Integral education at High Q

The salient features of knowledge depend on the type of knowledge considered. Different categories of knowledge are usually recognized according to the way in which they are acquired, also according to how they are based. We distinguish like this:

The education of children is something that parents are very concerned about. Obviously, the years of education are responsible for the formation of the individual. For this reason, it is important to provide not only knowledge but also values. At this point, we find integral education, a complete way to mould our children and prepare them for the future. However, not everyone knows exactly what integral education is and that is why we want to explain it to you in detail at High Q.

What does integral education mean?

The comprehensive education is concerned to develop all the possibilities of a person. It is responsible for preparing it for several future plans, both for the reflective and work plans.

Which fields does comprehensive education cover

The fields covered by comprehensive education are basically three, on the one hand, knowledge, important to educate educated individuals and with tools to understand the world. On the other hand, the behaviour works, trying that the children learn freely to behave. Finally, try to enhance the will of young people.

Intuitive knowledge: Acquired through common sense

Discursive knowledge: Acquired on the basis of prior knowledge

Scientific knowledge: Acquired through the design and implementation of research

Philosophical knowledge: Acquired through analysis and criticism

Non-scientific knowledge:

Empirical: It is based on experience.

Popular or vulgar: It is based on experiences, stories and beliefs

  1. It is an act of communication
  2. Issuer
  3. Receiver
  4. Own creation of the receiver
  5. Influence
  6. Purpose
  7. Intention of education
  8. Gradual learning
  9. Types of education
  10. Types of evaluation

It is an act of communication

Within education intervenes an issuer (educator), a receiver (educating), a message (educational content). This is provided through a channel to positively influence or improve upon the receiver in some aspect.

Transmitter

This issue can be passive (for example a book) or active (a teacher, teacher) but will always try to influence the receiver to incorporate certain knowledge.

Receiver

Education needs another (educating) that receives or captures the information and processes it in the proper way. On the other hand, the receiver is the one who configures, transforms, selects and gives the information he receives a sense of his own.

Own creation of the receiver

Education is an act that implies the active participation, intellectually speaking, of the receiver. Thus, it is he who will capture the information provided by education and create new concepts or theories.

Influence

Education requires whether or not the influence of one person over another. This influence is traversed by a certain pattern that will allow the receiver (or educator) to elaborate or build their ideas, objectives, conclusions or theories.

Purpose

All education has a specific and particular purpose. Often this can be hidden or latent. However, education is not a random act, uncontrolled and without a specific purpose. It always has one objective: to generate a reaction or influence in a certain way on the receiver.

Intention of education

This intentionality starts from the receiver and, through the act of education, tries to penetrate the mind modifying behaviours in the receiver. Thus, once this intention is assimilated, it is internalized and blurred, leaving its purpose hidden.

Gradual learning

Education is not possible without the time parameter that determines it. Thus education must be gradual in time.

Types of education

There are different levels or types of education:

  • Primary education (basic education)
  • Undergraduate or higher education (tertiary education) – education

Primary education (basic education)

Although both have markedly different characteristics, they have been located in the same step since for both of them the approval of the previous level is required: level of secondary or secondary education.

Postgraduate education (master’s or master’s, masters, postgraduate)

To be able to access each of the educational levels it is necessary to have approved the previous levels. So to be able to access an intermediate education (secondary education) it is essential to approve the pertinent evaluations to basic education and so on.

Types of evaluation

Evaluation is part of the assimilation process of education. Also, this process never ends or stops.

Broadly speaking, 3 different types of evaluation can be distinguished:

  • Initial assessment: It is one of a pedagogical nature. It is done frequently at the beginning of an educational level and its purpose is the cognitive evaluation of each student. It also inquires about the type of prior information that the student possesses but also evaluates social functions, character or personality.
  • Formative evaluation: It is one that is performed almost continuously. It has a qualitative character and generally has a positive or negative influence on the summative evaluation.
  • Summative evaluation: This type of evaluation is one that assesses the degree of assimilation as a consequence of a learning process. It has a score expressed by a letter or a number. That is, it is a type of quantitatively measurable evaluation.

Subjective

It does not necessarily try to reach the truth and is always conditioned by the subjects that endorse this knowledge.

Personal

Each individual incorporates and assimilates this knowledge in a peculiar way, from his personal stock and his own beliefs and experiences, which makes it a much less precise knowledge.

A systematic

It does not require a rigorous and orderly work, it can skip steps.

Not verifiable

There is no way to test an empirical knowledge, only the factual endorses it.

Particular

Not being supported by a robust theoretical body, it is not possible to generalize a knowledge that emerges from the empirical.

Ambiguous language

Unlike scientific knowledge, it lacks a language of its own, that is, words specifically designed and defined to explain the phenomenon in question.

Episodic

It does not have the requirement to be reproducible or coherent with a larger paradigm, which gives it the possibility of remaining an episodic element.