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:
NOTEBOOKS OF PEDAGOGY
ISSN:
0210-0630
Year:
2021
N°:
521
Pp:
131 - 136
Magazine:
programs of study ABOUT EDUCATION
ISSN:
1578-7001
Year:
2020
Vol:
39
Ppgs:
329-331
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:
INTERNATIONAL EDUCATION STUDIES
ISSN:
1913-9020
Year:
2019
Vol:
12
N°:
7
Pp:
1-8
This article introduces a theoretical study about convergent and divergent aspects between the concepts of education and early childhood development. This, set up from a social and educational approach, based on an in-depth theoretical review. The beliefs of childrens parents and caregivers are highlighted as a significant aspect on childrens development; all, considering the practices used for educating them, promoting a holistic child development, or the contrary. These insights make it possible to understand the rationality and applicability of child development and education theories. Hence, we advocate in this manuscript for an interdisciplinary and holistic perspective to approach child development taking into consideration factors and conditions, as well as fusing conceptual frameworks from various disciplines such as psychology, sociology, and philosophy.
Magazine:
ANTHROPOTES
ISSN:
1120-2874
Year:
2019
Vol:
35
N°:
1
Pp:
381-392
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.
Magazine:
REVISTA IBEROAMERICANA DE programs of study OF development
ISSN:
2254-2035
Year:
2019
Vol:
8
N°:
1
Pp:
164 - 185
Development Education (DE) has been gaining its own identity in Spain. The practice started in the context of NGOD, a context in which not only is DE still actively present, but also one in which it exerts considerable influence. DE has been reclaiming its own space and rationale and managing to find its way into all the educational contexts. But for this process to continue there should be institutional support translated into legislation which promotes its implementation. In this article we shall first study the principal conceptualization of DE in Spain and give a brief historical overview. In the second part the major milestones of DE will be highlighted in both non-formal and formal contexts. Namely, we shall look in more detail at the legislation which has enabled progress for DE.
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:
STUDIA POLIANA. JOURNAL ON THE THOUGHT OF LEONARDO POLO
ISSN:
1139-6660
Year:
2018
Vol:
20
Pgs:
185-212
The aim of article is, on the basis of Leonardo Polo's Anthropology, to answer the questions that arise from some philosophical and sociological approaches about identity staff and the fulfilment of women and men in the family. Part of the crisis of the family responds to an identity crisis staff more A in the case of women. For this reason, we focus the study on the questions that arise in the speech of feminism around women's identity, and in close connection with the consideration of motherhood and family relations.
Magazine:
EDETANIA
ISSN:
0214-8560
Year:
2018
Vol:
53
Pgs:
23-44
Magazine:
ESE. programs of study ABOUT EDUCATION
ISSN:
1578-7001
Year:
2017
N°:
33
Pp:
199 - 202
Magazine:
yearbook FILOSOFICO
ISSN:
0066-5215
Year:
2016
Vol:
49
N°:
1
Pp:
240 - 244
Magazine:
REVISTA ESPAÑOLA DE PEDAGOGIA
ISSN:
0034-9461
Year:
2016
Vol:
LXXIV
N°:
265
Pp:
499-515
The Education for development (ED) is presented as a process educational whose goal is to promote engaged citizens development. The topic is of interest in the context of the diary for the UN Post-2015 development . This article addresses, from a pedagogical perspective, the question of whether DE should have its own space in the compulsory Education in Spain, as advocated by some sectors linked to Cooperation for Development development, or whether it should rather be integrated into other educational approaches that are worked on in schools.
To resolve this question, the following steps are taken: to study the results of the research on the presence of DE in compulsory Education ; to understand how DE is conceptualised in Spain; and finally, to consider whether it should play a greater role in the curriculum of the compulsory Education . It is concluded that it is necessary to highlight and integrate DE into the school curricula of Education social, ethics and citizenship in compulsory Education . The main reason is that Education is a means, an end and a fundamental element of human development .
Magazine:
EDUCATIONAL PERSPECTIVE (ONLINE)
ISSN:
0718-9729
Year:
2016
Vol:
55
N°:
1
Pp:
114-128
The family is the basic cell of society. The functions of the family, basically care, socialisation, socialisation and
and Education are necessary for the human development . The research makes these statements clear
both in a positive sense, when the family is able to fulfil these functions, and in a negative sense, when it is unable to do so.
cannot perform them. These pages argue for the need to reflect on the identity of the family in order to assess what contribution it makes to human development.
of the family in order to assess what contribution to development families can be asked to make. From a
approach sociological perspective and following the ideas of Pierpaolo Donati's Relational Sociology, the speech
goes beyond topic of the functions of the family. Showing what the family is constitutes a challenge
educational in our context. Ideas about the meaning of the family can be motivating for citizens to take on the
citizens to take on the essential task of creating families that care for people and society.
society.
