Teacher Transformation from
Complex Thinking
Abstract
The present
article is a qualitative investigation of phenomenological interpretative
paradigm, of documentary type; and seeks to analyze the transformation of the
teacher from the complex thinking, centered on the teacher-student benefit,
through a bibliographic documentary triangulation of the authors Edgar Morin
and Matthew Lipman with the subject of complex thinking and the necessary
knowledge for education, David Ausubel, Jean Piaget and Lev Vygotsky with
educational psychology, Pérez Esclarín with the humanization of education, and
finally with contributions from Honore Bernard, UNESCO in the field of teacher
transformation. Faced with the crisis and the evolution of education in Latin
America requires an educational reform where innovation, creativity, training,
vocation and love of teaching practices are contemplated, looking towards the
adjustment profile of the current reality of apprentices, assuming in a
continuous way the challenge of breaking barriers that obstruct the goal that
is pursued in the multidimensional, professional, spiritual and human field,
immersed in the complexity of their work, and interacting with all the interior
and exterior elements of their humanity that are exposed in the challenge of
complex thinking.
Keywords: special education
teachers; vocational education; thinking.
|
Date Received: 08-05-2017 |
Date Acceptance: 28-10-2017 |
Author: Johana
Carolina Peña Lozada
Escuela Técnica
Robinsoniana y Zamorana “Monseñor Estanislao Carrillo”, ETRZMEC
Trujillo, Venezuela
Resumen
El
presente artículo es una indagación cualitativa de paradigma fenomenológico
interpretativo, de tipo documental; y se busca analizar la transformación del docente
desde el pensamiento complejo, centrado en el beneficio docente-estudiante, a
través de una triangulación documental bibliográfica de los autores Edgar Morín
y Matthew Lipman con el tema del pensamiento complejo y los saberes necesarios
para la educación, David Ausubel, Jean Piaget y Lev Vygotsky con la psicología
educativa, Pérez Esclarín con la humanización de la educación, y por último con
aportes de Honore Bernard,
Palabras clave: profesor especializado; enseñanza profesional;
pensamiento.
|
Fecha de Recepción: 08-05-2017 |
Fecha de Aceptación: 28-10-2017 |
1.
Introduction
Latin America as a globalized world in its variety of
economic, political, educational, cultural and family problems, various
emblematic authors maintain that education with everything and its problems has
been the solution to these difficulties; therefore, a value based learning is
urgently needed, with a humanistic training and thought instruction. In
addition to the above, we must consider men with conscience, with logical
reasoning where they are suitable to analyze, interpret, build knowledge and
solve problems that pertain to their reality.
All in all, with a view to a transforming education of the 21st
century. Understanding by transformation not to what is indicated by the
Dictionary of the Spanish Language as: "Action and effect of transforming"
(n.p.). But what Wikipedia has, the free encyclopedia, is "the action or
procedure through which something is modified, altered or changed in ways while
maintaining its identity" (n.p.). Hence, the Educational Transformation is
guided by some common lines among which the priority given to the institutional
reform of the Educational Systems and in accordance with the Management of
Educational Transformation (2013), would be highlighted.:
Autonomous
decentralization of schools, installation of results evaluation systems, the
promotion of compensatory programs focused on a specific target population, the
modernization of information systems for management, changes in educational
financing modalities, the search for greater participation by community members
and the mobilization of all actors in society around educational processes (p.66).
Considering the
above, in terms of educational transformation, UNESCO (1970), states that
"within the problematic of an educational system in Latin America should
be an educational reform, with a vision to obtain quality education" (p.8).
In this sense, the transformation of thought becomes fundamental, but not
before asking these questions: Is education currently able to be a model in
values to train the individual of the 21st century? Can the teacher be made
aware so that Is your knowledge transfer meaningful? What links can the teacher
articulate in his educational praxis with the seven knowledge for the education
of Edgar Morín's future?
