The new educational theory is of a non-linear systemic nature and constitutes the scientific basis for generating educational models oriented to service, social responsibility and human development.
The new theory aims to study the process of creating social-affective value in the educational construction of common welfare. The gaps in learning to which this theory provides epistemic support are, among others: How to increase reflective lifelong learning habits ?; How to increase tasks such as assignment and discussion of processes ?; How to take care of the quality and relevance of assertive interpersonal communication ?; How to empathically connect technology-learning-common welfare ?; How to empathically help the student to systematize the solution of real social problems ?; How to create value in the educational system for the common welfare? "
The new theory has been structured considering the contribution of various authors such as Watson (observable behavior), Wundt (organization of the perceptual field), Piaget (construction of knowledge), Goleman (recognition of one's own feeling), Branson (civic participation), Kaplan and Norton (strategy and organizational value creation), Arce (operational knowledge for problem solving), Rogers (affective and cognitive processes), Maslow (self-regulation), Vigotsky (social interaction), among other authors.
Sufficient Conditions for Change
1- New educational scenario parallel to competitiveness and the logic of the global market model.
2- The production and dissemination of knowledge with social value and relevance: academic, research and extension activities
3- The key process for the transformation of current structures is horizontal cooperation and the establishment of networks with social responsibility and solidarity in the construction of the common good.
4- Educational quality resides not only in the conception of the real conditions of the general development of society, but also in the social value of the pertinent knowledge, affection and behavior, and not in the products or purposes of the curricula.
5- The research must be inter and transdisciplinary and oriented to the fundamental solution for regional development and the generation of well-being for the majority of the population.
6- The change must be focused on the improvement of aspects of the quality of the educational process and on the establishment of a new paradigm of knowledge production and transfer.
Epistemological Framework of the New Theory in Education
General purpose
Increase lifelong reflective learning habits based on a social-affective process in the educational construction of common well-being
Object of study
The process of creating social-affective value in the educational construction of common welfare
Statement of the theory
Education consists of creating value in the training of people who reflect and participate in the pertinent, feasible and priority solutions of the social-affective processes in the construction of common welfare. (César Jiménez Calderón, Ph.D 2011)
Necessary Conditions of the New Theory
Learning Concept
Learning occurs through the creation of socio-affective value and by connecting personal attitudes in an empathic, inter or transdisciplinary way with organizational-innovation practices and the product-input in a permanent complex social system.
Teaching Concept
Teaching consists of empathetically helping the student not only to systematize the solution of real social problems and connect them inter or transdisciplinary, but also to measure their own personal attitude change in the construction of common welfare.
The logical system of assumptions in value creation comprises four dimensions: (a) knowledge-affect-behavior, (b) value creation, (c) organizational practices and innovation, (d) product-input. These dimensions are traversed by the "Co-Co-A impulse" (that is, knowledge-behavior-affect), producing fission effects of the intangible asset (such as reinforcement, equal partition, unequal partition, transfer, accommodation, dissipation) generating processes linear and non-linear.
The new roles of the participants in learning are distributed in: (a) the student, who empathically connects with the surrounding circumstances to create value; (b) the teacher, who helps in connecting the student with the surrounding circumstances to create value through skills; and (c) the circumstance, the environment where the connections between attitudes, reflection and social-affective processes develop in the educational construction of common well-being.
Prospectively, this new theory communicates depth to university education because the extension function is considered key and is supported by research and professional training.
References
Arce, Enrique (nd). Competences: Contribution to the Creation of Value through Knowledge. www.prodem.virtuabyte.cl/prodem/articulos/comp_op.pdf
Branson, Margaret (1998). The Role of Civic Education: A Forthcoming Education Policy Task Force Position Paper from the Communitarian Network, Washington, DC: Center for Civic Education
Fernández, Otilia; Luquez, Petra; Leal, Erika (2010). Socio-affective processes associated with the learning and practice of values in the school environment. Telos, Vol. 12, No. 1, 2010, pp. 63-78. Rafael Belloso Chacín University. Venezuela
Kaplan, R and Norton, D, (2004). Converting Intangible Assets into Tangible Outcomes: Strategy Maps. USA: Executive Book Summaries. Vol. 26, No. 4.
External validity: as the author of this theory, I authorize the proper use of the concepts that comprise it, citing this source, in order to share the generation of knowledge and readers can trace the information.
