The importance of horizontal family in education.
The importance of horizontal family in education.
One of the most interesting debates of today have as its main actor the family education, on the one hand, there are vehement believers of the vertical system, which is the most traditional which works as a company: the parents are the bosses and the children are the workers, who obey. Indications and orders are given vertically and often with the only argument that an emphatic "because I say so". On the other hand, there are those who practice the horizontal system, in which from a young age children are made to think and take part in their discipline, in this system, they are explained and given to choose, deciding in consensus. Of course, there will be times when it is not so simple and other times when it will be necessary to be categorical, but they will only be exceptions to the rule. (Mendoza Burgos, 2021)
So development cannot be human if it is not humane and, therefore, there is no human development if it is not integral and sustainable. Ramos (2011) says it his way:
Integral and sustainable human development cannot be just the content of the training. It must constitute the references for coexistence, the development of participatory processes, intersubjective relations, the promotion of dignity and the debate and reflection on the elements that touch us and concern us in the university [and in the school] as a social field of culture production. (p. 143)
During the development of our children there are two fundamental spaces for growth and socialization. The first of these is the family, where learning basic functions, such as speaking and eating, as well as learning the values and standards of conduct that will guide your future, takes place.
Certainly, the importance of the family in the upbringing of the child is transcendent. Students develop effectively if they feel supported both in their school and at home. If infants perceive an interest in identifying their doubts and ideas at home, they are more easily given to learning, they are more encouraged to participate in classes and extracurricular activities.
The role of the family in education becomes important, clearly, when it is understood that children receive an emotional education, mainly from their parents. From the family, as a starting point, the child is taught to face the emotions lived daily, such as anger, joy, frustration, and love. These learnings, once assimilated, are practiced in external situations such as school.
Another function of the family in education is to instill the values that the child needs. In school, these are reinforced and practiced so that they can be maintained in the long term. Therefore, the union between the educational establishment and the family is a priority for value learning. Undoubtedly, a family school is ideal, since it proposes the participation of parents and enhances the role of the family in education, achieving a positive relationship between parents and the educational establishment
If the family and the school form a team, the child will benefit doubly, forming a young person confident and prepared to get involved in their community. Undoubtedly, the importance of the family in education in these aspects is transcendental: it is one of the necessary parts to form emotionally healthy adults prepared to face their futures.
Finally, the question is whether parents do not lose some authority in the horizontal education system, as an answer, we can say that perhaps in appearance a little, for those who understand authority as "power to do or decide" because, in this type of education, the children will question more, in addition to demanding greater doses of time and delivery. But we must conceive that this is the misconception of authority, for authority is, above all, reason, experience, and wisdom, and if the children understand why we are right, they will not question our authority, on the contrary, they will trust it. We must bear in mind that the route to reach our children is good communication, and sometimes take a little risk, and if they are still wrong, they will have understood perfectly why the parents were right. It may even happen that they are not wrong and show us that parents are the wrong ones. This is another positive point of the horizontal system; that not only them, but parents can learn from their children. With the vertical education system, on the other hand, it will work while the children are still young, but there is a very great risk, especially when the children are already older. They will try to place parents in the submissive situation to which they were subjected before and more so if they have been less successful than their children are being. Since we have in mind the "because I say it" teaches nothing, and if the children do not learn anything, they will try to break chains and impose their misguided criteria as soon as they have the opportunity.
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