Source: Baalya. By Ares González Hueso (05/12/2011)
Life is a maelstrom of emotions, states, relations, situations, etc that hinder us from making a comprehensive understanding of what is happening. This same is happening in the classroom, there are so many aspects that we find it hard to set up the reality. Today we propose you a new look that addresses the diversity and individuality in order to give meaning to the reality that we have every day in the classroom.
We have to mean the figure of Edgar Morin, philosopher and French sociologist who, throughout his career he has gone about reconstructing their own knowledge, incorporating and transforming multiple looks. Today we can speak of the Paradigm of Complexity to explain, to a certain extent, the human dynamics. And from him, we want to highlight three aspects that should change the educational reality:
- Diversity: life has a multitude of ways, and the collective must promote this fact. By doing so we encourage the creativity and the inclusion in the classroom. The education should have the capacity to generate spaces of security and support that generate the overview necessary for the development of cognitive, emotional and physical. Reconciling itself to the multiple capacities of the human being.
- Self-organization: the collective must be able to manage your development with a margin of freedom that allows them to be self-employed. We need to generate dynamic self-organizing that can lead the student to be autonomous and responsible of the dynamics of the classroom.
- Cooperation: we have spent many years working individually. Today we know that the development is generated in the interaction of different selves that create a network of common growth.
“The critical point of success of the new generation is the leadership on the team, so it generates everything,” Angelica Olvera
“The combination of these three principles is of extraordinary richness. Any excess of control, thinking that it will increase the effectiveness and the success, and/or that he allowed the trap of over-simplification, […] will decrease the possibilities of a harmonious development”.1 This leads us to a great reflection to the teachers.
Morin, speaking of doing a restructuring in the education for this new century and according to his words, “what this reorganization does not refer to the act of teaching, but the struggle against the defects of the system, each time bigger. For example, the teaching of separate disciplines, and without any intercommunication produces a fragmentation and a dispersion that prevents us from seeing things more and more important in the world. There are problems, the central and fundamental that they remain completely ignored or forgotten, and which, however, are important to any society and any culture.”
And that is why we offer the 7 knowledge necessary for the education of the future:
1. Recognize the blind spots of knowledge: the error and the illusion
The education must understand the characteristics of a plurality of human beings and allow the error and illusion as part of the knowledge. Know the process of acquiring it, should be need first to face the new challenges.
2. The principles of the relevant knowledge
We are full of knowledge fragmented that we are not capable of binding to anything. We need to generate methods that facilitate the understanding of the relationships and intricacies of what we learn to be able to contextualize it into something more global sense.
3. Teaching the human condition
The education of the future should accompany to know the individual identity of the human being and at the same time the membership of the human collective. That is to say, we must look at the student/to by that brings about physical, biological, psychic, cultural, social and historically and which, therefore, makes it unique but at the same time to accompany him humbly to the recognition of the identity common to all other human beings.
4. Teach the identity planetary
This is to put the feet on the ground and just as we speak of a single identity and another common. Extend the look to an identity earthly that help us to recognize the crisis that is now suffering, and work to teach the intersolidaridad between the parts of the world.
5. To face the uncertainties
We are in a world that science has built through small certainties that at once have revealed to us countless fields of uncertainty. They must teach to prepare our minds to expect the unexpected and be able to deal with it.
6. The teaching of the understanding
The understanding is absent in the classroom, when in reality it is a means and an end of human communication. The understanding should serve us to be able to look and nod to the reality of the other building, the more secure basis of Peace education.
7. Ethics of the human race:
The moral lessons may not conform to an ethic. Should be formed with the awareness that the human being is an individual, part of a society and at the same time a part of the species. Taking into account these three aspects, we generate an ethic of personal, social and earthly that opens up new possibilities of community.
After all of this information, perhaps we should stop and give us a space to reflect on this: reread and delve more deeply into these points so extensive that I have tried to summarize (the free book is in the bibliography).
Without doubt, educating from these principles, it will generate people who are prepared for a new future.
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Acknowledgements:
Carles Parellada and Mercè Worth with his words and visions inspire me to reach new horizons every day.
Reference sources:
- Olvera, Angelica; Traveset, Mercè; Parellada1, Carles. (2011): Tuning the looks: solutions in a loving and brief conflicts between the school and the family. Mexico, Grupo CUDEC.
- Morin, Edgar. (2001). The seven knowledge necessary to the education of the future. Bueno Aires, New Vision. Free copy by UNESCO on this link.
- Sátiro, Angélica. (2005). The education of the TWENTY-first century: Ethics, values and creativity. Palma de Mallorca, Cicle de conferències: “L’educació al segle xxi”. Link.
- Romero Pérez, Clara. (2003). Paradigm of complexity, models and scientific knowledge of education. Huelva, Research Group @gora. University of Huelva. Link.
- Bonil, J., & Sanmartí, N. & Thomas, C. & Pujol, RM.(2004). A new framework to guide responses to the social dynamics: the paradigm of complexity. Barcelona, article from the journal, Research in the school no. 53. Link.