La triple conexión: Hacia un modelo operativo de educación para el florecimiento
DOI:
https://doi.org/10.29257/ea.3474Palabras clave:
educación, bienestar, eudaimonia, virtudes, sostenibilidadResumen
El florecimiento humano se ha convertido en uno de los fines centrales de la educación, asociado a distintas dimensiones como bienestar, resiliencia y cohesión social. Existen distintos enfoques de florecimiento a nivel mundial. Sin embargo, la mayoría de modelos actuales se limitan a describir dimensiones del florecimiento sin ofrecer un mecanismo que explique cómo se activa y se sostiene en la realidad educativa. Por ello, proponemos un marco integrador en el que el estado interno (configuración dinámica de procesos cognitivo-mocionales, atencionales y narrativos) funciona como núcleo regulador que interactúa de manera recursiva con una triple conexión: consigo mismo (autoconciencia, autocuidado), con los demás (seguridad psicológica, reciprocidad) y con un propósito o misión trascendente (sentido, espiritualidad y sostenibilidad). El modelo se traduce en una teoría de cambio apoyada en prácticas aplicables a distintos contextos educativos, superando la fragmentación de las iniciativas de florecimiento, que plantea un mecanismo evaluable y adaptable culturalmente.
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