The Influence of Educators, Followers of John Dewey's Educational Thought, in the Chilean School System: Irma Salas, Amanda Labarca, and Darío Salas

Autor/in	Escudero, Jaime Caiceo
Titel	The Influence of Educators, Followers of John Dewey's Educational Thought, in the Chilean School System: Irma Salas, Amanda Labarca, and Darío Salas
Quelle	In: Teachers College Record, 124 (2022) 10, S.134-154 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681221137148
Schlagwörter	Educational Philosophy; Foreign Countries; Educational History; Educational Change; National Curriculum; International Educational Exchange; Social Problems; Problem Solving; Primary Sources; Access to Education; Equal Education; Study Abroad; Catholics; Biographies; Educational Background; Church Role; Elementary Secondary Education; Teacher Role; Chile; New York (New York) + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Ausland; History of education; Bildungsgeschichte; Bildungsreform; Internationaler Austausch; Social problem; Soziales Problem; Problemlösen; Primärquelle; Education; Access; Bildung; Zugang; Bildungszugang; Studies abroad; Auslandsstudium; Katholik; Biography; Biografie; Biographie; Vorbildung; Kirchenbild; Lehrerrolle
Abstract	Background/Context: This article discusses the influence and legacy of three Chilean educators in the country's schooling system during the first half of the 20th century. Focus of Study: Based on the changes that Darío Salas, Irma Salas, and Amanda Labarca promoted in the Latin American country, it explores how the ideas of their teacher John Dewey spread through Chile and endure to this day as part of the national curriculum. The article also debates the impact of cultural exchange between the United States and Chile since the influence in their country extended to social issues, such as the fight for gender equality, the creation of associations, and the improvement of civic engagement participation. Research Design: The study corresponded to historical research and was carried out in Chile based on the bibliographic background of the educators themselves and what the author himself has deepened about them for several years, that is, primary and secondary sources were investigated. Conclusion: The shifts towards secular education, the new experiential methodology, and the universal access to education were the main reforms achieved by the Chilean educators once they held leading positions in the education sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01