From the foregoing,
it can be understood that there is a crisis in education, which can not be
solved from one moment to the next. Educational knowledge can not change
without deep transformations in education and this is inefficient without a
proactive change in thinking and teaching practice, it is imperative to
undertake transformative actions in the training field by fragmenting the whole
into its parts and relating its parts with the whole within the framework of
the complexity of the complex, which warrants changes in the schemes that
teachers have managed to date, where they are the only owners of knowledge and
students their disciples, in addition to causing isolation of the institution
with the social reality in which their students are immersed.
Now, what is intended
is a process where the student is taken into account from all its dimensions
and capabilities, without isolating it from its social environment, but rather
it serves as a principle for their learning, from the real experience, by
sharing ideas and experiences between teachers and students, being able to
achieve significant learning for both the teacher and the students. Of the
three raised questions arises in relation to these, the continuous improvement
reason why all professional of the teaching must happen to enter in synchrony
with the time space in its incessant transformation. And according to Ausbel
(1918-2008), cited in Sabori's Theories of Education (2009), it should be
understood as meaningful learning:
According
to meaningful learning, new knowledge is incorporated substantively into the
student's cognitive structure. It is achieved when the student relates the new
knowledge with the previous ones acquired; but it is necessary that the student
is interested in learning what is being shown (n.p.).
Ramos (2014a), maintains that for Lev Vygotsky (1896-1934), instead
children build their own understanding, that they do not passively reproduce
what is presented to them; "But that cognitive construction is socially
mediated is always influenced by present and past social interaction; what the
teacher points out to the student influences what the student is constructing"
(p.8). For Piaget (1896-1980), who is cited by Ramos (2014b), he accumulated
evidence that supports a new way of understanding the evolution of
intelligence: constructivism:
The intelligence
does not begin either by the knowledge of the "I" nor by the
knowledge of things as such, but by that of their interaction, and orienting
itself simultaneously towards the two poles of this interaction, the
intelligence organizes the world, organizing itself same His vision of
constructivism puts him in opposition to structuralist ideas of great impact
during the twentieth century (p.9).
In this meaningful learning and constructivism, the teacher must participate.
And although it is true that teacher training is the responsibility of all the
people who work in the educational field, since they must seek to be trained,
or if they are already trained, that this training is understood as a constant
activity, guided to the improvement of the level of teaching of teachers, an
essential subject for their futuristic training, given the diversity of
professionals involved in educational processes at the general average level in
meaningful learning and constructivism.
Thus, the aforementioned will obtain
innovative pedagogical and didactic knowledge for the transformation in student
learning. According to this theme, Honore, (1980), states that "Training
concerns the future of man, whether as a product, process or articulating
element of other concepts and practices, is related to the totality of
experiences obtained from the subject" (p.176). And Bello (2014a),
understands Permanent Learning as: "The right and obligation of educators,
as well as administrative authorities of education, to ensure a continuous
updating of teachers and teachers" (p.66). And by teacher Bello (2014b),
he understands that:
It
will be the one who guarantees the maximum quality of the teaching-learning
processes. It will be the one that will ensure the correct adaptation of the
contents. It will attend to the needs of the students, supervise, follow and
evaluate the learning process of these. At present, it is preferred to return
to the concept of educator. (p.43).
In this regard, it is conceivable that any
act of training should be open to constant renewals where it is benefited in
terms of the processes and products that are related to its constant
pedagogical improvement and are a plethora of practices that will feed its didactic
practice, in constant learning directed towards the transformation of their
teacher training. Likewise, for Díaz, (1988): "Training refers to a
broader process that must be inserted in the reflective, in the knowledge
fields of knowledge that account for the educational: philosophy, psychology,
pedagogy" (p.176).
In effect, training properly means
reflecting on what has been learned in the different fields of knowledge in
order to transmit knowledge to students that are consistent with realities in
order to achieve their transformation. Hence, the importance of the present
work where it seeks to analyze the transformation of the teacher from complex
thinking.
2. El Docente Innovador
The teaching practice at this time has taken a 180 degree turn, in this
changing world education does not escape this, everything deserves changes,
constant training, courses, workshops, innovation in educational planning come
to be an incentive to overcome for teaching in favor of achieving quality in
teaching-learning processes.
