Summary of LA ESCUELA MODERNA EN MÉXICO

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The YouTube video discusses the school modern Mexican school system, which was initiated by Promovió in the reform of Mexican education. The goal of the school modern movement was to improve the educational conditions of Mexico, and Amadeo Ferré was a key proponent of this movement. However, the school modern movement was ultimately unsuccessful in achieving its goals due to the conservative political dominance at the time.

  • 00:00:00 The video discusses the school modern Mexican school system, which was initiated by Promovió in the reform of Mexican education. The goal of the school modern movement was to improve the educational conditions of Mexico, and Amadeo Ferré was a key proponent of this movement. Holistically, the school modern movement aimed to improve the quality of education for both men and women, and advocated for the rational education of the working class. The school rationalist movement was inaugurated on September 8, 1912, and was directed by Juan Francisco Moncaleano. However, after his speech, members of the anarchist group were learned and never expelled from Mexico. The school modern school system was not able to open its doors at the time due to the political dominance of the conservative forces at the time. However, in 1915, the new government of Álvaro Obregón supported the school modern movement and allowed it to open again in Mexico City. This event marked the re-emergence of the anarchist movement in Mexico. The school modern movement was successful in recruiting members from the working class, but was ultimately unsuccessful in achieving its goals due to the conservative political dominance at the time.
  • 00:05:00 In 1930, Mexico's constitutional amendment changed the role of the Catholic Church in the education system from a "sui generis" institution to a "rationalist" one, which aimed to improve human development through work and not through books. This change marked the start of the idea of making education socialistic, as teachers and administrators began to use learning as a tool to help others, not as a way to enslave them. In 1986, the Buenos Aires school district established specific content for each grade and level in each subject, in a clear, disciplinarian manner, to prepare students for the modern world. However, recent documents do not provide a rigid structure for teachers to follow, leaving the selection of content open to the teacher and student. This change is likely due to the need for schools to take into account different student situations and abilities when teaching, but it also shows the system's impotence in providing measurable and verifiable results from its past students. On the one hand, teachers must keep up with the current educational needs of students by updating their skills and taking into account the subjective perspective of each individual; on the other hand, discipline is gradually losing its power and clarity, as there are as many curriculum designs as there are schools. This ambiguous situation

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