Category Archives: Education


2016-01-21 11.03.12

Estamos en un momento en que la colaboración es vital!

Sophia & UNESCO: repensando la educación

El equipo de Sophia Education piensa, como la UNESCO, que tenemos que repensar la educación para ayudar a los chicos a alcanzar las competencias del s.XXI, más amplias que las que obtienen del actual contenido curricular.

Los programas que ofrecemos en Sophia preparan para esta transición.

Bienvenidos milenials!


Una nueva forma de aprender

Originally published on the blog of Connecting Brains.

What if we would install a computer in a place they have never seen one, we started it on and we left?

Sugata Mitra did the experiment and named it «the hole in the wall». He installed a computer in a poor neighbourhood of New Delhi, in India, one meter from the ground. When some children passed through there -children that hardly went to school and did not speak English-, asked what it was, he said he did not know and left. He repeated the operation in different parts of the country. Soon after, children had become expert surfing Internet, downloaded files, had enough learned English to manage computers without problems, taught each other … and even they said they needed a faster processor and a mousse again.

What was intended to demonstrate this experiment?

«My wish is to help shape the future of education helping children around the world to develop their innate sense to question things and to cooperate», says Sugata Mitra. Clearly the education system as we know it today doesn’t motivate children and nor fosters their creativity, but, on the contrary, tends to nullify it. Traditional methods, based in uniformed learning, tests in which they disgorge content and punishment to failure, no longer work. In a world in which anything we want to know we can find it in two minutes, it is necessary to devise a non-threatening model for children, to stimulate their intelligence and to invite them to discover what they really want to learn.

What does Mitra propose?

His project is the School in the cloud, and he won the 2013 TED prize of one million dollars. Involves the construction of a learning laboratory, physically settled in India, where children can embark on intellectual adventures with the help of an adult online mediator, based on the principles of commitment and cooperation. At School in the cloud, working cores are SOLE (Self Organized Learning Environment), self-organizing systems in which a structure develops without explicit intervention from outside. These involve communities, parents, schools and others to flourish worldwide SOLEs and get to learn how to change the learning process imposed on children.

What needs to change the system?

To 1,000 million children, we need 100 million online mediators, 10 million SOLEs, USD 180,000 million and 10 years. Mitra says that with these resources we could change everything. And finally we could achieve on tapping that big capital we have in the imagination and the immense learning capacity of children. mitra

El mundo a explorar


Todo el mundo tiene talento


Logan Laplante, sin palabras

A flexible personalized education, which suits the interests and abilities of each child, that enhances his talent. Would be the ideal of any society: the implementation of a method of individualized instruction, suitable to train experts in diverse fields and to prevent that common students frustration. And yet, our current standardized and rigid educational systems, can not be further apart from the concept.

Occasionally some voices arise in this regard, making us think. There are cases that show us another possible kind of education. Logan Laplante is one of them: a boy, 13 years old, who left school and began to study at home. Thus he got what was completely impossible in school: progress at his own pace, with high motivation and depending on his needs and concerns. Results are spectacular: Logan explains it in this TED conference, which he structures around a statement: what a child really wants is that when growing be happy and healthy, and his education should focus on this two axes. Other responses that the education system may give are addressed on what adults want to hear.


La creatividad, la asignatura pendiente

Creatividad, uno de los mayores desafíos y una de las grandes esperanzas de todos los negocios para ayudar con su prima, la innovación, para lograr las metas de la compañía: hacer crecer el negocio, exportación, llevar al mercado nuevos productos, salir de la precaria situación que causó la crisis … Estamos cada vez sabemos que el futuro de nuestras empresas depende en gran medida de la mejora de la creatividad. Creatividad aplicada a través de los campos y practicada por todos los empleados. Pero las cosas no van como deberían moverse en esta dirección. Los datos de una encuesta llevada a cabo por Getty Images iStock en Advertising Week 2013 en Nueva York son significativas:

48% de pensamiento creativo que los niveles de creatividad en su industria se han estancado o disminuido.
23% gasta menos de dos horas al día para crear.
70% sería pasar más tiempo en mejorar su creatividad.
60% dice que en el último año tuvo ideas creativas, que no pudo materializarse debido a la falta de financiación, la falta de tiempo, o ambos.
Es cierto: no hay dinero para invertir, no hay tiempo que perder, el apoyo a veces no podemos encontrar en las esferas más altas; pero también hay otro problema: tanto como se habla de los beneficios de la creatividad en muchos casos todavía realmente no han sido internalizados. Es un problema de educación.


Child hands painted in colorful paints ready for hand prints

Child hands painted in colorful paints ready for hand prints

Manos del niño pintadas en las pinturas de colores listos para impresiones de la mano

Hemos visto en un video de TED revelando en el que un escritor coreano explica por qué tenemos que empezar a ser artistas … Inmediatamente! Como los niños, dice, todos somos artistas. Pero crecemos y nos sentimos obligados a socializar para integrarse en nuestro entorno, para cumplir las normas, no para hacer lo que no debemos hacer. Y por cierto que dejamos a un lado las habilidades innatas que, en la edad adulta, sería de gran utilidad, no sólo para realizar arte, sino para ser creativo. Si, como los niños, que habían dejado a crear como nos hubiera gustado, si hubiéramos sido educados en los principios básicos más abiertas, si hubiéramos sido capaces de pensar, actuar y expresarse sin trabas … Ojalá hoy importar la falta de dinero, falta de tiempo o la falta de apoyo? O podríamos seguir creación a pesar de todos los obstáculos, porque la creatividad se incrusta en nuestra cultura y nuestra mentalidad? Kim Young-ha, escritor coreano, cree que todavía hay tiempo para arreglar el lío. Seamos artistas de nuevo.

La buena pedagogía es la Reina


We would all agree to the asseveration; what should be reviewed are pedagogical practices if our goal is that future generations have the ‘skills of the XXIst century’ or, translated, that children can be happy despite the uncertain environment where they will live, so, they have to be able to solve their lives.

But the tricky part of the sentence is ‘good’, adjective that brings us to a value judgment: good, according to the criteria of who? I… almost all the teachers I know are ‘good’. Although we all understand the meaning of the statement, we should begin to step in detail in the speech, it is important to reach a consensus on what kind of guide we wish for children, because it is our responsibility as educators, not to look elsewhere.

El valor de la frustración


We have too spoiled children in developed Countries? We know how to say no? What we, adults experience when we stay in a NO with the kids we educate? The acceptance of non-immediate compliance of our goals helps us to build strategies to advance our vital interests; in front of a NO it is both possible: we abandon (maybe it was not so ‘necessary’ the object of desire), or we have to recompose our puzzle pieces to get to where we had set. Do not be afraid to NO.

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