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:
EDUCATION SCIENCES AND SOCIETY
ISSN:
2038-9442
Year:
2015
Vol:
6
N°:
2
Pp:
101-116
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.
Magazine:
REVISTA IBEROAMERICANA DE EDUCACION
ISSN:
1022-6508
Year:
2015
Vol:
67
Pgs:
55-70
Numerous reports show the relationship between management, leadership processes educational and quality achievement Education. In this study we highlight the importance of teacher leadership as a goal core topic of management in schools that want to distinguish themselves through pedagogical leadership. We also reviewed the most representative bibliography of the last decade on leadership and Education, looking for those publications that make reference letter to teacher leadership. We began by defining the concept, and then we summarised the main features of the recent research on the characteristics of professor as a leader and highlighted the research focuses that have recently been opened up on the subject. Given that the main difficulty is to find sources that work on this specific topic , we approach topic through the existing programs of study on two other related topics: some types of leadership and the professional development of academic staff.
Magazine:
INTERNATIONAL JOURNAL OF ADVANCES IN EDUCATION RESEARCH
ISSN:
2340-2504
Year:
2014
Vol:
1
N°:
1
Pp:
109-122
Magazine:
MULTIDISCIPLINARY JOURNAL FOR EDUCATION, SOCIAL AND TECHNOLOGICAL SCIENCES
ISSN:
2341-2593
Year:
2014
Vol:
1
N°:
2
Pp:
33-54
Magazine:
PEDAGOGIA E VITA
ISSN:
0031-3777
Year:
2014
Vol:
72
Ppgs:
52-66
Magazine:
EDETANIA
ISSN:
0214-8560
Year:
2014
Vol:
46
Pgs:
181-199
Women's participation in human development , both as a process and as , is a priority theme in the
and as result, is a priority theme in the programs of study that serves as the basis for
promote policies for the promotion of development all over the world. This can be seen in the
work of the United Nations. In this research, the Education is of great importance for all people, and especially
for all people and especially for women. In this article
we first briefly look at the state of the art of topic: women, development and
promotion of development. Secondly, we will analyse how this content is contemplated in the for the
in the Education for the development (ED); this is a approach educational which
is to train an active citizenry and manager of the human development that can work locally with a global projection.
can work locally with a global projection. We focus on the approach
of DE in the Spanish context. We conclude that when DE has been promoted in Spain
the central theme of goal has been women and human development
following international trends.
Magazine:
ESE. programs of study ABOUT EDUCATION
ISSN:
1578-7001
Year:
2013
Vol:
25
Pgs:
133-149
The family Education focused on the promotion of "positive parenting" is promoted by family policies at an international level. We study the content and purpose of these educational programmes and the criticism they receive from some theorists of Education. This critical thinking has hardly been disseminated. Its authors pose new challenges for the family Education and open a way of research on the ethics of care and family life, a study that requires asking whether the family is a specific social reality or whether it is enough to accept that the family is what each person determines it to be.
Magazine:
INTERNATIONAL JOURNAL ABOUT PARENTS IN EDUCATION
ISSN:
1973-3518
Year:
2011
Vol:
5
N°:
2
Pp:
134-143
Magazine:
Creative Education
ISSN:
2151-4755
Year:
2010
Vol:
1
N°:
2
Pp:
101 - 106
Magazine:
INFAD. PSYCHOLOGY OF CHILDHOOD AND ADOLESCENCE
ISSN:
0214-9877
Year:
2010
Vol:
XXII
N°:
1
Pp:
25-34
Book chapters
Book:
Current challenges of educational action: character and personality.
Place of Edition:
Madrid
publishing house:
Narcea
Year:
2022
Págs:
71 - 84
Book:
Education, families and childhood: challenges and proposals.
Place of Edition:
Valencia
publishing house:
Tirant Lo Blanch
Year:
2022
Págs:
171 - 200
Book:
Trends in innovation and transfer from knowledge: from university to society.
Place of Edition:
Madrid
publishing house:
Dykinson
Year:
2022
Págs:
20 - 39
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:
1222 - 1223
Book:
Cultivating character in the family: an unavoidable task.
Place of Edition:
Madrid
publishing house:
Dykinson S.L.
Year:
2021
Págs:
17 - 30
Book:
La sfida educativa della Laudatio si e l educazione del carattere.
Place of Edition:
Rome
publishing house:
Edizioni Studium
Year:
2021
Pp:
38-52
Book:
Current perspectives on the human condition and educational action.
Place of Edition:
Madrid
publishing house:
Dykinson
Year:
2020
Págs:
71-84
1. Interest in the emotional Education and the Education of character.- 2.
Emotions.- 3. Emotional Education in the Education of character.- 4.
Challenges in the philosophical study of emotions and the Education of character.
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.
