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Exploring Higher Education in Honduras: towards a new learning concept with contributions of biology of knowledge

  • There is growing international concern about the necessity to re-think the university so that it might remain relevant in a modern society. In the traditional task division at universities, knowledge is the main resource. Universities make use of both the cognitive and the informational approach. It was expected that universities use each approach to improve overall university performance. To effectively use the informational approach, universities should apply the tools from knowledge management. To effectively use the cognitive approach, universities must update their teaching-learning strategies to incorporate some of the recent advances in neuroscience and biology of knowledge, specifically from neurobiology and autopoiesis. With this frame, the main contribution of this work is the result of merging pedagogy and biology, towards an ideal future university. This goal was achieved through an exploratory study conducted to identify opportunities and difficulties in improving the teaching-learning process for the future of higher education in Honduras. The Delphi Study was used as a predictive method. Nineteen Honduran experts participated in this study, and two rounds were necessary to achieve consensus. The multi-disciplinary approach of this research addresses three different fields whose core element is knowledge. First, input from the present field of higher education is used to speak about the future. Second, input is taken from the biology of knowledge, and its contributions from neurobiology and autopoiesis that allow modifying and completing the already existing learning theories with a biological basis. Third, input is taken from the knowledge process, which is traditionally used as an organizational tool and know is translated to the individual level. The exploration shows that experts are concerned about all the missions and responsibilities of universities, but they agree that changes should primarily take place in the teaching dimension. Even though they are not aware of the possible contributions of biology, they suggest new forms of teaching that more favor skills development, promotes values, pertinent knowledge, and personal development over short-term contents. The resulting BRAIN Model encompasses the ideal future of higher education regarding teaching and learning, according to experts’ answers. It provides a useful guide that any reform in teaching should take into account for a holistic, integral, and therefore more efficient learning task.
Metadaten
Verfasserangaben:Virna López
URN (Permalink):urn:nbn:de:hbz:386-kluedo-34667
ISSN:18687571
Schriftenreihe (Bandnummer):Schriftenreihe Pädagogische Materialien der Technischen Universität Kaiserslautern (42)
Betreuer:Rolf Arnold
Dokumentart:Dissertation
Sprache der Veröffentlichung:Englisch
Veröffentlichungsdatum (online):04.04.2013
Datum der Erstveröffentlichung:04.04.2013
Veröffentlichende Institution:Technische Universität Kaiserslautern
Titel verleihende Institution:Technische Universität Kaiserslautern
Datum der Annahme der Abschlussarbeit:15.03.2013
Datum der Publikation (Server):05.04.2013
GND-Schlagwort:Honduras; biology of knowledge; higher education
Seitenzahl:183
Fachbereiche / Organisatorische Einheiten:Fachbereich Sozialwissenschaften
DDC-Sachgruppen:3 Sozialwissenschaften / 370 Erziehung, Schul- und Bildungswesen
Lizenz (Deutsch):Standard gemäß KLUEDO-Leitlinien vom 10.09.2012