revista española de pedagogía
Año LVI, No. 209, enero-abril 1998

ÍNDICE

EDUCACIÓN PARA LA CIUDADANÍA DEL TERCER MILENIO

SANDRA STOTSKY
La educación para la ciudadanía y la enseñanza de la literatura. Lecciones y sugerencias desde la experiencia estadounidense.

DAVID T. HANSEN
Los profesores y la vida cívica de las escuelas.

FRANCISCA MARTÍN MOLERO
Retos de la educación ciudadana del siglo XXI. Implicaciones curriculares.
 

ESTUDIOS Y NOTAS

JAUME SARRAMONA I LÓPEZ
Situación de la investigación educativa en Cataluña.

SILVERIA PEREA RIQUELME, MIGUEL SÁEZ GÓMEZ y MARÍA T. CALVO LLENA
Perspectiva de la educación infantil en España a partir del análisis bibliométrico de su producción (1976-1994).

Mª ASUNCIÓN MANZANARES MOYA
Conceptos básicos de la formaciónacción como estrategia de formación en la empresa.

ROSA ANA MARTÍN VEGAS
Los sistemas educativos español y alemán en la enseñanza secundaria: análisis comparativo de las asignaturas Lengua Castellana y Literatura /Deutsch

Mª DEL MAR LORENZO MOLEDO, MIGUEL A. SANTOS REGO y ANTONIO RO DRÍ GUEZ MARTÍNEZ
La rehabilitación de mujeres delincuentes en la perspectiva de la educación moral.

SUMMARIES

SANDRA STOTSKY
CITIZENSHIP EDUCATION AND THE TEACHING OF LITERATURE: LESSONS AND SUGGESTIONS FROM THE AMERICAN EXPERIENCE
To develop effective programs for civic education in the schools today, educators must confront in some countries a deepening hostility to the inculcation of a national, or civic, identity in any form.   Much of this hostility emanates from those who espouse something called "cultural democracy," or what has recently been called "illiberal multiculturalism."  This form of multiculturalism may be described as an effort to "close young people off into identities already ascribed to them" and to make them think that they bear no personal responsibility for their thinking or behavior because -so the illiberal multiculturalist claims-both are determined by their "culture" or their "race, ethnicity, or gender."
In drawing on the various academic disciplines in the school curriculum, civic educators have tended to overlook literary study for its potential contribution to civic education, both to strengthen it and to address these anti-civic forces.  The ultimate purpose of this essay is to show how the construction of literature curricula and the study of literature can contribute to these goals.  In this essay, I describe the anti-civic forces now at work in literature programs in American schools and explain why these forces exist.  I then suggest how literature programs can honor the essence of literary study (that is, the teaching of literature as literature) and at the same time strengthen the underpinnings of a constitutional democracy centered on individual rights and a concept of personal responsibility as well as combat the anti-civic forces emanating from illiberal multiculturalism.  Although I will of necessity use examples from chiefly American and British literature to illustrate my suggestions, civic educators in other countries can draw on the literature of their own countries as support for civic education and to combat these anti-civic forces provided they are clear about what they are trying to accomplish.
Key Words: Literature, Citizenship Education, Multiculruralism.
 
 

DAVID T. HANSEN
TEACHERS AND THE CIVIC LIFE OF SCHOOLS
Teachers can influence their students’ moral and civic learning in two broad ways.  The first is through deliberate, planned activities.  These include organizing school-wide assemblies on the importance of voting, escorting students to visit political institutions, and sponsoring debates in the classroom on historical or current political issues.  However, such activities are intermittent and discrete.  They stand out and apart from the everyday business of teaching and learning in schools and classrooms.  This daily business gives rise to the second way in which teachers can influence their students’ moral and civic learning.  Teachers can do so through what scholars have called their everyday manner, style, or tact of teaching.  Each of these concepts describes a kind of teacher influence that is continous, ongoing, indirect, and often nonselfconscious and unplanned.  The concepts spotlight the importance of the spirit in which the teacher works.  That spirit can be more important, with respect to moral and civic learning, than curricular and instructional approaches considered by themselves.
In this article, I examine the spirit of teaching and its importance for civic education by constructing composite images of two different classrooms.  The two teachers I describe share a strong knowledge base in their discipline and are dedicated to their work.  However, the spirit in which they teach differs markedly.  As a result, while their students end the academic year performing comparably on their subject matter examinations, the students take away quite different moral and civic lessons from their classroom experience.  I conclude the discussion by reminding teachers of the value of pondering their manner, style, and tact.  I also urge schools to provide teachers systematic opportunities to discuss together the moral and civic dimensions of their everyday work.
Key Words: Civic education, Moral education, Teaching, Teacher awareness, Schooling.
 