In fact, an innovative teacher is required, which motivates the learner,
giving him the necessary tools so that his learning is meaningful, that is to
say, conscientiously that when transferring knowledge this is specific. Taking
into account the constructivist approach that according to Piaget (1981),
Ausubel (1993) and Vygotsky, (1979), who are cited by Ramos (2014c),
"learning is a process of construction of individual, significant and
social knowledge" (p.9).
Within this context, the formation and constant updating of the teacher,
is considered as a tool that seeks the instruction according to the development
of the student; This type of update is promoted through two channels, one is
based on institutional collectives, designed in a direct and participatory
manner, integrating all professional profiles to the use and application of all
of the structural mechanics of a pedagogical program; the other is the research
teacher, the propagator of ideas that satisfy the cognitive and formative
needs, as well as the attitudinal ones, all of which are inherent to the ideal
profile of the teacher.
In any case, it is necessary to train to transform, for this reason the
teacher's continuous training is relevant, that is instructed and that is
oriented in courses, workshops that are professional, human, in values. Helping
the student in his knowledge, that guides him, supports and identifies with the
problems and inconveniences of the same, that do not help him to emerge and be
a better person. Likewise, one should not think only about the
teaching-learning process, but about the aspect of the human being, as a
person, based on an integral education and training it to educate it for life
according to the terms of its own reality. Regarding values, Pérez (2012)
states that:
He is a genuine
educator, not one who knows a lot or has a series of degrees and postgraduate
degrees, but one who is capable of awakening the curiosity of his students and
provokes in them the hunger to learn, to discover, to grow, to live fully. He
does not communicate his knowledge so much, but his desires and abilities so
that they acquire them. He lives with his students the adventure of daily
learning, turns his living room into a workshop, into a laboratory, into a
place of search, of encounter and coexistence, of construction of new
knowledge. All this will only be possible if the educator wants to learn, is in
love with life and teaching, is committed to their continuous training and
growth, in order to help the growth of their students (p.144).
To this effect, Pérez (2004) points out: "The adequate education of
the educator implies a radical change to transform it from a consumer of
courses and a repetitive knowledge of the problems posed by practice" (p.22).
In other words, the transformation of the teacher, currently merits that it is
innovative, researcher, transformer, able to implement strategies, activities
to encourage the student transferring knowledge in a competent manner, open to
change, withdrawing most of space traditional, listening to the opinions of its
apprentices, all aimed at its transformation open to the postmodern pedagogical
evolution that is envisioned in these times of change.
2.1. Teaching and Research towards
Curriculum Transformation.
Diverse have been the approaches that have attributed different roles to
the teacher with respect to the type of link that must have with educational
research. At this moment, positions that range from its location as a passive
entity in this process coexist, to those who state that their role is that of
main protagonist, without counting on the intermediate positions between these
two extreme positions.
Meanwhile, in this case education is conceived as an object of different
sciences and the teacher as a consumer of Research. Some authors, such as
(Gimeno, 1986a: page 16) and (Stenhouse, 1987a: p.97) argue that education has
been the object of knowledge of subsidiary disciplines that as a whole have
been called the Sciences of Education. These authors argue that precisely
because of the above there has been little development of particularly
educational theory, that is, of the theory that emerges and relates to the
practice of education.
To the investigations carried out from subsidiary disciplines of the
Sciences of the Education, both authors denominate them investigations on
education to differentiate them from the investigations in education or
educative, which are realized according to, Stenhouse (1987b), within the
educative project and enriching of the educational enterprise "this
reality brings consequences with respect to the role that the teacher must
fulfill in the process of research on education" (p.42).
However, the teacher as a researcher and promoter of the transformation and
social change, has developed a tendency of thought that places the teacher as
an entity, which, by its strategic position in the context of social relations,
is a factor of first line to promote social change. This line of thought is in
Latin America, from the first half of the 50s, in those years the teacher Luís
Beltrán Prieto maintained that, from the conception that links the School with
the Community, the teacher as a social servant has emerged new
responsibilities, it is up to him to work in the detection of the needs of the
community in order to solve them with their cooperation (Prieto: 1955a, p.49).
