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What We Believe Is Imperative for Education in Latin America

Received: 10 February 2023     Accepted: 28 February 2023     Published: 9 March 2023
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Abstract

The consequences of scientific illiteracy are much more dangerous in our era than in any previous one. Professionals must know their field, but at the same time possess ethical and moral values, whose purpose is to seek the common good, since knowledge implies the capacity for social action. There is a new computer culture without age limits or borders. Therefore, to achieve the desired development; the whole society must be involved. This challenge can be a valuable resource to form critical, reflective, and socially prepared citizens and internationalization must ensure that human solidarity with true respect for the multiculturalism of each country is not lacking. Science does not remain basic indefinitely, eventually, it becomes applied science and evolves into technology, then modulates to industrial practice, and knowledge becomes power. Our universities must promote the acquisition of knowledge and procedures, but at the same time, they must awaken ethical values in young people. Far from training young people for life, they are trained only for productivity and economic profitability. Educating for life requires guiding scenarios to affirm the multiversity of life. Educational agents meet to make themselves known and live the experience of knowing themselves as another, of welcoming the other in otherness. It is imperative that the student not only learn what he receives in the teaching-learning process but also needs to understand and evaluate what he has learned in different contexts and transform the information received into his own knowledge. Current education must implement comprehensive and uplifting perspective at all educational levels. The pedagogical intervention must change education inside their own cultural area, so that the student becomes actors of his own time. This educational process is called the "mesoaxiological perspective of Pedagogy". Our professionals must strive to create, to produce the scientific-technical knowledge that we need, they must know how to handle the epistemological bases that sustain them, and convert the information they handle into knowledge that allows them to be builders of the socioeconomic transformation that our beautiful countries deserve.

Published in Education Journal (Volume 12, Issue 2)
DOI 10.11648/j.edu.20231202.12
Page(s) 59-62
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Otherness, Teaching-Learning Process, Comprehensive and Uplifting Perspective, Mesoaxiological Perspective of Pedagogy

References
[1] Jara Guerrero, S. & J. Torres Melgoza. (2011). Percepción social de la Ciencia: ¿utopía o distopía? (Social perception of Science: utopia or dystopia?); Revista CTS, No. 17; Vol. 6; pp. 31-56.
[2] Sagan, Carl y Ann Druyan. (1995). El Mundo y sus demonios. La Ciencia como una luz en la oscuridad (The world and its demons. Science as a light in the dark); pp. 16, 17; Editorial Planeta, S. A., Barcelona; España.
[3] Koepsell, David R. & M. H Ruiz de Chávez. (2015). Ética de la Investigación, Integridad Científica (The Research of Ethics, Scientific Integrity); 1st. Edition; p. 13; Com. Nac. Bioética/Secretaría de Salud; México.
[4] Pérez Zúñiga, R.; P. Mercado Lozano; M. Martínez García; et al. (2018). La Sociedad del conocimiento y la Sociedad de la información como la piedra angular en la innovación tecnológica educativa (Knowledge Society and Information Society as the cornerstone of educational technological innovation); Rev. Iberoamericana para la investigación y el desarrollo educativo; Vol. 8; 16.
[5] Tünnermann Bernheim, Carlos. (2018). La internacionalización de la educación superior, significado, relevancia y evolución histórica; Cap. 1; pág. 17 (The internationalization of higher education, meaning, relevance and historical evolution; Chap. 1; p. 17); in: Gacel-Ávila, Jocelyn; Educación superior, Internacionalización e Integración en América Latina y el Caribe. Balance regional y prospectiva; UNESCO – IESALC y UNC.
[6] Bachelard, Gastón. (1989). Epistemología; textos escogidos por Dominique Lecourt (Epistemology; selected texts by Dominique Lecourt); p. 21; Editorial Anagrama, S. A.; Barcelona; España.
[7] Gadamer, Hans-Georg. (2000). El hombre y la mano en el actual proceso de civilización (The man and the hand in the current civilization process); pp. 123-131; in: Elogio de la Teoría: discursos y artículos; Ediciones Península, Barcelona, España.
[8] Díaz Alvarado, Berenice. (2017). La escuela tradicional y la Escuela nueva: Análisis desde la Pedagogía Crítica; Tesis de Licenciatura (The traditional school and the new School: Analysis from Critical Pedagogy); Universidad Pedagógica Nacional; México.
[9] Huxley Aldous. (1958). Nueva visita al Mundo feliz; p. 57 (New visit to the Happy World; p. 57); consulted in: http://LeLibros.org; [08/16/2022].
[10] Ingenieros, José. (2000). El hombre mediocre (The mediocre man); p. 14; copyright www.elaleph.com; consulted in: http://www.cecies.org/imagenes/edicion_176.pdf; [07/24/2021].
[11] Masferrer, Alberto. (1971), Obras Escogidas de Alberto Masferrer (Selected Works from Alberto Masferrer); Tomo Segundo; Editorial Universitaria; El Salvador.
[12] Martí, José. (2011). Obras completas. Vol. 8 nuestra América; Escuela de electricidad (Complete works. Vol. 8 our America; Electricity School); 1883; p. 281; Centro de Estudios Martianos; Editorial de Ciencias Sociales.
[13] Huxley Aldous. (1958). Nueva visita al Mundo feliz; p. 22; (New visit to the Happy World; p. 22) consulted in: http://LeLibros.org; [08/16/2022].
[14] Arboleda, J. C. (2020). Hacia una didáctica comprensivo edificadora (Towards an edifying comprehensive didactics). In: A. Medina Rivilla, A. de la Herrán Gascón y M. C. Domínguez Garrido, Hacia una didáctica humanista (pp. 389-460). Madrid: REDIPE-UNED.
[15] Arboleda, J. C. (2022). Tendencias y desafíos de la educación y la investigación (Trends and challenges in research and education); Revista boletín REDIPE 11 (1): 15-30.
[16] Arboleda, J. C. (2022). Sujeto de la educación, credibilidad y acoso escolar (Subject of education, credibility and bullying); Revista boletín REDIPE 11 (7): 15-23.
[17] Touriñán López, J. M. (2022). Construyendo educación de calidad desde la pedagogía (Building quality education from pedagogy). Sophia, colección de Filosofía de la Educación, 32, pp. 41-92.
[18] Touriñán López, J. M. (2021) El concepto de educación-La confluencia de criterios de definición, orientación formativa temporal y actividad común como Núcleo de contenido de su significado (The concept of education-The confluence of definition criteria, temporary formative orientation and common activity as the content core of its meaning); Revista boletín REDIPE 10 (6): 33-84.
[19] Touriñán López, J. M. y Olveira Olveira, Mª. E. (2021). Pedagogía mesoaxiológica y construcción de ámbitos de educación. La función de educar (Mesoaxiological pedagogy and construction of fields of education. The function of educating): Ripeme-2021; Editorial REDIPE.
[20] Arboleda, J. C. (2022). Presentación. Pedagogía, Comprensión y Ciudadanías Críticas (Presentation. Pedagogy, Understanding and Critical Citizenships); Revista boletín REDIPE 11 (6): 15-22 – June.
[21] Masferrer, Alberto. (2021). Obras Completas; Las nuevas ideas (1913); pp. 213-233 (Complete works; The new ideas (1913); pp. 213-233); Vol. 1; Masferrer Editores; El Salvador; Centroamérica.
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  • APA Style

