidence is not solely nourished by neuroscience or psychology; rather, other disciplines can also contribute to it from complementary perspectives”. This insight becomes especially pertinent when considering the role of history, as F\u00e1tima Garc\u00eda Doval<\/strong> adeptly illustrates in her latest work.<\/p>\n

Having previously struck a chord with her book Psicomitos: Una cr\u00edtica a la psicolog\u00eda no cient\u00edfica<\/em> (Garc\u00eda Doval, 2022), in which she unveiled the deceptions and fallacies inherent in pseudoscientific approaches such as neuro-linguistic programming and psychoanalysis\u2014both of which are prevalent in the contemporary self-help culture that infiltrates unsuspecting educators\u2014Garc\u00eda Doval now exhibits her talent for clear, engaging prose and incisive synthesis in this exploration of\u00a0 educational history. The book is a result of painstaking research and thoughtful curation, skilfully distilling complex and diverse subjects into key insights within the limitations of a single volume.<\/p>\n

Garc\u00eda Doval skilfully weaves together two interrelated narratives: the personal history of the educator, who reflects on their experiences as a student and its influence on their professional practice, and the broader historical trajectory of education in human societies, shaped by both biological factors and the evolution of fundamental technologies such as writing, printing, television, and the internet. In both instances, Garc\u00eda Doval challenges the reader to reject the deterministic cycles of the past and resist the allure of technological Kondratiev waves that shape educational trends in a commercialised sector.<\/p>\n

The book offers a feast for the senses: an evolutionary perspective that thoughtfully examines the pedagogical capacities of various species, whether related to humans or not; a feminist analysis that shines a light on the often-overlooked role of women in education, and a timely reflection on the pervasive impact of technology in the classroom. Garc\u00eda Doval also tackles the social issues of racial segregation and discrimination within educational contexts. Her writing, brimming with vivid sensory detail, evokes smoky campfire stories, the feel of cuneiform tablets and the scent of ink and chalk dust in a classroom filled with students just returned from recess. Throughout her pages, the writer exudes a unique educational commitment, achieving a delicate balance between reason and emotion that is often challenging to attain in teaching.<\/p>\n

Moreover, Garc\u00eda Doval does not shy away from controversial subjects, such as the history of project-based learning\u2014a topic she addresses with brevity and neutrality compared to other subsequent analyses (see Garc\u00eda and Galindo, 2024)\u2014the complexities surrounding disability, and the needs for inclusive practices in the classroom. She also traces the evolution towards orthographic standardisation, revealing insights that will surprise many readers, especially as some historical missteps continue to cast a long shadow over the educational landscape of the twenty-first century.<\/p>\n

In conclusion, this work stands as another valuable contribution to the Gra\u00f3 collection Educaci\u00f3n basada en evidencias<\/em>, a series that has become essential for educators. By using history to gain a deeper understanding of their daily experiences, educators are better equipped to understand why there is a concerted effort to keep them caught up in the daily whirlpool, preoccupied with bureaucratic obligations, and, crucially, diverted from the political decisions that truly matter.<\/p>\n

\n

Title<\/strong>: La educaci\u00f3n es otra historia. Usando la historia para comprender mejor la educaci\u00f3n actual<\/a>.<\/em><\/p>\n

Author<\/strong>: F\u00e1tima Garc\u00eda Doval<\/p>\n

ISBN<\/strong>: 978-84-19788-75-7<\/p>\n

Publisher<\/strong>: Gra\u00f3. ISTF.<\/p>\n

Language<\/strong>: Spanish<\/p>\n

Number of pages<\/strong>: 226<\/p>\n

Publication date<\/strong>: november, 2023<\/p>\n

\n

References<\/strong>:<\/p>\n

– Garc\u00eda Doval, F\u00e1tima M\u00aa. (2023). La educaci\u00f3n es otra historia. <\/em>Barcelona: Gra\u00f3. ISTF.<\/p>\n

– Garc\u00eda Doval, F\u00e1tima M\u00aa. (2022). Psicomitos. Una cr\u00edtica a la psicolog\u00eda no cient\u00edfica. <\/em>Barcelona: Prisanoticias-<\/p>\n

EMSE EDAPP.<\/p>\n

– Garc\u00eda Fern\u00e1ndez, Olga y Galindo Ferr\u00e1ndez, Enrique (2024). Aprendizaje Basado en Proyectos. Un aprendizaje basura para el proletariado. <\/em>Madrid: Akal.<\/p>\n

\n

Source:\u00a0educational EVIDENCE<\/strong><\/p>\n

Rights:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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