Competencia y currículo: transformar el currículo para reinventar la escuela. Ángel Pérez Gómez

Introduction and Context Opening Remarks

Acknowledgment of Responsibilities

• The speaker expresses gratitude towards Ramón and acknowledges the weight of responsibilities they feel, suggesting a modest role in educational discussions.

Collaboration for Educational Transformation

• Emphasizes the importance of collaboration in transforming the Spanish educational system to meet contemporary needs, which differ significantly from historical requirements.

Need for Substantial Changes Addressing Educational Stagnation

Global Perspective on Education

• Highlights that education has changed little over centuries, not just in Spain but globally, necessitating substantial transformations to address modern societal demands.

Importance of Community and Support

• The speaker appreciates the welcoming environment created by colleagues and educators in Cantabria, fostering easy collaboration.

Evolving Educational Practices Engaging with Educators

Continuous Learning from Educators

• The speaker credits their growth to ongoing interactions with educators across all levels, emphasizing the evolution of thoughts and practices regarding educational excellence.

Dialogue as a Development Strategy

• Thanks Ramón and the counselor for promoting dialogue and critical discussion as essential strategies for developing human capital within contemporary education systems.

Navigating Uncertainty in Education Facing Challenges Together

Embracing Complexity

• Discusses how increasing knowledge leads to greater uncertainty about educational practices; thus, creating networks for debate is crucial.

Key Focus on Competencies

• Stresses the need to delve deeply into competencies as outlined in current laws and curricula, indicating a significant shift that requires awareness among stakeholders.

Diverse Perspectives on Education Inviting Various Voices

Acknowledging Guest Contributions

• Expresses gratitude towards invited guests who bring diverse perspectives on educational challenges, enhancing understanding through varied expertise.

Historical Examples of Innovation Learning from Past Experiences

Case Study: Innovative Schools

• Introduces examples from Argentina's innovative schools between 1930–1950 that transformed learning approaches through influential figures like Juan Ramón Jiménez.

Personal Reflections on Impactful Education

• Mentions personal experiences related to these historical examples that shaped their views on education.

Experiences in Education and Knowledge Retention

Personal Experiences with Learning

• The speaker introduces a video related to their experiences, indicating that they will share personal anecdotes about education.

• The first experience involves the speaker's 14-year-old daughter who has an important science exam. She insists on studying the night before instead of earlier in the week due to forgetting.

• The daughter’s approach raises questions about knowledge retention, as she only studies from Thursday night to Friday morning, leading to reflections on the effectiveness of such last-minute learning.

• A second experience is shared regarding the University of Málaga library hours during summer, highlighting how access to resources changes based on immediate needs for knowledge before exams.

• The third experience discusses the speaker's 9-year-old son in a diverse public school setting, emphasizing differences in teaching styles between an experienced teacher and a new one.

Reflections on Teaching Practices

• The previous year's teacher was dedicated and effective, while the new teacher struggles with classroom management and discipline issues despite being newly trained.

• This situation prompts concerns about educational training programs at universities and their impact on real-world teaching effectiveness.

• An incident involving punishment (writing lines for misbehavior) illustrates systemic issues within educational practices that may not align with modern pedagogical needs.

Critique of Traditional Education Systems

• The speaker reflects critically on traditional schooling methods that were designed for past societal needs but are now outdated given contemporary information demands.

• They argue that current educational systems focus too heavily on transmitting information rather than fostering critical thinking or adapting to modern societal changes.

• Emphasizing a need for reform, they note that schools must evolve beyond their 19th-century roots to meet today's challenges effectively.

Societal Changes Impacting Education

• The discussion highlights significant shifts in society—power structures, production methods, and human relationships—that necessitate corresponding changes in educational approaches.

• As technology advances rapidly, educators must reassess what knowledge is essential for students navigating an increasingly complex world filled with abundant information.

This structured summary captures key insights from the transcript while providing timestamps for easy reference.

Understanding the Challenges of Information in Education

The Problem with Information Overload

• The core issue is not the scarcity of information but rather how to effectively manage and utilize it. Individuals must learn to select, organize, apply, communicate, express, and transform fragmented information that bombards them.

• Information often comes with biases driven by commercial interests, making it crucial for individuals to construct knowledge that helps them navigate complex realities—social, political, artistic, and personal.

