PROMOVER LA EDUCACIÓN LIBERAL A TRAVÉS DEL ESTUDIO LONGITUDINAL DEL PENSAMIENTO CRÍTICO: FUNDAMENTOS Y PROPUESTA
Palabras clave:
Destrezas del siglo XXI, pensamiento crítico, medición de resultados del aprendizaje, educación liberal, educación superior JesuitaResumen
Recientemente, la educación superior en Estados Unidos ha recibido bastantes críticas por no preparar de manera adecuada a los estudiantes para “el mundo real”. Existe evidencia empírica sustancial (p.ej., Arum & Roksa, 2011) de que muchos estudiantes se gradúan con un nivel limitado de dominio de destrezas del siglo XXI claves, como el Pensamiento Crítico (PC). A pesar de su importancia para el logro del progreso personal y del éxito profesional, sorprendentemente, hay muy poca investigación rigurosa sobre el desarrollo del PC durante la etapa de pregrado. Creemos que esta es una oportunidad perdida en el campo de la educación superior para comprender las variadas trayectorias de desarrollo del PC y para generar evidencia creíble que informe políticas, programas y prácticas profesionales al tiempo que se fortalece el estatus del PC entre los varios interesados en este tema. Sostenemos que, a pesar de los múltiples retos involucrados, es factible diseñar e implementar un estudio longitudinal amplio sobre el desarrollo del PC (y de otros constructos relacionados). Aunque el PC es un objetivo de aprendizaje importante en todas las instituciones de educación superior, tiene una resonancia especial para las instituciones y programas que apuntan a brindar educación liberal. Proponemos que, por varias razones, el estudio inicial debe conducirse en un subconjunto particular de instituciones; a saber, una muestra de instituciones de educación superior Jesuita en los Estados Unidos. Discutimos varios asuntos técnicos relevantes a tal estudio, así como las ventajas y desventajas asociadas a nuestra opción preferida de muestra de instituciones.
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