Institutional pedagogy
Encyclopedia
Institutional pedagogy is a practice of education
that is centered on two factors: 1. the complexity of the learner, and the "unconscious
" that he or she 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."
Education
Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts...
that is centered on two factors: 1. the complexity of the learner, and the "unconscious
Unconscious mind
The unconscious mind is a term coined by the 18th century German romantic philosopher Friedrich Schelling and later introduced into English by the poet and essayist Samuel Taylor Coleridge...
" that he or she 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
Fernand Oury
Fernand Oury was a pedagogue and creator of modern French schooling, recommending a "school of the people", where the children are no longer the passive ones "taught", but the people with a whole share in managing their training and the everyday life of their classes...
, 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
Institution
An institution is any structure or mechanism of social order and cooperation governing the behavior of a set of individuals within a given human community...
' 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."