Disparity Between School and Real-Life Experiences

• There exists a significant gap between what children experience outside school (especially through screens) and what they are taught in educational settings. This disparity affects their understanding of reality.

• Since 1996-97, OECD countries have been studying educational needs to define "the school of tomorrow," focusing on substantial curriculum reform.

Calls for Substantial Educational Reform

• In the late 90s, OECD nations committed to analyzing and proposing serious reforms in education systems. They recognized that partial reforms were inadequate; substantial changes were necessary.

• During this period in Spain (1996-97), the conservative government was preoccupied with political disputes rather than engaging with these critical educational discussions.

Historical Context of Educational Reforms

• The OECD's findings suggested that existing educational philosophies were outdated. Spain's approach at the time seemed disconnected from these international insights.

• Despite resistance from some sectors advocating for traditional methods focused on rote memorization and effort without context, there was a growing belief among educators about the need for meaningful change.

Introduction of Competencies in Education

• A pivotal document from the OECD titled "Definition and Selection of Competencies" emerged around 2000–2003. It recommended competencies as essential elements for modern education systems.

• While Spain began incorporating competencies into its educational laws during this period under a socialist government, there appeared to be a lack of genuine understanding or commitment to fully embracing these concepts.

Controversy Surrounding Competency Definitions

• The term "competence" has been contentious due to its historical ties to behaviorist interpretations from the 1970s. Critics argue it represents a narrow view of teaching-learning processes.

• Given its problematic history, alternative terminology might have better captured contemporary educational goals; however, consensus among OECD countries led to its continued use despite concerns over rigidity.

Key Characteristics of Competencies

• Competencies are defined as the ability to respond effectively to complex demands across various contexts. They encompass practical skills, substantive knowledge, ethical values, attitudes, emotions, and social behaviors working together holistically.

• This definition contrasts sharply with earlier behaviorist views which emphasized fragmentation—breaking down complex behaviors into simpler components—which is seen as inadequate for addressing modern educational challenges.

Understanding Micro Behaviors and Competencies in Learning

The Nature of Simple Conducts

• Simple conducts can be executed and repeated effectively, independent of context or emotional values. This suggests that basic skills can be taught to children as mechanical tasks.

Building Complex Competencies

• These simple micro behaviors can accumulate linearly to form broader competencies. This approach is evident in professional training where individual skills are combined into more complex abilities.

Limitations of Behaviorism

• A behaviorist interpretation overlooks the intricate connections between tasks and ignores mental attributes, meanings, intentions, and the critical role of context in human competencies.

Key Characteristics of Competencies

• Competencies are holistic, multidimensional systems influenced by various factors. They cannot simply be viewed as a sum of their parts; they have a totality activated by specific demands.

Components of Competency Systems

• These systems encompass knowledge, skills, values, attitudes, and emotions. Each competency operates within concrete contexts that shape learning experiences.

Contextual Learning

• Learning is not merely an individual act but occurs within social situations using cultural tools. Individuals learn through immersion in specific cultural contexts.

Cultural Richness in Learning

• When responding to external demands, individuals draw on both personal knowledge and the shared cultural wealth present in their environment.

The Role of Attitudes in Competence

• Dispositions or attitudes are crucial for translating capabilities into action. Without a desire to apply one's competencies actively, potential remains unfulfilled.

Interplay Between Thought and Action

• There exists a complex relationship between thought processes and actions influenced by emotions and desires that must be navigated for effective competency application.

Understanding Human Competence and Its Dimensions

The Role of Emotions and Attitudes in Human Action

• Emotions, attitudes, and intentions significantly influence human behavior, often operating unconsciously. This unconscious aspect can affect how individuals act without their awareness of the potential for modification or control.

• In competent human action, it is crucial to consider both emotional dispositions and technical skills. Competence is relative; thus, distinguishing between technical efficacy and the teleological dimension (the purpose behind actions) is essential.

Technical vs. Teleological Dimensions

• The effectiveness of an action must be evaluated not just on its efficiency but also on its appropriateness regarding the intended goals. Achieving something efficiently that lacks meaning or value does not yield true success.

• Ethical considerations are as vital as technical skills in ensuring effective interventions. Both dimensions—ethical (teleological) and technical—are intertwined in human competence.

