Filosofía de la Educación Superior y Desarrollo Humano Integral
Avances desde el Enfoque de Capacidades (Capability Approach)
Palabras clave:
Educación superior, filosofía de la educación superior, educación por competencias, enfoque de capacidades, aprendizaje ético-cívico
Resumen
La necesidad de repensar las conceptualizaciones teóricas, paradigmas y modelos educativos que hoy animan tanto las políticas educativas cuanto las curricula de estudio de la educación superior en orden a un desarrollo humano integral se ha tornado una necesidad acuciante. En tal dirección, el actual paradigma basado en una educación por competencias muestra importantes deficiencias, que se pueden sintetizar en: a) una falta de valores éticos centrales explícitamente expresados para ser desarrollados; b) una lógica instrumentalista; y c) el utilitarismo y el mercantilismo como valores últimos que orientan y dan sentido a la educación. Ante esto el siguiente trabajo propone una vía de solución a partir de un análisis filosófico en la educación del estudiante universitario y su formación ético-cívica. Esta vía de solución postula un nuevo paradigma que hoy surge en el ámbito de la educación superior, a saber: el enfoque de capacidades o capabilities approach. Se utiliza una metodología de investigación eminentemente cualitativa: el análisis hermenéutico. Se concluye que el enfoque de capacidades ofrece mayores posibilidades para el desarrollo de aprendizajes éticos y cívicos del estudiante de la educación superior, lo que colaboraría a su desarrollo integral.
Citas
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Becker, G. (1993). Human Capital: A Theoretical and Empirical Analysis, with Special Reference toEducation. Chicago: Chicago University Press.
Bicocca, M. (2008). Elementos a considerar en la metodología de la investigación filosófica. Intus-Legere, 2(1), 95-108.
Bicocca, M. (2010a). Elementos para una fundamentación ontológica del sujeto de la educación desde la antropología pedagógica de Antonio Millán-Puelles. Krínein, 7, 9-30.
Bicocca, M. (2010b). Los estudios liberales y la universidad en la tradición educativa anglosajona. PsicoPedagógica, 11, 48-59. https://www.cicuyo.org/ojs/index.php/Psicoped/article/view/88/77
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Bicocca, M. (2011). La persona humana y su formación en Antonio Millán-Puelles. Pamplona: Eunsa.
Boni, A., Lozano, J. y Walker, M. (2010). La educación superior desde el enfoque de capacidades. Una propuesta para el debate. REIFOP. Revista Electrónica Interuniversitaria de Formación del Profesorado, 13(3) 123-131. https://dialnet.unirioja.es/servlet/articulo?codigo=3307562
Boni, A., & Walker, M. (Ed.) (2013). Human Development and Capability. Re-imagining the University of the Twenty First Century. London: Routledge.
Cejudo Córdoba, R. (2006). Desarrollo humano y capacidades. Aplicación de la teoría de las capacidades de Amartya Sen a la educación. Revista Española de Pedagogía, 234, 365-380. https://dialnet.unirioja.es/servlet/articulo?codigo=2083128
Chiappero-Martinetti, E., & Sabadash, A. (2010). Human capital and human capabilities: towards a theoretical integration. Paper prepared for the Workshop ‘Workable’. Pavia: University of Pavia, 26-27 de Mayo. https://pdfs.semanticscholar.org/3583/734b7179c17abb4d2577658371cd359c1a54.pdf?_ga=2.184622313.1997751232.1589426649-1661491479.1580354480
Conill, J. (2004). Horizontes de economía ética. Madrid: Tecnos.
Crocker, D. (2008). Ethics of Global Development: Agency, Capability, and Deliberative Democracy.Cambridge: Cambridge University Press.
Da Silva, T. (2001). Espacios de identidad. Nuevas visiones sobre el currículo. Barcelona: Octaedro.
Enkvist, I. (2011). La buena y la mala educación. Madrid: Encuentro.
Faust, C. D. (2009, 6 de septiembre). The University’s crisis of purpose. New York Times.
Gadamer, H. G. (1994). Verdad y método. Salamanca: Sígueme.
García Amilburu, M. (2012). Filosofía de la Educación. Cuestiones de hoy y de siempre. Madrid: Narcea-UNED.
Gasper, D. (2004). The Ethics of Development. Edinburgh: Edinburgh University Press.
Habermas, J. (1968). Erkenntnis und Interesse. Frankfurt: Main, Suhrkamp.
Herrera, H., y Svensson, M. (2012). La excepción universitaria. Santiado: Universidad Diego Portales.
Hinchliffe, G. (2001). Education or Pedagogy? Journal of Philosophy of Education, 35(1), 31-45. https://doi.org/10.1111/1467-9752.00208
Hinchliffe, G. (2002). Situating Skills. Journal of Philosophy of Education, 36(2), 187-205. https://doi.org/10.1111/1467-9752.00269
Hinchliffe, G. (2007). Truth and the Capability of Learning. Journal of Philosophy of Education, 41(2), 221-232. https://doi.org/10.1111/j.1467-9752.2007.00559.x
Hinchliffe, G. (2009). Capability and Deliberation. Studies in Philosophy and Education, 28(5), 403-413. https://doi.org/10.1007/s11217-009-9129-3
Jover, G., y Thoilliez, B. (2010). Cuatro décadas de Teoría de la Educación: ¿Una ecuación imposible? Revista Interuniversitaria de Teoría de la Educación, 22(2), 43-64. https://revistas.usal.es/index.php/1130-3743/article/view/7131
Keely, B. (2007). Human Capital. París: OECD.
Lanzi, D. (2007). Capabilities, Human Capital and Education. The Journal of Socio-Economics, 36(3), 424-435. https://doi.org/10.1016/j.socec.2006.12.005
Lozano, J. F., Boni, A., Peris, J., & Hueso, A. (2012). Competencies in Higher Education: A Critical Analisys from the Capabilities Approach. Journal of Philosophy of Education, 46(1), 132-147. https://doi.org/10.1111/j.1467-9752.2011.00839.x
MacIntyre, A. (2009). God, Philosophy and Universities. New York: Rowman & Littlefield Publishers.
Martínez Cinca, C. D. (2011). Límites de la Educación Superior basada en competencias. Universidades, 49,59-77. https://www.redalyc.org/pdf/373/37319837006.pdf
McClelland, D. (1973). Testing for competencies rather than “intelligence”. American Psychologist, 28(1), 1-14. https://doi.org/10.1037/h0034092
McClelland, D. (1987). Human Motivation. Cambridge: Harvard University Press.
McClelland, D. (1993). Intelligence Is Not the Best Predictor of Job Performance. Current Directions in Psychological Science, 2(1), 5-6. https://doi.org/10.1111/1467-8721.ep10770447
McClelland, D. (1998). Identifying Competencies with Behavioral-Event Interviews American Psychological Society, 9(5), 331-339. https://doi.org/10.1111/1467-9280.00065
Mehrotra, S. (2005). Human Capital or Human Development? Search for a Knowledge Paradigm for Education and Development. Economic and Political Weekly, 40(4), 300-306. https://www.jstor.org/stable/4416104
Mora, J. G. (2011). Formando en competencias: ¿Un nuevo paradigma? Barcelona: Fundación CYD.
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