Trans-complex education as a strategy in pandemic and post-pandemic COVID-19

Innovation in curriculum development

Authors

  • Juan Miguel González Velasco Universidad Mayor de San Andrés

DOI:

https://doi.org/10.46542/pe.2020.202.2728

Keywords:

Education, Self-learning, Schools, Student, Bolivia

Abstract

The trans-complex approach to education changes the work of the teacher and faculty, in particular the social outlook and resilience of the student is tested with this new mode of self-learning and adaptation. The new proposed form of education involves the application of a non-physical classroom, immersed in a creative and constant flux of complexity and trans-disciplinary processes; this is the social classroom born of the Trans-complex Educational Theory in response to the pandemic and post- pandemic phase of COVID-19. This case study will focus on the challenges to institutions, teachers and students, and relates to the struggle with acquiring new and complex skills. These struggles can be addressed using ‘R3 Education’ which promotes ‘Reinvention’, ‘Realignment’ and ‘Resilience’. The emergence of a responsive approach to curriculum design is now here - the trans-complex curriculum.

Author Biography

Juan Miguel González Velasco, Universidad Mayor de San Andrés

Facultad de Ciencias Farmacéuticas y Bioquímicas/Faculty of Pharmaceutical and Biochemical Sciences, 

References

Glaser, B. & Strauss, A. (1967) The discovery of Grounded Theory: Strategies For Qualitative Research. Aldine Publishing Company, Chicago, USA.

González, J. (2015). Religaje Educativo. La Paz: Jivas. La Paz, Bolivia

González, J. (2017a). Teoría Educativa Transcompleja. La Paz: Prisa, Bolivia

González, J. (2017b). Aula Mente Social. La Paz: Imprenta Prisa. Ltda, Bolivia

Published

06/09/2020

Issue

Section

COVID-19 Case Study