Analysis of the approaches of Miguel Escotet on challenges in higher education in an era of transition

Abstract

The Society continuously demands better living conditions for the improvement of the peoples, the State and the Academy need to work in harmony to be able to meet the needs of society from the north or the south, which deserves to leave the comfort zone, take advantage of the knowledge that evolves day by day, considering structural aspects of the educational system in higher education, government policies, the student – teacher relationship, technology as a constant innovation tool, understanding that we are diverse and multicultural world, that the student seeks to leave an intellectual slavery, to understand that you cannot compare the University as any company, by not engaging in the trade of goods, the academy seeks to manage processes of transfer and constant transformation of new knowledge embodied in learning achievements, in this stage of transition where it cannot be said that there are absolute truths, we look to the future as unpredictable, this globalized world seeks to from strategic alliances related to the world of work, social cohesion and professional development, formed within a flexible curriculum, using a methodology of critical analysis to the challenges posed by Miguel Escotet when affirming that “the university must first of all teach to think, to create the attitude towards the risk of thinking, to exercise the common sense and to unleash the creative imagination”. (Escotet, 2018, page 20)