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Nº 237, mayo-agosto 2007
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Written by Enrique Gervilla Castillo
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Multiple Christian religious schools were founded in Europe –and particularly Catholic schools in Spain– to solve educational lacks and to transmit the message of the Gospel to the poorest. In our present days, State schools provide education for all, and it happens that a significant number of students coming from middle and high class backgrounds, go to religious schools, which seems to be uncongenial to the intention of their founders.
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Nº 237, mayo-agosto 2007
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Written by Juan Escámez Sánchez
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The first part of this article is about the beginnings of the Theory of Education in Spanish University and argues the identity of those who practise it. The second part of the article defends that the main contributions of the Theory of Education are: the idea of education as a human construction, the Theory of Education as a technology, the acquisition of competences through good educational practices, the technology of educational relation and the political contextualization of education.
Key Words: theory of education, pedagogical theory, human construction, educational practice.
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Nº 237, mayo-agosto 2007
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Written by Ramón González Cabanach, Antonio Valle Arias, Susana Rodríguez Martínez, María García Gerpe y Paula
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The purpose of this paper is to present an intervention program in academic goals with university students. With this program we try to make participants aware of academic goals importance and the advantages and disadvantages that these could have on emotional-motivational, cognitive and academic fields.
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Nº 237, mayo-agosto 2007
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Written by Carmen Orte Socías y Martí X. March Cerdà
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This paper aims to lay the foundation for constructing an educational gerontology and thus, it examines in further depth the specialisation of education sciences related to social and demographic changes in advanced societies, the institutionalisation of ongoing education, increasing life expectancies, the existence of seniors as an important and significant social group, the growing body of research on the status of this social collective, the proliferation of educational experiences with seniors, the progressive systematisation of reflection on senior education, etc.
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Nº 237, mayo-agosto 2007
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Written by Mª Ángeles Sotés Elizalde
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This article focuses on the history of a sort of social participation that in Spain is now called “participation of the stakeholders in relation to overall educational planning”, carried out by the National Education Council.
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Nº 237, mayo-agosto 2007
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Written by Mª Mercedes Cuevas López (Dir.), Francisco Díaz Rosas y Verónica Hidalgo Hernández
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Directive leadership has acquired special importance and difficulty as a consequence of the complexity and autonomy of educational centres in recent years. Therefore, the Spanish Ministry of Education and Science decided in 2001 to value leadership more than the EFQM Excellence Model, assigning leadership percentages from 10% to 12%.
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Nº 237, mayo-agosto 2007
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Written by Marcos Santos Gómez
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In parallel with the reading of the philosophy of late Roman Stoics, the following issues are raised: the essentially pedagogical task of Philosophy; the connection of Stoicism with the philosophy of Camus, in as much both conforms an education to confront the suffering and the problematic one of human existence; and the critical element of social conventions which the Stoic Philosophy maintains, recovered by Rousseau and present in his pedagogy. Finally, we will conclude with some general reflections that relate the studied elements and extract consequences for education.
Key Words: Moral Education, Stoic Philosophy, pessimism, virtue, freedom, society
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Nº 237, mayo-agosto 2007
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Written by Manuel Ojea Rúa
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The search for effective learning ways for the education of autistic spectrum students focuses on the development of those basic dimensions which define it.
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