Proceedings of the International Barcelona Conference on Higher Education (4th: 2008)http://hdl.handle.net/2099/57022024-03-28T15:10:25Z2024-03-28T15:10:25ZHigher education, human rights and citizenship: limits and perspectives of education for human rights in BrazilRoberto Gomes, LuizOliveira Brito, Renato dehttp://hdl.handle.net/2099/58192020-07-21T19:21:32Z2008-07-03T10:02:58ZHigher education, human rights and citizenship: limits and perspectives of education for human rights in Brazil
Roberto Gomes, Luiz; Oliveira Brito, Renato de
2008-07-03T10:02:58ZRoberto Gomes, LuizOliveira Brito, Renato deImplementación curricular del área institucional con un enfoque de responsabilidad social universitaria, ética y desarrolloUniversidad Cooperativa de Colombiahttp://hdl.handle.net/2099/58182020-07-21T19:21:32Z2008-07-03T10:00:39ZImplementación curricular del área institucional con un enfoque de responsabilidad social universitaria, ética y desarrollo
Universidad Cooperativa de Colombia
2008-07-03T10:00:39ZUniversidad Cooperativa de ColombiaFormación al emprendimiento – formación emprendedora: una propuesta de camino hacia la enseñanza educativa personalizadaReynaga, RubénDelgado Kloos, CarlosMalinowski, Nicoláshttp://hdl.handle.net/2099/58172020-07-21T19:21:32Z2008-07-03T09:10:51ZFormación al emprendimiento – formación emprendedora: una propuesta de camino hacia la enseñanza educativa personalizada
Reynaga, Rubén; Delgado Kloos, Carlos; Malinowski, Nicolás
2008-07-03T09:10:51ZReynaga, RubénDelgado Kloos, CarlosMalinowski, NicolásEl modelo universitario de educación integral y la formación de buenos ciudadanos en el Perú: un estudio de casoUniversidad Católica del Perúhttp://hdl.handle.net/2099/58162020-07-21T19:21:32Z2008-07-03T09:07:30ZEl modelo universitario de educación integral y la formación de buenos ciudadanos en el Perú: un estudio de caso
Universidad Católica del Perú
2008-07-03T09:07:30ZUniversidad Católica del PerúExcellence at community levelKennedy, Bobhttp://hdl.handle.net/2099/58152020-07-21T19:21:32Z2008-07-03T09:05:04ZExcellence at community level
Kennedy, Bob
2008-07-03T09:05:04ZKennedy, BobPedagogical strategy enhancing participation and new citizenshipKallioinen, Outihttp://hdl.handle.net/2099/58142020-07-21T19:21:31Z2008-07-03T09:01:54ZPedagogical strategy enhancing participation and new citizenship
Kallioinen, Outi
2008-07-03T09:01:54ZKallioinen, OutiSetting up community-university partnerships to tackle local inequalities: the communities of practice model, and the University Of Brighton’s Helpdesk in actionHart, Angiehttp://hdl.handle.net/2099/58132020-07-21T19:21:32Z2008-07-03T09:00:12ZSetting up community-university partnerships to tackle local inequalities: the communities of practice model, and the University Of Brighton’s Helpdesk in action
Hart, Angie
2008-07-03T09:00:12ZHart, AngieBeyond giving, nurturing, and believing, a redefinition of community extension: the Saint Michael’s College of Laguna experienceInecita, Rances Cuevahttp://hdl.handle.net/2099/58122020-07-21T19:21:32Z2008-07-03T08:57:51ZBeyond giving, nurturing, and believing, a redefinition of community extension: the Saint Michael’s College of Laguna experience
Inecita, Rances Cueva
2008-07-03T08:57:51ZInecita, Rances CuevaProfessor, give some knowledge; I do not have time to think College expectations: knowledge and/or requirements?Rodríguez-Valls, Fernandohttp://hdl.handle.net/2099/58112020-07-21T19:21:31Z2008-07-03T08:55:45ZProfessor, give some knowledge; I do not have time to think College expectations: knowledge and/or requirements?
