PEDRO ORTEGA RUIZ, RAMÓN MÍNGUEZ VALLEJOS y RAMÓN
GIL MARTÍNEZ
Aprendizaje cooperativo y desarrollo moral.
JORGE V. ARREGUI
El valor del multiculturalismo en educación.
JUAN MANUEL FERNÁNDEZ SORIA
«Teatro para el pueblo» y educación popular en la
Segunda República: ¿Un «dirigismo para la libertad»?
FRANCISCO LÓPEZ RUPÉREZ
Complejidad y educación.
BERNARDO GARGALLO LÓPEZ y JULIA PUIG MORATAL
Aprendiendo a aprender. Un programa de enseñanza de estrategias
de aprendizaje en educación permanente de adultos.
ANTONIO VALLE ARIAS, RAMÓN GONZÁLEZ CABANACH, ALFONSO
BARCA LOZANO y JOSÉ CARLOS NÚÑEZ PÉREZ
Motivación, cognición y aprendizaje autorregulado.
PEDRO ORTEGA RUIZ, RAMÓN MÍNGUEZ
VALLEJOS y RAMÓN GIL MARTÍNEZ
COOPERATIVE LEARNING AND MORAL DEVELOPMENT
The present paper is the result of an investigation on cooperative
learning towards moral development among students of 3rd B.U.P. (16 year
olds, final course of secondary schooling in Spain). The need to overcome
a too restrictive moral education, often limited to the technique of moral
dilemma is justified. Techniques used in the applied pedagogical programme
are described (jigsaw and investigation group), as well as their rationale.
The results obtained indicate a considerable increase in moral development
for the experimental group. The main conclusion of this investigation makes
it clear that it is possible to promote moral development by applying cooperative
learning only without the recourse to moral dilemma (hypothetical or real).
Key words: Cooperative learning, Moral development, Teaching
methods, Moral Education.
JORGE V. ARREGUI
THE VALUE OF MULTICULTURALISM IN EDUCATION
Both the European integration and the demands of the cultural minorities
within each state led us to live in multicultural societies. The paper
analyses the different consequences upon educational model of considering
multiculturalism as an inescapable fact or as something intrinsically good.
The consideration of multiculturalism as a fact leads to establish a sharp
distinction between the public and the private spheres of human life and
to reduce education to the public realm. Against this view, the article
argues in favour of considering multiculturalism as a good looking for
a right approach of the problem of the relationships between culture and
nature. Against the illustrated uniformitarian view of human nature, it
is defended with Aristotle a teleological one. This teleological view enables
us to understand why the very existence of a plurality of cultural traditions
is, as Dilthey claims, per se good.
Key words: Multiculturalism, Education, Culture, Human nature.
JUAN MANUEL FERNÁNDEZ SORIA
«PEOPLE'S THEATRE» AND POPULAR EDUCATION DURING THE
SPANISH SECOND REPUBLIC: A "GUIDE TO LIBERTY"?
The «People's Theatre» —which is characterized by its non
profes-sional and distant economical approach to theatre, and by its manner
of carrying the intelligence of the elite to the towns people— plays the
main part in this work. After discussing the educational function of the
thea-tre, with special reference to the Spanish Second Republic, two types
of theatre are studied: Pedagogical Missions Theatre and the University
Theatre of «La Barraca» and «El Búho», members
of the University Schooling Federation (F.U.E.) of Madrid and of Valencia
respecti-vely. In one or more occurrences the final products from these
theatre groups does not only consist of funnelling entertainment and culture
to a new audience, but also contemplates social and political awareness.
The latter is done in a more explicit manner with the University Theatre.
The towns people feel called towards protagonism and participation in this
social and political awareness. The Missions theatre is not a work of charity,
nor is the University Theatre an experience without pretensions carried
out by boisterous and carefree students. Due to fun-dings by the establishment
both theatres demonstrate clear ideas on ideology and culture, which is
obviously more apparent during the Spanish Civil War. When contemplating
methods on social and personal emancipation, their works of drama convert,
in a certain way, into «a guide to liberty».
Key words: Popular Education, University Theatre, Pedagogical
Missions, University Schooling Federation, Spanish Second Republic.
FRANCISCO LÓPEZ RUPÉREZ
COMPLEXITY AND EDUCATION
The educational systems of avanced societies are a good example of
highly complex systems. Their size, the multiplicity of components, the
richness of interactions and the role of the socioeconomical environment
are basic factors that explain their complexity. This article vindicates
the complexity paradigm as an adequate epistemological frame for scientific
analysis and policy-making in education.
Key words: Complexity, Educational System, Epistemological Frame
for Education, Educational Policies, Sociophysics, Cross-disciplinary Linkages.
BERNARDO GARGALLO LÓPEZ y JULIA PUIG
MORATAL
LEARNING TO LEARN. A TRAINING PROGRAMME OF LEARNING STRATEGIES INTO
ADULT CONTINUING EDUCATION
We elaborated and applied a pedagogical programme to teach learning
strategies to students in adult continuing education in Valencia along
an academic year. We succeeded in improving significantly the learning
strategies of these students. We also succeeded in improving significantly
the marks of them in two important subjects, Spanish and Maths. So we obtained
generalization and transference of results. We think that these results
are important and that they prove the efficiency of the methods of the
educational intervention which we used. This intervention is placed in
the field of learning to learn.
Key words: Learning strategies, training programmes, learning
to learn.
ANTONIO VALLE ARIAS, RAMÓN GONZÁLEZ
CABANACH, ALFONSO BARCA LOZANO y JOSÉ CARLOS NÚÑEZ
PÉREZ
MOTIVATION, COGNITION, AND SELF-REGULATED LEARNING
In this paper we have attempted to offer an analysis of the school
learning from a cognitive and motivational perspective. The constructivists
approaches of the learning consider necessary to integrate both aspects
to arrive at an adequate understanding of the learning process. The investigations
on the self-regulated learning attempt to know the relationships among
cognition, motivation and metacognition, considering that students aren't
passive recipients of information, but that they construct their own knowledge
and their own cognitive and motivational tools.
Key words: Self-regulated learning, Motivation, Cognition, Metacognition.
