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| Conceptual Frame |
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The fundamental concepts to understand the point of view and position from which ProyectARG carries out its institutional mission are explained below::
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Social Welfare: Social Welfare consists, mainly, in defending the duties and rights of human beings (Juan XXIII). |
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Solidarity Actions: They are based on the work carried out by a group of people or important organizations towards attaining a shared objective aimed at improving social welfare. |
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Taking Care of Every Aspect of Life: It refers to how to care for the environment, ensuring the survival of the different species of the planet, human race included. It conceives Man as someone capable of acting on reason in favor of nature, which it is part of. |
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Culture of Solidarity: It is the result of an individual and a society paying attention to their fellow men, thus thinking about their troubles, and deciding to help in order to positively transform other people’s situation. |
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Defense and Respect of Human Rights: They refer to those liberties, rights, faculties, powers, institutions, demands that any human being may put forward. Their satisfaction is indispensable to guarantee a decent life.
a)
Civil and Political Rights (first generation): They are focused on protecting the human being, individually considered, against every aggression displayed by any governmental body: Against life, physical, psychic and moral integrity, personal liberty, freedom of speech and press, petitioning the Government, the right of conscience and free exercise of religion, peacefully to assemble and associate.
Against identity and nationality, private property, circulating and residing within the boundaries of a State, a due process in a reasonable term before an objective, independent and impartial court, the presumption of innocence, the defense, not being discriminated.
b)
Economic, Social and Cultural Rights (second generation): They are mainly focused on guaranteeing the economic welfare, the access to labor, education and culture, thus ensuring the development of human beings and communities: To work, to health, to culture, to the familiar medical care and attention, to children and young attention, to receive care and attention during pregnancy and delivery, to a suitable healthy diet, clothing and dwelling, to public and free education for all education and teaching levels.
c)
Communities Rights (third generation): To live in a healthy and stable environment, to the self-determination of peoples, consumer and users of goods and services, to live peacefully, to the sustainable economic and social human development.
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Education / Educate: The education is a practice that takes on special significance whenever the desire of learning arises. It is whetted every time we feel responsible for another person. As soon as we are concerned about another person, we feel responsible and search for possible alternatives, a feasible utopia, an interpretable dream. That way, hope springs up from the horizon broadened by the desire of knowledge, and in the open sky of the public space where the other questions me (p. 198). This strange combination of singular stories and public space turns school into a loom of faith (p.201)
To educate is to lead and go along the path of knowledge wisely. It is to build global-minded, critical youngsters compromised with current problems. Today, to educate means more than complying with a curriculum. Educator’s challenge consists in bringing up youngsters with a critical viewpoint, deeply committed with the problems posed by the current world.
Tomás Sánchez Iniesta is “Licenciado en Filosofía y Letras” [Arts Graduate], teacher and director of different Spanish educational institutions. He is also a member of the “Forum Europeo de Administración de la Educación” (2005) [European Forum of Education Management]. |
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Quality Education: Above all, it implies not only to center on consolidating the knowledge to be transmitted and its democratization, but also to focus on the didactic resources needed to teach such contents in the best way, trying to trigger the active participation on students’ side. At present, it is of utmost importance to make use of cutting-edge technologies to achieve that aim.
Braslazvsky, C (2004) carries out an analysis of the ten factors that have an impact on providing quality education for everybody in the 21st century:
Factor
1
Personal and social nets as focus of education.
Factor 2
Conviction, respect, and self-esteem of the related strata.
Factor 3
Professional and ethical strength of professors.
Factor
4
Management capability of directors and intermediate staff.
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Factor
5
Team work at school and within the educational system.
Factor 6
Alliances between schools and other educational agents.
Factor
7
The curriculum at all levels of education.
Factor 8
The quantity, quality and availability of teaching and educational material.
Factor
9
Plurality and quality of didactic methods.
Factor
10
Minimum materials and the cultural and socio-economic incentives.
