The school is committed to the development of pedagogical practices that account for the integral growth of the human being through training in the different dimensions of the “self”. This is achieved through the strengthening and development of intellectual, social, emotional and ethical competences; skills required for their complete self-fulfillment as an individual, as a social being and as part of a globalized world.
The school bases its everyday work in a pedagogy that fosters a holistic education as the most complete pedagogical exercise that contributes to the development of competences. This is achieved in three levels of understanding. The first level, where the student receives information that he or she is able to understand. The second level is acquired when critical thinking is encouraged. Here knowledge simply passes from being received to being transformed into a new personal perspective. The third level is acquired by reinforcing these understandings through exercises, debates, and other strategies, until knowledge becomes transformative and spontaneous.
Adjunction of these two models results in the prioritization of cognition while reinforcing behavioral aptitudes which are the result of our thoughts, but not as an impulsive act, but as an existential act that delivers principles, growth, harmony and value to the being when learning.
For the Humanistic-Constructivist pedagogy, it is vital to respect the value of the human being for who he is (humanism), while providing tools that allow you to access knowledge on your own (constructivism). These two models prioritize the cognitive processes of the human being and the reinforcement of his behavior which is the manifestation of his thoughts no longer as a mechanical act, but as an existential act that gives him virtues, growth, harmony and worthiness.
This blended model allows students to think, generate their own ideas, give their opinions, make judgments, experiment on their own, solve problems, recognize their humanity, virtues, mistakes, etc. It also gives the possibility for knowledge to become impregnated, as a life-mark. Thus, the process of cognitive construction and reconstruction gives the human being a place in the world and value to their existence.
One of the creators of the humanist approach, Carl Rogers, mentions that education must be centered around the student, who has a natural desire to learn, and that "it´s only useful that which leaves a mark on a person and becomes part of his cognitive, cultural, emotional, spiritual and existential life ". (1995). And for this, it is necessary to generate meaningful learning experiences. In addition, David Ausubel mentions that: "the most important characteristic of meaningful learning is that it produces an interaction between the most relevant knowledge of cognitive structure and new information". (1976). This makes new information shape into a structure already established on what has been learned in the past.
If we add the constructivist model which enhances cognitive development and learning, we will shape human beings aware of their abilities, able to apply what they learn in class in any situation of their lives, since they will discover their innate ability to create and solve problems.
Constructivism within pedagogy is a dynamic teaching process, where the participation of the subject has a leading role at the time of learning; the objective to be achieved will be to give the student tools that allow him to solve any problematic situation, so the ideas are modified all the time and the student continues learning. Knowledge therefore is a constant reconstruction of the individual. Jean Piaget. (2001). Thus, the current constructivist theory mentions that:
–Knowledge is constructed, not transmitted.
-Experiences must be interpreted and processed by each individual.
-Previous knowledge has an impact on learning.
-The students have a vision of the established world before joining the classroom, which has been formed (built and rebuilt) with the years of previous experiences and learning.
- Autonomy must be accepted and promoted.
Learning techniques, media tools and more, are strategies implemented to this mix of the humanistic and constructivist approaches. And, above all, respect for the value that each human being has within their study process, intellectual development, rhythm, needs, motivations, reflection and understanding in learning that is built every day.
SOCIAL, EMOTIONAL AND ETHICAL EDUCATION
SEE Learning, education for the mind and the heart, is a pedagogy that helps teachers by providing them with scientifically designed educational material to form values and socio-emotional competencies, such as the ability to take care of oneself, others and our planet, to overcome difficulties, teamwork, among others. It focuses on training children and young people in emotions, ethics and values so that little by little they better manage their needs, impulses and feelings in the different scenarios that life offers, leading them to be happy citizens who contribute to the well-being of all as established by the vision of the school.
Through the SEEL program, our educational community develops competences:
Social: These competences help us maintain good relationships with other people. This implies mastering basic social skills such as, the ability to communicate effectively, the ability to respect the opinions of others and the ability to work as a team.
Emotional: Emotional competencies are described as those that help us to identify, understand and control our emotions. Examples of emotional abilities include self-control, empathy and self-care.
Ethics: These competences seek to reinforce values. We learn to make decisions and act based on our values. Among these values are honesty, justice and responsibility to the environment, among others.
BILINGUAL EDUCATION – CLIL
Language learning should not only be focused on linguistic objectives, but also on improving students' communicative competence by offering them real contexts, so that using the foreign language for learning other subjects is presented as the most real and ideal situation, increasing his motivation and his desire to learn.
The CLIL (Content and Language Integrated Learning) methodology is based on four concepts known as the 4Cs of the curriculum (Coyle 1999), a principle according to which, in order for a CLIL lesson to be well designed, it must include the following elements: