All of us in University Education must consider the following principles:
- The human being is a pedagogical (andragogical) entity, because he is the only one capable of learning and teaching, expressed in his ability to know how to know, to know how to do, to know how to learn, to undertake, to live together and learn to be, understanding, systematizing, building and innovating The ultimate goal of any educational process is Human Development. Of the totality of being. Holistic vision.All Human Development or learning is a pedagogical process and not a product.For university education, the Human Being is its main occupation and the environment the intermediaries and instruments for its development.Education should facilitate the systematization and understanding of the environment concrete and abstract. Learning implies a process of interaction, reconstruction, understanding, innovation, systematization, operationalization and transfer of information.Every human being learns in a singular or particular way. Every systematic teaching-learning experience is an educational action. Every educational action is always a therapeutic action. The higher the quality and quantity of student learning experiences, the higher and better the quality of development. Human development, in its growth and evolution, interacts permanently with learning experiences and pedagogical structures. In each learning experienceinteracts permanently with learning experiences and pedagogical structures In each learning experienceinteracts permanently with learning experiences and pedagogical structures In each learning experiencethe human being develops globally(holistic vision), rebuilding, recomposing, evolving, reorganizing and growing in all the pedagogical substructures, exposed in action, such as cognitive (mathematical logical thinking), social (interpersonal relationship), affective, language (verbal-linguistic), the psychomotor (corporal-kinetic), the volitional, the evaluative, the creative, the musical-rhythmic, the neuro-pedagogical, which permanently interact and guide human action globally.In every learning process the person intervenes with all of their structures pedagogical in a global or holistic way. Emphasizing on functionally relevant structures Each stage (moment) or pedagogical age contains pedagogical structures and substructures that guide the form and level of interaction with their environment, allowing the person to understand, understand,innovate, learn in a particular way, at the same time it is influenced by experiences, enabling its complexity, growth and human development. The pedagogical age is the scientific criterion that allows to establish the level of information processing capacity, its understanding, quality of learning and form of interaction of the human being with his environment, at a certain moment of his life. It is the fundamental pedagogical criterion when entering the educational system and not the chronological age.Each learning experience allows the intervention of pedagogical structures to be exposed to interact internally and externally, generating complex restructuring towards the pedagogical (human) development of the Each student learns at their own pace of learning,which allows you to understand, interact, learn and rebuild in a self-regulated way over time and self-modulated in intensity. The pace of learning is determined by the quality and quantity of interaction of the pedagogical structures and the information exposed and processed in educational experiences.The greater and better didactic interaction of the person with their concrete and abstract environment, the greater and better the learning pace. It is possible to increase the learning pace by generating more interactions, with better learning experiences, jointly constructed by the educator and the university students. Every student learns better in total interaction with their environment: with their peers (classmates), with the educator (experts), with the object of study (curricular content), with society (institutions) and in their culture (values).Each student performs academically according to their understanding, guided by the pedagogical age, their learning rhythm and the modality of educational interaction.In education, human development, mediated by pedagogical structures, in an educational action can be accelerated, but they cannot be None of its pedagogical stages are missed. The person learns best when he recognizes his capacity and is recognized for his capacity. Learning and the development of pedagogical structures are optimal when the experiences and learning spaces are meaningful, relevant and make sense. Learning experiences are meaningful and relevant when they respond to their culture, training needs, learning interests and allow the growth or development of pedagogical structures.Every learning space must have the framework of anon-traumatic pedagogy and each learning experience must be within an environment and climate of positive emotions. Learning space is any (any) place where the student can interact and process information as part of an educational activity. Learning is interfered with when someone prevents the interaction of students with their environment. Systematic and permanent processes of self-evaluation, co-evaluation and hetero-evaluation of students are always educational actions.The excellence and quality of the trained human resources (professionals), is supported primarily in the training process and not exclusively in the evaluation process.Professional competences: positive attitudes, humanized values, oriented wills, systematized knowledge, psychomotor skills, social relationships, semanticized language and creativity; they are manifestations of the process of permanent and continuous education.University education as a system must develop all the pedagogical structures, mainly creativity, mediated by innovation and imagination, aimed at solving new problems. University education as a “pedagogical phenomenon” allows and facilitates the student to process and rebuild the information, culminating in its organization, systematization and operationalization. Learning is mediated by the interaction of pedagogical structures in an interpersonal and intrapersonal process.University education as a “pedagogical phenomenon” allows and facilitates the student to process and reconstruct the information, culminating in its organization, systematization and operationalization. Learning is mediated by the interaction of pedagogical structures in an interpersonal and intrapersonal process.University education as a “pedagogical phenomenon” allows and facilitates the student to process and reconstruct the information, culminating in its organization, systematization and operationalization. Learning is mediated by the interaction of pedagogical structures in an interpersonal and intrapersonal process.University Pedagogical Organization responds to the pedagogical epistemology that we handle and the Human Development model that we seekThe curricular contents are determined by the sense of culture, the aims of society, learning needs and interests, the professional profile and the development of the pedagogical structures of the students. The non-systematic and unintentional (incidental) educational process, is always a social phenomenon, because it is determined by the free will of people and guided by social dynamics and its social laws. Education as a social or non-scientific phenomenon expands the systematization of information produced by the community. The educational process systematic and intentional is always a Pedagogical, scientific and conscious phenomenon, to be executed based on criteria and laws of the educational sciences and is mediated by a human relationship.Each student must be evaluated within the same didactic-methodological framework of their learning experiences; the opposite is antipedagogical and is detrimental to it.In every educational process, the student must evaluate what develops from the pedagogical structures, observable in the processing of information, the form of systematization, its operationalization and form of transfer of the In education, any didactic or methodological error generates pedagogical consequences in the short or medium term, expressed in a poor performance of the person, whether in the academic (or school), family, social or work environment, which can be of a general nature or specific, temporary or permanent In Clinical Pedagogy therapy or intervention in developmental disorders, dysfunctions,Learning difficulties must be directed to the pedagogical structures in order to enable and enable their autonomous human development. Developmental disorders, dysfunctions, learning difficulties must be oriented and treated by the multidisciplinary professional team within the pedagogical model It is "interim educator" who does not use the laws of the educational sciences to produce learning and to develop the pedagogical structures of the person.Learning difficulties must be oriented and treated by the multidisciplinary professional team within the pedagogical model. It is an “interim educator” who does not use the laws of educational sciences to produce learning and to develop the pedagogical structures of the person.Learning difficulties must be oriented and treated by the multidisciplinary professional team within the pedagogical model. It is an “interim educator” who does not use the laws of educational sciences to produce learning and to develop the pedagogical structures of the person.
Cobija, (Bolivia) summer 2004
