Journals
Magazine:
REVISTA ESPAÑOLA DE PEDAGOGIA
ISSN:
0034-9461
Year:
2023
Vol:
81
N°:
284
Pp:
17-32
Human flourishing is a term related to the development plenary session of the Executive Council of people and societies, something longed for by all, especially in times of crisis. It is globally accepted that Education is an essential resource for promote human flourishing. The main goal of this article is to investigate if it is possible to propose as an end of the Education of the character, with the approach of development of the virtues, the human flourishing. Publications on the topic of flourishing have proliferated in recent years. For this study we select those that relate flourishing and the end of moral Education from the perspective of the Philosophy and theory of the Education, developed in the Anglo-American sphere. Some statements by David Carr (2021) and Kristjánsson (2020) on the topic of flourishing and the Education of character, are the starting point and guide of the discussion that mainly revolves around the following questions: what notion of flourishing can be theoretically sustained as an end educational, why is the Education of character not considered sufficient for promote flourishing, why is it not considered necessary either? We conclude by underlining the value of educational theory based on a realistic view of flourishing as an attainable goal of character Education . In the theories reviewed, some essential components of flourishing and moral Education are missing.
Magazine:
EDUCATION SCIENCES
ISSN:
2227-7102
Year:
2022
Vol:
12
N°:
4
Pp:
240
The social dimension of higher education seems to have been highlighted in the most recent documents of the European Higher Education Area. Furthermore, the interest in providing future graduates with the competences necessary for their future jobs seems to have grown in recent decades. In this context, the key questions are what social competences could help graduates to enter the world of work and how universities can facilitate the development of such competences. In the present article, we clarify the role of civic and social competence in university education and offer some guidelines to orientate their learning. To address these objectives, the present study is divided into five parts. First, we define what we understand as civic or citizen competence. In the second part, we describe the reasons why we consider that the learning of civic competence may occur in different settings (formal, informal, or non-formal) of university life. We propose character education and integrated learning (IL) as promising approaches to foster civic learning in the third and fourth sections. Finally, we offer recommendations on how university leaders and professors might promote civic or citizenship competence.
Magazine:
PANAMERICAN JOURNAL OF PEDAGOGY
ISSN:
1665-0557
Year:
2021
N°:
32
Pp:
78 - 98
Entering the world of work is costly and one of the first obstacles is the competence deficit that university students sometimes present. To remedy the excess of a decontextualised theory, the EHEA (European Higher Education Area Education ) has sponsored a methodological change that promotes a teaching more internship, since the most effective learning is active and connected to experience. Thus, the university teaching focuses, among other aspects, on the achievement of learning outcomes in the form of competences associated with the labour market. In this context, more practical and applied methodologies are being tested in [Spanish] universities, including Service-Learning.
The goal of this work is to find out whether, for the employers participating in our study, university students who take part in Service-Learning activities develop the profile competences they are looking for, making them more attractive candidates in selection processes, thus improving their employability. To this end, a generic qualitative research was developed. Three focus groups were conducted with a purposive sample of thirteen employers of graduates from different Schools of the university, belonging to different sectors. The thematic guide included questions on the competences most in demand by employers, Service-Learning and its influence on the professional profile .
Magazine:
NOTEBOOKS OF PEDAGOGY
ISSN:
0210-0630
Year:
2021
N°:
521
Pp:
131 - 136
Magazine:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Year:
2021
Vol:
18
N°:
16
Pp:
8263
A renewed interest in the study of character and virtue has recently emerged in the fields of Education and Psychology. The latest research has confirmed the association between virtuous consistent behaviours and academic positive outcomes. However, the motivational dimension of character (the intentions underlying the patterns of observed behaviours) has received little attention. This research aims to extend the knowledge on this topic by examining the predictive relationships between the behavioural and motivational dimensions of character, with reference to academic engagement, career self-doubt and performance of Spanish university students. A total of 183 undergraduates aged 18-30 (142 of whom were women) from the north of Spain completed specific parts of self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural dimension of character (character strength factors of caring, self-control and inquisitiveness) showed positive associations with academic engagement and performance. The motivational dimension of character (phronesis motivation), was negatively related to career self-doubt. For the first time, the present study has provided support for the contribution of both dimensions of character to undergraduate academic outcomes.
Magazine:
INTERNATIONAL JOURNAL OF SOCIAL AND INTERDISCIPLINARY SCIENCES.
ISSN:
2474-6029
Year:
2021
Vol:
9
N°:
1
Pp:
101 - 115
The family is the community on which most social changes have an impact. For this reason, it constitutes one of the main objects of study of relational sociology. And even though there are various epistemological and methodological approaches to study it, especially from a practical approach , in this work we limit ourselves to carrying out a speculative study in the light of Relational Theory. The aim of this study is to investigate the assets that the family relationship - in its broadest sense - contributes to the humanisation of society. We conclude that the family is a unique social relationship, whose goods are irreplaceable for the integral development staff and social.
Magazine:
INTERNATIONAL JOURNAL OF NEW EDUCATION (IJNE)
ISSN:
2605-1931
Year:
2021
N°:
8
Pp:
115 - 135
This article looks at the CAS (Creativity, Activity and Service) component of the high school diploma International, and its relationship to Education Character. CAS promotes character strengths raised in different programmes of Education Character. However, the existing bibliography has not explicitly identified these relationships between CAS and character. goal In order to find the types of Education of Character that are worked on in CAS, this work presents a systematic review of the literature (SLR) following the PRISMA method. Ninety-nine papers were found, of which 17 were finally included in the analysis, after applying the inclusion and exclusion criteria. Different typologies of Education of Character are reflected in all of them. The Education of Character is immersed in the CAS programme in different ways, such as Education in life skills, service-learning or Education moral, among others. Therefore, there is a difficulty in the literature in defining character and Education of Character, given that it is an elastic and controversial concept or, as some authors point out, an umbrella concept.
Authors:
Santos Rego, M. A. (Corresponding author); Mella Núñez, I.; Naval, C.; et al.
Magazine:
FRONTIERS IN EDUCATION
ISSN:
2504-284X
Year:
2021
Vol:
6
Pgs:
606304
The view previously held in the university regarding teaching-learning processes has changed significantly over the past few years. Undoubtedly, in the case of Europe, this change of pedagogical model has gone hand in hand with the creation of the European Higher Education Area (EHEA). Some of the pivotal areas of EHEA are the independent work of the individual student, the social dimension of learning, and the acquiring of skills, which are not reduced to the mere technical and/or subject matter knowledge. Generic competences and the so-called "soft skills" have also become important, given their significant contribution to the students' academic, staff, social, and professional development. Predictably, within this framework, new methodologies appear, in line with this educational focus on competences; among these new methodologies include service-learning (SL). It basically consists of introducing a community service into the traditional academic and curricular tasks thereby seeking a better relevance and applicability in the learning processes. This article analyzes the way in which SL contributes to the acquisition, by university students, of a certain skill set which is useful for their social and professional life. To this end, we used a quasi-experimental design, which included pretest and posttest assessments based on a total sample of 1,153 students (789 SL students and 364 non-SL students). The used questionnaire evaluates three important components relevant for the purpose of the present article (perception of the university education, social participation and civic-social competences). The conclusion is that students involved in SL not only show a more positive evolution, but also obtain better results after the projects are completed (regarding satisfaction with the training, and social participation). By the same token, not all students included in the experimental group achieve homogeneous results; the differences are according to variables such as gender, the cycle/year they are enrolled in, area of study or whether or not they previously participated in university service activities. Finally, we observe that this methodology is capable of approaching university education in a holistic way by asserting cross-section type learning processes likely to be useful in the transition from the students' academic to their professional life.
Magazine:
certificate PHILOSOPHICA
ISSN:
1825-6562
Year:
2020
Vol:
29
N°:
1
Pp:
73-90
The authors of Positive Psychology have presented it as the social science equivalent of the Aristotelian virtue ethics. However, in the last two decades, numerous scholars from the Aristotelian philosophy point out relevant discrepancies between the moral theory of Positive Psychology and that of Aristotle. In this article, we aim to study three matters in the Positive Psychology that we consider in conflict with the Aristotelian moral ideal: 1) the meaning of life; 2) how virtue is cultivated; and 3) the relationship between good life, well-being and emotions in happiness. We conclude with some reflections on the distance we find between the approaches of Positive Psychology and Aristotle, considering the difference between the methods of experimental sciences and philosophy.
Magazine:
PEDAGOGIA E VITA
ISSN:
0031-3777
Year:
2020
N°:
2
Pp:
92-109
summary:
The goal of this study is to reflect on five factors that influenced the decline of character Education in the United States during the 20th century, in order to better understand the current complex status of this approach educational : 1) a misunderstood relationship with the religious sphere that excludes it from the secular public Education ; 2) the social paradigms of progress and the fragility of childhood that contribute to dismissing it or considering it inconvenient; 3) conceiving it as mere training in which the rational moral development is not considered; 4) moral relativism; and, finally, 5) the criticisms of psychology. Finally, some reflections are offered, including several recent testimonies in favour of the Education of character and suggesting the need to integrate this field in educational systems in order to face the moral and social challenges of the 21st century.
Abstract:
The aim of this study is to reflect on five factors that influenced the decline of character education in the United States during the 20th century, in order to gain a deeper understanding of the current complex situation of this educational field: 1) a misunderstood relationship with the religious sphere that excludes it from public secular education; 2) the social paradigms of progress and childhood fragility that contribute to reject it, or consider it inconvenient; 3) conceiving it as mere training in which rational moral development is not considered; 4) moral relativism; and, finally, 5) the criticisms of Psychology. At last, several recent testimonies in favour of character education are included. Our final reflections suggest the need to integrate this area into education systems to face the moral and social challenges of the 21st century.
Magazine:
EDUCATION IN THE KNOWLEDGE SOCIETY
ISSN:
2444-8729
Year:
2020
Vol:
21
N°:
27
Pp:
27-1 - 27-10
The digital world is witnessing an explosion of learning ecologies shaped around cybermedia. Cases such as podcasting, an emerging medium whose contents bring together virtual communities that interact horizontally, exchanging and co-constructing knowledge. Consequently, this work approaches podcast-related learning communities through a reflexive process focused on reducing the confusion generated by the virtual nature of the object of study: fragmented spaces of participation and spatio-temporal coordinates different from those of the real world. To this end, netnography is used to conceptualise the virtual learning community and analyse its transmedia structure, distributed in multiple scenarios of social participation. The proposal can be extrapolated to other virtual communities and seeks to attract the educational community to digital environments in the field of non-formal Education .