Thus the teacher would become a true leader of the community and according
to the author Prieto (1955b), such a possibility supposes, that "teachers
must do research on the most outstanding characteristics of the community where
they will work, requiring the Application of Appropriate Research Techniques"
(p.50). Paraphrasing the aforementioned author, today one of the competences of
the teacher is to be a community promoter, since he must work together to
detect closely the realities of his environment, to carry out the
transformation in the curriculum of this millennium.
Faced with such approaches, it is necessary to cultivate a practically
undimmed scientific field, which according to Gimeno (1986b), establishes from
this perspective, the need to assume the context of the "classroom and the
teaching-learning process as a center of study and re-evaluation. reflection
..., it is clear that one of the great disconnection with the reality of the
classroom, is its lack of verification in the action" (p.48).
Precisely, observing what has been said by the aforementioned author, there
is little impact on educational research, as a result of not having been
generated from the reality of classrooms, but rather in artificial and
decontextualized situations of the daily work of teaching. As it is
appreciated, of this tendency that puts emphasis in the investigation in the
classroom, it is that there was the restlessness of the author to write on the
thematic one of the transformation in the teacher because different positions
have arisen around the paper that must play the educator in the research process,
which assumes that the production of objective knowledge has to depend on the
observation of measurable facts through methods and techniques designed for
that purpose.
2.2. Complex Thought in Education.
Begin to move through
complex thinking, no doubt requires to allude to Morin (2003a), prominent
philosopher and politician who raises the following: "we live under the
rule of the paradigm of simplification, disjunction, reduction and
abstraction" (p.96). It is inferred that the author proposes to take
conscience of these paradigms that mutilate the knowledge disfiguring the real
thing, for this the theory of the complexity arises which it defines as:
"a fabric of heterogeneous constituents inseparably associated: it
presents the paradox of the one and of the multiple, seen in this way as the
fabric of events, actions, retroactions, determinations, hazards, which constitute
our phenomenal world" (p.110).
In that sense, Paredes
(2013a) indicates that Postmodernism, unlike Modernity, represented by
simplistic, deterministic and reductionist knowledge; highlights what has been
marginalized from scientific knowledge: "emotions, passions, in short, the
irrational aspects of man; seeks new discursive styles where literary,
scientific and philosophical language alternate in unison, enhancing the
meaning of words" (p.34). That mechanical determinism has to give way and
learn the complexity of the real. Paredes denounces determinism and
reductionism: "it is no longer possible to understand the world from
meta-discourses such as Marxism, psychoanalysis or positivism, since it escapes
or refuses to be defined by these criteria" (Paredes, 2013b, p.34).
The theory of complexity
and complex thinking attempts to articulate disciplinary domains in favor of
the teacher of the future, broken by disintegrating thinking and aspires to
multidimensional knowledge. Pabón y Serrano (2011a), faced with this situation
of parceled knowledge, disintegrated by determinism, ask themselves: What is
the paradigm of complexity?, (p.647). And they respond by pointing out that:
It is an integrating and holistic value of perceiving, thinking and valuing
a phenomenon. It conceives the set of inseparably linked heterogeneous
components, which presents the paradoxical relation of the one and the
multiple, of a phenomenon. It constitutes a fabric of events, actions,
interactions, determinations, hazards that integrate and constitute our
phenomenal world. (Pabón and Serrano, 2011b, pp. 647-648).
Hence, Morín (2003b) indicates that complex
thinking: "It is the ability to interconnect different dimensions of the
real. It promotes a transdisciplinary and holistic approach, without abandoning
the notion of the constituent parts of the whole" (p.15). The theory of
complexity captures reality as a complex system, in its various connections,
mediations and conditioning. That is why it does not establish antithetical
relations between order and chaos, uncertainty and certainty, between the parts
and the whole. If he does not assume it with the awareness that they are
antithetical, each one separately, but at the same time, unifies them, without
turning them into a whole, each element retains its identity and unity.
However, teacher training towards
transformation requires specialized approval, possibly of a pedagogical nature,
it is necessary to consider that institutional policies, the quality assurance
that enhances those that promote the professional development of the teacher,
throughout his career, therefore, given that at this time universities must
develop a scenario aimed at enhancing the pedagogical training and professional
development of teachers as a fundamental strategy to improve the quality of
teaching. The teacher in his daily practice, integrates different knowledge
from this perspective, teaching knowledge is formed by a more or less coherent
mixture of curricular and experiential knowledge.