Braslavsky, C. (2004). Diez factores para una Educación de Calidad para Todos en el siglo XXI [Ten factors to be considered for a Quality Eduation for Everybody in the 21st Century]. Document submitted to the Semana Monográfica Santillana [Papers from the Santillana Week].
Cullen, C. La docencia como virtud ciudadana. [Teaching as a Citizen’s Virtue]. Buenos Aires [Argentina]. Novedades educativas [Educational News]. Page 83.
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Critical Nature
Active thinking, historical and reflexive sight committed with different realities so that the subject be not a mere alienated consumer. On the contrary, it should glimpse the arbitrary nature of the social situation, be suspicious about it, and offer new alternatives, including diversity as an enriching aspect. |
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Justice
Human feelings and attitude which, based on principles of ethics, moral norms and law, have as supreme aim to achieve the respect of both collective and individual rights of each and every member of a certain society. Consequently, they are led to decide upon actions as being specific instruments of either reward or punishment of human behavior, in equal proportions to the good or damage caused by the said conduct. |
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Social Justice
It consists of a set of decisions, norms, and principles considered reasonable for a relatively egalitarian society not only as regards economic terms but also guaranteeing both working and decent living conditions for all the population. |
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Cutting-Edge Technologies
ProyectARG believes that advanced technologies represent an inherent aspect of the educational democratization. It implies both the access to technological resources and to the knowledge required for their efficient management. |
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Citizens Participation
Citizens’ participation arises from the commitment undertaken to monitor and contribute to the respect of people's rights and the fulfillment of our inherent obligations due to our living in democracy. It is fulfilled through direct actions connected with governmental policies (passing a bill, participating in a political party, being a public servant), or indirect actions, such as transmitting information through the media in a responsible manner, keeping track of governmental actions, the debate and joint reflection, the implementation of gestures of solidarity, the complaint, the participation in public welfare institutions, either state-owned or private ones. |
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Democratic Principles
They attach value to citizens’ participation, dialogue processes, respect for diversity, critical arguments, deliberation, the law and consensus. |
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Innovative Projects
They refer to those proposals of action that creatively exceeded the context limit to solve a specific problem, thus increasing the potentiality of available resources. In general, innovation entails union and team work. |
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Social Networks
Open system in which there is a dynamic exchange between the members of a group with the members of another group. Social networks enable to potentiate and improve the resources they rely on, and the creation of new alternatives to solve problems or meet needs. Every member of the group is enriched through the multiple relationships developed by each of them, optimizing the learning process, as it is socially shared. (Dabas, 1998). |
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Solidarity
The concept defended by ProyectARG is far from having a “charitable” connotation, to which the term “solidarity” was always linked. ProyectARG considers Solidarity as an instance of responsibility towards the other, as that person represents us from our origins, molding our identity. It is about an ethical instance that is not limited to individuals with specific needs, but challenges everybody to meet, find ourselves, and acknowledge we are different as regards identity but entitled to equal rights. |
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Decent Work
No action other than work associates Man so deeply and strongly with reality. It also governs its relationships and distribution of wealth. That is, it socializes, includes and molds identity. Satisfaction at work may be linked either to the recognition obtained or to the product (own creation). It may also derive from the pleasure of cooperating, provided that certain degree of autonomy be present in such process, thus turning it to be a decent one. |
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Transformation
Social transformation involves a process of resistance, creation and integral building of what is new. Therefore, the transformation of the society implies a long-lasting and articulated process of systematic and permanent changes shown in every manifestation of social life. The product of said transformation should be thought of, designed, and built collectively, with the full and central participation of all the people interested in it. (Rauber, Isabel - 2004). |
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Historical Background
The path of the institution as from its origin to current days. It is described in the curriculum of the organization. |
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Values
They are global projects of existence (individual / social) that are capitalized in the individual behavior through the experience of attitudes and the conscious and assumed fulfillment of certain rules. (Prat, M. and Soler, Susana; “Actitudes, valores y normas en la educación física y el deporte” [Attitudes, Values and Rules in Physical Education and Sports]. Inde, Barcelona, 2003). |
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