OUR SAINT CLARE METHODOLOGY

Interdisciplinary Pedagogical System (SIPEIN) (Acronym for its name in Spanish)

What is SIPEIN?

SIPEIN as a strategy, practices the integration of different areas of knowledge, through the study and analysis of topics from the approach of different subjects through self-learning, research, development of creativity, Student Community Work, activities in favor of environmental conservation, interdisciplinary, recreational, sports and humanistic activities.

 

In essence, the SIPEIN (Interdisciplinary Pedagogical System) is based on five fundamental pillars:

Humanistic Educational Approach

Holistic Conception of Reality

Interdisciplinarity

Self-didacticism

Research

SIPEIN Pillars

Humanistic Educational Approach

"It is a full humanism that must be promoted. What does this mean if not the integral development of every man and of all men?" Paul IV.

Holistic Conception of Reality

Holism comes from the Greek "holicos" which means totality or universality.

Creation is one and we share with all other existing forms a continuous relationship and interdependence. Human beings are the basis and extension of the social and natural system and are permanently subject to change and many challenges.

The educational process must be linked to this changing reality and form individuals capable of assuming with responsibility the necessary actions to create and improve living conditions, in some cases to rescue from the serious deterioration in which they find themselves. The following are integrated as elements of this conception:

  • Environmental Education
  • Human Rights Education
  • Education for Peace
  • Education for Development

Self-taught skills

"Self: self - Didactics: art of teaching".
Conceived as self-appropriation and updating of knowledge. We propose the use of methodological strategies and means of support that favor the process of appropriation of knowledge, stimulating curiosity, critical and reflective capacity, creativity, seeking the formation of a learner with self-awareness of their own reality and the ability to contribute to the transformation of their environment; learning to learn and learning to understand.

Interdisciplinary Education

Since the environment (social, political, economic, cultural, and natural) is not fragmented, an education is sought where the correlation between disciplines and subjects, themes, educational objectives and learning activities. This strategy allows to explain and understand the man, his works, and his reality as a whole, reaching a better understanding of reality.
In this way, the unjustified fragmentation of knowledge is overcome, facilitating the learner the possibility of carrying out creative syntheses.

Research

A process that tends to form self-learners, aims at research as a learning resource. Through the systematic teaching of research methodology, the stimulation of curiosity, the formation of observation skills and the permanent questioning of reality, a reflective, critical, and creative learner is achieved.

Does Humanistic and Integral Education make sense?

Some sectors of our society believe that an education of this type is neither important nor profitable, others are primarily concerned with grades, what grades this or that student obtained in the exams, or which institution achieved an outstanding place in the sixth grade or high school tests, and with that criterion they value the quality of education. Others are concerned with the formation of the young person, thinking only of the present.

 

Saint Clare is an institution that values not only academics, but also gives a special place to the humanistic and integral formation of the students.

 

Toeffler speaks of the construction of a research-oriented society, a non-massified society, more autonomous in terms of the mastery of information, a more personalized and free education.

Meanwhile, traditional education with emphasis only on academics focuses its attention on a reduced portion of reality.

 

Integral education empowers man to face the great challenges of human existence, in its individual and social dimension. It enables the acquisition of attitudes and convictions to “know how to live”, to exercise freedom. The fundamental purpose of education is no longer to accumulate knowledge, but to teach to think, to correct oneself, to exercise power and freedom, to have a scientific vision of the world from which man harmonizes with nature and the world of norms, values, and virtues, to develop his or her own spirituality.

 

Saint Clare is concerned about the integral formation of the students; that is why the academic aspect does not exhaust the institutional efforts but pays great attention to the human and integral formation of the students. In fact, some examples serve to concretize what has been written. Research as a tool of SIPEIN is recognized by the alumni as a very important element of their formation.

 

But in addition to academics, Saint Clare students have a high degree of participation in the extracurricular activities of the Institution. The young people participate in experiences such as Electives Subjects, Clubs, Student Community Work, Creativities, Didactic school trips, the Festival, Student Organization, etc.

 

The SIPEIN in a philosophical approach that makes clear the importance of integral formation. If we consider that this was initiated in the school at the end of the seventies, we can affirm that this vision is not new, it is not a fashion, it is a vision of the world that we want to promote in the students. The SIPEIN in its basic elements allows to be the answer for this integral and humanistic formation.

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