The orienting dimension in teaching. A key competence for the school in the XXI century

Abstract

The present society where students begin to plan their future is characterized by globalization and internationalization in communications, production and markets, and it is connoted by its complexity, flexibility and unpredictability.
Educational systems are committed to taking synergies for the acquisition by each of the skills that enable them to consciously master their destiny and to define themselves according to their attitudes, their needs and their goals.
The construction of personalities called to respond to the need to choose, decide, experiment and project their learning and implementation paths, accepting change and uncertainty with creative and personal responses, begins at school, for this reason, the school can only be orientative, having the task of making each individual aware of himself and of his learning styles, developing the ability to participate actively in his own training process.
It is evident that the four purposes of education, underlined by Delors Report, learning to be, knowing, doing, living together find concrete realization in an “orientative educational model” aimed to help all subjects to acquire self-awareness, autonomy of thought and action in a social context where relationships with others represent a space of personal and social growth.