Magazine:
REVISTA ESPAÑOLA DE PEDAGOGIA
ISSN:
0034-9461
Year:
2020
Vol:
78
N°:
275
Pp:
159-161
link DADUN:
https: //hdl.handle.net/10171/59003
Francisco Altarejos, Full Professor , Professor Emeritus of the University of Navarra, died on August 4 at his home in Pamplona. Born in Valencia in 1949, he graduated in Philosophy from the Complutense University of Madrid. In 1978 he obtained the Chair from high school and in 1980 he presented his doctoral thesis at the University of Navarra. Four years later he became one of the youngest Philosophy professors at Education in Spain. Professor of the subject at the School of Philosophy and Letters of the University of Navarra, he was Director of the department of Fundamental Pedagogy, Associate Dean of Sciences of the Education, and Director of the doctoral program at Education from 2002 until his retirement.
Magazine:
PEDAGOGICAL ISSUES
ISSN:
0213-1269
Year:
2020
Vol:
29
N°:
2
Pp:
92-103
It is clear that schools can have a great influence on the promotion of a fairer society and a greater moral, civic and political commitment on the part of citizens. This is the contribution of Education civics, which has been implemented for years in the curricula of most Western countries ¿under various names¿ with the goal aim of helping citizens to assume their rights and responsibilities. It is seen as one of the ways of transmitting the knowledge, skills and attitudes that enable young people to become active citizens, capable of designing the future of our democratic societies.
The educational reforms promoted in different countries insist on the need for Education for citizenship, trying to arbitrate its incorporation into the curriculum. The purpose of this article is to show the attention that Education has received in Spain since the General Law of Education of 1970. To do so, we will analyse the successive educational reforms implemented since then.
We ask ourselves whether these curricular reforms manage to contribute to improving the civic skill of our schoolchildren. We agree that speech in favour of democracy, social responsibility, interculturalism and civic participation will only be effective with the involvement of academic staff, families and society as a whole.
Magazine:
PANAMERICAN JOURNAL OF PEDAGOGY
ISSN:
1665-0557
Year:
2020
N°:
30
Pp:
54-72
summary
Adolescents' experiences at schools are a determining factor in their academic performance and adaptation to the school. This article compares the differences in the perception of school climate and functioning according to year, age, gender, ownership and scope of the school and academic performance. The study analyses the differences in a sample of 1208 adolescent students on the Perception of School Climate and Functioning (PCFC) scale, and the dimensions that comprise it. These dimensions are climate, attachment to the school, clarity of norms and values, and empowerment and opportunities. Among the results, significant differences were found in the PCFC scale according to the year, age, sex, subject of the centre and academic performance. Among females, a better perception is observed in the dimensions of Bonding and Clarity of school rules educational. The overall perception of the school decreases with increasing level educational and age, but increases with higher academic performance and in private-concerted versus public schools. Based on the findings, we provide guidance for schools and policy makers. Throughout adolescence, students require greater responsibility and participation in school decision-making educational, and for schools to provide them with greater opportunities for development.
Abstract
The experiences of adolescents in schools are decisive for their academic achievement and adaptation. This article compares the differences around the perception of the climate and school functioning according to the educational level, age, sex, ownership and school location, and academic achievement. In this article, the differences in a sample of 1208 adolescent students on the Scale of Climate Perception and School Functioning (PCFC) and their dimensions are analyzed. These dimensions are climate, school bonds, clarity of norms and values, and empowerment, and opportunities.
Significant differences are found in the PCFC scale depending on the course, age, sex, type of center, and academic performance. Bonds and Clarity are better observed in women. The overall perception of the school decreases with the increase in educational level and age, but increases with greater academic achievement, as well as in schools of private ownership over the public.
From the findings, we provide guidelines for schools and educational policymakers. Throughout adolescence, students claim for greater responsibility and participation in the decision making of the school, as well as providing them with greater opportunities for their development.
Magazine:
PEDAGOGIA PIÙ DIDATTICA
ISSN:
2421-2946
Year:
2020
Vol:
6
N°:
1
Pp:
4-18
Promoting citizenship in present-day societies means reinforcing those aspects of people¿s characters which
will allow them to behave responsibly and actively and be involved in achieving the common good. We believe that the main difficulty to be found in civic education nowadays is a lack of ethics. Learning to be a good
citizen is a lifelong task and practical wisdom which not only demands intelligence to recognize which traits
improve our life in society but also the will to practice them. Character education is a way of understanding
and identifying moral education. It aims to reaffirm the inescapable ethical dimension of education. This
proposal has its origins in classical Greece, but it was not until the 1980s and 90s that the ethics of virtue
received a great boost and became the basis for a good deal of contemporary character education. It is not
by chance that character education has grown so much in importance over the last few years, especially in
the English-speaking world, in parallel with an increase in Service-Learning methodology
Magazine:
LATIN MAGAZINE OF SOCIAL COMMUNICATION
ISSN:
1138-5820
Year:
2020
N°:
77
Pp:
179 - 201
Introduction: There is little research available on the educational use of the audio podcast. The published literature (2014-2019) was reviewed, classifying uses, contexts, and categories of the audio podcast for educational purposes, and identifying authors and reference journals in the field. Methodology: The Systematic Mapping of Literature method was applied to a sample of open access articles indexed in the Web of Science and Scopus databases. The filtering of the sample wascarried out according to inclusion and exclusion criteria. Results and conclusions: 81 articles were found that highlight the main educational uses of the podcast and coincide in its usefulness to support learning in formal, non-formal, and informal educational institutions and settings. This work provides researchers, educators, and institutions with an updated baseline to further explore the educational strengths of the podcast.
Magazine:
REVISTA ESPAÑOLA DE PEDAGOGIA
ISSN:
0034-9461
Year:
2019
Vol:
77
N°:
274
Pp:
517 - 533
Interest in entrepreneurship education has become an international trend with a major impact in the field of education. It is promoted in all educational stages from early years to higher education. This piece uses a theoretical research methodology that focusses on interpretation based on academic literature. Its aim is to reflect on and encourage improvements in educational practice. The proposal offers a critical perspective on the inclusion of entrepreneurship education in the curriculum. It aims to look more closely at the keys to strengthening the value of entrepreneurship education using a humanistic anthropological paradigm. Entrepreneurship education is defined as an educational focus that enhances entrepreneurial potential in students and contributes to their all-round growth. It is not just limited to partner-economic and professional growth but places a particular focus on the intellectual, social, and moral dimensions of their development. First of all, it helps to stimulate intelligence by developing creativity and innovation, both of which are intrinsic and unique to all human beings and to their freedom. Secondly, it promotes social development, encouraging relationships that transcend mere reciprocity and aim to find the common good and not just economic well-being. Finally, it stimulates moral development, which involves an awareness of freedom and entails autonomy and leadership. This proposal for entrepreneurship education is part of a line of work that underlines the intrinsic goal of education by focusing on the staff needs of the student and allows for entrepreneurial development to manifest the explicit relationship between the individual, education, and society.
Authors:
Lorenzo Moledo, M.M.; Ferraces Otero, M.J.; Pérez Pérez, C.; et al.
Magazine:
EDUCATION MAGAZINE
ISSN:
0034-8082
Year:
2019
Vol:
386
N°:
October- December 2019
Pp:
37-61
link DADUN:
https: //hdl.handle.net/10171/58856
Introduction. The service-learning methodology is one of the most appropriate for adapting to changes and new social and educational challenges in the university environment. It is a approach that promotes experiential subject learning in which the leading role is not played by academic staff but by those who offer and those who receive the service. The reasons for proposing this methodology in university classrooms are very varied, and have to do with improving educational processes, the ethical and civic training of student body, as well as improving the links between university and society.
Specifically, our goal in this work is to analyse the variables that explain why a university lecturer introduces the service-learning methodology in his or her work professor. Methodology. With this purpose, we have carried out a study with 1903 teachers from 6 Spanish universities to whom we applied the ¿questionnaire on internship professor and Attitude of the university academic staff towards Innovation¿ (CUPAIN).
Results: With the data obtained we performed a logistic regression in order to estimate the probability of a university lecturer using or not using service-learning according to sociodemographic variables (sex, age, subject of subject, students enrolled, status management assistant , experience, cycle), the internship professor , the agreement with the social commitment of the university and the interest in innovative teaching practices; and, subsequently, a 5 X 2 multivariate analysis of variance (MANOVA), and a test chi-square.
Discussion and conclusions. The analysis of the data allows us to conclude that of all the variables analysed, the one that best predicts the employment of the ApS by the teachers is their agreement with the social commitment of the university, so that the probability of using this methodology is 3.52 times greater than not doing so.
Magazine:
academic staff. JOURNAL OF CURRICULUM AND TRAINING OF academic staff
ISSN:
1138-414X
Year:
2019
Vol:
23
N°:
2
Pp:
59 - 81
In this research we look at the role of school leaders in Latin American secondary schools. Being a leader in a school is a slow process that requires the exercise of a series of competencies for management and administration, but also a series of personal values that characterise their leadership in the community and foster an appropriate climate for learning. In this study we explore the values they seek to apply in their leadership and the challenges they face in building an educational community. Through a cross-case study we approach the reality of seven Latin American school leaders. For this purpose, we have opted for a qualitative approach in which semi-structured interviews and observation have been our techniques for collecting data data. In our findings, we highlighted the importance of honesty, fairness, courage and cordiality as values that they imprint on their management. On the other hand, resistance professor, and lack of family support, are factors core topic for building a united community.
Authors:
Moledo, M. D. L. (Corresponding author); Otero, M. J. F. ; Perez, C. P. ; et al.