These considerations,
according to researchers such as García (2007), point out that "teaching
practice is not only an object of knowledge in the educational sciences but
also an activity that theorizes, various knowledges that can be called
pedagogical, which are presented as doctrines by the educational practice"
(p.57). Expanding the term, the personal and normative reflections lead to the
system, more or less coherent in the pedagogical knowledge in representation of
the educational activity.
In this sense, the
pedagogical knowledge is articulated with the education sciences forming
networks or knots, which denote points of interaction and determine the
interrelation of the components immersed in the system, in this case the
pedagogical knowledge. Now, from the teaching practice, a know-how is achieved
to determine in everyday life to be produced by the educational sciences and
pedagogical knowledge, the teaching practices also incorporate special
knowledge selected by the educational institution.
In this order of ideas,
Ugas (2008a), considered education in three constituent aspects of the human
being: "mind, heart and arms; that is, thought, feeling and action" (p.98).
Therefore, the sciences to become a subject of teaching generate the
disciplines, that is, the science that is taught. Hence, quality education is
the one that offers content that the individual needs as an intellectual,
emotional and moral person, to perform adequately in different areas of
society.
Therefore, complex
thinking, according to Morín, (2003c), aims to re-articulate "knowledge
applying criteria or principles generative and strategic method; these principles
are: systemic or organizational principle, hologrammatic principle,
retroactivity principle, principle of recursion, principle of autonomy /
dependence, dialogical principle and principle of reintroduction of the
cognizer in all knowledge" (p.131).
In this regard, Ugas
(2008b), paraphrasing Morin expresses "we can say that an educational
program is a predetermined organization of the action that effects the
repetition of the same in the same, that is, it needs stable conditions for its
execution" (p.98). Meanwhile, a pedagogical strategy is open, evolutive,
confronts the unforeseen, the new. The program does not improvise or innovate,
the strategy does. The program only experiences a weak dose of obstacles in its
development.
At the same time,
complex thinking in education goes beyond the expression teaching-learning,
taking each of these processes in separate fractions with a common point that
would be education; that is, "How do I teach? How do I learn?"; This
dissociation that already delimits the knowledge plots, in addition to opening
a gap between who teaches "teacher" unique owner of knowledge and who
learns "student" who does not know anything. Synthesizing, it also
transcends the definition of education as a social phenomenon that gives rise
to the generation of societies, because it is considered as the dissemination
of norms and customs in the new generations.
For this reason it is
thought that a restructuring of the educational process is important, which is
to say of (Lipman: 1998, Complex Thought and Education, p.55), who is cited by
Márquez and Martínez (2012a), where "education is the objective of
participation in a community of inquiry guided by the teacher, among whose
goals are the pretension of understanding and good judgment" (p.266); that
is to say:
An education opposed to the passivity of the learner, where all are
actively involved and the teacher is able to admit the diversity of opinions,
the divergence of criteria, the agreement or not of judgments with the truth of
reality, overcoming any coercive stance, repressive or authoritarian in order
to allow the free expression of the students and their way of seeing and
understanding the mute that surrounds them. (Márquez and Martínez, 2012b, p.266).
Under these paradigms,
it is necessary to reflect on the complex meaning of education; that can not
persist being estimated from the traditional appearance of reduction, which
implies the transmission of norms, knowledge, cultures, where the subject is
static in the educational fact, and is not treated as a thinking, creative,
participatory being in the active part of education and the society in which it
operates; but as an empty receptacle of knowledge.
2.3. Education as an Innovative-Creative Process
and the Challenges of Complex Thinking.
In a world of
accelerated changes, we discover the need for a new vision and a new teaching
model, which should be focused on the student, which requires trained teachers,
with ethics and vocation where, together with the contents, strategies,
practices and means of transmitting knowledge make the subject matter.
