Proyección e Innovación Social - Volumen II
Until the mid-19th century, higher education institutions on our continent developed their educational programs in the classroom, complemented by the demands of the industrial revolution, which promoted research processes. With the political revolutions of the early 20th century, the need to addres...
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| Autors principals: | , , , , , , , , , , , , , , , , , , , , , |
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| Format: | Online |
| Idioma: | espanyol |
| Publicat: |
Universidad Santiago de Cali
2025
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| Matèries: | |
| Accés en línia: | https://directory.doabooks.org/handle/20.500.12854/166404 |
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| Sumari: | Until the mid-19th century, higher education institutions on our continent developed their educational programs in the classroom, complemented by the demands of the industrial revolution, which promoted research processes. With the political revolutions of the early 20th century, the need to address “social issues,” a topic that until then had been the domain of philanthropy and charity, was enshrined in Western democratic cultures and governments, mandated by the ideas of Machiavelli, Locke, and Smith. It was only with the Cordoba Reforms (1918) that Latin American universities put their knowledge and experience to work to address and accompany different social strata in their concerns and possibilities, thus giving rise to the substantive function of social outreach or university extension.
Since then, universities have made their educational projects more useful and relevant through dialogical interaction with the communities where they provide consulting services, consulting, continuing education, and student internships by contributing its knowledge to the external environment and enriching teaching and research with the learning and questions of users of its programs. This is where value is generated from its mission, from its social innovation. This is its main importance as an institution of higher education: it contributes and grows. |
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