Engineering students enhance their social skills by sharing their knowledge with Afro-Colombian

Luz Amalia Forero-Peña; Edna Ivonne Leiva-Rojas; Ramiro Ramírez-Pisco

doi:10.30574/gscarr.2020.2.3.0011

Authors

Luz Amalia Forero-Peña Assistant professor, Department of Forest Engineering, Universidad del Tolima, Ibagué, Colombia.
Edna Ivonne Leiva-Rojas Associate profesor, Department of Agronomy, Universidad Nacional de Colombia, Medellín, Colombia.
Ramiro Ramírez-Pisco Associate profesor, Geosciences, Universidad Nacional de Colombia, Medellín, Colombia.

DOI:

https://doi.org/10.30574/gscarr.2020.2.3.0011

Keywords:

Local knowledge, Scientific local, Dialogue, Empathy, Social learning

Abstract

The challenge of sustainable development demands that intelligence quotient requirements are not enough for the successful future of engineers and similar professionals. It is necessary that students develop emotional intelligence to increase their ability to understand and communicate emotions, guide their thought process, and increase their capacity to solve difficulties. Engineering professionals working in rural development related to sustainable resource management are not being as effectual as they could be their work with communities is fragmented or incomplete as they have not been given support or advice regarding human development. In the current study a group of forest engineering students experienced complete immersion with a local community of Bajo Calima, during a field trip to Centro Forestal Tropical (Tropical Forestry Center TFC). The knowledge exchange that occurred between students and the community developed students’ empathy for and understanding of the community’s problems.

Metrics

Metrics Loading ...

References

Olvera L, Dominguez TB and Cruz MA. (2002). Inteligencia emocional. Manual para profesionales en el ámbito individual. Editorial Plaza y Valdes.S.A de C.V, Mexico, 75.

Goleman D. (1995). Emotional Intelligence. Bantam Dell pub group, New York, USA. 413.

Araujo MCy and Leal GM. (2007). Inteligencia Emocional y Desempeño Laboral en las instituciones de educación superior. Revista Arbitraba, 4 (2), 134-147.

Carrasquero R CL. (2010). Aptitudes emocionales que inciden en el aprendizaje organizacional. Revista del Centro de Investigación de Ciencias Administrativas y Gerenciales CICAG Universidad de Zulia, 7(1), 15-30.

Organización de Naciones Unidas para la Educación, la Ciencia y la Cultura. UNESCO. (2002). La Educación Para Todos. Va el mundo por el buen camino? Informe de seguimiento de la EPT en el mundo. París.

Gardner H. (1983). Frames of mind the theory of Multiple Intelligences. New York. Basic Books.

Salovey P and Mayer JD. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185-211.

Teixeira S and Krings A. (2015). Sustainable Social Work: An Environmental Justice Framework for Social Work Education. Social Work Education, 34(5), 513–527.

Gardner H. (1999). Intelligence Reframed: Multiple Intelligences for the 21 st Century. New York. Basic Books.

Sternberg RJ. (1985). Beyond IQ: A Triarchic Theory of Intelligence. Cambridge: Cambridge University Press.

Damasio A. (2005). En busca de Spinoza. Neurobiología de la emoción y los sentimientos. Crítica. Barcelona. 334.

Mora M JA and Martín J ML. (2007). La concepción de la inteligencia en los planteamientos de Gardner (1983) y Sternberg (1985) como desarrollos teóricos precursores de la noción de inteligencia emocional. Revista de Historia de la Psicología, 28 (4), 67-92.

Berrocal P and Pacheco N. (2005). La Inteligencia Emocional y la educación de las emociones desde el Modelo de Mayer y Salovey. Revista Interuniversitaria de Formación del Profesorado, 19(3), 63-93.

Mayer JD and Salovey P. (1997). What is emotional intelligence? In Salovey P and Sluyter DJ (Eds.), Emotional development and emotional intelligence: Educational implications. Harper Collins, New York, 3-34.

Banco Interamericano de Desarrollo BID. (2011). Pautas para la elaboración de estudios de caso. Vicepresidencia de Sectores y Conocimiento, Departamento de Conocimiento y Aprendizaje (KNL). Washington D.C. 10.

Pino Montoya JW. (2015). Metodología de investigación en la ciencia política: La mirada empírico-analítica. Revista Fundación Universitaria Luis Amigó, 2 (2), 185-195.

Banco Interamericano de Desarrollo BID. (2015). Como identificar y documentar lecciones aprendidas. Vicepresidencia de Sectores y Conocimiento, Departamento de Conocimiento y Aprendizaje (KNL).

Harris F. (2017). The nature of learning at forest school: practitioners’ perspective. Education, 45(2), 272-291.

Yohan L, Rianti IP and Park MS. (2017). Measuring social capital in Indonesian community forest management, Forest Science and Technology, 13(3), 133-141.

Grant L. (2014). Hearts and Minds: Aspects of Empathy and Wellbeing in Social Work Students. Social Work Education, (33)3, 338–352.