Creative Transferability of Competencies

• Unlike traditional behavioral interpretations suggesting mechanical transfer of competencies across contexts, a holistic view posits that transfer involves creative adaptation tailored to specific situations.

• Applying complex competencies requires adapting them to unique contextual characteristics rather than relying on automatic responses. Mechanical transfers often fail when addressing complex human problems.

Adaptation in Complex Situations

• Addressing complex issues necessitates a deep understanding of context-specific conditions for effective responses. Each situation demands a thoughtful adaptation process to ensure appropriate actions are taken.

• Every transfer process involves some level of adaptation—whether minor or significant—to knowledge, skills, and attitudes necessary for comprehending new situations effectively.

The Importance of Reflective Practice

• Reflexivity is fundamental to competent behavior; all human actions should involve reflection on why certain routines or habits are suitable for specific circumstances.

• Even when employing learned routines or mechanical skills, reflective thinking guides their application based on situational relevance and appropriateness.

Knowledge as a Foundation for Competence

• Developing competencies inherently involves reflection and comprehension of situations while defining objectives relevant to those contexts.

• Understanding complex real-world problems requires substantive knowledge that clarifies influencing factors; competencies cannot exist independently from foundational knowledge bases.

Misconceptions About Competencies

• There is a misconception that focusing on competencies leads to ignorance; however, effective competencies rely heavily on scientific, artistic, or cultural knowledge for proper interpretation of reality's complexities.

• Basic competencies should guide educational practices towards ensuring students know what they need to learn (knowledge), how to apply it (skills), and foster a desire to engage with learning processes actively.

Selection of Competencies Reflecting Community Values

• The selection process for defining competencies reveals ethical priorities within communities about values deemed essential for living harmoniously in contemporary society.

Competencies in Contemporary Society

Fundamental Competencies Defined

• The foundation for selecting basic competencies is rooted in contemporary societal values. The first competency emphasizes the effective and interactive use of various tools and instruments required by the information society, ranging from simple to complex languages and knowledge areas.

• Individuals must progressively learn to utilize these tools interactively, with knowledge, languages, codes, and symbols serving as instruments to better understand social complexities.

Social Interaction Competency

• The second key competency focuses on functioning within increasingly complex and heterogeneous social groups. It highlights the importance of interaction with diverse others as essential for individuals living in multicultural societies.

• Families primarily teach individuals to coexist with those close to them; however, learning to live alongside those who are different is crucial for societal harmony. This includes understanding cooperation and conflict resolution skills necessary for modern social dynamics.

Autonomy and Personal Identity

• The third fundamental competency involves acting autonomously, which encompasses personal identity development and exercising one's autonomy based on individual interpretation criteria. This allows individuals to make informed choices about their actions in various contexts while assuming responsibility for their freedom.

• Autonomy signifies the freedom to establish personal criteria while being accountable for one’s actions, emphasizing that education should foster this independence rather than merely imparting knowledge.

Gaps in Traditional Education Curricula

• Notably, two of these three competencies are often absent from conventional educational curricula both in Spain and internationally. Many believe that developing these competencies falls solely under family responsibilities rather than educational institutions'.

• There is a common perception among educators that teaching is limited to information transmission; however, it should also aim at developing essential competencies deemed critical for effective citizenship among children.

Rethinking Educational Objectives

• The central goal of educational systems should not be restricted to mere information transfer but should focus on fostering competency development across all students as part of their holistic growth into responsible citizens. Teaching must provoke meaningful learning experiences rather than just delivering content without engagement or application potential.

• Effective teaching strategies should prioritize reconstructing students' mental models through relevant disciplines instead of simply ensuring they memorize facts or concepts for exams—this approach aims at enhancing their understanding of real-life problems through academic subjects.

Learning Beyond Information Acquisition

• Ultimately, the objective shifts from merely acquiring disciplinary knowledge towards enabling students to reconstruct their mental frameworks concerning problem-solving within specific domains taught through those disciplines—success cannot be measured solely by academic performance if it does not lead to genuine cognitive transformation or personal growth.

• If students learn information without integrating it into their existing mental models effectively, they may achieve academic success yet experience broader failures in personal development and societal integration due to unaddressed gaps or contradictions within their prior understandings before entering school environments.

