Teres Salinas


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Teres Salinas

  1. 1. Blending Higher Education and Traditional Knowledge for Sustainable Development Students’ and Professional perspectives on graduate competences for a sustainable development Iquitos-2014 Mg. Teresa Salinas Gamero Executive Director of the Regional Center of Expertise on Education for the Sustainable Development , RCE Lima-Callao University Ricardo Palma, Lima.
  2. 2. AGENDA What implies to reflect on postgraduate competences? • Think on vital matters for the appropriatness of this process. ¿Who are we and where do we go? ¿How do we think of the world? ¿What do we need? • A complex no linear education that articulates the scientific disciplines,the other cultures and the traditional knowledge, everything in a transdisciplinary dialogue between knowledge. • Guidelines for the competences
  3. 3. • Which are the competences that an education for sustainable development should have? Teresa Salinas Gamero
  4. 4. • Requires to reflect on vital matters for the appropriateness of this process. Teresa Salinas Gamero
  5. 5. We forget the essence of being and the sense of life Teresa Salinas Gamero
  6. 6. THE MAN AND HIS MYSTERIES Teresa Salinas
  7. 7. What are we and where do we go? • How is our perception of the world? • How is formed the life storyline? • The form in which we build and practice the knowledge has contributed to improve the quality of life in the planet? Teresa Salinas Gamero
  8. 8. • Which are the results of the ideal of progress that raised modernity? • What do we understand as sustainable development? • What philosophical, epistemological, didactic and educational framework could be used to provide quality and appropriateness in Education and to form citizens for a sustainable development? Teresa Salinas Gamero
  9. 9. Who are we? Edgar Morin
  10. 10. The game of the world Teresa Salinas Gamero
  11. 11. Order Disorder Interactions Organization Disorganization
  12. 12. How do we think of the world?
  13. 13. DOMINANT THINKING • Fragment vision of the world • Absolute truth • Use of a lineal language in the description of the world • Cognitive blindness to practice reductionism COMPLEXITY THINKING • Complex vision of the world • Uncertainty • Use of a circular language in the description of the world. • Teach in the perception of complexity Teresa Salinas Gamero
  14. 14. Consequences • The development models assumed for the States have brought the several crises that face humanity (financial, environmental, energetic, feed, moral, politic, of human cohabitation, among others). • From the epistemological framework the cartesian thinking separated the natural sciences and the social sciences, not being aware of the systemic totality, the internal interrelation between them and the complexity, therefore, among other issues, the social environmental phenomenon. • An unsustainable world was built, marked by the excessive exercise of power, the predation of natural resources and the consumerism. Teresa Salinas Gamero
  15. 15. What do we need? • Take conscience of the pathology of the fragmented and reduced thinking. • Change the instrumental rationality means – aims for a new rationality ethical – humanist. • An ethical position facing life in all its demonstrations. • A new form to build knowledge. The extension of the horizons of Education for sustainability. Teresa Salinas Gamero
  16. 16. • Perception of the world of networks in net, no linear, distributed with a capacity of self- organization. • Deal with the requirements of common wellbeing and self – education. Teresa Salinas Gamero
  17. 17. • Change the structure of Superior Education based on copy, hominization, fragmentation, bureaucracy and past bibliography. • Include spiritual regenerative knowledge of human condition. • Promote the dialogue of knowledge. Teresa Salinas Gamero
  18. 18. No linear, complex transdisciplinary education Teresa Salinas Gamero
  19. 19. Project Alfa USo+I: Improvement Plan: Ayni Proposal Fuente: Teresa Salinas, elaboración propia. Tradicional Knowledge Teresa Salinas Gamero
  20. 20. Transdisciplinarity • The effort to learn from another perspective, with the strategy of inquiry scientific disciplines, no scientific knowledge, other cultures and civilizations and traditional knowledge, everything on a transdisciplinary dialogue between knowledge, which requires new concept concepts, models, reconceptualization and new knowledge that could not be obtained from a linear perspective.
  21. 21. The seven knowledge necessary to educate the future • The blindness of knowledge • The principles of a pertinent knowledge • Teach human condition • Teach wordly identity • Face uncertainty • Teach comprehension • Ethics of human kind Edgar Morin
  22. 22. The ancestral knowledge PENUMA • It is essential that the current unilateral relationship between the modern scientific knowledge and the local ecological knowledge, in which the first takes the place of the second, is replaced by other defined by mutual respect and equalization … There is probably no university in the world in which teaching and research are completely or predominantly based in this integrated knowledge.” (pp. 91-93)
  23. 23. Future studies Social Projection Transforming Functions of the University Intercultural Training Research Knowledge and wisdom management Teresa Salinas Gamero
  24. 24. Guidelines for competences World view (motivation) know (Technoscience and knowledge) No linear, complex and transdisciplinary education BEING (Attitudinal) Do (Ability) Teresa Salinas Gamero
  25. 25. The Individual Metamorphosis Teresa Salinas Gamero
  26. 26. The Metamorphosis of Society Teresa Salinas Gamero
  27. 27. The Metamorphosis of the Relationship with Nature Teresa Salinas Gamero
  28. 28. SCIENCE WITH CONSCIENCE • A science with ecological conscience, committed with the relation individual/society/nature (energy creativity, natural resources management for local/global development, city, habitat and revitalization of rural world). • A science that interacts and nourishes the interaction between knowledge and good living of native people. Teresa Salinas Gamero
  29. 29. Experience of RCE Lima –Callao and University Ricardo Palma • The Certification Program on Biodiversity and Intercultural Knowledge offers a space of reflection, debate and academic training, based on experience and existing documentation of San Martín region in order to stimulate the systematization and diffusion of ancestral practices and knowledge within a framework of knowledge dialogue for the benefit of all Amazonian Andean Region. Teresa Salinas Gamero
  30. 30. Compartir el buen
  31. 31. Nature raises human Human raises nature Andean Culture is based on love, upbringing, reciprocity and respect of ecosystems Teresa Salinas Gamero
  32. 32. RECIPROCITYSOLIDARITY LOVE Without Justice there is NO Sustainability
  33. 33. • Gracias • teal33@yahoo.es