live in a time and enjoy good and fast changes at different levels. Social, technological, demographic, cultural, scientific, etc. Rather than a time of change, it seems that we are in a new era, as stated in different forums for quite some time.
In a complex environment like this, the real concern of pedagogy should be to provide adequate responses from models are also complex and holistic. Models sitema clear understanding of reality and Pedagogy.
The first of the transciciones and more sustained in time facing this pedagogy is the consolidation of transit between the "Pedagogy" classical understood as "PAIDEA" science or art of "teaching" exclusively focused on act of child-youth, to andragogy, in which object and subject of pedagogy are reviewed and which integrates the concept of who is educated is the man, not just the child, from birth until death, throughout his life and regardless of the place of the educational act. Time and space education, therefore, remain unchanged.
are important in this line of transcendent nuevasy contributions, for example, from the strengths of "complexity theory" of Morin (1995) for education. Just as important is the design of educational fact not merely a formal and institutional fact of "training" instrumental, but as a complex act and intentional Regaldo or not, to educate from tradition, but also in the sense of emancipation and critical to new generations. Thus, they insist that is the whole "tribe" within the meaning of the aphorism that collects African Navy (2004) and the complex web of social institutions and places clear pedagogical impact, those involved in the educational challenge.
For more information about this topic:
Romani Riera, Jordi & Cívis Zaragoza, Michael. Professional Pedagogy century. Faculty of Education. Education UNED XXI. 11, 2008, pp. 133-154. Rescued June 8, 2010 in http://www.uned.es/educacionXX1/pdfs/11-05.pdf
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