Belmex

ISSUE NO.1

FEBRUARY 2016

Postmodernism Pillars of Education Knowledge society Seven complex lessons for the future by Morin Pedagogical Model Competency- Based training (CBT) Educational Competence Elements of Planning

Page

01

Introduction

02

Postmodernism

03

Relationship between the pillars of education for the knowledge society and the seven complex lessons for the future by Morin

05

Features of Paradigm, regulations, trend and model

09

Relationship between the five elements of the cognitive social teaching and competency-based training (CBT)

10

Genesis of educational competency

11

Characteristics of complex competencies: use and domain

12 Approaches and models of competences 13 Aspects and structure of competences 14

Elements of planning competency

15

Conclusion

16

Reflective questions

17

Reference

The crisis in education is a manifestation of the urgent need to change the Pedagogical models. Great theoretical who contributed with important pedagogical models today are beginning to be inadequate and overwhelmed by the new society in which we live, on the one hand it is a society of uncertainty, Of chaos , of the detachment, new ways of understanding the events and time and space in that it occur, but at that the same time it is a society of knowledge the creativity, the innovation and the possibility of overcoming the complexity of this new way of living.

Postmodernism is a reaction to modernism and is based on the view that society has entered in a new phase causing a crisis of change

and

uncertainty

to

educate individuals. As a result, postmodernism in education is a paradigm that challenges how we

learn

knowledge Therefore, educator

and in

appreciate our

lives.

postmodernist must

emphasize

diversity and heterodoxy; reject hierarchical

relationships

between educators and learner; recognize and value emotions, attitudes, and inclinations; and emphasize

critique

and

deconstruction of all theories and social practices.

The four pillars of learning were established by UNESCO which are the fundamental principles for reshaping education such as learning to know, learning to do, learning to be and learning to live together. As a result, from the four pillars of education the six pillars ‘knowledge society’ was set forth for a cognitive society such as learning to know, learn to want and feel , learning to do, learn to live with , learning to be and Learning about knowing , willing, and feeling. Therefore, from our present perception of knowledge society, it is of interest to emphasize the role of the knowledge society in future development of human society. The life support systems are essential

pillars

of

human

society

development. In this respect knowledge society represents a new paradigm for future development and it is strongly correlated to sustainable development. For this reason the sustainability paradigm of knowledge society is a potential frame for human society development leading to social cohesion, economic competitiveness and stability, use of resources

and

economic

development,

safeguarding biodiversity and the ecosystem.

Moreover, if we want the earth to be able to meet the needs of its human population, society must undergo a transformation. Thus, tomorrow’s world must be fundamentally different than the one we know today.

We must therefore work toward building a “feasible future.” Democracy, equality and social justice, and peace and harmony with our natural environment: these must be the key words for this future world. In this context, UNESCO asked Edgar Morin to express his ideas in the very essence of future education, under the theme of "Complex Thought." In the context of his vision of “Complex Thought”, Edgar Morin’s essay was published

by UNESCO as a contribution to the international debate on how to redirect education towards sustainable development. As a result, Edgar Morin presented seven key principles which he considers necessary for future education which are error and illusion, pertinent knowledge, human condition, earth Identity, confronting uncertainties, understanding each other and ethics for the human genere. Finally, the relationship that exists between the pillars of education, pillars of knowledge society and the seven complex lessons for the future is to educate individuals to be competent in our society not only to develop knowledge and skills, likewise create values that allow an optimal development of the person.

The paradigms are systems of ideas or beliefs shared by a group determined to be true while another system capable of sustaining its own validity. Examples: belief in fate, the positivist conception of science, the quality of the watches.

The term paradigm is applied to two different senses; on the one hand, it means the entire constellation of beliefs, values, techniques etc., shared by the members of a given community; and on the other hand, denotes a kind of element of such constellation, the concrete solutions to problems which, employed as models or examples, may replace explicit rules as a basis for the solution of the remaining problems of normal science.

A paradigm is what members of a community share and, conversely, a scientific community consists of people who share a paradigm.

A paradigm is basically known for the following characteristics: It is an Idea (s), belief (s), or behavior (s) rooted and accepted a priori as true.

It shares a community with a large number of members.

It is usually formed in a considerable period of time It isn't easy to change with a new because of the resistance that generates Can have a theoretical or ideological sustenance.

In pedagogy, is usually applied the term paradigm approach, model or educational stream who enjoys or has enjoyed broad acceptance and application in a socially recognized educational system.

Regulation (corriente) is a line of pedagogical

thinking,

innovative

character, which is in the process of research,

systematization

validation. The

currents

are

and strong

education trends, which do not have yet the

structuring

of

a

model,

the

foundation of an approach or the extent of a paradigm, but wining adepts among educators and creating own school.