Magazine:
EDUCATION MAGAZINE
ISSN:
0034-8082
Year:
2019
N°:
386
Pp:
37 - 60
Introduction: The Service-Learning methodology is one of the most appropriate to adapt to changes, and new social and educational challenges in the Higher Education environment. This is an approach that promotes an experiential type of learning in which the teaching staff does not play a prominent role, but those who offer and receive the service. There are several reasons for proposing this methodology in the university classrooms, and they have to do with the improvement of the educational processes, students' ethical and civic education, as well as with the improvement of the existing linkages between university and society. Specifically, our objective in this paper is to analyze which are the variables explaining the introduction of the Service-Learning methodology by a university professor. Methodology: To this end, a study involving 1903 professors from 6 Spanish universities was carried out. They were administered the "Questionnaire on Teaching Practice and Attitude of University Professors towards Innovation" (CUPAIN). Results: With the data obtained, a logistic regression was performed in order to estimate the probability that a university teacher uses ServiceLearning according to sociodemographic variables (gender, age, type of subject, students enrolled, administrative situation, experience, cycle), teaching practice, engagement with the university's social commitment, and interest in innovative teaching practices; subsequently, a multivariate analysis of variance (MANOVA) 5 X 2, and a Chi-square test were applied. Discussion and Conclusions: The data analysis allowed us to conclude that, of all the analyzed variables, the one that better predicts the use of SL by the teaching staff is their engagement with the university's social commitment, in such a way that the probability of using this methodology is 3.52 times higher than not doing it.
Magazine:
ESE. programs of study ABOUT EDUCATION
ISSN:
1578-7001
Year:
2018
N°:
35
Pp:
613 - 615
Magazine:
PANAMERICAN JOURNAL OF PEDAGOGY
ISSN:
1665-0557
Year:
2018
Vol:
26
Pgs.:
167 - 187
Since time immemorial, the social and moral development of the person is a topic that concerns all subject philosophical, pedagogical, sociological or psychological currents. high school In this research, by means of a qualitative case study, we set out to find out how virtues are expressed in the context of a Mexican public Education secondary school, through three teachers of training civics and ethics. We note the importance of the reflection of professor on their moral, ethical and pedagogical commitment to the socio-cultural context that surrounds them and how this affects the internship of certain virtues.
Magazine:
QUADERNS DE POLÍTIQUES FAMILIARS
ISSN:
2385-5215
Year:
2018
Vol:
4
Pgs:
7-15
Developed societies, having achieved the extension of schooling to practically the entire population, are faced with the challenge challenge of improving the quality of Education (Fuentes and Albertos, 2017). This is a complex task since Education is complex in itself, but we could say that a quality Education is one whose content adequately responds to what the individual needs to develop as a physical, intellectual, affective, moral and spiritual person, and to function adequately in the various spheres of society: the political, economic and social spheres.
Magazine:
EDETANIA
ISSN:
0214-8560
Year:
2018
Vol:
53
Pgs:
23-44
Magazine:
REVISTA IBEROAMERICANA DE EDUCACION
ISSN:
1022-6508
Year:
2017
Vol:
75
N°:
1
Pp:
115 - 117
Authors:
Santos Rego, M.A.; Jover Olmeda, G.; Naval, C.; et al.
Magazine:
EDUCACION XXI: MAGAZINE OF THE School OF EDUCATION
ISSN:
1139-613X
The institutionalisation of Service-Learning (SL) in the university recommends, in the first place, the analysis of the professor culture of academic staff and its attitude towards innovation in the university. Precisely, what this work aims to do is to provide an integrating theoretical model by developing three scales of assessment, contrasted through statistical tests, for the context of the teaching university in Spain.
Methodology: In order to develop the measurement model three scales were applied to 1903 professors from 6 Spanish universities: a scale of internship professor (18 items), another on the social commitment of the University (9 items), and a third on innovative learning activities (11 items). The data obtained were subjected to exploratory and confirmatory factor analysis, in addition to item analysis and internal consistency analysis of the scale.
Results: The resulting solution offered in the case of the internship professor a final scale of 12 items, distributed in three factors, with satisfactory fit indices: ¿2 / gl = 8.6; GFI = .96; CFI = .93; RMSEA = .064; SRMR = .039. The second scale, unifactorial, with the initial 9 items, has a high internal consistency. And the third scale distributes its 11 items into two factors that show satisfactory fit indices: ¿2 / gl = 16.34; GFI = ,93; CFI = ,90; RMSEA = ,090; SRMR = ,049.
Magazine:
PANAMERICAN JOURNAL OF PEDAGOGY
ISSN:
1665-0557
Year:
2017
Vol:
24
N°:
24
Pp:
67-89
average education has become a necessity in the world of information and communication.
and communication. Part of this discussion that is being considered by the
teaching community focuses on two main issues: Why should we educate
on the use of information and communication technologies? How
should this be done and by whom? (Potter, 2010). In this paper, we
will study these issues in depth, whilst focusing on various European
educational policies in addition to recommendations made by several
international organizations (European Parliament Report 2008/2129
(INI). Our aim is to contribute to this discussion, as far as possible, with
an appropriate average pedagogy plan that promotes social and civic
competencies, which will ultimately lead to acquiring the knowledge
and skills needed for good citizenship.
Key words: average literacy education, average and digital competence,
social and civic competence, digital citizenship, citizen knowledge.
Magazine:
EDUCATION AND DIVERSITY
ISSN:
1888-4857
Year:
2016
Vol:
10
N°:
2
Pp:
127-139
Magazine:
SOCIOLOGIA E POLITICHE SOCIALI
ISSN:
1591-2027
Year:
2016
Vol:
19
N°:
2
Pp:
71-86
Magazine:
EDUCATION IN THE KNOWLEDGE SOCIETY
ISSN:
2444-8729
Year:
2016
Vol:
17
N°:
2
Pp:
73 - 90
Magazine:
CITIZENSHIP TEACHING AND LEARNING
ISSN:
1751-1917
Year:
2016
Vol:
11
N°:
3
Pp:
305-314
Magazine:
PEDAGOGIA E VITA
ISSN:
0031-3777
Year:
2015
Vol:
73
Ppgs:
155-184
We are witnessing growing interest in the staff and moral training of children and teenagers
which has led to ever more common commentaries on educational tendencies which deal with
the practice of education in the moral dimension of the younger members of society. Outstanding
amongst these approaches is what has been called Character Education (Ce). The first step in this
article is to briefly describe the recent history of the decline and revival of Ce in the 20th century.
In the second section, this movement will be compared with other contemporary ones such as Social
Emotional Learning or Positive Youth Development and the impact that Positive Psychology has
had on its spread. The third part offers the opinion of some international experts who have been
interviewed. To finish, we give a short list of some main researcher and development centers. The
study presented in this article is set in an Anglo-Saxon context, particularly in the United States,
key country for the present-day Character Education movement.
Magazine:
THEORY OF EDUCATION
ISSN:
1130-3743
Year:
2015
Vol:
27
N°:
1
Pp:
33-52
Participation is essential for viable, sustainable and healthy democracies. But the channels for exercising it must be established. We cannot ignore the fact that we live in an increasingly interconnected society, in which the mass average are a fundamental social resource and can contribute to the promotion of a critical sense and active citizenship (Livingstone, 2004; Buckingham, 2007). We believe that in order to achieve this, from the sphere of civic Education , digital spaces should be considered as privileged spaces for participation. In this work we show the initiatives carried out by project "Parlamento Cívico" to provide academic staff with online teaching material in order to instil certain social virtues in their students. The challenges that arise in this area are diverse, but we could highlight two: to succeed in raising participatory awareness and to combine the technical, pedagogical and ethical-civic aspects of the use of the media (Gonzálvez, 2012).
Magazine:
REVISTA ESPAÑOLA DE PEDAGOGIA
ISSN:
0034-9461
Year:
2015
N°:
260
Págs:
23 - 51
The study we present focuses on the social and civic dimension of Education higher education; it aims to measure the civic engagement index of students. We present a quasi-experimental field study on a sample of 1,250 students from different Schools of a university in the north of Spain, in the context of the training in competences. Thus, the main variable to be analysed was civic skill . For its assessment an instrument created for this purpose was applied, consisting of: a test of knowledge about Education civic, a scale of civic engagement attitudes and a questionnaire of social participation skills. The reliability of the 39-item attitude scale was .78. Among other hypotheses tested, we assumed that attitudes were the central element of the civic engagement index and found that its mean values were indeed the highest. However, we found that knowledge (r=.76, p=.000), followed by participation skills (r=.66) and thirdly by attitudes (r=.54) correlated most strongly with the civic engagement index. Among other conclusions, we suggest that it would be advisable for the university Education to focus transversally on students' civic training .
Magazine:
EDUCATIONAL PARTICIPATION
ISSN:
1886-5097
Year:
2015
Vol:
4
N°:
6
Pp:
35-46
We are witnessing a growing interest in the training staff and moral of children and adolescents, which has led to an increasingly common
and adolescents, which has led to a growing interest in certain educational trends on how to bring the
educational trends in which it is specified how to bring to internship the Education moral dimension of the younger ones.
young people. Among these approaches, the so-called Education character education (CE) approach stands out.
In this article in a first step, the recent history of the decline and revitalisation of CE in the European Union is briefly described.
revitalisation of CE in the 20th century; in a second step, section relates this movement to other contemporary ones such as the Social Emotional
other contemporary movements such as Social Emotional Learning or Positive Youth Development and the impact of the
the impact that Positive Psychology has had on its expansion.
the opinion of some of the international experts interviewed, and finally, a brief information on the main centres of
information on the main centres of research and development of CE in the world today.
world. The study presented in this article is contextualised in the Anglo-Saxon sphere,
especially in the USA, the country core topic of the current CE movement.
Authors:
Arbués, E.; Arthur, J.; Kristjánsson, K.; et al.
Magazine:
programs of study YOUTH MAGAZINE
ISSN:
0211-4364
Year:
2015
Vol:
Monograph on "Youth, future and social innovation. The future of entrepreneurship and youth participation".
N°:
107
Pp:
59-77
Magazine:
REVISTA ESPAÑOLA DE PEDAGOGIA
ISSN:
0034-9461
Year:
2014
Vol:
257
N°:
LXXII
Pp:
187 - 188
Magazine:
EDUCATION SCIENCES AND SOCIETY
ISSN:
2038-9442
Year:
2014
Vol:
5
N°:
2
Pp:
12 - 16
Magazine:
EDUCATION SCIENCES AND SOCIETY
ISSN:
2038-9442
Year:
2014
Vol:
5
N°:
2
Pp:
5 - 11
Authors:
Rodríguez-Rabadán, B.; Naval, C.; Jiménez, S.
