VALORES HISTÓRICOS Y ACTUALES DEL BACHILLERATO INTERNACIONAL

Ángeles Bueno Villaverde

Resumen


 

HISTORICAL AND CURRENT VALUES OF THE INTERNATIONAL BACCALAUREATE

Abstract

The purpose of this paper is to clarify some of the concepts and the explicit values that support the Mission and Vision of the International Baccalaureate Organization, but also the implicit values observed in most of the schools adhering to this organization nowadays.

This paper is intended to analyze the philosophy in which stands International Education, to determine the values that support International Education since its inception and to determine the values that support Global Consciousness. First, there is a revision of the historical background of the International schools linked to the League of Nations. Later on, we deal with the principles of international Education. We try to clarify the meaning of being international regarding schools and curriculum.  We develop the characteristics of IB programmes and the Learner profile. We continue with the Trends in international education and its values. And finally, we end up revising the concept of Global Citizenship Education nowadays and the importance of developing a Global Competence.

Key words: International Baccalaureate, International Schools, IB Learner Profile, History of International Education, Global Citizenship Education, Global Competence

 

VALORES HISTÓRICOS Y ACTUALES DEL BACHILLERATO INTERNACIONAL

Resumen

El propósito de este trabajo es aclarar algunos de los conceptos y valores explícitos que apoyan la Misión y Visión de la Organización del Bachillerato Internacional, pero también los valores implícitos observados en la mayoría de las escuelas adheridas a esta organización en la actualidad. Este trabajo pretende analizar la filosofía en la que se encuentra la Educación Internacional, determinar los valores que apoyan la Educación Internacional desde su creación y los valores que apoyan la Conciencia Global. Para ello se revisan los antecedentes históricos de las escuelas internacionales vinculadas a la Sociedad de Naciones y se analizan los principios de la educación internacional. Más adelante, tratamos el significado de ser internacional con respecto a las escuelas y el currículo; desarrollamos las características de los programas del IB y el perfil de la comunidad IB; continuamos con las tendencias de la educación internacional y sus valores. Finalmente, acabamos revisando el concepto de Educación para la Ciudadanía Global de hoy en día y la importancia de desarrollar una Competencia Global

Palabras clave: Bachillerato Internacional, Escuelas internacionales, perfil de la comunidad IB, Historia de la Educación Internacional, Educación para la ciudadanía global, Competencia Global


Texto completo:

PDF

Referencias


Balarin, M. (2011). Global Citizenship and Marginalisation: Contributions towards a Political Economy of Global Citizenship. Globalisation, Societies and Education 9 (3–4): 355–366.

Bates, R. (Ed.). (2010). Schooling Internationally: Globalisation, Internationalisation and the Future for International Schools. Routledge.

DaVia Rubenstein, L. (2012). Using TED Talks to Inspire Thoughtful Practice. The Teacher Educator, 47(4), 261-267.

Davis, F., y Mourglier, L. (1998). La comunicación no verbal. Alianza.

Gardner, H. (2011). Las cinco mentes del futuro. Barcelona: Editorial Paidós.

Gardner-McTaggart, A. (2014). International elite, or global citizens? Equity, distinction and power: the International Baccalaureate and the rise of the South. Globalisation, Societies and Education, 1-29.

Hahn, Kurt. (1965). Harrogate Address on Outward Bound. Retrieved on December 2, 2016 from http://www.kurthahn.org

Hahn, K. (1936). Education and peace: The foundations of modern society. The Inverness Courier. Retrieved on December 2, 2014 from http://kurthahn.org/writings/ed_peace.pdf

Hargreaves, D. (1998). Creative professionalism: The role of teachers in the knowledge society. Londres: Demos.

Hayden, M., Thompson, J., y Walker, G. (Eds.). (2002). International education in practice. London: Routledge.

Hayden, M. (2006). Introduction to international education: International schools and their communities. London:Sage.

Hill, I. (2000). Internationally-minded schools. The International Schools Journal, 20(1), 24-37.

Hughes, C. (2018). Educating for the Twenty-First Century: Seven Global Challenges.

International Baccalaureate Organization (IBO) (2015). IB Learner Profile Booklet. Cardiff: International Baccalaureate.

International Baccalaureate Organization (IBO) (2009). Cómo hacer realidad el PEP: un narco curricular para la educación primaria internacional . Cardiff: International Baccalaureate.

Lee Olson, C., y Kroeger, K. R. (2001). Global competency and intercultural sensitivity. Journal of studies in international education, 5(2), 116-137.

Malik, K. (2013). Human development report 2013. The rise of the South: Human progress in a diverse world. Nueva York: Published for the United Nations Development Programme (UNDP)

Matthews, M. (1989). The scale of international education. International Schools Journal, 17(7), 7-17.

Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the global citizenship scale. Journal of studies in international education, 15(5), 445-466.

November, A. C. (2012). Who owns the learning?: Preparing students for success in the digital age. Solution Tree Press.

OECD (2016). Global competency for an inclusive world. Paris: OECD.

Ramos, G., y Schleicher, A. (2016). Global competency for an inclusive world. France: OECD.

Tarrant, M. y Sessions, L. (2008, December). Promoting global citizenship: Educational travel and study abroad programs in the South Pacific. In ISANA International Education Association 19th International Conference, Skycity Convention Centre, Auckland, New Zealand.

United Nations Development Program. (2013). Human Development Report 2013. Oxford: Edited by K. Malik. Oxford University press.

Van Vooren, C., & Lindsey, D. (2012). Leaders address inequity through a framework of international-mindedness. Journal of Transformative Leadership and Policy Studies, 2(1), 25-33. Retrieved on December 2, 2014 from http://www.csus.edu/coe/academics/doctorate/jtlps/issues/2-1/jtlps-2-1-vooren-lindsey.pdf

Walker, G. R. (2002). To Educate the Nations: Reflections on an international education. Suffolk: John Catt Educational Limited.

Walker, G. R. (2006). Educating the global citizen. Suffolk: John Catt Educational Ltd.

Walker, G. (2011). Introduction: Past, present and future. The Changing Face of International Education, 1.

Walker, A., Lee, M., & Bryant, D. A. (2016). Development and validation of the International Baccalaureate Learner Profile Questionnaire (IBLPQ). Educational Psychology, 36(10), 1845-1867.

Wilber, K. (2001). A theory of everything: An integral vision for business, politics, science and spirituality. Shambhala publications.


Enlaces refback

  • No hay ningún enlace refback.


Journal of Supranational Policies of Education (JoSPoE)

DOI: 10.15366/jospoe

ISSN-e: 2340-6720