Institutional pedagogy is a practice of education that is centered on two factors: 1. the complexity of the learner, and the "unconscious" that the educator brings to the classroom. This unconscious is another name for the diversity of social, economic, cultural and other unspoken elements that an educator interacts with in an institutional setting; and 2. the role of the institution in the process of intervening in both those psycho-social factors and in what is known by a student.
But even more than this, as conceived by its founder, Fernand Oury, Institutional Pedagogy is a constant calling into question of the institutional context itself. Thus the classroom is never a presupposed and static setting. The movement of Institutional Pedagody is thus in direct opposition to the prevailing trends of education prior to the late 1960s, almost all of which tended to homogenize socio-cultural differences amongst learners, psycho-social factors in learning and most important the presence of the "unconscious" in the classroom itself.
Thus the use of 'institution' in Institutional Pedagogy is broader than in its more colloquial sense. To Oury the institution could be defined as: "the places, moments, status of each according to his/her level of performance, that is to say according to his/her potentialities, the functions (services, posts, responsibilities), roles (president, secretary), diverse meetings (team captains, different levels of classes, etc.), and the rituals that maintain their efficacy."
institutional, pedagogy, practice, education, that, centered, factors, complexity, learner, unconscious, that, educator, brings, classroom, this, unconscious, another, name, diversity, social, economic, cultural, other, unspoken, elements, that, educator, inte. Institutional pedagogy is a practice of education that is centered on two factors 1 the complexity of the learner and the unconscious that the educator brings to the classroom This unconscious is another name for the diversity of social economic cultural and other unspoken elements that an educator interacts with in an institutional setting and 2 the role of the institution in the process of intervening in both those psycho social factors and in what is known by a student But even more than this as conceived by its founder Fernand Oury Institutional Pedagogy is a constant calling into question of the institutional context itself Thus the classroom is never a presupposed and static setting The movement of Institutional Pedagody is thus in direct opposition to the prevailing trends of education prior to the late 1960s almost all of which tended to homogenize socio cultural differences amongst learners psycho social factors in learning and most important the presence of the unconscious in the classroom itself Thus the use of institution in Institutional Pedagogy is broader than in its more colloquial sense To Oury the institution could be defined as the places moments status of each according to his her level of performance that is to say according to his her potentialities the functions services posts responsibilities roles president secretary diverse meetings team captains different levels of classes etc and the rituals that maintain their efficacy See also editPopular education Institutional psychotherapyBibliography editOury Fernand and Aida Vasquez Vers une pedagogie institutionnelle Maspero 1968 Felix Guattari L intervention institutionnelle Payot 1980 Rene Laffitte Groupe TFPI Memento de Pedagogie Institutionnelle Faire de la classe un milieu educatif Matrice 1999 Jacques Pain Pedagogie institutionnelle et formation Micropolis 1982 Jacques Pain La pedagogie institutionnelle d intervention Matrice 1993 Francoise Thebaudin Fernand Oury Pedagogie Institutionnelle Mise en place et pratique des institutions dans la classe Matrice 1996 nbsp This article about philosophy of education is a stub You can help Wikipedia by expanding it vte Retrieved from https en wikipedia org w index php title Institutional pedagogy amp oldid 1205552318, wikipedia, wiki, book, books, library,
