Ilimi mai ci gaba
 Ilimi mai ci gaba | |
|---|---|
academic discipline (en)  , academic major (en) da group action (mul) | |
| Bayanai | |
| Ƙaramin ɓangare na |
pedagogy (en) da karantarwa |
| Participant (en) |
Michael Hines (mul) da Thomas D. Fallace (mul) |
Ilimi mai ci gaba, ko ci gaban ilimi, motsi ne na koyarwa wanda ya fara a ƙarshen ƙarni na 19 kuma ya ci gaba da kasancewa a fannoni daban-daban har zuwa yanzu. A Turai, ilimi mai ci gaba ya ɗauki siffar Sabuwar Motsin Ilimi . Kalmar ci gaba an yi ta ne don bambanta wannan ilimin daga manhajar gargajiya ta ƙarni na 19, wanda ya samo asali ne daga shirye-shiryen gargajiya don jami'ar masana'antu ta farko kuma an bambanta shi sosai ta hanyar aji na zamantakewa . Akasin haka, ilimi mai ci gaba ya samo asali ne daga ƙwarewar zamani, bayan masana'antu. Yawancin shirye-shiryen ilimi mai ci gaba suna da waɗannan halaye iri ɗaya:
- Mayar da hankali kan koyo ta hanyar yin aiki - ayyukan hannu, koyon balaguro, koyo ta hanyar gogewa
- Manhajar manhaja mai hadewa wacce aka mayar da hankali kan sassan jigo
- Mayar da hankali sosai kan warware matsaloli da kuma tunani mai zurfi
- Aikin rukuni da haɓaka ƙwarewar zamantakewa
- Fahimta da aiki a matsayin manufofin ilmantarwa maimakon ilimin da aka saba da shi
- Ayyukan ilmantarwa na haɗin gwiwa da haɗin gwiwa
- Ilimi don alhakin zamantakewa da dimokuradiyya
- Haɗa ayyukan hidimar al'umma da ayyukan ilmantarwa cikin manhajar yau da kullun [1]
- Zaɓin abubuwan da za a tattauna ta hanyar yin tambaya game da ƙwarewar da za a buƙata a cikin al'umma mai zuwa [2]
- Rage fifiko ga littattafan karatu don amfani da albarkatun ilmantarwa daban-daban
- Mayar da hankali kan koyo na rayuwa da ƙwarewar zamantakewa
- Kimantawa ta hanyar kimanta ayyukan yara da ayyukan da suka yi
Tarihi
[gyara sashe | gyara masomin]Ilimi mai ci gaba za a iya samo shi ne daga ayyukan John Locke da Jean-Jacques Rousseau, waɗanda aka san su a matsayin waɗanda suka riga suka samar da ra'ayoyin da masu nazari kamar John Dewey za su ƙirƙira. An ɗauke shi a matsayin ɗaya daga cikin na farko daga cikin masu ilimin falsafa na Burtaniya, Locke ya yi imanin cewa "gaskiya da ilimi ... suna fitowa ne daga lura da gogewa maimakon sarrafa ra'ayoyin da aka yarda da su ko aka bayar". [1] Ya ƙara tattauna buƙatar yara su sami ƙwarewa ta musamman don koyo. Rousseau ya zurfafa wannan tunanin a cikin Emile, ko On Education, inda ya yi jayayya cewa miƙa wuya ga ɗalibai ga malamai da haddace gaskiya ba zai haifar da ilimi ba.
Johann Bernhard Basedow
[gyara sashe | gyara masomin]A Jamus, Johann Bernhard Basedow (1724–1790) ya kafa ƙungiyar agaji a Dessau a shekara ta 1774. Ya ƙirƙiro sabbin hanyoyin koyarwa bisa ga tattaunawa da wasa da yaron, da kuma shirin ci gaban jiki. Nasarar tasa ta kai ga rubuta wani littafi kan hanyoyinsa, "Akan mafi kyawun hanyar koyar da yara masu daraja da ba a sani ba har yanzu".
Kirista Gotthilf Salzmann
[gyara sashe | gyara masomin]Christian Gotthilf Salzmann (1744–1811) shi ne wanda ya kafa cibiyar Schnepfenthal, wata makaranta da aka keɓe ga sabbin hanyoyin ilimi (wanda aka samo asali daga ra'ayoyin Jean-Jacques Rousseau ). Ya rubuta Elements of Moraality, for the Use of Children, ɗaya daga cikin littattafai na farko da Mary Wollstonecraft ta fassara zuwa Turanci.
Manazarta
[gyara sashe | gyara masomin]- ↑ Wade, Rahima (1995-05-01). "Developing Active Citizens: Community Service Learning in Social Studies Teacher Education". The Social Studies. 86 (3): 122–128. doi:10.1080/00377996.1995.9958383.
- ↑ Medhat Fam. "Progressive Education". Academia (in Turanci).