BULETINUL Universitii Petrol-Gaze din Ploieti

Vol. LXII No. 1A/2010

102-106

Seria tiintele Educaiei

Education and Media in the Postmodern Pedagogy

Ctlina Gabriela Cristea
Universitatea Spiru Haret, Str. Ion Ghica, nr. 13-15, Bucureti e-mail: ushdppd@spiruharet.ro, gabi_cristea2007@yahoo.com

Abstract
The relationship between education and the media in postmodern pedagogy is examined from three perspectives: a) The "new education" that the media as the problem of the contemporary world, b) to broad perspective of education, providing quality media resource non-formal and informal education, c) training methodology that stimulates light treatment media as a method or technique of teaching. This relationship leverages Postmodern Pedagogy for the purposes of education reconstruction teleological and methodological level, axiological and practical.

Key words: media resource non-formal and informal education, new education

Education and the media

Postmodern Pedagogy curriculum paradigm begins by launching the mid-twentieth century. It is closely related to ideas proposed by Ralph Tyler in "Basic principles of curriculum and instruction" [6]. These principles relate to: 1) selection of specific goals and objectives of education and psychological requirements of social content, 2) establish the learning experience of students; 3) organization of activity in terms of methodology, 4) evaluate results according to criteria proposed activity in the first principle. These principles, education is regarded global and open. Given this normative considerations, we can identify more precisely the relationship between education and the media. We will examine the three perspectives that are related to postmodern pedagogy: 1) for new education, 2) to broad perspective of education, 3) training methodology perspective.

The new education

The new education is the particular content published in recent decades as a result of positive and negative effects of industrial and postindustrial society. "New types of content or new education are the answers that UNESCO has proposed emerging issues, serious and planetary-scale integrated CWI called reality" (Contemporary World Issues). These responses "are considered among the most original and effective. They have a practical, interdisciplinary and transdisciplinary. For that were introduced in different ways in the school curriculum by infusion, by modules of study, new educational materials through multidisciplinary synthesis. In summary they are following "new education" / new content:

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environmental education, education for change and development, education for democracy, democratic education, health education, modern education modern housewife [8, p.65-66]. A special place in the "new education" is held "to media education. Her appearance is determined by technological progress of the media giant. Lately it has seen an unprecedented development that combines two seemingly opposite qualities: globality and localism. In other words, print, television, especially cable and satellite television, Internet networks, etc.. send an enormous informational material available to the public. It raises questions of exceptional education, the reception, interpretation and exploitation in the cultural, civic, moral, etc.. Education to media is defined as "receptive attitude correlated with concern the preservation of cultural identity and rejection of violence, aggression and pornography, in other words, the rejection of tenders nonartistics arising from purely commercial interests" [8, p.66]. In our opinion it evolve through the media education and for media. Education through the media is that capitalizes on a non-formal education, but also formally, in lessons, hours of co-ordination of activities of the office, laboratory activities, school workshop activities, new information about science, art, technology, politics, economics, social history, etc.., useful in the education and training-development of the student. Education through the media is by default "for communication education aims not only form a suitable and selective attitude to the information you assail a man in contemporary society, but also the growing sensitivity to cultural values and spiritual meanings life [7, p. 107]. Education through the media and the media is actually a lifelong learning resource. Important is the fact "that the means of mass communication media and training are so educational "New education" should be used more to this exceptional educational resource to the media. Otherwise, the formative function of the media is reduced or even abolished "the proliferation of media products of dubious quality, which negatively affecters moral and aesthetic values of significant groups of the population" [3, p.25]. In conclusion, training resources offered by the media can be exploited to the "new education" from two perspectives: a) within a particular content, promoted as the education in and for the media used by the infusion of information present in any extradidactic educational activities, b) all "new education" promoted and used in disciplinary and interdisciplinary lifelong learning perspective.

Perspective of general forms of education

Educational resources of the media can be recovered in all forms of education. A) In the formal level of education, organized by the rigorous academic program, the media is an updated resource information on any subject of education, particularly in teaching social sciences and humanities. It improves communication skills of teachers, but also the student. B) In the non-formal education, organized outside school, the media can intervene still further: It offers a wide field of pedagogical experimentation, including the promotion of programs, radio, or television with educational purpose, organized the school, but with non-formal arrangements. Is important to delineate the two cases on the relationship between media and forms of education. The media generally can not be integrated into the activities organized on a non-formal education. Radio and television programs, print, information networks, in general, no explicit teaching functions. Their functions and purpose of commercial or political consumption, quiet