Linked to the Morín
concept (2003d), it poses as social challenges "the principles of
pertinent knowledge, teaching the human condition, the global, relations
between the whole and the parts, understanding, earthly identity with
uncertainty with the ethics of the human race and the blindness of knowledge"
(p.43). As well as, to go from traditional approaches to innovators of
processes centered on the teacher, to a training centered on the student, from
initial training to permanent training.
In this case, the
student is expected to interpret, analyze, be reflexive critic, solve problems
and problems that arise in the knowledge. On the basis of what has been
explained, it is essential that institutions form subjects so that they become
citizens with social responsibilities, so that they reach the cognitive domain,
acquiring knowledge versed, creative analytical and opinion, that makes the
emancipated reflection and teamwork in multicultural contexts in which
creativity requires combining the theoretical and practical knowledge conducted
with advance technology immersed in values.
3. Conclusions
It is observed that, at
present, teachers are under constant bombardment of information to achieve the
true educational challenge, immersed with new technologies and theories that
force them to stay updated; in order to carry out its work in an orderly
manner, with a view to its transformation.
Therefore, a change of
thought and pedagogical practice is imperative because in order to face the act
of educating, it is not possible to prolong the model of disjunction in which
one is a professor of a specific area and that limit does not come out, this is
a misconception of what it means to be an educator. In this sense, the type of
educator typecast in the traditional will be left behind if it does not break
with its paradigm.
In addition, it can not
have limits before the educational process always has to go further in the
search of the knowledge and interconnections of these, starting from the
multiple dimensions of the being and its context, nevertheless, to be able to
reach this, the teacher You have to know and practice your own very well and in
this way, you can better guide and direct the others around you, in this case
your students.
There must be an
internal review and reflection on the part of the teacher, who must be a person
with a broad mentality to accommodate the changes that are presented, as well
as being aware of the context in which he develops his work as an educator, to
be able to specify his practice in a meaningful way both for him and for his
students in a free and integrating manner.
Also, within the complex
complexity, every professional must have a clear certitude of their vocation,
that they want and have much to give and provide to society. It is a commitment
to the communities, to give without selfishness in a harmonious whole of trust,
being open to any intervention or suggestion that may arise in the development
of the classes; Thus, to the extent that there is an atmosphere of openness and
trust, the formation of autonomous, free and supportive people will be carried
out. Hence, Chirinos (2014a), mentions that Sastre, J. (1996), expresses that
the "term vocation comes from the Latin vocatio, which means call;
consequently, the call can be received" (p.20). Indicates that:
The teaching vocation is a special call that ... it has been done to
certain people so that we can contribute, in a specific way, to develop in each
girl, boy and youth all the human contents and meanings that potentially
already exist in them ... (Chirinos, 2014b, p.20).
In short, to get the
teacher to identify with their work and fall in love with it, it is necessary
to assume a great awareness from the classrooms and their interior as a
teacher, so that in this way young people are fully motivated and in love with
their content, the subject, in addition to having an excellent academic, human
and spiritual preparation that allows them to perform easily in the didactic
bridge of teaching and in a pleasant way, in other words, that love what They
are doing for their students and society; The rest will come in addition.
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Johana
Carolina Peña Lozada
e-mail: johanacarol@yahoo.com
Born in the city of Valera, Venezuela. Bachelor of Administration (Universidad de los
Andes, Trujillo extension). Higher Technician in Integral Education (IUTEMBI).
Bachelor's Degree in Education Education for Work and Endogenous Development (Universidad
de los Andes, Trujillo extension). Specialist in Human Resources Management
(Universidad Nacional Experimental Simón Rodríguez). Currently presenting
Doctoral Thesis in Education at the Universidad Experimental Rafael María
Baralt (UNERMB). Classroom
teacher at the Escuela Técnica Salesiana Santo Tomas de Aquino. (Valera). Teacher of
Classroom. Planning and Evaluation Coordinator. Coordinator of the Specialty
Commerce and Administrative Services. Technical Assistant Director at the Escuela
Técnica Robinsoniana Zamorana Mons. Estanislao Carrillo (ETRZ, Mons. E C),
located in the San Rafael de Carvajal Municipality of the Trujillo State.
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DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.11.211-230