Principios De La Bioetica

Bilingual Education.

Topic of my Research Project.

El Bosque University.

Presented to: Luz Gladys Millán.

Germán Arana Perilla.

September 10th, 2010.

Contributions of Bioethics principles in the professional training of Bilingual Education students for conflict resolution in pupils’ learning contexts.

Educators and teachers should master teaching methodologies to guarantee satisfactory processes of learning pace in the classroom setting. So far, almost all subjects -due to multidisciplinary factors, are being integrated for achieving goals in the field of education, so it is not surprising to count on various foundations of other areas of knowledge such as philosophy, science, medicine and Bioethics as well to increase the production of the learners. It is then in this framework in which teachers face different learning conflicts that are necessary to solve in accordance with their professional experience and training.

In regard to the issues of Bioethics, it is very determining to affirm its meaning to fully understand its roles for conflict resolution. In his own terms, the former chancellor of El Bosque University Jaime Escobar Triana, gives a further idea to define Bioethics: it specifically deals with the sociocultural dimension of the human life, and supports not only the use of scientific knowledge in our favor, but the creation of more suitable living conditions of respect and tolerance for all people in the country.1

Having considered this last definition, I have established the criteria of this research project in order to look for the methods that Bioethics employs to cover and resolute conflicts, mainly the ones that compromise the learning success of students when there are few pedagogical explanations available that might help in dealing with those problems.

Now, in order to briefly contextualize conflict resolution in pedagogy, it would be ideal to give an explanation of how conflicts of learning arise from the context. One of such conflicts appears to be especially hard to manage for teachers, and it is called bullying. In this kind of behavioral problem, there is always an intention of picking on other students by targeting the ones who are considered weak. Bullying can be verbal, psychological or physical but regardless its characteristics, it degenerates all the relationships between students in the classroom who usually find it difficult to achieve expected learning goals in their academic subjects. The roots of bullying belong many times to dysfunctional contexts primarily in the family of the bullies, in which there is little or no attention towards their own autonomy and behavior.3

Other kinds of conflicts have a direct impact on the students’ academic performance; these ones are a consequence of intrapersonal factors that affect directly the student’s personality. Very commonly, low self-esteem levels and a lack of inner motivation are repetitive patterns which are linked to deficient peer relationships between the pupil and his classmates. The causes of these problems need to be treated according to the study of micro-ecologies by which there is an exhaustive analysis of the people’s influences who surround the student in given contexts. For example, if we regard the case of a student with reading problems, one way to analyze it is by getting information about his school micro-ecology. This means to analyze how the student socializes and interacts with his partners at times of class or during the breaks to determine

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