Self-knowledge excluded from training: experiences from practice

Abstract

Self-knowledge, like other radical topics, is practically absent in the formation of students. Even if in some educational levels there are programs in the curriculum that address the issue, reality indicates that they aim rather to answer the question, what am I? And no, who am I? The difference between these approaches is abysmal since the first question is a consequence and the second is cause, essence. The most worrisome is that the teachers themselves, among other things because they lacked training in this field, also ignore its importance. The purpose of this paper is to assess the extent to which self-knowledge constitutes an excluded topic in the formation of high school students. The methodology used was composed of a workshop as a training activity. Different techniques were applied to assess the proposed objectives, such as: survey, completion of sentences and in-depth interviews to assess the mediate influence of the workshop. The main results allowed to corroborate that self-knowledge is an issue excluded from training, that their learning is highly demanded by the student body. Although different levels of influence are shown once you have knowledge of this area always leave a positive footprint.