The main objective of this Seventh Conference on Psychology is to create a space for reflection and debate on the three pillars that make up the development of the individual (family, society and school), aware of the need for new educational models that include the concept of authority and democratic. This will seek to:
a) Analyze current social and historical reality by focusing our attention on the family and school as educational and socializing agents, from the viewpoint of the authority: their nature, characteristics and functions in the processes of educational-training intervention.
b) Assess the type of education that want to give the younger generations and the kind of man and woman who want to form, and to reflect on the means and instruments be used to achieve it.
c) reflect on the vital role of education in today's society and the responsibility of those performing teaching duties, guardianship or paternity.
To this end, an analysis of contrasts and some fundamental changes are occurring in today's society, in classrooms and in the family and are of reference for defining new models and educational practices from an interactive approach, ecological and community, to meet the ethical needs, cognitive, affective and social rights of all involved.
More specifically seek:
- reflect on the concept of authority from the binomial antagonistic authority / authoritarianism.
- current study examined changes in social patterns, family and education and to assess how they affect the individual's learning processes.
- analyze the impact of these changes (in terms of needs, demands, expectations, training and educational practices) to educational institutions in the widest sense of the term, respond appropriately to their educational work and socializing.
- study new features or skills that each agent must take, as well as agreements on the mutual contributions and roles to play .
- Develop agendas for interactive engagement among all stakeholders (Administration, school, family, social environment) to design models socializing and democratic respond to new realities and social and educational needs.
Today, family and school, the two traditional educational institutions, are in a time of profound and rapid changes. We are faced with a heterogeneous society in terms of choices, values \u200b\u200band lifestyles of many that affect all aspects of human behavior. The family and school must be clear about their roles and encourage community life as the basis for all subsequent social experience. In this context, since the theme of this conference, we discuss the axes that govern the actions of those for the integral development of the individual: the authority based on ethical commitment, such as the consistency between they think, say and do, and love as engines of coexistence. And this space to encourage communication and participation between these two pillars socio. Both institutions have to find ways to interact, find common ground, putting a shared responsibility of education . This involvement will include responsibility for the achievement of educational goals and collaborative instructional processes of the three basic dimensions that make up the educational process of the individual: family, school and social environment.
In this framework, the development of the sessions, we seek answers to the following questions:
- How conceive the concept of authority in education?.
- Is there a crisis in the concept of authority in society, the family institution and in the school?. How can we make use of this concept in the process of socio-educational intervention?
- Do we give the place of the concept of authority in the interaction education?. Does a constructive exercise and training, serving the autonomy coexistence, respect and tolerance?.
- Are they capable of families and schools to manage and transmit the norms and values \u200b\u200bthat young people need for the afterlife?.
- How do we integrate the concept of authority in the classroom, the family and society?.
- What is needed to overcome obstacles and what are the priorities for assistance to those involved?.
- Do we have the skills necessary to establish rules, boundaries and develop a family discipline and educational from democratic principles of participation, coexistence, dialogue, responsibility, tolerance , inclination and initiative?.
- How to build methodologies and implement techniques to develop a democratic authority in education?
- What are the mutual demands between family, school and society regarding the concept of authority?.
- What is the responsibility and how they address the players processes involved in the integral formation of the individual to achieve a responsible and democratic authority?.
- What are the new functions and powers that each institution should take, as well as agreements on the mutual contributions and roles to play?.