Magazine:
EDUCATION SCIENCES AND SOCIETY
ISSN:
2038-9442
Year:
2014
Vol:
5
N°:
2
Pp:
56 - 64
Magazine:
PANAMERICAN JOURNAL OF PEDAGOGY
ISSN:
1665-0557
Year:
2014
Vol:
21
Pgs:
37 - 73
Magazine:
EDUCATION SCIENCES AND SOCIETY
ISSN:
2038-9442
Year:
2014
Vol:
5
N°:
2
Pp:
35-56
The projection and development that museums have achieved in recent years makes it possible ¿ and desirable ¿ to unite the efforts of different agents to
and it would be desirable to unite the efforts of different agents in order to promote the
enhance the research (Huerta, 2010). From an educational perspective and considering
the learning possibilities that museums offer to schoolchildren, it seems appropriate to find appropriate ways of
appropriate ways of partnership between the school and the museum, between the school and the museum, between
the academic staff and other educators. We consider museums to be a powerful resource of
Education , from which it is possible to promote a large number of educational experiences (Yanes, 2011).
educational experiences (Yanes, 2011). This fact points to the convenience of preparing the
academic staff to optimise its action and the process of teaching-learning in school visits (Nájera, 2010).
of schoolchildren (Nájera, 2010; Morentín, 2013). The university can contribute a great deal in this
Much can be contributed in this sense and, of course, from university museums, due to their clear mission to reinforce and develop the tasks of
to reinforce and develop the tasks of research. This is the case of the university
in which we work, where we try to promote the training of future teachers
in order to programme these visits appropriately. We present the proposal de training
we have carried out as an innovation experience professor with a group group of
students of the Degree of Teaching in Education Primary Education.
Magazine:
ESE. programs of study ABOUT EDUCATION
ISSN:
1578-7001
Year:
2014
N°:
27
Pp:
133-151
In the knowledge society, the lifelong Education is conceived as one of the conditions for development. In this context, museums stand out as social spaces for learning and knowledge (Luka, 1973; Marcus et al., 2012). From the last quarter of the twentieth century onwards, they have acquired considerable cultural value (Maure, 1996; Yanes, 2011), a time when the so-called new museum culture emerged. This is when the role of the museum open to society, combining learning and entertainment, came to the fore. In this work we reflect on its contribution to the promotion of the social dimension of the Education, understanding the museum as an element of social cohesion and participation.
Magazine:
ANNALES: ANALI ZA ISTRSKE IN MEDITERANSKE ŠTUDIJE = ANNALS FOR ISTRIAN AND MEDITERRANEAN STUDIES, SERIES SOCIOLOGIA ET HISTORIA.
ISSN:
1408-5348
Year:
2014
Ppgs:
397 - 406
In this conceptual essay, the authors argue that the present approach taken in crafting economic, educational, and employment policies and structures imagines people as inanimate objects for policy makers and industry titans to leverage for their own interests. When the population is not immediately willing or able to accommodate the production and profi t-making desires of the leaders, it is framed as a shortcoming in individuals and their communities rather than as a mismatch with the implicit assumptions of those promulgating such expectations. The authors develop an argument that if the policy makers and industry leaders truly believe in market solutions, then they should respect the vocational aspirations of the people and provide support for education and entrepreneurial skills to be developed in individuals to use as they wish. This recasting of a so-called ¿market¿ approach places the workers at the centre, believing that much stronger and sustainable economic returns would be realised whilst developing strong social capital in the process.
Magazine:
COMUNICACION Y SOCIEDAD (UNIVERSIDAD DE NAVARRA)
ISSN:
0214-0039
Magazine:
EDETANIA
ISSN:
0214-8560
Year:
2013
Vol:
43
Ppgs:
161-186
The University today is facing social circumstances that force it to rethink the basic theoretical framework of the functions of its academic staff.(...) The professor is responsible for teaching, research, dissemination of knowledge; a commitment that should be promote in those who wish to exercise this profession in today's world. The educational task faces diverse and exciting challenges, dilemmas and problems. We are in a plural world -with an intercultural reality-, a society with serious imbalances partner-economic-cultural and a University in a certain way massive, which seeks to be inclusive (Delors, 1996). Faced with this panorama, teachers need a professional ethic that addresses the role that is socially assigned to them as transmitters of knowledge and culture, as well as as the elicitors of critical individuals, with intellectual curiosity, honesty, etc.
Magazine:
EDUCACION XXI: MAGAZINE OF THE School OF EDUCATION
ISSN:
1139-613X
Year:
2013
Vol:
16
N°:
2
Pp:
209-230
Magazine:
BORDON
ISSN:
0210-5934
Year:
2012
Vol:
64
N°:
3
Pp:
103-115
In today's world, no one questions the interdependence at all levels, as well as the consequences of the actions and decisions of each individual, group or institution, regardless of where they are based. All decisions or actions of any group and institution or its members have clear repercussions on the society more or less close to them, so we must know how to respond to each of them, which makes the reflection on responsibility more and more evident. This work addresses, firstly, social responsibility as a promoter of the recovery of social trust and its relationship with the phenomenon of corporate or business social responsibility. Secondly, the specific case of university social responsibility is addressed, starting from the necessary social dimension of the university, which presents it as the challenge for promote a new model institution capable of responding to the needs and interests of the society of knowledge. Undoubtedly, any university institution must be able to respond, like any other organisation, to the demands and requirements of society in a clear context of social responsibility. Hence, this institution, like any other business, must harmonise its autonomy and initiative with the demands of the society in which it develops.
Magazine:
MEMORI@ (MADRID)
ISSN:
1577-5585
Year:
2012
Vol:
33
Pgs:
16-20
Magazine:
REVISTA ESPAÑOLA DE PEDAGOGIA
ISSN:
0034-9461
Year:
2012
Vol:
253
Ppgs:
417-439
The school is asked to carry out a Education for coexistence and citizenship. From this general goal some specific objectives can be derived: to transmit certain contents, promote certain values and attitudes, and to develop certain
Magazine:
PATRIMONIO: Economics CULTURAL AND Education FOR PEACE (MEC-EDUPAZ)
ISSN:
2007-4778
Year:
2012
N°:
1
Págs:
130 - 151
Magazine:
SYNERGEIA MAGAZINE
ISSN:
1908-0506
In Classical Greece, conversation was considered the supreme form of human expression, in that it was the most human way that a person uses his/her body. Learning to speak properly, as H.I. Marrou asserts, meant thinking and living properly. Eloquence was what differentiated civilized human beings from barbarians. It is from these beginnings that the importance and meaning of the Humanities were understood in the most generic sense of the word.
Magazine:
ANALES DEL SISTEMA SANITARIO DE NAVARRA
ISSN:
1137-6627
Year:
2011
Vol:
34
N°:
3
Pp:
463-469
Authors:
Naval, C.; García, R; Puig, J.; et al.
Magazine:
ENCOUNTERS ON EDUCATION = ENCUENTROS SOBRE EDUCACION = RENCONTRES SUR L¿EDUCATION
ISSN:
1494-4936
Year:
2011
Vol:
12
Ppgs:
77-91
Magazine:
HISTORY OF EDUCATION & CHILDREN'S LITERATURE
ISSN:
1971-1093
Year:
2011
Vol:
6
N°:
2
Pp:
229 - 259
Magazine:
Electronic Journal of Educational Research
ISSN:
1607-4041
Year:
2010
N°:
2
Págs:
1-14
link DADUN:
http: //hdl.handle.net/10171/20559
Magazine:
EDETANIA
ISSN:
0214-8560
Year:
2010
Vol:
37
Ppgs:
109-128
link DADUN:
http: //hdl.handle.net/10171/21593
A topic core topic in a democracy is the level of civic engagement of citizens, especially young people. One indicator of civic engagement is participation in the election of political representatives. In recent years, there has been growing concern about the decline of civic engagement. Disenchantment with politics is a problem of social origin and educational. Service-learning, as an embodiment of volunteer activities at school, is presented as a suitable means of learning to act in society. In this sense, this article, after an initial theoretical framework , will present the content of two service-learning programmes that have a direct impact on students' political training . The selected programmes come from the United States and the European Union.
Magazine:
Journal of Applied Informatics
ISSN:
1809-5585
Year:
2010
Vol:
6
N°:
1
Pp:
32-38
link DADUN:
http: //hdl.handle.net/10171/20558
There are countless recent studies that have uncovered the penetration of the use of social networks among younger and not-so-young citizens. These media are characterised as having great potential for promote socialisation and a sense of belonging to a community; however, there are research results to the contrary, i.e. that the networks are not influencing the development of greater civic participation in a real way. In this paper, this issue was analysed in the light of the educational challenges presented by social networks as promoters of social participation. According to a study by the Experian Hitwise consultancy, the social network Facebook was the most visited site in the US between 6 and 13 March 2010; previously, this position had usually been occupied by the search engine Google, according to data from Experian Hitwise. Facebook captured 7.07% of Internet traffic, while Google received only 7.03%. This study compared only Facebook.com and Google.com, without taking into account other sites belonging to Google, such as Gmail, Google Maps and YouTube. If these sites were taken into account, traffic to Google would have reached 11.03%. According to Matt Tatham, communications director at Hitwise, these data show that ¿content sharing has become an enormous force on the Internet¿.
Book chapters
Book:
Il pedagogista a scuola. Sfide e prospettive: A cura di Enrico Miatto
publishing house:
Edizioni Studium
Year:
2023
Pp:
107-116
Index of the chapter:: 1. Introduction; 2. The school: educational community, space of coexistence; 3.
Authors:
Cámara Estrella, A.M.; Fuentes Gómez-Calcerrada, J.L.; Naval, C.
Book:
Democracy and Tradition in 21st Century Educational Theory and internship
Place of Edition:
Madrid
publishing house:
Narcea
Year:
2022
Págs:
23 - 50
Book:
Current challenges of educational action: character and personality.
Place of Edition:
Madrid
publishing house:
Narcea
Year:
2022
Págs:
117 - 132
This chapter provides a review of the literature related to the topic of the Education of character in the university. Its goal is to provide the reader with a panoramic view of the concepts core topic related to character and the means that favor its Education in the university setting. Many of these concepts have been elaborated and disseminated mostly in language English. The interested reader is introduced to contact with the referred international literature. The chapter is structured in four sections. The first section introduces the topic of the Education of character and its importance today. The second part defines the concept of character and complements this definition with the most recent psychological theories about its study and empirical measurement. The third section presents the ways in which it is considered possible to educate character in the university. References to international initiatives that promote this are included goal. Finally, the chapter closes with a reflection on the future prospects of Education character education and the challenges it faces for the future.
