Abstract
The survival of human beings is affected by climate change, radical transformation in nature, the disappearance of species, biological imbalance, and new lifestyles. Furthermore, inequality generates misery and a crisis of ‘humanity’, of indifference towards the pain of others. Individualism prevails and there is no empathy. Given this, urgent measures are required. Consequently, we propose to re-signify the sense of poverty, counteract the simplifying vision of capital, and how to address this problem from a Higher Education Institution Our work method consisted of analyzing the data that we obtained from two sources: the Coya-Managrande indigenous community and the interview with two representatives of the Catholic Church, to extract the main concepts for this new paradigm. As a result, we integrate three perspectives in the reflection: science, ancestral knowledge, and spirituality, permeated by the teachings of the gospel embodied in the life of Francis of Assisi. We outline, then, a new paradigm that includes relationships with nature, with others, and with transcendence from a process of academic training. In conclusion, we find that a new paradigm motivates changes in three aspects of the curriculum process: attitudes, capacities, and abilities. An ecological competence is proposed so that the new generations contribute to the preservation of nature and resources, for a life in harmony among all living beings. Finally, we propose categories for the development of educational strategies.
Presenters
Lady Johanna Peñaloza FarfánAssistant Professor and Director of the EULOGOS Research Group, Peace and Region Programe, University of Ibagué, Tolima, Colombia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CLIMATE CHANGE, LIFESTYLES, TRANSCENDENCE, ANCESTRAL KNOWLEDGE, SPIRITUALITY, ACADEMIC PROCESS, ECOLOGICAL
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