Comparative analysis of educational approaches in the age of globalization: Educational tenets and consequent models.

Document Type : Research Paper

Authors

1 PhD Student in Educational Psychology, Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 Assistant Professor, Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

3 Assistant Professor, Department of Philosophy of Education, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

Abstract

Globalization is rapidly affecting various dimensions of societies, including education. In this regard, there are numerous global models and educational tenets experiencing confrontation. Undoubtedly, the mechanism and consequences of this confrontation are of paramount importance. The purpose of this paper is to clarify the models and systems of education existing in the age of globalization. Accordingly, the present study, based on a comparative-analytical method, is to introduce the global models of education, to discuss each of educational tenets, goals, and methods, and lastly, to contrast them with one another. The human capital model, founded on the neoliberalism, pursues the goal of economic productivity through lifelong learning and experiential methods. The progressive model dealing with personal and social problems employs the project method and the scientific method as the basis of the development of global education. The critical model with the aim of social justice adopts the critical dialogue method. Educating people adherents to a specific religion with the emphasis on spirituality is the goal of the religious model. Finally, the indigenous model with the commitment to native language and culture transfers the accumulated cultural and historical knowledge to the next generation.

Keywords

References

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