La vida contemporánea
La economía; La educación y las carreras; Las comunidades de educación; Los viajes y los pasatiempos; El estilo de vida; Las relaciones
OBJECTIVE:
The purpose of this unit is to help students evaluate the school systems in their district and in the country. By doing so, they should be able to compare the schools in their city to schools in other parts of the states and in the nation. Students will compare the differences and similarities of the variety of school systems that exist, understand the need of having diversity in a school and comparing the benefits between the public and private school system. Furthermore, students will investigate what the requirements are for acquiring acceptance to a variety of universities and what the cost is to obtain a higher education.
This unit aims at helping students build a greater level of self-awareness and self-confidence; coupled with a desire for self-enrichment. The activities in this unit will encourage students to think ahead and prepare for a possible future career. Through a variety of audio activities, readings, group discussions, students will be able to identify their interests and abilities; explore a variety of career options; match and prioritize possible careers with their personal interests, skills and values; and be better prepared to make decisions regarding post-secondary training and/or educational programs that are necessary to fulfill their career goals. By creating a career portfolio, a unit requirement, students will visualize what it means to be a professional in a designated career, compare lifestyle options as determined by their career choices, and acknowledge the need to plan for their future.
La economía; La educación y las carreras; Las comunidades de educación; Los viajes y los pasatiempos; El estilo de vida; Las relaciones
OBJECTIVE:
The purpose of this unit is to help students evaluate the school systems in their district and in the country. By doing so, they should be able to compare the schools in their city to schools in other parts of the states and in the nation. Students will compare the differences and similarities of the variety of school systems that exist, understand the need of having diversity in a school and comparing the benefits between the public and private school system. Furthermore, students will investigate what the requirements are for acquiring acceptance to a variety of universities and what the cost is to obtain a higher education.
This unit aims at helping students build a greater level of self-awareness and self-confidence; coupled with a desire for self-enrichment. The activities in this unit will encourage students to think ahead and prepare for a possible future career. Through a variety of audio activities, readings, group discussions, students will be able to identify their interests and abilities; explore a variety of career options; match and prioritize possible careers with their personal interests, skills and values; and be better prepared to make decisions regarding post-secondary training and/or educational programs that are necessary to fulfill their career goals. By creating a career portfolio, a unit requirement, students will visualize what it means to be a professional in a designated career, compare lifestyle options as determined by their career choices, and acknowledge the need to plan for their future.
INTRODUCCIÓN DEL CAPÍTULO Estamos viviendo, como se reconoce, en una “sociedad de la información”, en que el acceso a la información y su control y uso constituyen la clave para el desarrollo de las sociedades y el éxito de los individuos. La Comisión Internacional sobre la Educación para el Siglo XXI, establecida por la UNESCO a principios de 1993, señala en su Informe publicado en 1996, que “la educación debe contribuir a democratizar la información y el conocimiento, debe proporcionar las herramientas para que los niños, los jóvenes y adultos, puedan acceder a los avances de la ciencia y la tecnología y servirse de ellos en forma responsable y solidaria”. De allí que la Comisión rechace un tendencia muy difundida hoy en día, como es la de considerar el proceso educativo simplemente de manera utilitaria, como un medio para alcanzar fines inmediatos y a corto plazo, sobre el mercado laboral y la vida económica. Más allá del desarrollo económico, la educación debe servir para promover el desarrollo humano, para mejorar y enriquecer la vida de todos los seres humanos. La Comisión plantea, además, que “es tarea esencial de la educación la de contribuir al desarrollo total del individuo -espíritu y cuerpo, inteligencia, sensibilidad, sentido estético, responsabilidad personal, y espiritualidad-”. El ser humano es más que una simple fuerza de trabajo, y debe ser más que un buen ciudadano. El ser humano es un fin en sí mismo, y su desarrollo pleno como ser humano debe ser un objetivo esencial de todo proceso educativo, sólo así servirá para un desarrollo económico, político y social sustentable. Educación significa etimológicamente, “sacar de” para “conducir hacia”, es decir, guiar hacia un fin, partiendo de una realidad concreta, y este fin es el último al que puede aspirar un ser humano en la realización plena e integral de su propio ideal, o sea, un absoluto de valores en un absoluto de Ser. El ser humano se realiza plenamente como miembro de una familia, de una comunidad, de una cultura, de una sociedad, pero también en el respeto a su individualidad creativa. |
PREGUNTAS ESENCIALES:
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