Pedagogía Transformadora / Victoria Subirana

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The Transformative Pedagogy is also known as:

 The Evolutive Transformation Method

(Transform to improve)

The Origin

The Transformative Pedagogy has its origins in the year 1988, when I travelled for the firs time to Nepal and I became aware of the miserable living conditions of the marginalised children in Kathmandu: the outcasted, the untouchables, the homeless. The impact of it all motivated me to establish an educational system used by the school as means to promote positive changes in the individual and in the society. Since the children in question had a seriously deteriorated self esteem due to the many abuses they receive from the society, which very often doesn’t accept them and marginalises them, I put special emphasis on learning about the origins of their problems. These studies led me to understand, that the majority of them had their emotional system, as well as the capacity to correctly relate, the self trust and the means of expression damaged and above all, they were lacking the most important factor to adequately respond to the educational stimuli: the love.

These children were incapable of receiving or giving love, and as a consequence they developed a whole range of aggressive behaviours and unhealthy habits. Later on I understood that these kinds of behaviours didn’t correspond to the intrinsic willingness of a child to hurt or create problems but rather they were due to their “mental immaturity”.

This was when I realised that the subject “Mental maturity” needed to be integrated.

The Transformative Pedagogy focuses on the development and mental maturity of a person from their early childhood, which signifies that not only it is applicable to the poorest but it can be applied to any person in any country and in any sector of our society.

A well equipped mind guarantees acquisition of studying habits, discipline, practice of virtues, formation of the character, conflict resolution, family or social relations, emotional stability, and most importantly: it helps to be happier.

This methodology is based on the pedagogical philosophy dedicated to the studies and knowledge of the human mind as means to  conserve the balance and achieve the mental maturity.

This practice must be fomented from the early childhood on at schools to ensure the harmonious development on a personal level and of any collective.

 

Basic principles of the Transformative Pedagogy

 

TO IDENTIFY

Signifies to realise what’s happening at any given moment, perceive what’s going on in our environment, become aware of our emotions, our mood, the flow of our thoughts; it means to be alert, be conscious of the cause and the effect of our thoughts, words and actions. In pedagogy, to promote the habit to identify means to make the student conscious of his / her own learning process, making them become independent from the critics or approvals of the teacher, connecting the concepts learnt in the classroom with their individual life and their personal development.

 

TO INTERNALISE

To identify and to detect is very important and yet it’s not enough to modify a behaviour, form a habit or change a routine. The identification implies only a passive action: it’s an action attributed to our thinking. The internalisation and the transformation still require mental effort and practical skills, which will materialise through actions, transformations and tangible changes. In pedagogy, the internalisation of a concept is linked to a significant learning, and to the frequency of using this concept. When someone internalises a theory, a skill or an idea, it means that they make it theirs, that they can replicate it whenever necessary and that they won’t forget it with the passing of the time, and it’s being worn as second skin.

 

TO TRANSFORM

The third step would be to teach a child, so that he / she can learn how to design the path of their own evolution, equipping them with the tools necessary for self-improvement. At the same time, the child will learn the mechanisms to carry out the improvements which could be applied in his / her most immediate environment: family, school, area of residence. A child who grew up this way will become an adult prepared to positively transform the country where they live, the continent to which it belongs, the world where they live. These basic principals start to develop from practicing a technique, which I call MENTAL AWARENESS, and which is being routinely applied until the individual internalises it until they acquire a state of conscious observation and a constant mental alertness. The Transformative Pedagogy considers the mind to be an essential element in the learning process, because a lot of basic abilities depend on it to develop our basic vital activities, such as memory, sensory perception, concentration, balance, reasoning, capacity to form relationships, comprehension etc. In the area of the applied pedagogy this philosophy considers the mind as such to be a subject and reaching the mental maturity is regarded as a process. Because of this, the virtues, the values, the discipline and the respect towards an individual are prioritised and the same amount of time is dedicated to these as to other important subjects from the curriculum. These practices are not optional or extra-curricular but they’re integrated within the educational curriculum as one of the subjects in the form of specific spaces, equipments, activities and materials. Taking into account that the mental maturity should be acquired by all human beings, without any kind of exclusion, this method is a tool, that can applied to any individual of any age, in any country in the world, without any kind of discrimination.

 

Pedagogía Transformadora / Victoria Subirana

During years the UNED and Victoria Subirana have collaborated in order to transmit the values of the TRANSFORMATIVE PEDAGOGY through one of the seminars, which have trained hundreds of educators and teachers.

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