    Celso Rodríguez Echenique. (2023). What We Believe Is Imperative for Education in Latin America. Education Journal, 12(2), 59-62. https://doi.org/10.11648/j.edu.20231202.12

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    ACS Style

    Celso Rodríguez Echenique. What We Believe Is Imperative for Education in Latin America. Educ. J. 2023, 12(2), 59-62. doi: 10.11648/j.edu.20231202.12

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    AMA Style

    Celso Rodríguez Echenique. What We Believe Is Imperative for Education in Latin America. Educ J. 2023;12(2):59-62. doi: 10.11648/j.edu.20231202.12

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  • @article{10.11648/j.edu.20231202.12,
      author = {Celso Rodríguez Echenique},
      title = {What We Believe Is Imperative for Education in Latin America},
      journal = {Education Journal},
      volume = {12},
      number = {2},
      pages = {59-62},
      doi = {10.11648/j.edu.20231202.12},
      url = {https://doi.org/10.11648/j.edu.20231202.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231202.12},
      abstract = {The consequences of scientific illiteracy are much more dangerous in our era than in any previous one. Professionals must know their field, but at the same time possess ethical and moral values, whose purpose is to seek the common good, since knowledge implies the capacity for social action. There is a new computer culture without age limits or borders. Therefore, to achieve the desired development; the whole society must be involved. This challenge can be a valuable resource to form critical, reflective, and socially prepared citizens and internationalization must ensure that human solidarity with true respect for the multiculturalism of each country is not lacking. Science does not remain basic indefinitely, eventually, it becomes applied science and evolves into technology, then modulates to industrial practice, and knowledge becomes power. Our universities must promote the acquisition of knowledge and procedures, but at the same time, they must awaken ethical values in young people. Far from training young people for life, they are trained only for productivity and economic profitability. Educating for life requires guiding scenarios to affirm the multiversity of life. Educational agents meet to make themselves known and live the experience of knowing themselves as another, of welcoming the other in otherness. It is imperative that the student not only learn what he receives in the teaching-learning process but also needs to understand and evaluate what he has learned in different contexts and transform the information received into his own knowledge. Current education must implement comprehensive and uplifting perspective at all educational levels. The pedagogical intervention must change education inside their own cultural area, so that the student becomes actors of his own time. This educational process is called the "mesoaxiological perspective of Pedagogy". Our professionals must strive to create, to produce the scientific-technical knowledge that we need, they must know how to handle the epistemological bases that sustain them, and convert the information they handle into knowledge that allows them to be builders of the socioeconomic transformation that our beautiful countries deserve.},
     year = {2023}
    }
    

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Author Information
  • Scientific and Technological Research Institute, Alberto Masferrer Salvadoran University, San Salvador, El Salvador

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