El nuevo paradigma de la complejidad y la educación: una mirada histórica

Francisco, Taeli Gómez

doi:10.4067/s0718-65682010000100010

Cited by 19 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Complex thinking comes to break with the Platonic-Aristotelian postulates about the hierarchies of knowledge and ways of knowing, establishing a worldview through the dialectical perspective. It questions the Cartesian ideal of absolute separation between the subject and the object of knowledge (or the study of the surrounding world from the outside) and recovers Kant's conception of the fusion of the subject and the object in the cognition of the world, of the active knowledge extraction (relation "the object doesn't exist without subject and the subject doesn't exist without object"), which leads to the study of the surrounding world being part of this world (Taeli Gómez, 2010).…”

Section: Complex Thinking Paradigm As a Theoretical Foundation Of Thementioning

confidence: 60%

Dimensions of Education for Peace: Theory, Spaces and Actors. Experiences from Mexico

Zhizhko¹

2019

View full text Add to dashboard Cite

IntroductionMexican education is 500 years old, in the course of which its philosophical foundations, the models and teaching modalities, the ways and forms of its organization and direction, have undergone changes from the Aztec calmecac and telpochcalli 1 , Catholic monastic schools, through positivist education, constructivist teaching, up to competency learning, etc.1 Telpochcalli (in Nahuatl language -house of the young men), were centers in the Aztec Empire where the youth of the town was educated, from the age of 15, to serve their community and for war. Telpochcalli was attended by the children of commoners (macehualtin), unlike the nobles who attended calmécac, an institution that was inside the ceremonial grounds. These schools for young people were in each neighborhood or calpulli. The Mexican (Aztec) world was characterized by the care that the rulers put in the proper functioning of their educational system. The schools of Tenochtitlan (capital of the Aztec Empire) attended to young people according to their social position (Zhizhko, 2015, p. 101).

show abstract

Section: Complex Thinking Paradigm As a Theoretical Foundation Of Thementioning

confidence: 60%

Dimensions of Education for Peace: Theory, Spaces and Actors. Experiences from Mexico

Zhizhko¹

2019

View full text Add to dashboard Cite

show abstract

“…Current educational programs for health professionals are being insufficient to address a multifactorial reality in the new complex paradigm. 43 The only constant fact in recent years is uncertainty, chance, indeterminacy and emergency, which becomes tangible with the COVID-19 pandemic.…”

Section: Medical Schools New Social Function After the Pandemicmentioning

confidence: 99%

COVID-19 challenge with regard to medical schools social accountability: new professional and human perspectives

Abreu-Hernández¹,

Valdez-García²,

Esperón-Hernández³

et al. 2023

GMM

View full text Add to dashboard Cite

Medical schools play a central role in the compilation and development of professional knowledge, which is why they have privileges and resources that are justified only to the extent that they use them to serve the community, particularly those who are most in need. Medical schools social accountability focuses on the training, healthcare provision and research services they offer. The principles of medical education and the structure proposed by the Flexner Report are in crisis due to the COVID-19 pandemic, and redefinition of the social contract is required. This document offers a proposal for medical schools social accountability that includes anticipation of the needs of the community, patient-centered inter-professional care, training of people in the area of health and collaboration between institutions. It highlights the need for a conscious institution that finds new training spaces other than hospitals, where each patient is cared for in a personalized way, with inter-professional training models that consider the student as a person who takes care of him/herself in open collaboration with organizations. Leaders must act now because it is their social responsibility and because it is the right thing to do.

show abstract

“…Los programas educativos actuales para los profesionales de la salud están siendo insuficientes para abordar una realidad multifactorial en el nuevo paradigma complejo. 43 Lo único constante de los últimos años es la incertidumbre, el azar, la indeterminación y la emergencia, lo cual se hace tangible con la pandemia de COVID-19.…”

Section: Previsión De Las Necesidades De La Comunidadunclassified

El reto de COVID-19 respecto a la responsabilidad social de las escuelas de medicina: nuevas perspectivas profesionales y humanas

Abreu-Hernández¹,

Valdez-García²,

Esperón-Hernández³

et al. 2020

GMM

View full text Add to dashboard Cite

Las escuelas de medicina desempeñan un papel central en la acumulación y desarrollo del conocimiento profesional, por lo cual poseen privilegios y recursos que se justifican solo en la medida en que los retribuyan a la comunidad, en particular a los más necesitados. La responsabilidad social de las escuelas de medicina se centra en los servicios formativos, asistenciales y de investigación que ofrecen. Los principios de la educación médica y la estructura propuesta por el Informe Flexner están en crisis debido a la pandemia de COVID-19 y se requiere la redefinición del contrato social. El presente documento ofrece una propuesta de responsabilidad social de las escuelas de medicina que incluye previsión de las necesidades de la comunidad, atención interprofesional centrada en el paciente, formación de profesionales en el área de salud y colaboración entre instituciones. Resalta la necesidad de una institución consciente que encuentre nuevos espacios de entrenamiento diferentes al hospitalario, donde se atienda a cada paciente de forma personalizada, con modelos formativos interprofesionales que consideren al alumno como persona que cuida de sí misma en colaboración abierta con las organizaciones. Los líderes deben actuar ya porque es su responsabilidad social y porque es lo correcto.

show abstract

El nuevo paradigma de la complejidad y la educación: una mirada histórica

Cited by 19 publications

References 0 publications

Dimensions of Education for Peace: Theory, Spaces and Actors. Experiences from Mexico

Dimensions of Education for Peace: Theory, Spaces and Actors. Experiences from Mexico

COVID-19 challenge with regard to medical schools social accountability: new professional and human perspectives

El reto de COVID-19 respecto a la responsabilidad social de las escuelas de medicina: nuevas perspectivas profesionales y humanas

Contact Info

Product

Resources

About