Los desafíos de la Academia en el siglo XXI: entre los imperativos de Calidad Técnica y la temporalidad del Sentido

Abstract

The paradigmatic characteristics of our contemporary era have transited, in recent decades, from postmodernity (Lyotard, 1991), to liquid modernity (Bauman, 2004), and, finally, towards an exacerbation of its characteristics in the current hypermodernity (Lipovetsky, 2006). This process of development has had a direct effect on the education of global society, as well as on the concepts of knowledge, intelligence (Gardner, 1995), learning and knowledge (Delors, 1994) which begin to be interpreted from complex parameters (Morin, 2003). In curricular terms, this has materialized in curricula oriented towards the verification of students' graduation profiles (Perrenoud, 2001), at the higher education level.
In this way, it becomes necessary to overcome academicism (Pérez Gómez, 2003), but, at the same time, fundamental ontological concerns regarding the true nature and role of the Academy are updated (Heidegger, 2010). The contemporary university is challenged to integrate new technologies, modalities and conferences (Pablo, 2017), adapt teaching strategies, evaluation and instruments to the new characteristics of the time (Púñez, 2015; Zepeda, 2017), and strengthen, at the same time, its status as an institution aimed at the improvement of humans and the environment, through the cultivation of the spirit and the rigorous advancement of sciences