Educational goal in light of subjective educational theories



Starting this coming from a theoretical problem poses the following question: How can education be a free person ? To answer this question, the owners claimed the trend in education Alchkassani derive their ideas and opinions of the educational philosophies Alvinominologih existential. Due to the large number of scientists who have enriched this e theories, limit ourselves to the worlds first is Carl Rogers Carl.R.Rogers) (1961 As representatives of the main current theories of individualism, and given that "no one can ignore the impact thatRogers practiced on education in Anglo-Saxon and French-speaking communities The latter have been affected since the beginning of the fifties his ideas in education." The second is Constantin fotinas)). 1977  
Before exposure to the goals of Education for d these two worlds, it should be noted that the current theories of individualism, derived his ideas from
Theories of many scientists such as Alexander of Education. Q. Neil (1975.Alexander Sutherland Neil) "Which focused attention on the growth of the independent individual." Not to impose any rules of conduct on thechild, and left him free to choose what helped him to develop his tastes freely. 
In addition to this source, which derives from subjective theories pillars, we find another source is embodied in humanistic psychology, which rejects the inevitability of the relationship between the unconscious and the environment and their role in determining the behaviors of the individual and his actions, and here, researchers presented like Motimr Adler Adler). Motimer 1990 ( And Erich Fromm. Eric Fromm) (1947 Attempts managed to find a third way help them to avoid falling into the bilateral inevitable subconscious and the environment, which led to the establishment of what is termed psychology Alchkassani called Maslow name the third power,the T j indicate the perception is to acquire human love fungal, and in having the ability to achieve the same, by contributing in achieving the good of society.
With regard to learning, Max starts Bajis M. Pagés) (1965. (The first of the brainstorm personalism in France) of his critique of traditional approaches to learning, "which reduce the likelihood of occurrence, if not impossible to make it T". He sees that he must search for an alternative vision for learning, allows a person to choose the maximum extent for the child's psychological, and allows him to be realistic, social, and creative and able to change constantly.
There was issued a third stream, a stream Alchkassani theories of collective action, The work of Kurt LevinLewin) K (1935. Especially with regard to the dynamics of personal actions that have affected the current xSunny Walsh of Education. I find this world to the need to provide learning situations for the child, has the potential to deviate ensure personal goals and to act freely from its own needs and own assessment. And can say that the direction taken by Levin Lewin) (K. In education, emphasizes the educational avoid situations ballasts, and the tendency to provide excellent free educational situations, such as these situations is what helps the child to achieve the growth of his personality.