Keywords
higher education
academic freedom
innovación educativa
educación superior
libertad de cátedra
How to Cite
Abstract
Although the university was born as an institution that fostered the growth of the spirit and sake the truth, time forced her to change into a new educational paradigm. This transformative process fosters her to innovate in their didactic strategies, to change the pedagogical model, integrating software and hardware platforms. Therefore, the university faced an identity crisis. Besides pursuing truth, the university entered a survival mode for trying to keep her economic sustainability. Along those lines, the idea of academic freedom as a legal mechanism to protect institutions from external ideologies, universities had always been on the threat of "educational innovation". This paradigm came to push the integration of blended teaching and learning methods within the classrooms. The effectiveness of these methods is still unknown; hence, academic freedom has indeed been swayed. Draggin from the experiences of Germany, Spain, and Costa Rica, this essay explores how academic freedom can resist government and university to overcome the authority of the professor. Nevertheless, we conclude considering how academic freedom is a relatively capable medium to achieve autonomy
References
Christensen, Clayton; Johnson, Curtis W.; and Horn, Michael B. (2010). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns [El aula disruptiva: cómo la disrupción cambiará el modo en que el mundo aprende]. New York: McGraw-Hill.
Eyring, Henry;and Christensen, Clayton. (2011). Changing the DNA of Higher Education. Washington DC: American Council on Education.
Foucault, Michel. (1992). Microfísica del poder [Varela, Julia y Álvarez-Uría, Fernando Trad.]. Madrid: La Piqueta.
Gómez, Celín. (2004). La libertad de cátedra. Revista de Ciencias Jurídicas, (104). 71-90.
González-del-Valle, José M. (1981). Libertad de cátedra y libertad de enseñanza en la legislación española. Persona y Derecho, 8, 314–327.
Herrero López, Montserrat. (2015). Poder, gobierno, autoridad: la condición saludable de la vida política. Madrid: Centro de Estudios Políticos y Constitucionales.
Llano, Alejandro. (2012). La universidad y el tiempo. En Alma mater (pp. 91–108). Perú: Universidad Católica Santo Toribio de Mogrovejo.
Madrid, Raúl. (2013). El derecho a la libertad de cátedra y el concepto de universidad. Revista Chilena de Derecho, 40(1), 353–369.
Malagón, Roberto Suárez. (2011). Contenido y límites de la libertad de Cátedra en la enseñanza pública no universitaria. Revista de Derecho UNED, (9), 421–462.
Romero Pérez, Jorge. (2014). Rodrigo Facio Brenes (1917-1961): anotaciones de su perfil personal. Revista de Ciencias Sociales, (138), 21-40.
Schilling, Melissa A. (2016). Strategic Management of Technological Innovation. New York: McGraw Hill Education.
Sistema Costarricense de Información Jurídica. (1949). Constitución Política de la Republica de Costa Rica. Recuperado de http://www.pgrweb.go.cr/scij/busqueda/normativa/normas/nrm_texto_completo.aspx?param1=NRTC&nValor1=1&nValor2=871&strTipM=TC
Tidd, Joe; Bessant, John; and Pavitt, Keith. (2005). Managing Innovation: Integrating Technological, Market and Organizational Change (3rd ed.). England: John Wiley & Sons Ltd.
Vidal, Carlos. (2004). Libertad de cátedra y libertad pedagógica en Alemania. Persona y Derecho, (50), 373–409.