Knowledge, reflection and transformation of paths in higher education

Abstract

This essay precisely proclaims a dissenting and reflective education, that when implemented in the higher level can set the path to new directions in the educational process. Andragogy researches, which are the basis of this statement, offer the professor the opportunity to facilitate and contribute with the academic growth of the human being, starting from an interactive dialogue and following a process in which the student contributes to his own formation with the cognitive skills linked to his experience. Nature tends to be hidden; this encourages the student and professor to become devoted researchers of knowledge. Knowledge compromises the search of answers to the stated problems or those of daily life, which main purpose seen from the phenomenological point of view must seek for the transformation of reality. To share leadership inside the classroom with the student, taking his capabilities as foundations and stimulating new skills, motivate the exchange of points of view, the challenge of critical thinking, innovation of ideas and a new learning style.