Profiguration and Service Learning in Higher Education: critical perspectives from intergenerational interdependence
This article presents the theoretical (and applied) development of a concept: Profiguration. It is a sample of how Service Learning (SL) promotes new lines of research and induces a symbiosis with teaching. Through Profiguration, Service Learning helps to focus on introspective spaces of society and...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat de Lleida (UdL) |
| Repositorio: | Repositori Obert UdL |
| OAI Identifier: | oai:repositori.udl.cat:10459.1/464391 |
| Acceso en línea: | https://doi.org/10.36253/form-14678 https://hdl.handle.net/10459.1/464391 |
| Access Level: | acceso abierto |
| Palabra clave: | Profiguration Service-Learning Profigurative Socialization Inclusive Intergenerational Education Intergenerational Social Contract |
| Sumario: | This article presents the theoretical (and applied) development of a concept: Profiguration. It is a sample of how Service Learning (SL) promotes new lines of research and induces a symbiosis with teaching. Through Profiguration, Service Learning helps to focus on introspective spaces of society and research, opening the university to society for its improvement. We propose that universities be Profigurative Centers for Intergenerational Training (Age Friendly University) that incorporate the idea and practice of the importance of intergenerational relationships in a society that sometimes seems to be crossed by generational gap. Our university SL proposal incorporates several practices and profigurative action programs in teaching, research, and transfer. It is a sociological proposal that opens educational centers to the real needs of the community and generates in teachers and researchers, transformations in the way of producing knowledge, relating formative theory and reflective practice. |
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