Book:
Current challenges of educational action: Character and personality.
Place of Edition:
Madrid
publishing house:
Narcea
Year:
2022
Págs:
7 - 29
Book:
Pedagogy of things: bankruptcies of today's Education
Place of Edition:
Barcelona
publishing house:
Octaedro
Year:
2022
Págs:
403 - 408
Printed edition ISBN: 9788419312006
EPUB digital edition. ISBN: 9788419312013
Book:
Miquel Martínez Martín: ètica i pedagogia
publishing house:
Ed. Universitat de Barcelona
Year:
2021
Págs:
81-82
Authors:
Naval, C.; Ignacio Quintanilla; Juan Luis Fuentes.
Book:
Where there is a person, there is a pedagogue: reflections around university pedagogy.
publishing house:
EUNSA - Astrolabio Collection Education
Year:
2021
Págs:
63-84
This text analyses the concept of Education for citizenship with a view to its global dimension and taking Continental Europe over the last three decades as reference letter .
It begins by presenting some of the recent international events with the greatest impact on global citizenship, with special attention to the economic crisis that began in 2007, its effect on migratory movements and its temporal coincidence with the massive use of technology.
This is followed by citizenship and civic culture in continental Europe, which is centred on three axes. These are: reference letter the need for a European civic consciousness, compatible with national loyalties and the requirement for global citizenship; the theoretical revision of ideas of authority and legitimacy in democracy; and the third great technological revolution of humankind.
It concludes by suggesting that the notion of global citizenship concretises some of the crucial dilemmas of the Humanities and social sciences at this moment in Western history.
Book:
La Education en network: realidades diversas, horizontes comunes: XVII congress Nacional y IX Iberoamericano de Pedagogía, Santiago de Compostela, 7-9 July 2021. Book of abstracts
Place of Edition:
Santiago de Compostela
publishing house:
Universidade de Santiago de Compostela, Publications Service
Year:
2021
Págs:
593 - 595
Book:
La Education en network: realidades diversas, horizontes comunes: XVII congress Nacional y IX Iberoamericano de Pedagogía, Santiago de Compostela, 7-9 July 2021. Book of abstracts
Place of Edition:
Santiago de Compostela
publishing house:
Universidade de Santiago de Compostela, Publications Service
Year:
2021
Págs:
1279 - 1280
Book:
Performance professor and training at skill digital in the SARS COV 2 era.
publishing house:
Dykinson S.L.
Year:
2021
Págs:
1114-1127
The internet era has brought about a revolution in all areas, definitively uniting the developed world in the sort of global village described by Marshall McLuhan in the 1960s. While the Canadian author was referring to the rise of the traditional media industry speech , today the big technology companies have managed to globalise their information infrastructure with extreme capillarity, making network not only a consulting room, but an unprecedented platform for social participation and exchange of information.However, in recent years, phenomena have emerged that highlight some of the negative consequences of being subjected to a constant volume of information stimuli, raising the following question:sample society is disordered in how it consumes and processes digital information? It raises questions about the citizen's relationship to information, which flows in an intricate ecosystem of digital media, websites, videos, blogs and podcasts. A pessimistic anthropological conception of these issues foreshadowed a dystopian future, in which society would be a kind of directed mass, incapable of distinguishing between truthful, erroneous or manipulative information. Oblivious to the controversy, large internet companies host and exploit information as a business model in this mature phase of the internet, which Kuklinski (2010) referred to as post-digital.
Book:
Desire and Human Flourishing. Perspectives from Positive Psychology, Moral education and Virtue Ethics.
publishing house:
Springer
Year:
2020
Ppgs:
405-418
Many concepts and expressions link education with love, the uses of the will or manners of loving. In these pages, we will concentrate on some of the aspects, wich come together: teaching and learning are only possible through love. Education may be defined as helping to love, to love learning.
Within this framework, contemplation is an act that may lead to the recovery of the will, thus permitting the reason to act in its full measure by integrating feeling with loving, which is taxing to accomplish, particularly in our times. The joy of learning is a key means of finding the correct pathway; a pathway that follows tracks leading to growth, which implies carrying out formative learning so that human learning can be achieved.
The text follows this outline: firstly, a reflection on the aim of human life and education, which will give rise to key concepts such as desire, contemplation, love, will, and knowledge. Then we give more specific consideration to the relationship between learning and contemplating, the necessary operative concurrence of intelligence and will for learning, which indicates the importance of imagination and memory. It is here that joy appears, associated with hopeful anticipation of promising future prospects. And it concludes by showing how learning is materialized in the formation of good operative habits.
One question remains as a response to the reading of this text: what effect would authentic pedagogical renovation have today?
Book:
Current perspectives on the human condition and educational action.
Place of Edition:
Madrid, Spain
publishing house:
Dykinson S.L.
Year:
2020
Págs:
37-54
Book:
L'impegno educational Nella Costruzione Della Vita Buona: Scritti in onore di Giuseppe Mari.
publishing house:
Edizioni Studium
Year:
2020
Ppgs:
164-176
In the last three decades we have witnessed a growing interest in social sciences in personal and moral education, particularly in the areas of childhood and adolescence, with a strong focus on the applied dimension of advanced proposals. One of the most recent approaches to the approach is what is called Character Education (CE).
The latter, although it is not the only way to address these issues, has a significant anthropological, ethical and psychological basis and, precisely for this reason, deserves particular attention.
This contribution is structured in three parts. In the first part, a brief historical and social description of the EC is proposed. Then, the most relevant characteristics and peculiarities of the different contemporary pedagogical movements that present a strong similarity with the EC will be analysed. Finally, some reflections will be made on the criticisms that are linked to this approach.
Book:
The transfer of knowledge at Education. A strategic challenge
publishing house:
Madrid : Narcea
Year:
2020
Págs:
119-133
summary
In the current social context, the need is emerging for a new university model more committed to the community and its improvement (Rhoads, 1997). Although the University is essentially linked to the generation of knowledge and to the general development , it is unquestionable that it has a social function, as it is one of the guarantor institutions of universal values and cultural heritage (Delors, 1996; Tobarra, 2004). This so-called third mission statement of the university, referring to its social commitment, takes the form of preparing university students both for their incorporation into the world of work and for exercising active citizenship, ready to improve and transform social reality (Martínez and Esteban, 2005; Kronman, 2007; Rochford, 2008; Naval et al., 2011).
The centrality of the social dimension of universities is becoming one of their main signs of identity and from this stems the need to produce qualified professionals and committed, reflective and critical citizens. For Martínez (2010), the main task of the university focuses on the training of professionals and citizens, becoming a privileged place for learning to be and to live together in plural and diverse societies.
One way of facing these challenges is to revitalise its own aims: teaching, research and the transfer of knowledge. Undoubtedly, transferring knowledge contributes to the improvement of society and the common good. All the more so if the transferred knowledge contributes to shaping a democratic and participatory citizen identity.
This is the goal of the experience we present here, the result of the partnership between the Parliament of Navarre and the University of Navarre. Since 2010, various activities and initiatives have been carried out with the aim of presenting active citizenship to society as something desirable and possible. We set out to put the research and resources worked on to generate an improvement in citizenship at the service of the parliamentary institution. In a scenario in which trust in traditional political Structures is falling, the partnership between institutions to make citizens aware of their undeniable contribution to society is timely and desirable (Naval, Arbués and Sádaba, 2016).
Book:
30 anni dopo la Convenzione ONU sui diritti dell¿infanzia. Quale pedagogia per i minori?
publishing house:
Pensa MultiMedia
Year:
2020
Págs:
43 - 62
Book:
La construcción de la paz en la escuela: Múltiples miradas desde la research, las intervenciones y las políticas públicas.
Place of Edition:
Guadalajara, Jalisco
publishing house:
Fundación Vivir en Armonía, A. C.
Year:
2020
Págs:
66-67
Abstract: This project aimed to gain greater understanding of how Education of positive character traits is promoted in the context of Latin American secondary schools. Reflecting the practical and applied nature of educational research, it has a research-focused component and an application-focused component.
The project advances a vision of the importance of the cultivation of character virtues for the empowerment of individuals. In doing so, it also encourages spiritual prosperity and try to alleviate social problems, in this case contributing to the positive development of Latin American societies at a critical time in their history. The project team achieves these aims by using innovative research methods, cutting-edge dissemination, and participative outreach. This project is needed because although awareness of character education has increased in the English-speaking world in recent years, to date there has been little exchange between developments in this field in North America and Europe and the countries of Latin America.
Book:
A thoughtful educational action. Reflexiones desde la Philosophy of the Education
Place of Edition:
Madrid
publishing house:
Dykinson S.L.
Year:
2020
Págs:
39 - 47
If anything characterises the global society in which we live, it is the technological invasion and the need for permanent connectivity, especially among young people; features that, among others, make up the era of hyperconnectivity (Reig and Vílchez, 2013). Citizens prefer the internet to conventional media speech, they handle information immediately (Oblinger, 2003, Flores, 2016) and social networks constitute the basis of the new social structure (Castells, 2005). These changes in social habits and behaviours have revived the discussion on the decline of social capital and civic engagement in contemporary societies (Maya, 2004).
From a educational point of view, the media Education and the promotion of digital skill is currently a priority for education systems and major international organisations (Kubey, 2003; Martens 2010). In this work we ask ourselves about the consequences that changes in social habits and behaviour can have on community ties. And we consider how to contribute from Education higher education to increase social capital and civic engagement in students. We propose the internship of integrated learning and a specific methodological strategy that develops it, service-learning.
Book:
From theory to internship in civic engagement.
Place of Edition:
Barcelona
publishing house:
Octaedro
Year:
2019
Ppgs:
57-75
Book:
Training to transform: Social change and educational professions.
publishing house:
GEU
Year:
2019
Ppgs:
111-114
Book:
Theoretical Reflections on the Education. Homage to Professor Francisco Altarejos
Place of Edition:
Madrid
publishing house:
DYKYNSON, S. L.
Year:
2019
Ppgs:
219-237
Book:
language, culture, speech. programs of study offered to Professor Manuel Casado Velarde.
