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The cultivation of critical thinking through university tutoring: A new opportunity after Covid-19.
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- Author(s): ESTEBAN BARA, Francisco1 ; CARO SAMADA, Maria Carmen2
- Source:
Revista Española de Pedagogía. ene-abr2023, Vol. 81 Issue 284, p73-90. 36p. - Source:
- Additional Information
- Alternate Title: El cultivo del pensamiento crítico a través de la tutoría universitaria: una nueva oportunidad tras la Covid-19.
- Subject Terms:
- Abstract: La tutoría universitaria, salvo excepciones, ha adquirido un estado que debería preocuparnos. El canon de los últimos años es un encuentro puntual y optativo para, grosso modo, aclarar dudas sobre contenidos académicos, solucionar problemas con el cumplimiento de tareas, revisar resultados de evaluación y encontrar alternativas a vicisitudes personales de los estudiantes que condicionan el seguimiento de las asignaturas. Quizá esa tutoría permita salir del paso, pero es una versión reducida y desustanciada de lo que podría ser. Hay razones para afirmar que su leitmotiv es la educación del carácter universitario, principalmente, lo que ha venido a llamarse el espíritu o pensamiento críticos. Además, parece ser que eso es lo que se echa en falta y reclama la realidad social y profesional contemporánea: titulados universitarios que piensen por ellos mismos, buscando siempre la verdad de las cosas y con la mirada centrada en el bien común. La Covid-19, por todo lo que ha significado para las universidades, especialmente las llamadas presenciales, ofrece una nueva oportunidad para la tutoría, una ocasión para su restablecimiento. La nueva realidad ha traído un mensaje pedagógico-tecnológico y otro ético. Ambos pueden recuperar la tutoría en tanto que conversación constante, profunda e inacabable que enriquezca otras situaciones universitarias y que abra puertas que conduzcan a la mejor versión de uno mismo. Este trabajo persigue un triple objetivo: presentar razones que sustentan que la tutoría está principalmente para el cultivo del espíritu o pensamiento críticos; identificar obstáculos levantados hace años y posibilidades que trae la nueva realidad; y, por último, elevar una serie de conclusiones en tono prospectivo para que nuestras universidades, según sean sus circunstancias, puedan situar a la tutoría en el lugar que merece estar. [ABSTRACT FROM AUTHOR]
- Abstract: University tutoring is, with some exceptions, in a state that should concern us. The model in recent years is sporadic, optional meetings generally used to clarify doubts about academic content, solve problems with completing tasks, review assessment results, and find solutions for students’ personal problems that affect their progress in modules. This model of tutoring may make it possible to resolve problems, but it is a limited and insubstantial version of what it could be. There is case for saying that its leitmotiv is university character education, principally what has come to be called the critical spirit or thinking. In addition, it seems that this is what the contemporary social and professional reality misses and demands: university graduates who think for themselves, always seek the truth of things, and focus on the common good. Covid-19, with all of the impact it has had for universities, especially ones that work face-to-face, offers a new opportunity for tutoring, an opportunity to re-establish it. The new situation has brought both a pedagogical-technological message and an ethical one. Both can re-establish tutoring as an ongoing, deep, and unending conversation that enriches other university situations and opens doors that lead to the best version of oneself. This work has a three-part objective: to present arguments that hold that the main purpose of tutoring is cultivation of the critical spirit or thinking; to identify obstacles raised some years ago and possibilities that the new situation brings; and, finally, to suggest a series of future-oriented conclusions so that our universities can give tutoring the place it deserves in line with their circumstances. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Revista Española de Pedagogía is the property of Funciva Ediciones, S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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