Good Living: review of the development model from the educational perspective
DOI:
https://doi.org/10.5377/paradigma.v31i52.19500Keywords:
good living, community development, participation, citizenshipAbstract
This study examines the "Good Living" paradigm as an alternative theoretical framework for social development and its potential application in educational innovation. Starting from a critical review of the evolution of international development models, the research analyzes how these conceptions have historically influenced educational practices and citizen education. The work explores the interrelationship between development models, forms of collective relationships and the construction of knowledge, questioning whether current educational paradigms effectively respond to the contemporary needs of society and the environment. Special attention is paid to the fundamental principles of "Good Living", evaluating their ability to inform and transform pedagogical practices. The main variables include the axioms of "Good Living", international development models, and innovative educational practices. The study seeks to contribute to the dialogue on alternative development models and their application in the educational field, offering new perspectives to address the social and environmental challenges of the 21st century.
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