Book launch “Educate, for what? Messages for education with a future”
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The book Educar, ¿para qué? Mensajes para una Educación con futuro (Educating, for what? Messages for an Education with a future) brings together the views of various actors in the educational world who live in the field of educational policies and research. These are teachers and directors - and also professionals from other disciplines - from Chile and abroad, who have followed a path and developed perspectives that we believe can help broaden views and enrich the discussion on the meaning or meanings of our education. ORGANIZATION OF THE BOOK AND ITS CHAPTERS We begin this book by considering education for emotional development because it is one of the most basic human dimensions. In this section we seek to answer this question: What is the meaning and value of emotional training within the framework of educational purposes? We continue with education for social construction, given that today we are educating human beings who live in complex societies and whose interaction is what makes peace and the survival of our planet and even our species possible. In this sense we ask: What impact can education have on social peace and democratic construction? How do we balance dimensions such as civic, economic and cultural aspects? We then address education for social justice, equity and inclusion. Our interviewees question whether a society that does not take care of those with fewer opportunities is viable. What does an education that addresses justice and equity mean? How do we understand social justice? Finally, we touch on the area of education of the self, spirituality and transcendence, and the relevance of educating this aspect in a secular society. Training in these subjects has sometimes been relegated from public education due to the separation of Church and State. However, questions arise about which values and dimensions should be addressed in a secular education because they have to do with universal dimensions that we share as human beings. Thus: Does it make sense to talk about transcendence as a universal human dimension? Is public education a space to address these issues, or is it something that should be restricted to the world of the family or particular faiths? (…) The invitation of this book is to enrich the reflection on the meanings of education. Thus, the book and its testimonies do not intend to provide conclusive answers, but alternatives that promote a constructive discussion that should involve all of us. Perhaps we dare to add a question that already has a certain direction: What would be an education that leads us to more deeply humanize our society and the world around us? (Extract from the Presentation text, written by the Editorial Committee of the book)
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