Currently we can realize that our society is being impacted by globalization and is undergoing changes in the economic, political, social and cultural aspects, without neglecting the educational aspect that in this essay is of vital importance. Globalization is a concept that tries to describe the immediate reality as a planetary society, beyond borders, tariff barriers, ethnic differences, religious beliefs, political ideologies and socio-economic or cultural conditions. It arises as a consequence of the increasingly accentuated internationalization of economic processes, in social conflicts, in political-cultural phenomena, and the role of the school in relation to the teaching of values cannot be left behind.
Globalization offers advantages and disadvantages, not all people are benefited or harmed, simply this phenomenon can promote or retain development. The conditions are given, the only thing that remains is the process of constant updating, therefore, the public school must "adapt" to the phenomenon of globalization, that is, seek the necessary strategies to adapt to social and cultural transformations, therefore, the facilitators of any educational institution are forced to change, update and keep ourselves informed every day more to develop in an educational process that is in constant change.
Let's remember that the school has been reproducing a traditional education for years, but today it runs into judgments that question its behavior, with new pedagogical currents that try to make it more democratic, inserting changes and technological advances that day by day are being incorporated into teaching practice, in short, you are faced with an endless list of new factors.
The way of teaching of teachers must be attached to the real demands of society, to integrate in their planning the elements that allow them to update their knowledge according to the context in which they are in order to make their classes more attractive, generating more interest, and above all that tries to make conventional education a systemic education, let us remember that every educational process seeks for the student to develop their personality freely, for this reason it strives to transmit knowledge, values, attitudes and skills that contribute to the transformation of each individual to be better and better, in our midst few will doubt that values constitute one of the fundamental goals of school education.
Globalization is an unprecedented fact, in a short time nations will be forced to choose between two alternatives, that is, either we adapt to the new realities and determinations dictated by powerful nations or we dare to invent a new world, more fair or at least equitable, therefore education will play a fundamental role in this effort, in this search to direct understanding between men, preserve natural resources, define the orientation of wealth, science and technological research, of Otherwise, we run the risk of accelerating and not improving the current degradation processes of human nature and the planet.
It is not easy at all, this future more than anything else requires imagination, willingness to reinvent a world that has abused lies and inequality, otherwise it will be very difficult to sustain the stability of peoples and ecosystems, no We must forget that the future of technology also includes better resources for manipulation and massive destruction, this is precisely where my position comes from, that if we do not manage to establish a basis of coexistence, respect and the right to education, I doubt very much that it will concrete that idealized and functionalist world to which we aspire.
One of the greatest urgencies of our society is the ethical training of children and young people, the moral renewal of those who are going to be the protagonists and those responsible for the journey of humanity and the destinies of the world in the 21st century.
However, the transmission of values can no longer be done, as in the past, by informational means, supported by the criterion of authority of the educator. Currently, young people only accept what they discover and verify themselves. Any teaching that does not reach them through a pedagogy of experience is felt as an attack on their freedom and, therefore, they reject it immediately.
The path of ethical education for children and young people is not, therefore, to “teach” them values or show them the moral standards they need to reach their human maturity. Educators must be guides to help them discover what a fruitful and valuable life consists of and what are the laws of their development as people; that they are able to discern which attitudes will guide them towards their fullness and which, on the contrary, will end up wearing them out.
For a task of such magnitude and responsibility, we must, first of all, determine precisely what is essential to achieve the full development of the human person and what aspects must be treated in depth to educate in a solid way and throughout the educational process.
Now we understand the great pedagogical importance of cultivating the teaching of values in children and young people to have a better society in the face of the challenges posed by globalization. It is necessary to exercise with children and young people to know at each moment at what level they are moving and to perceive the different modes of reality that integrate each human action. This will give them light to understand the value and range of their actions and will be an extraordinary enrichment of their personality.
Values do not refer only to qualities of preferableness, goodness, attractiveness, but to those ideas that mark a fertile orientation for man in his life. Everything that contributes to fulfilling man's vocation and fulfilling his mission in life has value. Seen like this, values are sources of possibilities to act with full meaning.
When a man assumes the values and realizes them in his life, he turns them into virtues. These, then, are the values assumed by us, and they suppose a form of conduct that enables us to found true relationships of encounter. The opposite is the vices, which make it difficult or impossible to create encounters. Hence, the human being, to develop as such and become a person in fullness, must exercise virtues and avoid vices.
By founding relationships of encounter, we experience the fruits of it: it gives us energy, joy, enthusiasm, happiness, peace and support. With this, our human existence is filled with meaning and we discover that creating encounters - elevated modes of unity - constitutes the supreme value, that is, the ideal of life, the one that inspires and illuminates all the others and sustains them as a vault key..
The ideal of our life is not a mere idea; It is a driving idea that drives us to live with intensity. It embodies the highest value we want to achieve, the one that assembles all the others, orders them and gives them meaning. Therefore, it energizes our activity. Values appeal to man, they ask to be realized, always with a view to the authentic ideal, the one that conforms to the being of man, which is the ideal of unity.
The child has in himself the ability to think, and it is up to us to teach him to "think well", to help him adjust his mind to each type of reality and event. Guide him so that he learns to distinguish, with both rigor and naturalness, 1) some realities from others -objects or spheres-, 2) the different range of the planes of reality corresponding to mere objects and spheres, 3) the appropriate attitudes to every mode of reality; 4) the different forms of union that it can create with objects –union of mere physical proximity- and with spheres –union of entanglement typical of reversible experiences-. With this he learns to reflect, not to stay in the first impression or opinion and to look at the realities in their mutual connection.
Through reflection he discovers the basic processes of human development and knows which attitudes wear him out as a person and which, on the contrary, lead him to fullness. This discovery gives you enough evidence to make your own judgments in a coherent and well-founded way before forming an opinion, adopting an attitude and making a decision. This means that, in a totally natural and spontaneous way, he learns to prioritize values with the force provided by the ideal that moves and attracts him.
It is not necessary for a work to contain values or moral criteria for it to be ethically profitable for the student, as long as it is of quality and he has learned to interpret it: the students “enter” the story and think about it, they relive it by emphasizing with the characters They understand their internal logic, they look for alternatives, and that life experience gives them light to understand their own reality. If we teach children and young people to read the deep human life that works contain, we teach them at the same time to interpret life in general, and, consequently, to reflect on their own experiential conflicts.
Each action will be a new life experience, a new demand for interpretation and making value judgments. In this way, the “ludic-environment method” of analysis proposed by the School of Thought and Creativity is not limited to an activity that can only be carried out in a specific stage; it becomes a valuable pedagogical resource for all levels of schooling.
Therefore, and to conclude with this essay, I consider that today more than ever it resides in the action and participation of all people through whom we can balance the development of our world, and in this new context, education will continue to play a role. fundamental role, since the commitment to preserve and transmit the most significant values of the human experience will fall on our discipline, which allow the development of human beings aware of their historical past and in turn committed to the changes and needs of the future in the globalization.
References
1.- Alfonso López Quintás, Creative intelligence. The personal discovery of values, BAC, Madrid, 1999.
2.-How to train in ethics through literature, Rialp, Madrid, 1994.
3.- For the subject of personal love, see A. López Quintás, Human love. Its meaning and its scope. Edibesa, Madrid, 1992.
4.-Reyes Hernández Oscar, globalization and education, first electronic magazine in Latin America, reason and word, July 1999.
5.-Sep, book for the teacher Education Civic and Ethics, 2006.
