Ethical+and+civic+development+and+training+in+millennial+universities-Experiences+from+Mexico,+Spain+and+Chile

**Ethical and civic development and training in millennial universities:** **Experiences from Mexico, Spain and Chile** Marisa Cabrera, Professor Researcher, Tec de Monterrey, México marisa.cabrera@itesm.mx] Álvaro N. Ugueño, Professor Researcher, Universidad Católica de Temuco, Chile aun@uct.cl] Esther Luna, Professor Researcher, Universidad de Barcelona, España eluna@ub.edu] ** Keywords: ** Ethics, citizenship, international, globalization, social contexts

** Track: **International impact and development

** Format: **Conversation hour

**Date & time:** Friday 10:50-12:00

**Location:** Crystal Room

**Summary:** Research has shown that higher education programs do not address ethics and citizenship education in the context of current changes for which the student goes through during its academic career. Also, the teacher continues to incorporate traditional methods of teaching (based on behaviorism), although in some cases follow a constructivist where the teacher is a facilitator of student learning, manages to investigate, discover, analyze and express and share their ideas but cannot put it into practice in different social contexts.

The needs that face our present societies, characterized by complex multicultural scenes, require universities to approach training and preparation from new perspectives. Diversity, exacerbated by globalization and technology, demands continuously new competencies in scholarship, reconstructing the curricula in the different universities from Latin America and Europe, and modifying established curricula charged with the development, training, and preparation of ethical and civic competencies in students. These broad socio-pedagogical issues are complicated further when we consider how we align these goals of university studies through community-engaged pedagogies, which might be specific to their communities’ cultures, with students’ professional needs of global social mobility?

This conversation hour will examine the role and limitations of service-learning as a harmonizing method across three distinct Spanish-speaking countries. We will examine pedagogies of engagement for promoting and developing citizen competencies in professional students in Mexico, the introduction of these pedagogies in Spain’s new curriculum, and the rise of a new Education Model in Chile which emphasizes learning of generic competencies vis-à-vis respect of diversity and ethical civic action.

** References: ** Colby, A., Ehrlich T., Beaumont E., Stephens J.et al. (2003). //Educating citizens: preparing America’s undergraduates for lives of moral and civic responsibility//. San Francisco, CA: Jossey-Bass.

CRE, Association of European Universities. //Bologna Declaration of 1999//. Retrieved from []

Educational Model UC Temuco, //Principles and Guidelines//. Retrieved from []

Jacques Delors, UNESCO, Division of higher education (1999), //La declaración mundial sobre la educación superior para el siglo XXI//, http://wwwunesco.org/education/educprog/wche/presentacion.htm. Accessed March 27, 2009.

Martínez González, J. (2010). //Cuadernos de educación y desarrollo: Las competencias del profesor en la educación// //superior.// //Vol 2, No. 21// Eumed, Universidad de Málaga, España.

Martínez, J. B., Cabello M. J., et. al. (2003). //Ciudadanía, poder y educación.// Editorial Graó, de Irif, S. L. Barcelona, España.

Perry, L. J. & Jones G. S. (2006). //Quick hits for educating citizens: Successful strategies by award-winning teachers.// Bloomington, IN: Indiana University Press.

Ruiz Silva, A. (2005). La formación de competencias ciudadanas 1ª edición//. Ascofade.// Bogotá, Colombia//.//

Villa, A. y Villa, O. (2007). //El aprendizaje basado en competencias y el desarrollo de la dimensión social en las universidades.// Educar, 40. 15-48.

Virtual Center of Ethics and Citizenship. Retrieve from []. Accessed January 10, 2011.

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