Writing and Language Studies Faculty Publications and Presentations

The contemporary educational agenda: Education and reality

Document Type

Conference Proceeding

Publication Date

2020

Abstract

the teachers themselves, as well as for the students. Essential questions of a fundamental educational character arise without any doubt: who do we educate? and where do we educate from? Having in our hands, as teachers, the cognitive destiny of our students, being able to influence their freedom of thought, and forge an ethical framework, are very important aspects, especially when the constructivist educational philosophy, which most reforms have assumed, implies anthropological concepts that influence educational approaches under an eminently humanistic profile, and integrate basic assumptions such as: a) the person is a biological, rational, and social being; b) his cognitive ability is essential; and, c) he has a psychic dimension. The following paper discusses our beliefs and truths towards our students as future generations, and tries to outline the anthropological vision that we have regarding the educational aspects, because without pretending it, we will always be configuring and contrasting the student with models, whose foundations can be determinants for their future. What does a true transformation imply and the philosophical and epistemological absence in contemporary educational currents? Readers interested in this field of education will find also in this article considerable ideas that would help them to understand the transcendence of the mission and the vision in the education of the future as a utopia; the paradigm of pedagogical "Complexity" in postmodern society when it comes to gender from the perspective of beliefs and axiology, and the challenges of the school as an educational institution. They will complement their didactic training and thus make practical decisions that allow them to reach the established objectives.

Publication Title

Education and new developments 2020

DOI

https://doi.org/10.36315/2020end048

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