GKA INNO 2020 VIRTUAL

December 15-16, 2020

Welcome to GKA INNO 2020 VIRTUAL, the International Conference on Innovation and Education for Development. The conference explores how scientific, technological, political, cultural, economic and social changes decisively and increasingly influence the education and learning of both new generations and adults. The highlighted theme of this year is “Humanist-Christian Pedagogy. Source of Social Responsibility ”.

Remember that in order to deliver a talk at the conference, you must first submit your proposal for review. Once it is accepted, you will be able to register. Deadline for submissions: December 15th, 2020.

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Conference Partner

FUNDACIÓN UNIVERSITARIA SAN PABLO CEU

San Pablo CEU University Foundation was established with a view to making positive changes in society through its educational centres that offer an educational framework based on Christian Gospel values and through the work it does in the public arena in defence of humanity and justice. The aims of the institution are rooted in its quest for academic and professional excellence, in the innovation of its educational projects and in its teachings on values and human virtues. The Foundation, founded in 1933 by the Catholic Association of Propagandists (ACdP), has more than 25 educational centres offering more than 200 official degree courses from Childhood Education to postgraduate studies and vocational training. It has campuses in Madrid, Barcelona, Valencia, Murcia, Castellón, Alicante, Vigo, Jerez, Elche, Sevilla, Vitoria and Valladolid. The Foundation’s educational model is based on a framework of Christian Humanism principles, commitment to academic excellence and providing an all-round education. The Foundation has also launched initiatives for social development and advancement, such as the Ángel Ayala Humanities Institute, or the Catholics and Public Life Conference.

Highlighted Theme

Christian Humanist Pedagogy. Source of Social Responsibility

Immersed, as we are, in the development of a society of immediacy, technology and knowledge, it seems that uncertainty has fallen upon the epistemological foundations of certain domains, generating contradictions in the relationships between individual conscience and citizenship, science and ethics, skill-based training and all-round personal development, etc.

The depth of these complex relationships makes it challenging to build scenarios for inclusiveness and democracy, and, consequently, to shape a suitable community devoted to education, learning and training professional teachers, with an educational paradigm that focuses more on the learner and less on the contents to be taught.

The aim, ultimately, is to advance a new humanism for education that addresses the profoundness of personal development needs and of the hope in the humanizing change that today’s modern society needs. It ambitions to inspire social and political action through its aspiration to be put into practice in the concrete, everyday life of society and to be, in this sense, a basis for social action for Christians.

Indeed, Christian humanism understands education as an environment for nurturing the values, knowledge and socialization of each person that lives in a community. It offers a privileged space that fosters the full development of people’s potential (cognitive, emotional, social, bodily and spiritual), helps them lead a free and responsible life, strives to uphold the dignity of all and is based on the principles of justice and the equality of all people. In this way, education contributes to the construction of a social order founded on the pursuit of the common good, which, in turn, upholds personal dignity and the fundamental values of justice, solidarity and liberty. From these values are also derived the basic principles for organizing the education system, such as the principles of subsidiarity, participation and solidarity, which establish responsibilities and rights for intermediate bodies and the state. These principles must crystallize into public education policies to safeguard the right to education, academic freedom, educational pluralism, the role of the family and the development of the school community, among other benefits.

In this edition of the conference, research papers, policy documents and presentations are especially welcome in a wide range of questions and topics related to Christian-Humanist Pedagogy as a source of Social Responsibility, the political, economic and social implications of Christian-Humanist Pedagogy, the role of families in this educational approach, the role of teachers with regard to the new education policy lines, etc. Contributions related to the other topics of the conference are also welcome.

Scientific Director

Prof. Cándida Filgueira Arias, PhD – Universidad CEU San Pablo (Spain)

Cándida Filgueira Arias, PhD in Clinical Psychology, associate professor of the Faculty of Humanities and Communication Sciences in grades Preschool and Primary San Pablo CEU University professor, is director of the Master in Teacher Training for E.S.O. and high schools, has over twenty years of experience in university libraries, teaching courses in information skills and related topics in the fields of teaching and education, counseling School Parents, etc. She has directed several works to Master and Grade. She has participated in teacher training both nursery, primary, secondary and university in the fields of teaching methodology, information skills, systematic observation, research and innovation and TIC.

Scientific Committee

  • Marcelo Emilio Bianchi Bustos, Universidad Argentina J. F. Kennedy, Argentina.
  • Henry Aberto Chero Valdivieso, Los Angeles Catholic University of Chimbote, Peru.
  • Marisol Cipagauta, University Corporation Minuto de Dios, Colombia.
  • Aleska Cordero, National Open University, Caracas, Venezuela.
    Candida Filgueira Arias, CEU San Pablo University, Madrid, Spain.
  • Maria José Fueyo Muñiz, Professional Conservatory of Music, Alcalá de Henares, Spain.
  • Karim Javier Gherab Martín, Rey Juan Carlos University, Madrid, Spain.
  • Sílvia Ester Orrú, University of Brasília, Brazil.
  • Delia Manzanero, Universidad Rey Juan Carlos, Madrid, Spain.
  • Jesús Paz-Albo, Rey Juan Carlos University, Madrid, Spain.
  • Magda Pereira Pinto, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil.
  • Miriam Persiani de Santamarina, Campana Kindergarten, Buenos Aires, Argentina.
  • Salvador Ponce Ceballos, Autonomous University of Baja California Mexicali, Mexico.
  • Antônio Vanderlei dos Santos, Integrated Regional University, Rio Grande do Sul, Brazil.
  • Judith Schneider, Campana Child Development Care Center, Buenos Aires, Argentina.
  • Nancy Viana Vázquez, University of Puerto Rico in Rio Piedras, Puerto Rico.
  • Rosa Virgínia Wanderley Diniz, University of Sorocaba, Brazil.
Not Enrolled

Conference Includes

  • 9 Panels
  • 27 Rooms