AN ANALYSIS OF THE AXIOLOGY OF EDUCATION FOR SECURITY

In the article, authors semantically analyze the expressive norms of “value” in respect to the axiological concepts of happiness, beauty and security, embedding modern “education for security” in the tradition of Aristotle’s study of the necessary, useful and beautiful things. The attention is then turned to the resulting military and pacifist entanglements of such education. In following deliberation, there is a reference to the recognition by Stefan Kunowski of the three systems of being, and the three philosophies of education, evolving namely around the following values: Christian – rooted in Love, socialist – rooted in Struggle, and liberal – rooted in Freedom. Through a critical re-evaluation of these philosophes and systems, one can notice that they point to the fourth system implied in the philosophy of security. It is a system of contemporary “education for security” based on custody, care and control, and, control over oneself and others. In resulting final part of the article, authors outline the paradigm of this modern education for security, and place it in respect to both, the universal axiological value plain, and the four pillars of the Delors Report entitled “Education has a hidden force in it”. The pillars recommended by this Report are general and refer to: knowledge, cooperation, and acting, as well as, being. According to the authors, the implementation of education resting on these pillars is intentional and creative, of the equally, the cognitive civilization (the civilization of rational people), and the enlightened – one that is secure.

FORMACIÓN DE COMPETENCIAS PROFESIONALES EN LA UNIVERSIDAD PÚBLICA, UNA VISTA PANORÁMICA DESDE LA GLOBALIZACIÓN

RESUMENEl trabajo ofrece los resultados de la investigación denominada “La formación de competencias profesionales en escenarios de globalización. El papel de la Universidad Pública”, misma que analiza la formación de competencias tanto teóricas como prácticas y actitudinales necesarias para llevar a cabo un buen desempeño profesional y dar cuenta del compromiso social que conlleva haberse formado en una institución pública. Se analizan las competencias que la UNESCO, la Organización para la Cooperación y el Desarrollo Económico (OCDE) y el Informe Delors proponen para ser desarrolladas por la educación superior, de manera que un grupo de egresadas pueden autoevaluar cuál fue la participación de la Universidad en contraposición con lo aprendido a lo largo de la vida. PALABRAS CLAVE: Competencias, Competencias Unesco, Competencias OCDE, Competencias Delors, Universidad Pública. RESUMO O artigo apresenta os resultados da pesquisa nomeada “A formação das competências profissionais nos cenários da globalização. O papel da Universidade Pública”, aonde se analisa as formações de habilidades e atitudes teóricas e práticas necessárias para realizar um ótimo desempenho profissional, além do compromisso social envolvido pelo fato de ter-se formado numa instituição pública. Também se analisam as competências propostas pela UNESCO, a Organização para a Cooperação e Desenvolvimento Económico (OCDE) e o Relatório Delors propor para se desenvolver pelo ensino superior, de modo que um grupo de graduados poderem auto avaliar qual foi a participação da Universidade ao invés do que eles aprenderam ao longo da vida. PALAVRAS-CHAVE: Competências, Competências UNESCO, as Competências da OCDE, as Competências Delors, Universidade pública. ABSTRACTThe article provides the results of the research “Training professional skills by public university, a panoramic view of globalization”, which analyze training of theoretical, practical and attitudinal competences in order to achieve a professional expertise and to demonstrate the social commitment implied in subjects that have been educated in a public education institution. Furthermore, are analyzed the competences approached by United Nations Educational, Scientific and Cultural Organization (UNESCO), Organization for Economic Cooperation and Development (OECD) and the Delors Report, in order to be developed by Higher Education Institutions, so as to a group of graduated can self-assess their own participation at University as opposed to long-life learning. KEYWORDS: Skills, UNESCO skills, OECD skills, Delors skills, Public University.

Alternative Routes to Monetary Integration in the British Economic and Political Debate (1989-91)

In 1989, the Delors Report pushed the accelerator on European economic and monetary integration, setting the calendar for a three-steps process aiming at a single currency. The British Government tried to hinder this goal, casting into the scientific debate and political negotiations alternative plans, first based on currency competition, later on the issuance of a parallel currency (the "hard-ecu" proposal). The aim of this work is to reconstruct the theoretical framework in which such debates took place in Britain, both at a scientific level and in the political arena