Place of Edition:
Pamplona
publishing house:
EUNSA Pamplona
Year:
2019
Ppgs:
1097-1111
Book:
Josep Maria Puig Rovira. Education, values and service learning
Place of Edition:
Barcelona
publishing house:
University of Barcelona
Year:
2019
Ppgs:
206-209
Book:
Making the University in the social space.
Place of Edition:
Pamplona
publishing house:
Eunsa
Year:
2018
Ppgs:
117-141
Book:
Education cívica: a global experience
Place of Edition:
Mexico City
publishing house:
Tirant Humanities. high school Electoral of the State of Querétaro
Year:
2018
Págs:
125-139
Society is in continuous transformation, largely caused by scientific and technological advances and at subject of speech. The university, together with other social agents, has an important role to play in this task of reflecting on social dynamism.
In this work we present two of the experiences of Education civic implemented in recent years by the authors of the text together with other colleagues with the student body university.
Book:
Making the University in the social space.
Place of Edition:
Pamplona
publishing house:
Publications Service UNIVERSITY OF NAVARRA
Year:
2018
Ppgs:
97-115
We believe that methodological innovation and social responsibility are in line with the approach of renewing educational methodologies. At the University of Navarra, the project Horizon 2020, which sets out the ten milestones that the university intends to promote in the coming years, includes the promotion of innovative teaching . Among other aspects, the aim is to implement models of integrated learning and Service-Learning; and to promote programmes of training professor of academic staff. To some extent, with the work fieldwork carried out and presented here, we intend to contribute to the achievement of these objectives.
Book:
Making the University in the social space.
Place of Edition:
Pamplona
publishing house:
Publications Service UNIVERSITY OF NAVARRA
Year:
2018
Ppgs:
11-18
The service-learning methodology, such as Philosophy, is based on the conviction that citizens have the responsibility to contribute to the common good and to the development of society and that, therefore, Education is necessarily linked to social responsibility (Naval, 2008).
The pedagogical, social and ethical foundations that characterise service-learning make this pedagogical method a suitable learning space for the achievement of academic and social competences also in university students (Martínez, 2010). At the same time, it is a suitable way to involve them in solidarity activities that favour the increase of a sensitivity that encourages them to collaborate in meeting the needs identified in their environment. In other words, to become more involved and committed to the community and to the exercise of ethical responsibility, which they will have to exercise in their future profession.
Authors:
Naval, C.; Fuentes, J.L.; Quintanilla, I.
Book:
La sfida dell'educazione.
Place of Edition:
Milano
publishing house:
Vita e Pensiero
Year:
2018
Ppgs:
93-113
in the last thirty years, in the western world, a recurrent question has been the need for an education for citizenship, or civic education, understood as education for democratic citizenship. in fact, there have been various prospects as regards the theoretical approach and the way in which all this is to be considered from the point of view of educational.
Moreover, in particular in recent decades, we have witnessed a decisive ethical change in education which, in the light of many contributions, has increasingly brought care and character formation to the forefront2. This last concept, linked to classicism, has in practice been neglected in the modern era, but is making a strong comeback at the beginning of the 20th century3.
The above has motivated us to prepare the content of what we are going to say in the following pages, in the light of an international background, in particular by focusing our attention on the United Kingdom. The reasons for this choice are many and they are linked to the development of the movement for citizenship that is developing in this geographical area, so much so that it represents a decisive point of reference for an educational approach that seeks, firstly, to underline social and citizenship aspects and, subsequently, those of an ethical and moral nature.
Book:
Service-Learning at the University: a methodology professor and research in the service of social justice and sustainable development
Place of Edition:
Salamanca
publishing house:
Comunicación Social Ediciones y Publicaciones
Year:
2018
Ppgs:
53-58
summary
The socio-economic changes that have taken place in our society have prompted the university teaching to consider processes of methodological innovation. Along these lines, the University Strategy 2015 urged Spanish universities to modernise through the incorporation of new teaching and learning practices, capable of combining students' preparation for professional internship with the exercise of social responsibility (Ministry of Education, 20 15).
These requirements entail the meeting of universities, companies and society, through projects and programmes. And in this sense, the Service-Learning methodology is considered a pedagogical instrument that can contribute to the university's transversal undertaking mission statement to train future professionals in a comprehensive manner.
This methodology can be an innovative procedure , which can bring about a better relationship between the academic and social dimensions of learning. This is the case of the University of Navarra, which through project Horizon 2020 contemplates the promotion of innovative teaching and seeks to implement models of integrated learning and service-learning.
The goal of this work is to assess the opinion of student body involved in Service-Learning experiences implemented at the University. To this end, a selection was made of those activities carried out during the 2016-2017 academic year that could be considered real Service-Learning. A questionnaire was elaborated, consisting of 39 items, structured in five blocks. The response formats consist of closed-ended questions subject Likerc with five options.
The results support that participation in these activities allows students to integrate and understand content covered in the subjects, to recognise their future professional reality and to develop participation skills and work in a team. They also consider that, as citizens, they have a social responsibility and that the university should facilitate channels of participation in society.
Book:
Opere et veritate: homage to Professor Ángel Luis Gonzalez.
Place of Edition:
Pamplona
publishing house:
Publications Service UNIVERSITY OF NAVARRA
Year:
2018
Ppgs:
557-570
Media literacy plays an important role in the dissemination of scientific knowledge in the media at speech (Rosenbaum et al., 2008). And it does so precisely in a society in which diverse social groups with their own cultural traits coexist. However, in relation to technology, all groups seem to share habits and tools. We could say that technological culture is part of the culture of any social group , so that technological media would become means that favour the speech between cultures and social participation. Social networks are one of the most popular applications of the internet. They are understood as a form of social interaction where interpersonal exchange takes place and a sense of integration is achieved. It is possible to maintain contacts at work, between friends, to meet up again, etc. But they are also a place to share information, knowledge and enable participation. This fact, from an educational perspective, suggests focusing on those aspects that prepare citizens to be competent in our media and intercultural society; that is, on Jos knowledge and the practical skills necessary to act with self-reliance in different contexts, to relate and communicate effectively and to participate and cooperate socially.
Book:
Evolution and perspectives of the Education moral. Spanish Journal of Pedagogy 75th Anniversary (1943-2018)
Place of Edition:
MAdrid
publishing house:
Spanish Journal of Pedagogy
Year:
2018
Págs:
55-71
The civic Education or Education for citizenship is a solid challenge for pedagogy; but not only in the sense of finding and incorporation of new elements or learning contents, but also in the sense that it requires a new shaping of sensibilities and educational mentalities.
new sensibilities and educational mentalities.
Can behaviours and attitudes be taught? Yes, but not exclusively, and not even primarily, through teaching .
The possibility of facing internship and fully Education in freedom, the ultimate foundation of human rights. It is a task and a goal whose value is amply demonstrated, but also its intrinsic difficulty: "it cannot be said often enough that nothing is more fruitful than the art of being free; but nothing is as hard as the learning of freedom".
Book:
The Education facing the challenges of a new citizenship.
Place of Edition:
Murcia
publishing house:
University of Murcia
Year:
2017
Ppgs:
172-184
In project Researching and Promoting Character Education in Latin American Secondary Schools, funded by the Templeton World Charity Foundation, we approach the perception of Education Character Education in Argentina, Colombia and Mexico.
The Education of Character integrates the proposals for promote citizenship. For the beginning of this research we elaborated a pilot study based on the Dephi methodology, with the goal aim of discerning which are the most burning issues surrounding the Education of Character in these countries. This methodology -rigorous and easy to use- allows us to obtain an in-depth knowledge on the problem of Education of Character. Different experts from academia, schools and administration were involved. During the process we carried out three interactions with the experts in order to reach a greater consensus on their opinions. To this end, we applied two rounds of closed and open questions to obtain a greater richness and convergence in the data obtained. As result we found that Education of Character is not a common term in the field educational in these countries. Furthermore, this subject of Education is influenced by the influence and relationship between the agents and the explicit-hidden curriculum at school.
Book:
Austral Interdisciplinary Dictionary
Place of Edition:
Buenos Aires
publishing house:
Austral University
Year:
2017
Ppgs:
1-22
Consult the full text in the Diccionario Interdisciplinar Austral (online publication).
http://dia.austral.edu.ar/Educaci%C3%B3n_del_car%C3%A1cter_y_de_las_virtudes
Book:
Basiswisssen Politische Bildung. Handbuch für den sozialwissenschaftlichen Unterricht.
Place of Edition:
Baltmannsweiler
publishing house:
Schneider-Verlag Hohengehren
Year:
2017
Ppgs:
429-439
The goal of this paper is to bring forth how Spain has made steps toward the international movement in favour of education for citizenship. A brief summary of the context and recent history in Spain is given, and also a reference to the current issues ¿ the emerging voices ¿ together with the new perspectives within the area of education for citizenship. It concludes by tackling the need for and possibility of citizenship education within the framework of moral education, underlining the importance of
contents, attitudes, and skills.
Book:
Investigating the improvement of university teaching through service-learning.
Place of Edition:
Granada
publishing house:
publishing house University of Granada
Year:
2017
Ppgs:
509-515
Book:
Education and capabilities: towards a new approach of the human development
Place of Edition:
Madrid
publishing house:
DYKYNSON, S. L.
Year:
2017
Ppgs:
189-207
1. Introduction
1.1. Service-learning on the Education higher education site
2. A methodology conducive to the acquisition of professional competences
3. training of the academic staff
4. Challenges for the future
The University Strategy 2015, which framed the modernisation process of Spanish universities, urged them to prepare themselves to contribute to the promotion of a new social model , and to incorporate teaching and learning practices that adequately integrate the preparation for professional internship and for the exercise of social responsibility of their students 2. In this sense, the Spanish framework of Qualifications for Higher Education 3 (Royal Decree 96/2014, of 14 February) foresees as a learning result the ability of students to make reflections of an ethical nature in their field of study. The provision of learning outcomes of this nature implies thinking of the university as a space for learning that is also ethical. This reality suggests the need to define strategies and methodologies that make this possible. We believe that service-learning can be an appropriate means of promoting this.
Book:
Proceedings of ICERI 2017 10th International Conference of Education, Research and Innovation.
publishing house:
IATED
Year:
2017
Ppgs:
247-252
Authors:
Naval, C.; Fuentes, J.L.; Quintanilla, I.
