Educational diagnosis and transitions

Abstract

ABSTRACT

The article presents a reflection on the role of Educational Diagnosis in transitions. The classic premises of traditional diagnosis crumble with the incorporation of new considerations related with the process character, futures unpredictability and social changes, and with the new methodological tendencies of diagnosis. From a systemic perspective, it is suggested a diagnosis centred in two high priority areas: a) the exploration of causes that hinder individuals development and the process of transformation of their abilities and, b) the parallel commitment with an educational and social transformation. Likewise, the article reviews the sense of some concepts related with the diagnosis: abilities, empowerment, crisis, experimentation, personality, etc.