Preliminary Reflections to Think Training of Trainers in the Modern University: New Look and New Dialogs from the Perspective of Complexity
| Autor principal: | |
|---|---|
| Formato: | Online |
| Idioma: | spa eng |
| Publicado: |
Universidad Nacional, Costa Rica
2017
|
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7593 |
| id |
EDUCARE7593 |
|---|---|
| record_format |
ojs |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Electrónica Educare |
| language |
spa eng |
| format |
Online |
| author |
Ferrada-Sullivan, Jorge |
| spellingShingle |
Ferrada-Sullivan, Jorge Preliminary Reflections to Think Training of Trainers in the Modern University: New Look and New Dialogs from the Perspective of Complexity |
| author_facet |
Ferrada-Sullivan, Jorge |
| author_sort |
Ferrada-Sullivan, Jorge |
| title |
Preliminary Reflections to Think Training of Trainers in the Modern University: New Look and New Dialogs from the Perspective of Complexity |
| title_short |
Preliminary Reflections to Think Training of Trainers in the Modern University: New Look and New Dialogs from the Perspective of Complexity |
| title_full |
Preliminary Reflections to Think Training of Trainers in the Modern University: New Look and New Dialogs from the Perspective of Complexity |
| title_fullStr |
Preliminary Reflections to Think Training of Trainers in the Modern University: New Look and New Dialogs from the Perspective of Complexity |
| title_full_unstemmed |
Preliminary Reflections to Think Training of Trainers in the Modern University: New Look and New Dialogs from the Perspective of Complexity |
| title_sort |
preliminary reflections to think training of trainers in the modern university: new look and new dialogs from the perspective of complexity |
| title_alt |
Reflexiones preliminares para pensar la formación de formadores en la universidad moderna: Nuevas miradas y nuevos diálogos desde la complejidad |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2017 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7593 |
| work_keys_str_mv |
AT ferradasullivanjorge preliminaryreflectionstothinktrainingoftrainersinthemodernuniversitynewlookandnewdialogsfromtheperspectiveofcomplexity AT ferradasullivanjorge reflexionespreliminaresparapensarlaformaciondeformadoresenlauniversidadmodernanuevasmiradasynuevosdialogosdesdelacomplejidad |
| _version_ |
1805405834914562048 |
| spelling |
EDUCARE75932022-08-02T23:24:11Z Preliminary Reflections to Think Training of Trainers in the Modern University: New Look and New Dialogs from the Perspective of Complexity Reflexiones preliminares para pensar la formación de formadores en la universidad moderna: Nuevas miradas y nuevos diálogos desde la complejidad Ferrada-Sullivan, Jorge Complex thought pedagogical principles pedagogical subject multidimensionality action-reflection contemporary critical pedagogy. Pensamiento complejo principios pedagógicos sujeto pedagógico multidimensionalidad acción-reflexión pedagogía crítica contemporánea. This article reflects on the epistemological principles underlying Morin’s complex thought in their relation with the formative and pedagogical processes in Chilean classrooms. The paper theme aims to relate the direct connection between the fundamental notions of the concept of complexity and the evaluation of certain active methodological principles enhancing the reflexivity and the students’ experience. The three basal and pedagogical assumptions of such connection are based on relations of dialog with the contextual diversity in the recursivity of the experience and in the hologramatic principle of knowledge. The purpose of the text is based on the presentation of critical arguments that allow tensioning the traditional ways of teaching and learning within the educational spaces. Conceptually, the notion of complexity allows the discussion with the educational tradition and with elements of change for a practical reflexivity on formative processes. These processes carry and imply new cognitive landscapes about teaching. The learning experience, the creative autonomy and the current context will be key foundations for future systemic transformations. Finally, a set of recommendations are proposed to implement active methodological actions that could be used in the various educational spaces in Chile. Con este artículo se pretende reflexionar sobre los principios epistemológicos que sustentan el pensamiento complejo Morin en su relación con los procesos formativos y pedagógicos al interior de las aulas chilenas. La trayectoria temática del texto pretende relacionar la vinculación directa entre las nociones fundamentales de la complejidad y la valoración de ciertos principios metodológicos activos que potencien la reflexividad y la experiencia del estudiantado. Los tres supuestos pedagógicos y basales de dicho vínculo se sustentan en las relaciones de diálogo con la diversidad contextual, en la recursividad de la experiencia y en el principio hologramático del conocimiento. El propósito del texto queda sustentado en la presentación de una serie de argumentos críticos que permitan tensionar las formas tradicionales de enseñanza y aprendizaje al interior de los espacios educativos. Conceptualmente la noción de complejidad permite discutir con la tradición educativa y con elementos de cambio para una reflexividad práctica en torno a los procesos formativos que portan y comportan nuevos paisajes cognitivos en torno a la enseñanza. La experiencia del aprendizaje, la autonomía creativa y el contexto actual serán fundamentos claves para futuras transformaciones sistémicas. Finalmente, se propone un conjunto de recomendaciones para la puesta activa de acciones metodológicas que podrían utilizarse en los diversos espacios educativos de Chile. Universidad Nacional, Costa Rica 2017-04-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article articulo artigo application/pdf text/html image/jpeg audio/mpeg audio/mpeg application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7593 10.15359/ree.21-2.21 Revista Electrónica Educare; Vol. 21 No. 2 (2017): Educare Electronic Journal (May-August); 1-17 Revista Electrónica Educare; Vol. 21 Núm. 2 (2017): Revista Electrónica Educare (mayo-agosto); 1-17 Revista Electrónica Educare; v. 21 n. 2 (2017): Educare Electronic Journal (May-August); 1-17 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7593/16591 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7593/10874 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7593/10875 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7593/10876 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7593/10877 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7593/11468 Copyright (c) 2017 Revista Electrónica Educare |