Book:
Education for civic life in a pluralistic society
Place of Edition:
Murcia
publishing house:
Editum
Year:
2017
Ppgs:
243-271
This text analyses the concept of Education for citizenship taking into account its global dimension and taking as reference letter three contexts that are milestones in this educational action: the United States, continental Europe and the United Kingdom.
are milestones in the development of this educational action: the United States, continental Europe and the United Kingdom. It begins by presenting some of the recent events on the international scene with the greatest impact in one way or another on global citizenship, with special attention to the economic crisis that began in 2007, its effect on migratory movements and its temporal coincidence with the use of technology on a large scale. It then proposes some of the fundamental and distinctive characteristics of this notion in these contexts, where, on the one hand, the USA's concern to strengthen the incipient democracies of Eastern European countries through the Education, which continued a tradition begun previously and which was invigorated by the communitarian critique of liberalism, stands out.
reference letter On the other hand, citizenship and civic culture in continental Europe is situated around three axes: the need for a European civic consciousness compatible with national loyalties and the requirement for global citizenship, the theoretical revision of the ideas of authority and legitimacy in democracy, and the third great technological revolution of humanity.
Book:
The Education facing the challenges of a new citizenship.
Place of Edition:
Murcia
publishing house:
Publications Service University of Murcia
Year:
2017
Págs:
598-606
The Education of character is presented as a way of understanding the Education moral. The goal is to help students to acquire a character so that, along with intellectual capacities, they also incorporate the affective, volitional and moral resources necessary to conduct their lives properly. It is vital to educate this character, otherwise we may find ourselves with competent people, but not necessarily good people or active and participative citizens (Lickona and Davidson, 2005).
Educating citizens means, in final, contributing to the training of their character. Already Aristotle proposed the civic Education as a continuation of the Education of character. There is no doubt that the Education of character prepares students to participate in a society that expects them to be autonomous and involved in social improvement (Shepard Salls, 2007). Therefore, in this work we propose that, as part of the civic Education , the school experience should be approached as an occasion to educate in social and moral virtues in order to shape an adequate character at student body. On a theoretical level, over the last four decades we have witnessed what we could call a civic turn, which has led to an ethical turn, definitive in the current Education .
Book:
Palgrave Handbook of Education for Citizenship and Social Justice.
Place of Edition:
London
publishing house:
Palgrave MacMillan
Year:
2016
Ppgs:
593-612
During the 19th century the liberal countries took the development of education to be one of the basic forms of progress. Through the modern systems of education they attempted to respond to the needs of the industrial revolution, lower the levels of illiteracy and create a strong national feeling. Thus obligatory schooling became one of the basic tools to achieve this objective. The education of the citizens that the new state required, who would be capable of participating in political life, was one of the main aims of modern education systems (Puelles, 2004).
But it was after the Second World War that the systems of education all over the world grew dramatically. In Spain the system of education has undergone multiple historical changes in the recent past, due to intense ideological discussion. The citizenship education which is proposed and is being debated currently has its roots in the Spanish Constitution (1978) and, the way it is carried out has been explained in detail, successively, in the laws which govern the Spanish system of education, in accordance with the different political changes. This chapter will analyze how the political evolution and the social changes that affect issues related with social justice have offered various explanations which help to understand the different educational proposals on the subject of citizenship education. It will also sheds light on future developments in both the area of educational practice and that of research.
Book:
Realizzo me stesso: educare i giovani alla ricerca delle possibilità.
publishing house:
Mimesis, Milano
Year:
2016
Pp:
7-17
Book:
Society of knowledge. Learning and Innovation in the University
Place of Edition:
Madrid
publishing house:
Library Services Nueva
Year:
2016
Ppgs:
219-246
ISBN:
9 78-84-16 647-75-0
The origin of this pedagogical internship - service-learning - in the second half of the 20th century can be found in the United States, where the desire to educate new generations to live in democracy was a constant throughout the last century. Education This is how the idea of a university -Higher Education in general- with a clear civic mission statement and public service vocation was forged, in such a way that higher education institutions allow and sustain an active relationship with civil society and an express will to prepare responsible citizens for the invigoration and regeneration of democracy (Santos Rego, 2013).
We can say that the North American tradition of experiential learning is based, in part, on the pragmatism of William James (1842-1910), in an attempt to reconcile the two great trends of the time: rationalism and empiricism. James' texts highlight the inseparable relationship between thought and action. For him, the human knowledge only acquires plenary session of the Executive Council meaning if it is interpreted with a view to action. knowledge, interest and action are closely linked terms in James's epistemology. Terms that make up a vision of the cognitive process where sensations and thought are assembled to culminate in effective and fruitful actions, from agreement with the interests and needs of the individual. Following the empiricist tradition, he considers experience as the origin and limit of the human knowledge . For James, an idea or belief is an idea or belief.
Book:
Service-learning and innovation at the University.
Place of Edition:
Santiago de Compostela
publishing house:
Servizo de Publicacións e exchange Científico
Year:
2016
Págs:
603-612
Book:
González-Geraldo, J.L. (Coord.). Education development y cohesión social.
Place of Edition:
Cuenca
publishing house:
Editions of the University of Castilla-La Mancha
Year:
2015
Págs:
373-378
ISBN:
978-84-9044-172-5 Print / 978-84-9044-173-2 Digital.
Book:
Advances in Science from the Education and development, 2015
publishing house:
association Spanish Association of Behavioral Psychology (AEPC)
Year:
2015
Ppgs:
31-36
The progressive implementation of the EHEA favours greater sensitivity towards the social dimension of the university and focuses civic commitment not only on raising the knowledge, but also on promoting competence-based learning in order to produce qualified professionals and committed citizens (Villa and Villa, 2007). We present service-learning as a methodological strategy capable of generating civic-social skills, social awareness and civic responsibility by articulating community service and meaningful learning in a single project, in which participants learn to work on real needs of the environment, with the aim of improving it (Puig, Batlle, Bosch, and Palos, 2006, p. 22). Degrees Based on reviews of service-learning programmes carried out at university level and on an educational experience carried out at the subject Prácticum, with students in the final year of the Education Infant Education and Education Primary Education courses at the university where we work, we can confirm that students, through this methodological approach , gain a greater understanding of the curricular content of the subjects linked to the programmes, while providing a service in a real context and developing civic-social competences.
Book:
Ricerca del bello e impegno educational
Place of Edition:
Milan
publishing house:
V&P Vita e Pensiero
Year:
2015
Pgs:
15 - 24
Musaio, M. (a cura di).
Book:
St. Josemaría e il pensiero teologico
Place of Edition:
Rome
publishing house:
Pontificia Università della Santa Croce
Year:
2015
Ppgs:
365-386
López Díaz, Javier. San Josemaría e il pensiero teologico, vol. II, Rome, Edizioni Università della Santa Croce, 1ª, (2015), pp. 365-386.
Authors:
Lorenzo, M.; Civila, A.; Fernández-Salinero, C.; et al.
Book:
Nuñez Cubero, L. (Coord.). entrepreneurial culture and Education
Place of Edition:
Seville
publishing house:
publishing house University of Seville
Year:
2015
Ppgs:
299-323
Book:
Nuñez Cubero, L. (Coord.) Entrepreneurial culture and Education.
Place of Edition:
Seville
publishing house:
publishing house University of Seville
Year:
2015
Ppgs:
341-349
Book:
Mora, Juan Manuel (Coord.).Reputation of Universities.
Place of Edition:
Pamplona
publishing house:
EUNSA
Year:
2015
Págs:
25-36
Book:
Mora, Juan Manuel (Coord.) Universities Reputation.
Place of Edition:
Pamplona
publishing house:
EUNSA
Year:
2015
Págs:
23-33
Book:
Advances in Science from Education and development
publishing house:
association Spanish Association of Behavioral Psychology (AEPC)
Year:
2015
Págs:
25-30
The university has a social and cultural function. It can contribute to raising the Degree of civic culture and social participation, influencing aspects related to coexistence and social cohesion. This so-called third mission statement of the university is to prepare university students both for their incorporation into the world of work and for exercising active citizenship (Jacoby, 2009; Naval, García, Puig and Santos, 2011). In this work we present a methodological experience that we have carried out with a group of students from Education and we collect the students' opinions on what they consider to be their real possibilities for participation. We note that university students perceive the need to prepare themselves to contribute to improving society and they value the fact that the university provides them with opportunities for participation.
Book:
The participation of families in the Education school.
Place of Edition:
Madrid
publishing house:
Ministerio de Education, Cultura y Deporte
Year:
2014
Págs:
21-34
work promoted and coordinated by the committee Escolar del Estado, through the board de Participación de los Consejos Escolares Autonómicos, which aims to contribute to the advancement of knowledge in subject of parental involvement in Education. A set of recommendations for educational administrations, for schools and for families themselves are derived from it.
Book:
Citizenship, Democracy and Higher Education in Europe, Canada and the USA.
publishing house:
Palgrave. Macmillan Publishers Ltd.
Year:
2014
Ppgs:
1-11
Book:
Images and Identity: Educating citizens through visual Art.
Place of Edition:
Bristol
publishing house:
Intellect Bristol
Year:
2014
Ppgs:
IX-XIV
Book:
Civic Pedagogies in Higher Education: Teaching for Democracy in Europe, Canada and the USA.
Place of Edition:
New York
publishing house:
Palgrave. Macmillan Publishers Ltd.
Year:
2014
Ppgs:
1-9
Book:
La costruzione del pensiero e le strategie interculturali.
Place of Edition:
Lecce
publishing house:
Pensa MultiMedia
Year:
2014
Ppgs:
69-91
Book:
Civic Pedagogies in Higher Education Teaching for Democracy in Europe, Canada and the USA.
Place of Edition:
Basingstoke
publishing house:
Palgrave MacMillan
Year:
2014
Ppgs:
153-176
In this text, university teachers from Eastern Europe, Western Europe and North America report on their efforts to prepare students for engaged democratic citizenship. Their case studies illustrate methods employed to prepare citizens for meaningful participation in democracies, whether long-standing, young or emerging. The contributors describe their approaches in detail, reflecting on the philosophical and pedagogical considerations being employed, as well as exploring models of experiential service-learning, action research, and other curricular innovations. Stakeholders are encouraged to replicate, modify or entirely recast the ideas presented, in the interest of building capacity within their institutions, peers and partners to realise and maintain the promise of democracy.
