The University of Postmodernity

Initial consideration

Mining is the exploitation and extraction of minerals, in a very general sense. The word mine comes from the French "mine" and this could come from the Celtic mein (gold). It usually refers to a place where metals or other valuable raw materials are dug. In the case of "Leadership Mining", it is a term used to refer to the identification and valuation of potential "mines of mental abilities" in interacting human collectives, with characteristics and needs for training, training or information to reach organizational levels and high instrumental performance to undertake any type of company that incline their attention, and within the framework of a process of natural optimization.

Therefore, I conceive the University as an area for entrepreneurial leadership and not to produce employees, where the disciples conclude their studies with feasibility projects and not with research projects that remain as nutrients from shelves in the university libraries. It is not a University focused on the economic, but on the broadly sectorial, in fact it is centered around the life project of each student with a desire for liberation, avoiding at the same time any tendency to subordination or submission to a new form of slavery. (the professional slave) that has taken root in the modernity with the pretended "overcoming" through the commodification of his personal effort.

I would like my esteemed comrades to let you read a research proposal that I proposed to the Congress of CIRIEC in Spain in 2014, they asked me to present it, and unfortunately, due to lack of resources, I could not specify; I only have to warn you that on that occasion the Congress revolved around the Social Economy, however, rescuing the underlying purposes, this is perfectly applicable to any sector of human life that we want to address. This was the proposal:

AN EXPERIMENTAL SIMULATOR FOR THE FORMATION OF ACTORS
SOCIAL ECONOMY
Prepared by: Ernesto R. Tenorio

The educational approach in the social economy is an aspect that little changed or evolved, despite the progress that, in other areas of the functioning of the organizations of the social economy (OES), has been produced and oriented within the functioning of said entities . In many cases they are overwhelmed by the set of innovations, techniques and systems that today propose better efficiency in the economic performance of their respective supply chains.

Education in the social economy has been positioned as a popular action approach, as a mere exchange of experiences (a bit more systematized perhaps) in scenarios mainly meeting spokespersons, leaders or representatives, which transmit very particular sensitivities derived from his actions in front of the OES (s). From there mental solutions are constructed and imported for contexts that are not alike, causing continuous ups and downs in the management of these organizations.

The OES (s) have been raised social and economic purposes, however, the social has been impregnated with a culture of welfare and philanthropy, tacitly stripped of the political condition that gives reason to its existence, the constituent part of the fact democratic that is inherent to it. And in this it has been partly responsible for a formative action that leans towards an element of its sectoriality that centers more its attention.

It is imperative to deconstruct the traditional educational approach and position it in another level of complexity, adding other stipulations that allow the emergence of other strengths in the levels of social and economic organization of the OES (s). Reconfiguring the educational task poses some interesting challenges. Can we continue to train social actors in the management of economic units that are not linked to the needs of the market? Can an educational activity that exceeds itself devalue in front of technological innovation? Can the ONS (s) continue to subject their development to an inconsistent, centralized and unmotivating planning process?

The educational action for the social economy requires real conditions, a real market, a real organization in an environment of real realities, with a program based on clear dialectical relations. It requires shielding strategic decisions with the technical-ideological support essential for success, which can provide a permanent mechanism for discussion and development of collective management consistent with the purposes not only socio-economic but also political.

The culture of power and possession act in opposition to the social economy, protect its development to control it, asphyxiate its economic and financial management and isolate the will of those actors who invoke it as a possible, efficient and coherent way for local development; Therefore, the solid answer to this substantivity is the search for a higher formative purpose. Hence, it proposes "An experimental simulator for the formation of social actors in social economy".

This mechanism in theory, as they point out (Peña and Alemán (n.d.):

They are objects of learning that through a software program, try to model part of a replica of the phenomena of reality and its purpose is for the user to build knowledge from exploratory work, inference and learning by discovery. Pro.1

At the same time it constitutes an ideal scenario to socialize and deepen the Case Method (Mdc), for example, as a based learning technique, according to Asopa and Beve (2001): "... in active participation, cooperative and democratic dialogue of the students about a real situation "p.4. These same authors emphasize that:

This definition highlights three fundamental dimensions within the MdC: 1) the importance of students taking an active role in the study of the case, 2) that they are willing to cooperate with their peers and 3) that dialogue is the essential basis to reach consensus and joint decision making. p.4

In our case, it would be modeled not only with part of these techniques, but with four additional key elements:

1.- The determination of a territory for socioeconomic activation. Defining the natural physical limits of an exclusive market-school.

2.- The prior elaboration of a binding participative diagnosis of the community that is located in said territory, at the same time as the neighborhood organization and the governmental programmatic located in the selected jurisdiction is identified. This will provide us with a useful, complete and timely database of the social, economic and environmental reality of what will now be our educational environment.

3.- The prior preparation of a "Transfer Agenda", generated as a result of the frequent managerial, administrative and operational management difficulties faced by the spokespersons of the social economy on a daily basis. It will lead us to the production of knowledge for the best economic and political practice; in addition to the diagnosis, it will preconfigure a planning process that is more in line with the development interests of the OES (s), since they constitute the main inputs of this work.

