FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 212
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FUNDAMENTO TEÓRICO DEL PROGRAMA LIDERAZGO PARA UNA EDUCACIÓN INTEGRAL / SEGUNDA PARTE
mension of the human in formal schooling if schools are to contribute in a
relevant manner for the human development of their students.
As stated in the opening, this is a concept paper. A concept that is still
in the making and so, debatable and subject to lots of improvement. The
idea that the interior dimension of the person is central to education is
not new. What we present is a (hopefully) compelling argument that its
absence may cause societal damage. Furthermore, but this is for another
time, the absence of a WCD approach to education may turn schools as
we know them obsolete: all that may be digitalized will be digitalized.
Instruction may be digitalized; education may not.
2. A WORLD IN ACCELERATED CHANGE:
EDUCATIONAL PESSIMISM, DIGITAL TECHNOLOGY,
A PANDEMIC AND WAR IN EUROPE
EDUCATIONAL PESSIMISM
Since the Coleman Report (1966)3, post-war euphoria in the western
world gives way, in education, to militant pessimism regarding the ability of schools to raise the literacy levels of the population at large and to
promote equal opportunities for all. The birth of a more economically
globalised world, and international competition for jobs (or the attraction of job-creating industrial investment), puts added pressure on education to equip future generations with the knowledge and skills that
will enable them to have 8a good life9. In the aftermath of post-war economic development, having a good life meant living with more material
comfort and security than the previous generation.
This preparation for having a good life implied, besides the scholarly
knowledge, the traditional hallmark of a good education, the development of operational skills and, with an important conceptual and political contribution from the Delors Report9 Education - A Treasury to Discover9 (1996), being capable of being a lifelong learner.
A DIGITAL WORLD
It is famously cited that the orst thing you learned in a tutorial on computer programming back in 1972 was to make the computer print9 Hello
3. The Coleman Report is the result of a 1966 study commissioned by the US Federal Government to a team
led by sociologist James Coleman. The study had an aim to give insight on equal educational opportunities
and was foreseen in the Civil Rights Act. The Coleman Report was pioneer in (i) considering that equal
opportunities should be measured at the output of the educational process and not at the input and (ii) in
the methodology used. This study marked educational policy in the United States and the Western world in
general, its best known (and sometimes misinterpreted) postulate being that 8schools make no difference9.