Authors:
Sandoval-Estupiñan, Luz Yolanda; Bernal, A
Book:
A thoughtful educational action. Reflections from the Philosophy of the Education
Place of Edition:
Madrid
publishing house:
Dykinson, S.L.
Year:
2020
Págs:
894-901
The Education of character is the cornerstone of integral human growth. Great social changes are not achieved with ideas alone, but are forged with positive habits that shape a way of being human and stable ethical behaviour. The purpose of this chapter is purpose to contribute to reflection on the Education of character, based on the distinction between person, personality and character offered by Leonardo Polo's transcendental anthropology, with the aim of enriching the philosophical, psychological and sociological contributions from which the concept has been understood. From this perspective, a realist CE must: 1) respond to what the person is and is called to be; b) recognise the human being as a dual being ¿act of being or person (ideal self) and human essence or personality (real self); 3) help connect the ideal self with the real self, in order to endow the real self with meaning staff ¿character. Character transcends personality and opens itself by looking inwards and to other realities in the three dimensions of coexistence.
Book:
Desidere and Human Flourishing. Perspectives from Positive Psychology, Moral Education and Virtue Ethics.
Place of Edition:
Cham
publishing house:
Springer Ed.
Year:
2020
Ppgs:
45-58
Book:
Theoretical reflections on the Education : homage to Professor Francisco Altarejos.
Place of Edition:
Madrid
publishing house:
Dykinson, S.L.
Year:
2019
Ppgs:
59-71
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:
Education and capabilities: towards a new approach of the human development
Place of Edition:
Madrid
publishing house:
Dykinson, S.L.
Year:
2017
Ppgs:
137-155
1. Study on human development and Education.- 2. approach of the capabilities and
Education for the development.- 3. Education of character and development.- 4.
Conclusion: convergences and differences.
Book:
Proceedings of ICERI 2017 10th International Conference of Education, Research and Innovation.
publishing house:
IATED
Year:
2017
Ppgs:
247-252
Book:
doctorate at Education. Topics and concepts
Place of Edition:
Chía
publishing house:
University of La Sabana
Year:
2016
Ppgs:
123-140
Authors:
Bernal, A; Esteban, F; Gil, F.; et al.
Book:
Democracy and Education at training professor .
Place of Edition:
Vic
publishing house:
Universitat de Vic
Year:
2016
Ppgs:
169-193
The character of a teacher is invaluable. Many people could
claim to have had one, or even several, who touched them, marked them in one way or another, rescued them from ignorance and guided their lives, listened to them, and so on.
rescued them from ignorance and guided their lives, listened to them or the like, at final,
who achieved priceless results. It is not asserting that there is a genuine and legitimate character and a spurious and
legitimate and others spurious and fraudulent, it is saying that there are teachers whose eyes light up when they educate, because that is what they do.
their eyes light up when they educate, because it is part of their lives, and others who do not seem to attach too much importance to the art of
importance to the art of educating and reduce it to a mere subject formality. The world
of the Education needs the former and not the latter.
first of all, to present reasons for character to be part of the university training that future teachers receive, so that character is
future teachers receive, so that this training is more humanistic, committed to the values of democracy.
manager with the values of democracy. Secondly, it presents
some obstacles and possibilities encountered by the training of character in current teacher preparation, and
in the current preparation of teachers, and this is done on the basis of three main pillars of university education: the training
university: academic staff, academic content and university pedagogy.
Book:
The Power of the Family at Education
Place of Edition:
Madrid
publishing house:
publishing house Síntesis
Year:
2015
Págs:
85-102
Book:
The Social Crisis and the Welfare State: The Responses of Social Pedagogy
Place of Edition:
Oviedo
publishing house:
Ediciones la Universidad de Oviedo
Year:
2013
Págs:
51-57
Book:
Education, freedom and care
Place of Edition:
Madrid
publishing house:
Dykinson
Year:
2013
Págs:
239-253
Book:
assessment of programs of mobility in University Cooperation for the development
Place of Edition:
Pamplona/Iruña
publishing house:
Public University of Navarre / Nafarroako Unibertsitate Publikoa
Year:
2013
Ppgs:
123-132
Book:
The family, resource of society
Place of Edition:
Pamplona
publishing house:
high school de Ciencias para la Familia.
Year:
2013
Ppgs:
93-123
Book:
Emotions and lifestyles. x-ray of our times.
Place of Edition:
Madrid
publishing house:
Library Services Nueva
Year:
2013
Pgs:
75-100
ISBN:
ISBN: 978-84-9940-554-4
Book:
Current Issues in Home-School-Community Partnership
Place of Edition:
Bologna
publishing house:
I Libri di Emil
Year:
2011
Ppgs:
257-274
Book:
La famiglia come ambito educational
Place of Edition:
Rome
publishing house:
Aracne Editrice
Year:
2010
Págs:
57-89