Regulations (corriente) represent a vast movement of essential ideas about education, which includes trends. They study education prevalent forms over time.

They are great educational, pedagogical itineraries that have been historically developed to respond to the problems and challenges of each era.

A Regulation (corriente) is characterized by the following features: Do not have a well-defined curriculum structure Is in the process of experimentation Attracts followers, especially among intellectuals Is the basis to some teaching models Is more cyclical that structural while it becomes a model or approach

A trend is a boost, an aspiration, a desire, an inclination towards something. In education, the trend is a new educational perspective that complements, enhances or modifies a paradigm, an approach, a model or an educational current. In its inception it is weaker than a regulation, but it can develop more quickly due to its

strong

socio-cultural

roots. The

trends

expressed the social demands in education and the most significant advances in the educational research of the art.

A trend is easily discovered because: It has No tradition or teaching position Is more a medium- and long-term than immediate reality project It belongs to the prospective research It is sectioned into groups or countries.

Character of the more generalized trends Trends of perennial character (focus on transcendence) Trends of performable character or positivist (focus on performance or product successfully) Trends hermeneutics or historicist (focus on the interpretation of the other) • critical trend (focuses on social change)

A model is a scheme or pattern representative of a psychological or educational theory. The educational models are then historical-cultural forms of realization or materialization of an approach, a regulation or a paradigm.

It is a simplified fact, object, phenomenon, process, carried out in order to describe, explain and predict. It is a human construction used to learn, investigate and communicate. The models focus their attention on specific aspects of the system and are associated with images or representations.

A pedagogical model differs from other educational forms in the following aspects: It is more concrete and focused on an approach Typically derives from a pedagogical approach, although it can also come from a current or a pedagogical trend.

Is more oriented to the proposed curriculum to the educational conception Loses force faster, unless it becomes a paradigm or is based on an approach of scientific strength.

Resists integration with a different model.

The

five

aspects

development, teacher

/

of

Curriculum

student,

and

teaching content,

are

goal,

Relation

Methodology

and

Assessment. The interrelation between the five aspects on the pedagogical model and the competency-based training (CBT) is that both contribute to the provide students with values which they can use to reason and understand, complex situations. Since, the pedagogical model Social cognitive, inspires a curriculum that provides content and values for students to improve the community in social reconstruction of the same order, and promote a process of constant release, through the formulation of alternatives of action to confront collectively in situations as real as possible. Meanwhile, CBT is an educational option characterized by a new role of training, in which

this

process

becomes

generator

of

capacities that will allow subjects the adaptation to

change,

the

development

of

reasoning,

understanding and solution of complex situations, through the combination of knowledge, knowhow, experiences and behaviors.

Educational competencies are based on analytical philosophy because it focuses on how someone learns, by shaping individual to be able to analyze by themselves

various

situations

which

reach their metacognition to achieve their own learning, in order to develop skills, values and knowledge, which are the optimum elements of competences.

This will help individuals perform well in their work field. As a result, labor competence

is

a

social

philosophy

because it focuses on professionals to serve the other persons with a higher level of competence.

The concept of competition is based on its complexity and dynamic vision. Thus, the components that make complexity of the concept competence are use and domain which allows for individual or group evaluation.

Components that confer complexity usage and Use refers to that competition must always

domain.

make reference to the context where it will be used or the contextualization that is what is

1. Use (exogenous) performance, condition,

going to learn, for example: in real-life

application of context.

situations, solving everyday problems, to substantiate the use of chemistry in life, etc.

Thus, the social use of what you learn is not confined to the epistemological or discipline,

2. Domain (endogenous) capacity, including the development,

interpretation

and

knowledge

creation linking different contents.

which has been the prospect that has always

The use and the domain are not the only

prevailed in the school; although there are

expression of competition; the competition

aspects which require to be addressed since

includes itself as object called in case knowledge

its epistemological goal, the applications of

and

the competition focuses primarily on social.

components that make complex the concept of

The domain refers to the ability that is expressed in the verbs (remember the classification that Delors, which refers to different

capacities,

committed

with

knowledge know, know how to do, be, and poise) other authors refer to cognitive, psychomotor, communication skills or social inclusion.

attitudinal

factors. Therefore,

the

competition are: domain and condition (use), together with the component object that gives dynamic character, all of which are regulated by the attitudinal. Then we delve into each of these components:

Approaches of competences: a)

Behaviorist

approach:

highlights

the

importance of observation of successful and effective subjects and the determination of what the difference of those less successful (b) Generic approach: is more aimed at identifying common skills that explain variations in the various performances. Again in this approach is identified more effective people and its principal and generic characteristics of the people who have done the most effective performances.