4.- The creation of an educational management laboratory that serves as a monitor and evaluator of learning, within the framework of an open, collective and direct debate of its results with the users of the training.

This would involve the construction and installation of a real physical Economic Unit, that the entity is fully operational, equipped with the minimum tools for full training, and that the faculty is already a vital part of its operation. With this last condition, the new training strategy would be sealed and the addition of components of a systemic education would be closed.

The proposal.

In summary, open training is proposed to any entrepreneur, it is conferred a territorial scope where he formed, a philosophy of educational assistance based on the Ascendant Planning, which Tenorio (2013) has defined as: "... a technical-political process aimed at to satisfy transcendental collective needs in the short, medium and long term by means of predetermined actions of self-recognition of capacities, identification of the territory of execution, knowledge of the community organization and governmental programmatic. "A real activity where to perform at the same time, and that the evaluation be "In situ", not by individuals but by a panel of people accredited by their experience.

I know from life experience that promoting a University is highly difficult and complex due to the dose of political will necessary for its formal constitution, however, I do not rule out its undertaking, in fact I agree to explore ways and means to reach it, and in this transit, to know the experiences of people close to these formal educational projects. For this reason, I propose to invest efforts in a strategy of double modality of operation, so as not to neglect the materialization of the formation and on the contrary this serves as support or antecedent to a potential expansion towards a "University of Entrepreneurial Leadership (ULIDEM)".

That is why I mentioned the preconfiguration of an Initial Training Block (BIF) for Entrepreneurial Leadership composed of three essential components:

1.- Approach of the Entrepreneurial Leadership. The study and revision of the tripod: TERRITORY, COMMUNAL GOVERNMENT AND GOVERNMENT PROGRAM. Its traditional definition, its new semantic qualification, purposes, relationships, work methodology, phases, construction strategies and action agendas.

2.- Attitudes and conditions of the Entrepreneurial Leadership. Psychological profile, Competencies, attention strategies of limitations and mental commitments. Work dynamics, Motivation to Achievement, etc.

3.- Activation of the Entrepreneurial Development. Suggested expertise, pre-intelligence, social simulation, bottom-up planning, administration and sociopolitical domain. Feasibility project.

Initially it would operate as a permanent Chair of training activity, with a private institutional support, operated by a team of known Entrepreneur Leaders with extensive experience, and with state-of-the-art technological support. The three modules must be developed following the conceptual scheme of the so-called National Training Programs PNF, but with our philosophy. The characteristics of the National Training Programs are the following:

1. The Humanist Training as a vital aspect for the integral formation of the student, sustained in the inter-linking of contents and experiences directed to the exercise of the democratic citizenship, the solidarity, the collective construction and the transforming professional action with ethical responsibility and sustainable perspective.

2. The link with the communities and the professional practice throughout the entire training journey; the approach of the complexity of the problems in real contexts with the participation of actresses and diverse actors; the consideration of the multidimensionality of the topics and problems of study; as well as the work in interdisciplinary teams and the development of overall, updated and organic visions of the fields of study, in historical perspective, supported by coherent and critically founded epistemological supports.

3. The conformation of educational environments as open communicational spaces, characterized by the free expression and debate of ideas, respect and appreciation of diversity, the multiplicity of information sources, the integration of all and all participants in the production of knowledge and the demand for reflection as indispensable elements for training, associated with training environments and educational practices linked to the needs and characteristics of the different localities that propitiate the link with social and productive life.

4. The active and committed participation of students in the processes of intellectual creation and social connection, related to research and educational innovations linked to the profile of professional performance and conducive to the solution of environmental problems, taking into account their dimensions, ethical, political, cultural, social, economic, technical and scientific, guaranteeing the cognitive independence and creativity of the students.

5. Flexible curricular modalities, adapted to the different educational needs, to the different available time for the study, to the available resources, to the characteristics of each municipality and to the use of teaching methods that activate the modes of action of the future professional .

6. The use of relevant evaluation systems that allow the control of process quality and social impact.

7. The promotion and recognition of training experiences in different areas.
   Follow the following structure:

• Presentation of the National Training Program
• Objectives of the National Training Program
• Justification
• Profile of the graduate
• Curricular mesh of the National Training Program

In this sense, we must develop the BIF through a similar structure in general, in the specific for each module, determine a curriculum, and each chair should be developed to reach its Plan of Activities, as it is conceived education in Venezuela . Hence the importance of forming work teams, it is a task that demands a lot of time and technique. These Teams must be incorporated understanding our essential purpose:

Facilitate a field of respect for the entry and coexistence of diverse, complex and transcendent thinking, as a basis for the identification and training of the leadership required by our society for the optimization of processes of socio-political and socio-economic sustainability that are inherent to it.

That's why I nominated this search as the "Leadership Mining". But not of any leadership, but of that which has value and honor.