Más allá del enfoque contemporáneo de la educación superior: desde la perspectiva de Vivekananda
Resumen
Este artículo busca proporcionar una comprensión más profunda de la contribución de Swami Vivekananda en el área de la educación superior. Swami Vivekananda, que fue un filósofo indio, propagó el concepto de “creación del hombre” inculcando los ideales del “espiritualismo” y el “aprendizaje natural”. Tales ideales se han convertido gradualmente en uno de los prerrequisitos esenciales que el sistema educativo debería inculcar. Precisó la importancia de un agente de apoyo en forma de guía. Este último debería dirigir y también facilitar un espacio que permita el crecimiento natural del niño. Estos dos aspectos esenciales contribuirían al desarrollo del niño. Sin embargo, resulta necesario mantener un equilibrio entre ambos para que el proceso de aprendizaje sea exitoso. Asimismo, este trabajo busca abordar cómo los ideales de Vivekananda contribuirían significativamente a solucionar algunos de los
problemas que afectan a las pedagogías contemporáneas.
Citas
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Blended e-learning System Environment, Computers & Education, 55(1):155-164.
Bahnson, A., Wilcox, J., Kruse, Jand Schou, T. (2020). From Surviving to Thriving. The Science Teacher ,87(7),28-34.
Behera, S.K. (2018). Role of Teacher In Swami Vivekananda’s Man –Making Education,
International Journal of Research in Social Sciences, 8(3),786-795.
Biesta, G. (2022). Have we been paying attention? Educational Anaesthetics in a Time of Crises, Educational Philosophy and Theory, 54 (3), 221–223.
Biswas, H. K. (2021). Swami Vivekananda: As a Pathfinder of Modern India Student of department of education, International Journal of Research Publication and Reviews, 2(1), 102-105.
Bliuc, A. M., Goodyear, P., and Ellis, R. A. (2007). Research Focus and Methodological Choices in Studies Into Students’ Experiences of Blended Learning in Higher Education, The Internet and Higher Education, 10 (4):231-244.
Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Weissberg, R. P and Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432.
Elias, M. J., Zins, J. E., Weisserb, R. P., Frey, K. S., Greenberg, M. T., Haynes., Kessler, R., Stone, M.E.S., Shriver, T. P. (1997). Promoting Social and Emotional Learning: Guidelines for Educators.Association for Supervision and Curriculum Development. United States of America.
Ellis, R. A., and Goodyear, P. (2016). Models of learning space: integrating research on space, place and learning in higher education, Review of Education, 4(2), 149-191.
Ellis,R.A.,and Goodyear,P.(2019).The Education Ecology of Universities: Integrating Learning, Strategy and the Academy. (1sted.) Routledge. New York.
Hadwin, A., and Oshige, M. (2011). Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory. Teachers College Record, 113(2), 240–264.
Haymovitz, E., Allport, P., Lee, R., and Svistova, J. (2017). Exploring the Perceived Benefits and Limitations of a School-Based Social–Emotional Learning Program: A Concept Map Evaluation. Children and Schools, 40(1), 45-54.
Laurillard, D. (2013). Foreword to the Second Edition. Rethinking pedagogy for a digital age: Designing for 21st century learning, 16-18.Routledge. New York.
Madhavi, B. (2014). A Glance at Educational Philosophy in Indian Mythology and its Timelessness. International Journal of the Frontiers of English Literature and the Patterns of ELT, 2(1), 1-10.
Mohd, W. (2018). Swami Vivekananda’s Ideas and Philosophy of Education: A Way Out to Promote Imperishable Development of the Nation. Indian Journal of Research, 7(8), 20-24.
Nathan, L. F. (2020). Joyful learning at scale .The Phi Delta Kappan.101(8),8-14.
Oliveira, S., Roberto, M. S., Pereira, N. S., Alexandra, Pinto, A. Mand Simão, A. M. V. (2021). Impacts of Social and Emotional Learning Interventions for Teachers on Teachers’ Outcomes: A Systematic Review with Meta-Analysis. Educational Psychology, 12, 1-19.
Peters, M. A. (2022). ‘Reality is an activity of the most august imagination’. When the world stops, it’s not a complete disaster – we can hear the birds sing! Educational Philosophy and Theory, 54 (3), 217–220.
Reichl, K. A. S. (2017). Social and Emotional Learning and Teachers. The Future of Children
, 27 (1), Social and Emotional Learning, 137-155.
Rime-Kaufman, S. E., and Hulleman, C. S. (2015). SEL in elementary school settings: Identifying Mechanisms that Matter. In J.A.Durlak., C. E. Domitrovich., R. P. Weissberg., and T. P. Gullotta(eds.), Handbook of social and emotional learning: Research and practice,151–166. Guilford Publications. New York.
Ranganadhananda,S. (1998). Eternal Values for changing society, BharatiyaVidyaBhavan, 1.159-160.
Roy, D. R. (2021). Vivekananda’s Educational Philosophy. International Research Journal of Modernization in Engineering Technology and Science, 3(2), 72-74.
Roy, P. (2015). Vivekananda’s Thought on Method of Teaching and Their Utility on Modern Area. Indian Journal of Applied Research, 5(6), 482-483.
Shuddhidananda,S. (2021). The Complete Works of Swami Vivekananda, Volume 6.
Advaita Ashrama.Kolkata.
Shuddhidananda, S. (2020). The Complete Works of Swami Vivekananda, Volume
3.Advaita Ashrama.Kolkata.
Trees, A. R., and Jackson, M. H. (2007). The Learning environment in clicker classrooms: Student processes of learning and involvement in large university‐level courses using student response systems. Learning, Media and Technology, 32(1), 21– 40.
Umadevi,S.(2015). Humanism in Indian Philosophy- In Indian Philosophy – Contributions of Swami Vivekananda and Deendayal Upadhyaya- An Analysis
,The Indian Journal of Political Science ,76(3), 271-276 .
Walia, K. (2018). My Idea of Education; Swami Vivekananda; Advaita Ashrama.Kolkata. Wu, J.H., Tennyson, R. D., and Hsia, T. L. (2010).A Study of Student Satisfaction in a
Blended e-learning System Environment, Computers & Education, 55(1):155-164.
Autores/as
Mitra, S., & Prakash, G. (2023). Más allá del enfoque contemporáneo de la educación superior: desde la perspectiva de Vivekananda. Logos: Revista De Lingüística, Filosofía Y Literatura, 33(2). https://doi.org/10.15443/RL3317
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