Models of competences: (c) Cognitive approach and constructive partner: the definition of competencies in this approach includes all mental resources that individuals employ to carry out the important tasks, to acquire knowledge and to achieve a good performance. This approach is sometimes used simultaneously with the intellectual abilities or intelligence.

1. Explanatory Model: Explain the concept of competencies can be one- dimensional, multidimensional, integrators or eclectic.

2. Behavioral Model: Behavior.

3. Hermeneutic Model: critique, Reflect and analyze.

Minimum aspects to consider in the description of competition are: performance verb, an object, a purpose and a condition of quality. Moreover, the six aspects of a competence are process, complexity, performance, suitability, context and responsibility. Finally, once the competence unit is described, its structure is determined. Essentially, the structure of entire unit of competency specifies the elements that compose it (also called realization) and the problems. Then, each element identifies the following aspects: content of knowledge of the essential, indicators of performance and evidence. The competence structure consists of the competence, competence unit, elements of competence, problems and uncertainties, essential knowledge, and evidence. Hence, the curricular structure is sufficient to present the set of competencies, with their respective units of competence, and in each unit, its corresponding elements.

Elements of competencybased planning 1. Competition to develop 2. Relationships skills

between

3. Learning and performance achievements.

Description

Select program of study and the competition to work.

Identifies the generic skills, disciplinary or areas with which relates the chosen competition.

Specifies what is the achievement of learning or performance of the / s competition (s) to develop.

4. evaluation plan

It requires learning and assessment activities sequenced didactically.

5. Educational Foundation

Briefly exposed the theoretical conception that fits the planning that takes place.

6. Problem situation

It describes a contextualized set of information involving a challenge whose solution will allow new learning.

7. Training course 8. Design sequence

of

The contents organized sequentially teaching

-Learning and evaluation activities -Educational agents that will participate in the activities and responsibilities of each.

-Pedagogical resources and instruments (including those of evaluation) -Schedule of activities

9. Systematic feedback

It is a strategy of strengthening that anticipates aspects that will require support from the teacher.

Education is at the heart of human progress: educating students, driving innovation, and promoting social equity. The very best educational systems prepare people to be successful, productive, and engaged members of society. These systems provide appropriate knowledge, skills, and experiences, enabling students to obtain jobs that promote social equity and economic growth. Today, education is undergoing change at an unprecedented rate. To prepare students to succeed in the global economy, they need new skills, taught in new ways. Teachers need to develop new material and deliver it differently. Hence, students know that they can no longer expect a job for life.

Globalization and technological change mean that tomorrow’s workforce needs to have new skills, and be prepared to learn throughout life. This means learning in new ways: solving real problems, using multiple disciplines, and drawing on the very best content that the world has to offer. Thus the purpose of education is to prepare people to be successful, productive, and engaged members of society, and in so doing, shapes sustainable societies, enhance economies, and improve lives.

1. Describe how postmodernism caused a change in the education sector.

2. Describe how competence based training shapes students to become competent in the labor force.

3. Describe the importance of planning through the use of competence.

Postmodernidad, legitimidad y Educaciรณn Retrieved on January 31st, 2016 from, http://www.scielo.br/pdf/es/v20n67/v20n67a01.pdf

Aprendizajes en la sociedad del conocimiento ( 2016) Aprendizaje y construcciรณn del conocimiento, Retrieved on January 31st, 2016 from http://eprints.ucm.es/9973/1/APRENDIZAJE__Y_CONSTRUCCION_DEL_CONOCIMIENTO. pdf La formaciรณn basada en competencias profesionales (2016) Competencias, Retrieved on January 31st, 2016 from http://www.utcancun.edu.mx/wpcontent/uploads/docs/competencias_profesionales.pdf

LOS SIETE SABERES NECESARIOS PARA LA EDUCACIร N DEL FUTURO Retrieved on January 31st, 2016 from http://unesdoc.unesco.org/images/0011/001177/117740so.pdf Los cuatro pilares de la educaciรณn ,Retrieved on January 31st, 2016 from http://www.uv.mx/dgdaie/files/2012/11/CPP-DC-Delors-Los-cuatro-pilares.pdf PARADIGMAS ENFOQUES MODELOS CORRIENTES Y TENDENCIAS(2014) PARADIGMAS, Retrieved on January 31st, 2016 from http://pedag2012.blogspot.com/2014/02/paradigmas-enfoques-modeloscorrientes.html Educational planning (2015) Elements of the competency-based educational planning, Retrieved on January 31st, 2016 from https://ticiipl16.wikispaces.com/file/view/Elementos_planeacion.ppt