Education for full human development: a process of disruptive evolution

Abstract

The framework of an education that generates integral, holistic, essential human development for the common good, leads us to ask ourselves from what nature of process and with what instruments we can face this inescapable and transcendental challenge, in order to achieve impacts that are expressed in increased knowledge, attitudinal disposition and capabilities of people to transform their lives and environments. Education for full human development calls us to a disruptive evolution, both in paradigms, models, tools, management, leadership; a leap in knowing and doing, in the attitude for achievement, positioning and action. The dialectic between evolution and disruption reflects awareness of the huge long-term changes we are living, in the context of the historical period in which a new educational model is being shaped and the disruptions with subjective and objective depth; of mental models, methodologies and practices, of pedagogical implications and impact on protagonists. In this paper the conception of an education that assumes from the architecture of the process and strategic intention the full human development is exposed. Published references on the relationship between education and human development are analyzed, as well as the sense of disruptive evolution, instruments correlated to the itinerary of changes are proposed and evidences that configure the new education in Nicaragua are highlighted. It concludes by recapitulating the strategic process of Evolutionary Transformation of Education that is being experienced in the country, providing evidence of the point of disruption that is being traversed, reflecting on categories that are the object of resignification, particularly the one referred to competencies for full human development