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leisure special cultural or teaching. This spontaneous teaching them exercises its influence, which very often are negative in the short term, but mostly medium and long term. Media specialist or specialized programs in education is integrated into the category of nonformal education, complementary to formal education. It includes activities and actions aimed explicitly educational, training programs organized by educators, which supports or complements school or university. In this situation the school radio, educational television, television university information networks that provide a distance education. Here is some programs integrated radio, television, internet "niche" or cultural purpose of dissemination of scientific information from the history, geography, biology, science in general. These educational programs can be recovered in non-formal education, but also in the formal. C) At the level of informal education, the signal sent numerous educational influences spontaneous unorganized accidentally permanent: a) the social environment (family, group of friends, street, neighborhood, local community, etc..), B) media programs Radio, television, non-specialized information networks in education or the dissemination of cultural information (scientific, artistic, technological, religious, etc.) Pedagogical position to informal influences of media should be a realistic, open and appropriate to the context interpretation. Basically, any educator may face two situations: a) the influences are positive because of family or students' guidance for selecting the positive information provided by the media, b) the informal influences are negative, following the reception and even the interiorization information without the cultural and pedagogical value, harmful in terms of formative, short term and especially long term. The report of these cases, educators will adopt two solutions: a) the recovery of the positive information obtained informally, in the effective action of non-formal and formal type b) correcting the negative information obtained informally, through adequate supply of non-formal and formal education quality. Finally have reported specific position paradigm adopted curriculum to informal education conducted by mass media. It is open to formal education, provided by: a) overcoming the limitations and risks of media influences, related to "enormous mass of information volume, but heterogeneous, widely varied and uneven from day to day, from person to person [7, p.232]; b) capitalizing teaching that provides the media, however, significant in some indisputable facts: - the latest information in science, history, politics, religion, economics, technology, art and culture in general are provided by the media, as, for example, "in recent decades, the youth learned basic information on all flights interplanetary, to space, in other areas of ocean life, flora and fauna, etc. Earth first on the way movies and television " [7, p.234]; - Information provided by the media focus values of human creation, experiences lived in different socio-political situations, cultural, economic, religious to broaden knowledge of student and school as learning organization open itself permanently in the report opened a social context.

The perspective of training methodology

As to teaching media is "comprehensive description of official communications and promoted for all organs of sight, sound and audio-visual (press, radio, film, television" [5]. In this example, be added next-generation media, made by computerized resources. All contribute to the improvement of training methodology as techniques, methods or teaching strategies. Thus, the media, the modern and postmodern variants may occur to any teaching method, technique or process as supporting the teaching during lesson communication, direct or indirect

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exploration of reality, practical action (real or simulated), scheduled training (in particular computer-assisted instruction. The media, in a modern or postmodern in its variants may be employed at the training method. A significant example can be seen in the methods of exploration mediated (indirect) of reality, the "demonstration methods. We consider "technical audio-visual demonstration" that "capitalizes virtues of dynamic image / static reality and are joined by the word. Higher pedagogical resource is that "visual images - taken from television, film, video systems, computers, etc.. - Bring the field observation of collective (class), simultaneous and prolonged what is impossible to bring the usual way. Year teaching contexts varied this method allows the demonstration area, the demonstration time, the demonstration movement [1, p.218-220]. Higher educational resources of the media, in particular of the supported digital recovered at teaching strategy. It is a problem that characterizes "education at the border of the millennium" by improving instructional strategies programmed by means of information, the next generation. Thus, the strategy "assisted instruction sequence, leverages the resources of the media promoting: a)" a way of learning to benefit all students, b) a means of articulation of the different categories of values, theories and existing knowledge level and programs, but also at non-formal and informal [7, p.238, 239]. Current developments are recorded in the "methods of rationalization of learning and teaching" which exploit mass-media resources in conditions-based strategy computer training (technology integration), improved the level of: a) computer-assisted instruction (using educational software); b) electronic learning (eLearning), using the Internet, email, etc.. [7, p.296-308].

Conclusions
This relationship leverages Postmodern Pedagogy for the purposes of education reconstruction teleological and methodological level, axiological and practical. Are the resources of higher educational media developed in the postmodern society informational culture, based on knowledge. For the purposes of reconstruction on a teleological, integration of media resources is a general objective of the training curriculum designed in anticipation of lifelong learning. For the purposes of reconstruction at the methodological level, information resources and technological media are recovered in the strategy of computer assisted instruction For the purposes of reconstruction axiological level, information resources of the media will be recovered in relation to landmarks underlying general content of education: good moral (moral education), scientific truth (education rights); truth applied science (technology education), the beautiful (aesthetic education), health (physical education). For the purposes of reconstruction at praxiologic, the media used as sources of information always present in the activities organized in the context of teaching accelerate actions involved in training, teaching-learning-assessment separately and particularly in their interdependence.

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References
1. 2. 3. 4. 5. 6. 7. 8. C e r g h i t , I . - Metode de nvmnt, ediia a IV-a, Editura Polirom, Iai, 2006 C r i s t e a , G . - Pedagogie general, ediia a II-a, Editura Didactic i Pedagogic RA., Bucureti, 2007 C u c u , G . - Educaia i mass-media, Editura Licorna, Bucureti, 2000 P o t o l e a , D . , N e a c u , I . , I u c u , R . B . , P n i o a r , I - O . - Pregtirea psihopedagogic. Manual pentru definitivat i gradul didactic II, Editura Polirom, Iai, 2008 S c h a u b , H . , Z e n k e , K . G . - Dicionar de pedagogie, Editura Polirom, Iai, 2001 T y l e r , R . W . - Basic Principles of Curriculum and Instruction, University of Chicago Press, Chicago, 1949 V i d e a n u , G . - Educaia la frontiera dintre milenii, Editura Didactic i Pedagogic, Bucureti, 1988 V i d e a n u , G . - UNESCO 50 EDUCAIE, Editura Didactic i Pedagogic, RA., Bucureti, 1996

Educaia i media n pedagogia postmodern

Rezumat
Relaia dintre educaie i mass-media n pedagogia postmodern este analizat din trei perspective: a) perspectiva noilor educaii care privete mass-media ca problematic a lumii contemporane; b) perspectiva formelor generale ale educaiei, care ofer mass-mediei calitatea de resurs a educaiei nonformale i informale; c) perspectiva metodologiei instruirii care stimuleaz tratarea mass-mediei ca metod sau tehnic didactic. Pedagogia postmodern valorific aceast relaie n sensul reconstruciei educaiei la nivel teleologic i metodologic, axiologic i pragmatic.

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