Understanding Knowledge and Learning in Education

The Role of Scientific Knowledge

• The speaker discusses the importance of scientific knowledge, emphasizing its pedagogical and epistemological value for both students and teachers. This knowledge should help individuals reassess their mental models and cognitive maps developed through everyday experiences.

Mental Models and Their Limitations

• It is noted that prior experiential learning often lacks educational care, leading to gaps, contradictions, and biases in understanding. Despite these limitations, individuals rely on these flawed mental models in their daily lives.

Value of Knowledge in Education

• The speaker critiques the current educational system where knowledge is often treated as a commodity for grades rather than a tool for understanding. Students frequently study only to pass exams, which undermines deeper learning.

Active Learning Engagement

• Emphasizing active student engagement, the speaker argues that education should involve processes like inquiry, experimentation, reflection, application, and communication to transform erroneous mental models into useful frameworks for understanding complex problems.

Authentic Learning Experiences

• The discussion highlights the necessity of authentic activities that connect school learning with real-life contexts. This approach aims to bridge the gap between theoretical knowledge and practical application using powerful tools from various disciplines.

Navigating Complexity and Uncertainty

• In an increasingly complex world, it is essential for students to learn how to navigate uncertainty effectively. Educators must prepare future citizens to make decisions amidst doubt while fostering skills that enable them to adapt continuously.

Cultural Innovation in Education

Integrating Community Culture into Schools

• The importance of incorporating current scientific discoveries, technological advancements, and significant artistic expressions into the educational environment to enrich children's cultural experiences.

• Schools should be saturated with innovative cultural elements from various fields such as art, music, literature, science, and philosophy to create a vibrant learning atmosphere.

Role of Educators in Cultural Development

• Educators must act as intellectual representatives of innovative culture within schools by discussing contemporary trends in cinema, literature, philosophy, and environmental issues.

• A flexible organization of school contexts is essential for authentic tasks that connect students with their social environment.

Flexibility in Educational Structure

• School schedules need to be adaptable; rigid timetables hinder educational projects rather than support them.

• The structure of time and space in education should serve the educational project instead of constraining it.

Promoting Metacognition and Autonomy

• Relevant learning requires fostering each student's metacognitive abilities to manage their unique learning processes effectively.

• Students should progressively take control over their learning journeys while educators guide them in recognizing strengths and weaknesses.

Importance of Cooperative Learning

• Peer cooperation is highlighted as a vital teaching strategy that encourages dialogue, respect for differences, and mutual enrichment among students.

• Effective cooperation fosters critical thinking through debate and shared deliberation while promoting an inclusive classroom environment.

Building Trust for Effective Learning

• Establishing a climate of trust and respectful interactions is crucial for effective pedagogy; without it, meaningful learning cannot occur.

• Students must feel safe to express vulnerabilities intellectually to learn from mistakes without fear of ridicule.

Evaluation as a Tool for Growth

• Educational evaluation should focus on formative assessments that promote competency development rather than merely classifying students based on performance.

• In compulsory education stages, the goal is not to select better professionals but to cultivate well-rounded citizens who are equally valued.

Understanding the Role of Educators in Modern Education

The Purpose of Educational Assessment

• The classification and evaluation of students should not restrict educational approaches; instead, they should focus on helping individuals recognize their strengths and weaknesses.

The Complexity of Teaching Responsibilities

• Contemporary educators face a more complex role than merely explaining content; they must design, plan, organize, stimulate, accompany, evaluate, and redirect learning processes to foster relevant learning experiences.

Professional Development for Educators

• Teacher training is not just about acquiring knowledge but developing essential professional competencies that enable them to effectively teach and inspire students.

• Selection processes for teachers should prioritize candidates who demonstrate the ability to apply knowledge practically and possess attitudes that reflect a passion for knowledge and culture.

Essential Qualities of Effective Teachers

• Teachers need to be passionate about both knowledge/culture and the developmental process of imparting this understanding to children. Without this passion, they lack the necessary professional competence.

Navigating Tensions in Teaching

• Educators often find themselves in an irreconcilable dilemma between commitment (engaging closely with students) and intellectual distancing (maintaining critical perspective).

• This tension requires teachers to balance emotional involvement with students while also stepping back intellectually to identify issues within learning processes.

• A teacher must act as an intellectual leader rather than merely a peer among students, ensuring they remain engaged yet critically aware of their teaching effectiveness.