Rodríguez-Valls, Fernando
Today in our universities, hundreds of students expect to be spoon-fed with “junk” knowledge, knowledge that is digested without cultural references. Learning involves a metamorphic process by which the individual engages in an internal cognitive dialogue with their own personal beliefs and their interpretation of the information. Yet, strategic actions (Habermas, 1979) among higher education faculty limits the reflective learning process. Within the ‘aula’ of universities there are only two goals: faculty want to have full control of the learning process and ‘universitarios’ want to have success as the only guideline of their educational experience. We argue that good pedagogical practices foster democratic principles that help college students understand that knowledge provides rights as well as responsibilities. Students have the right to receive an education that will nurture their human development. The latter is avoided when faculty utilize Banking models (Freire, 1970) which in turn cultivate passive learners in search of “junk” knowledge. The new generation of “junkies” has become ‘aficionados’ of these practices. Consequently, they befall into an educational parallel where they seek to be instructed rather than educated. We, as transformative educators believe that success is measured by students becoming agents of social change.
2008-07-03T08:55:45ZRodríguez-Valls, FernandoToday in our universities, hundreds of students expect to be spoon-fed with “junk” knowledge, knowledge that is digested without cultural references. Learning involves a metamorphic process by which the individual engages in an internal cognitive dialogue with their own personal beliefs and their interpretation of the information. Yet, strategic actions (Habermas, 1979) among higher education faculty limits the reflective learning process. Within the ‘aula’ of universities there are only two goals: faculty want to have full control of the learning process and ‘universitarios’ want to have success as the only guideline of their educational experience. We argue that good pedagogical practices foster democratic principles that help college students understand that knowledge provides rights as well as responsibilities. Students have the right to receive an education that will nurture their human development. The latter is avoided when faculty utilize Banking models (Freire, 1970) which in turn cultivate passive learners in search of “junk” knowledge. The new generation of “junkies” has become ‘aficionados’ of these practices. Consequently, they befall into an educational parallel where they seek to be instructed rather than educated. We, as transformative educators believe that success is measured by students becoming agents of social change.Cooperative inquiry for learning and connectednessOspina, SoniaHoffman-Pinilla, AmparoEl Hadidi, Waadhttp://hdl.handle.net/2099/58102020-07-21T19:21:31Z2008-07-03T08:52:02ZCooperative inquiry for learning and connectedness
Ospina, Sonia; Hoffman-Pinilla, Amparo; El Hadidi, Waad
Over the past few decades, academics and non-academics alike have raised concerns about higher education’s self-serving patterns and deviation from a higher sense of purpose. Commentators have exposed reasons for why universities have become less than committed to their communities and society at large; increasing corporatization and commercialization of universities, declining research relevance in the face of complex real-life problems, overwhelming attendance to labour market needs rather than needs of society as a whole, are but a few examples (O’Hara, 2007; Tight, 1994; Shapiro, 2005; Kezar, 2005). Other critics, including Bourdieu, Foucault, and Derrida have focused on the role of higher education in perpetuating social hierarchies through control over knowledge and entitled claims to the ‘Truth’ (Deer, 2003).
2008-07-03T08:52:02ZOspina, SoniaHoffman-Pinilla, AmparoEl Hadidi, WaadOver the past few decades, academics and non-academics alike have raised concerns about higher education’s self-serving patterns and deviation from a higher sense of purpose. Commentators have exposed reasons for why universities have become less than committed to their communities and society at large; increasing corporatization and commercialization of universities, declining research relevance in the face of complex real-life problems, overwhelming attendance to labour market needs rather than needs of society as a whole, are but a few examples (O’Hara, 2007; Tight, 1994; Shapiro, 2005; Kezar, 2005). Other critics, including Bourdieu, Foucault, and Derrida have focused on the role of higher education in perpetuating social hierarchies through control over knowledge and entitled claims to the ‘Truth’ (Deer, 2003).