First that all the curriculum should oriented to this view. I f not, you can start in your own class and you have to undersantand how to construct a course with this view ant thn you have to start educational strategies according to this idea. You have to construct diffeenrent evaluation systems at the same time. Is not that difficult. I have made some progress in that perepective, altought the obstacles.

Thanks Hector Cobos-Aguilar and Kees Pieters for their considerations, I like you, today's university must project into the study of complexity, since the dichotomy that exists between the different sciences makes the research undertaken lack of integrity transdisciplinary.

The university curriculum must change, as well as professional and academic integrity, I also think that research and can not be made based only on a specific science but seen in the integrity of several sciences that study the same phenomenon or process although different perspectives but seen in its integration contribute to the development of science seen as a complex process.

The development of research competencies appropriate to the new social and technological requirements require us to make changes to our scientific understanding and technological.

You are right Odiel. I am a pediatrician and I starded on clinical research and now I do educational research wich ins more culaitative ab complex, in the sense you mention. And I really love to do it with my medical stuents, residents and even mater students.

Teach them basic econometrics and require they actually undertake researching a topic that attracts their interest and gets your approval; then help them find data and run regressions and do interpretations of their findings. Have higher expectations--most will deliver.

Among the new university teaching methodologies is competency-based training. Unlike training by objectives, typical behavioral model, the skills are a complex structure of attributes and tasks, which allow the learner to develop several simultaneous intentional actions taking into account the context (including cultural aspects of the place where the individual develops). Skills development leads to consider items related to the promotion of critical thinking, especially teaching thinking and reasoning about what? how? and for what. COn this basis, learning competency can not be performed using only the lecture. At this point, university teachers have to change our teaching methodology to spark a new methodology of learning in students.

Of course this new way of looking at higher education requires changes throughout the education system, especially in three essential components:

a. Changes in the curriculum

Rethinking the factors involved in the curricular structure of the races, taking into account the demands and social and employment needs. Every country, every community, every time, demand an appropriate curriculum that responds to these demands and needs.

b. Changes in the didactic

Strategies to mediate discourse and sharing knowledge and to produce new knowledge must be active, innovative thinking and generating knowledge not only recycling.

In marketing, selling and packaging form. In education, the form and the packaging makes conditions favorable or unfavorable to the learning process. Hence, teaching content and appropriately mediated can produce very positive results in the learning process.

Learning competency requires dynamic and focused ways use value of teaching resources. Anything that stimulates the senses will be able to stimulate the mind and predispose learning.

c. Changes in the evaluation

Learning Competency also requires a different way of thinking about assessment. In this sense it is necessary to depart from the scholastic view of evaluating results and focus our interest in evaluating processes. Neither numbers nor scales are the best indicators of learning, since both leave the premise, what the teacher knows and believes that students should know and not what they are able to do from the knowledge sought and assimilated.

Students who now attend universities are humans exposed to a wealth of information, data, experience, scientific facts, events, technology, very, very different from those who were attending these venues for some decades. The brain perceives the youth of today, treasures and evaluates millions of data in very short periods of time, and are, with respect to our generation in a fully informative advantageous situation, with more and better skills to manage knowledge.

In this context of realities, the teacher should be, above all, a guide, a stimulator of more and better scientific data, but allowing students to become builders of their own academic path.