Book:
Proceedings of the World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014.
publishing house:
Association for the Advancement of Computing in Education (AACE)
Year:
2014
Ppgs:
2070-2075
Book:
Cittadinanza ativa e cultura euromediterranea. Buone pratiche interculturali per una politica inclusiva.
publishing house:
Franco Angeli
Year:
2014
Pp:
133-165
Book:
conference proceedings of the VII International congress of Philosophy of the Education
Place of Edition:
Madrid
publishing house:
Madrid: Library Services Online
Year:
2013
Ppgs:
1253-1586
Book:
International Conference on Internet Science Conference Proceedings, Brussels.
Place of Edition:
Brussels
publishing house:
FP7 European Network of Excellence in Internet Science
Year:
2013
Ppgs:
52-59
Book:
Education, freedom and care
Place of Edition:
Madrid
publishing house:
Dykinson
Year:
2013
Págs:
169-180
Book:
Of ethics and politics. Concept, history, institutions
Place of Edition:
Madrid
publishing house:
publishing house Tecnos
Year:
2013
Págs:
325-375
Book:
Conversaciones con un maestro (liber amicorum): Estudio interdisciplinar de discípulos y colegas em homenaje al profesor Dr. D. José Luis García Garrido, Full Professor University Emeritus.
Place of Edition:
Madrid
publishing house:
UNED ediciones
Year:
2013
Págs:
429-448
summaryThe contemporary cultural horizon seems impotent and without moral resources to solve the problems it is going through. However, the concern, interest and need for ethics is a hopeful sign. In this framework, the ethical training is presented as a necessity to be able to get to the root of the crisis we are living, which is a crisis of meaning, not only economic. The recognition of human rights is mixed with serious violations of human life, enormous capitalist empires with peoples and entire nations under the effects of underdevelopment and political corruption. In the midst of these realities, human beings are looking for ways to confront the moral crisis we are suffering. There are many who are working seriously on these issues. Thus, the institutions of Education Higher Education have understood the decisive role they have as a means of humanization. How to achieve a culture of ethical training and sustainable transversal development that can be incorporated in universities? How to ensure that the university plays its role as a protagonist manager in society?
Trying to answer these questions implies inquiring into what the university is, that is, what constitutes it as such, what unites it. That is to say, to ask what it means to be a ¿community of truth seekers,¿ a truth that must undoubtedly be understood in a context, with a history.
Book:
Education, freedom and care
Place of Edition:
Madrid
publishing house:
Dykinson
Year:
2013
Págs:
111-120
Book:
VV.AA. The prestige of the profession professor in Spain. Perception and reality.
Place of Edition:
Madrid
publishing house:
European Foundation Society and Education - Fundación Botín
Year:
2013
Págs:
125-128
Book:
Cosmopolitanism and Education: learning to work in a borderless world.
Place of Edition:
Valencia
publishing house:
Ed. Brieg
Year:
2013
Ppgs:
69 - 90
Book:
Por seso e por maestría. Homage to Professor Carmen Saralegui
Place of Edition:
Pamplona
publishing house:
Eunsa
Year:
2012
Ppgs:
409-424
Book:
Engaging People in Health Promotion & Well-being. New opportunities and challenges for qualitative research
Place of Edition:
Milano
publishing house:
V&P Vita e Pensiero
Year:
2012
Pgs:
59 - 60
Book:
Society of knowledge and Education
Place of Edition:
Madrid
publishing house:
UNED
Year:
2012
Págs:
93-102
Book:
Between Generations: Education, inheritance and promises
Place of Edition:
Madrid
publishing house:
high school Calasanz de Ciencias de la Education-Sociedad Española de Pedagogía
Year:
2012
Págs:
478-488
Book:
Book Homage to Professor José Antonio Ibañez-Martín Mellado
Place of Edition:
Madrid
publishing house:
Library Services Online
Year:
2012
Ppgs:
308-323
Book:
La pedagogia del bene commune e l'educazione alla cittadinanza.
Place of Edition:
Milano
publishing house:
Vita e Pensiero
Year:
2012
Ppgs:
IX-XII
Book:
Book Homage to Professor José Antonio Ibáñez-Martín Mellado
Place of Edition:
Madrid
publishing house:
Library Services Online
Year:
2012
Ppgs:
224-239
Book:
Active Citizen Participation in E-Covernment: A Global Perspective.
Place of Publication:
Hershey
publishing house:
IGI Global
Year:
2012
Ppgs:
187-205
The latest report from the Pew Research Center (2010) shows that 93% of American teenagers and young adults use the Internet, and that 73% of them have their profile on a social network site.....
Book:
research In the Arts and Visual Culture
Place of Edition:
Barcelona
publishing house:
Ed. Universitat de Barcelona
Year:
2012
Págs:
164-170
In a framework of improvement of the training of teachers in Education artistic and aesthetic, it is analysed
the proposals of the educational area of some contemporary art centres or museums in Spain,
selected according to defined criteria. This is a first observation carried out
through the websites published by each institution and systematised according to certain indicators.
Despite the limitations of such an observation, we found that these museums offer a wide and diverse range of educational activities.
a wide and diverse educational offer, with multiple resources available to the general and specific public.
general and specific audiences. However, the quality of this offer needs to be further explored
in order to better define the skills required for the training of future teachers and museum educators.
museum educators.
Book:
El valor de la Education (liber amicorum) : interdisciplinary study in homage to Prof. dr. d. Emilio López-Barajas Zayas, Full Professor emeritus
Place of Edition:
Madrid
publishing house:
publishing house Universitas
Year:
2012
Págs:
77-92
Book:
Schools, Curriculum and Civic Education for Building Democratic CitizensSchools, curriculum, pedagogy and building citizenship education.
Place of Edition:
Rotterdam
publishing house:
Sense Publishers
Year:
2012
Ppgs:
99-112
Book:
Personalisation of Education in Contexts Policy Critique and Theories of staff Improvement
Place of Edition:
Rotterdam
publishing house:
Sense Publishers
Year:
2012
Ppgs:
59-74
Book:
Ideals of training in the History of the Education
Place of Edition:
Madrid
publishing house:
Dykinson
Year:
2011
Págs:
459-488
Book:
Autonomy and Responsibility. Learning contexts and Education
Place of Edition:
Barcelona
publishing house:
Ed. Universitat de Barcelona
Year:
2011
Págs:
1-20
Book:
Media Literacy Strategies: Reflections on Communication and Education.
Place of Edition:
Barcelona
publishing house:
Sehen
Year:
2011
Ppgs:
1-16
Book:
Education, learning and development in a multicultural society.
Place of Edition:
Madrid
publishing house:
Ediciones de la association nacional de psicología y Education
Year:
2011
Págs:
8959-8970
Book:
M.E. Mincu (Ed) A ciascuno la sua scuola: teorie, politiche e contesti della personalizzazione.
Place of Edition:
Turin
publishing house:
Società editrice internazionale
Year:
2011
Pp:
93-107
Book:
Educare alla democrazia e alla cittadinanza.
Place of Edition:
Lecce
publishing house:
Pensa MultiMedia
Year:
2011
Ppgs:
305-319
Book:
La famiglia come ambito educational
Place of Edition:
Rome
publishing house:
Arachne
Year:
2010
Págs:
106-123
Book:
Educating for communication and social cooperation. Publications of committee Audiovisual of Navarra
Place of Edition:
Pamplona
publishing house:
committee Audiovisual of Navarra
Year:
2010
Págs:
170-151
Book:
Education, person and society
Place of Edition:
San José de Costa Rica
publishing house:
publishing house Promesa
Year:
2010
Págs:
356-375
Book:
Educating for Communication and social service
Place of Edition:
Pamplona
publishing house:
committee Audiovisual of Navarra
Year:
2010
Págs:
95-113
Book:
Educating for Communication and social service.
Place of Edition:
Pamplona
publishing house:
committee Audiovisual of Navarra
Year:
2010
Págs:
263-281
The training civic-political financial aid to discover that cooperating in the achievement of a better society is the responsibility of each person. Service-learning, as a concretisation of volunteer activities in schools, is presented as a suitable methodology to promote this training and the consequent social service. In this sense, this chapter presents the content of a service-learning programme developed in the United Kingdom, degree scroll: Create your own charity. The aim of goal is to analyse its training potential, which, if it is such, will be materialised in future actions of social service.
Book:
conference Advanced Role in Nursing
Place of Edition:
Pamplona
publishing house:
Publications Service University of Navarra
Year:
2010
Págs:
15-18
Book:
Educating for Communication and social service
Place of Edition:
Pamplona
publishing house:
Publications of the committee Audiovisual of Navarra
Year:
2010
Págs:
55-78
Authors:
Naval, C.; García, R; Puig, J.; et al.
Book:
training and student participation in the university
Place of Edition:
Madrid
publishing house:
Complutense University of Madrid
Year:
2010
Págs:
-
link DADUN:
http: //hdl.handle.net/10171/20557
In recent decades, we have witnessed a growing international concern about young people's lack of social commitment, which is manifested in their leave social participation, the limited interest they show in formal politics and their insignificant electoral participation. The outline that follows is, first of all, to outline the international framework in which we move. Then we investigate the ethical-civic training of the university student body in the framework of the third mission statement of the university and the European Higher Education Area. Subsequently, we deal with one of the most fruitful initiatives in this field: service learning. We conclude by making a proposal of some suggestions for the Education higher . Throughout article there is a latent need for the development of an ethical-civic training as core topic for the promotion of the social commitment of young people.
Book:
Educating for Communication and social service
Place of Edition:
Pamplona
publishing house:
committee Audiovisual of Navarra
Year:
2010
Págs:
219-246
Book:
eLearning 2.0: teaching and learning in the knowledge
Society.
Place of Edition:
Palma de Mallorca
publishing house:
Edutec
Year:
2010
Págs:
1-10
Book:
Identitá e diversità nell orizzonte educational. Studi in onore di Giuseppe Vico.
Place of Edition:
Milan
publishing house:
Editrice Vita e Pensiero
Year:
2010
Ppgs:
259-275
Book:
Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010.
Place of Publication:
Chesapeake, VA
publishing house:
AACE
Year:
2010
Págs:
2438-2442
ISBN:
http://ezproxy.si.unav.es:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,url&db=edsbl&AN=CN080398303&lang=es&site=eds-live