 

FRANCISCA MARTÍN MOLERO
CHALLENGES OF CIVIC EDUCATION IN THE XXI CENTURY. IMPLICATIONS FOR THE CURRICULUM
Postmodern society features demand important changes to current education in view of the effects of some human activities. Since civic education is meant to be the key to changing long-established patterns of social behaviour and since it is this human behaviour responsible for most of the problems caused not only in the social environment but in the natural and technological as well some educational theories such as civic or environmental education, etc, have been studied as measures to solve these problems in the age of the human rights implementation.
The article examines the state of affairs concerning these educational theories by reflective analysis with the purpose of finding out, on the one hand, interelationships between civic, environmental and global education and, on the other, basic implications for curriculum innovation at the beginning of the 21st century.
Key Words: Civic Education, Environmental Education, Educational Rights, Curricular Innovation, Postmodernism in Education.
 
 

JAUME SARRAMONA I LÓPEZ
SITUATION OF EDUCATIONAL RESEARCH IN CATALONIA
Commissioned by the Commissionat per a Universitats i Recerca and the Department of Education of the Autonomous Government of Catalonia, the present study has been published as a White Paper on Educational Research in Catalonia between 1986 and 1995.
The goal has been to establish a database of the projects identified, as well as to carry out analyses to allow for a diagnosis of the educational research situation in Catalonia.
After careful comparison with international trends in the field and the consideration of the constraints derived from the educational system itself, some proposals have been made to encourage certain lines of future research that are considered necessary to meet presently and future educational needs, therefore the present study will interest not only educational researchers but policy analysts and educational policy makers as well.
Key Words: Catalonia, Research, Database.
 
 

SILVERIA PEREA RIQUELME, MIGUEL SÁEZ GÓMEZ y MARÍA T. CALVO LLENA
PERSPECTIVE OF THE EARLY EDUCATION IN SPAIN BASED ON THE BI BLIOMETRIC ANALYSIS OF ITS PRODUCTION (1976-1994)
OBJECTIVES: The aim of this work is to describe the Spanish research on early education through the bibliometric analysis of the publications contained in  the database of ISOC (CSIC) in CD-ROM.
CONCLUSIONS: Early education appears as a branch of the pedagogy that has not completed their process of consolidation as scientific discipline. Most of the works have a theoretical character (877,70%), but our results shows a growing increase of empirical papers. Those works as the biggest productive authors and the highest number of authors for article, appears in journals low and middle production, linked to scientific institutions. The scientific activity belongs to the universities and to Autonomous Communities of Murcia, Madrid, Asturias and Galicia.
Key Words: Early Education, Spain, 1976-1994, Bibliometrics, Scientometrics.
 
 

Mª ASUNCIÓN MANZANARES MOYA
BASIC CONCEPTS ABOUT FORMATION-ACTION AS TRAINING STRATEGY FOR ENTERPRISES
Formation in action is an strategy of enterprise training clearly opposed to the most traditional ways of infering the coaching tasks inside the enterprise organization. The aim of the present article is to delve into the theorical aspects of formation-action, and therefore to state the pedagogical significance of elements and relations to be considered before introducing the engineering of such a training process.
This article is analysing sense, epistemological rules and management patterns for fomation in action. In that sense, it is focused on the relation established between project designs and solutions of practical issues in real working situations along with the dynamics of strategy, as an integrator alternance between training and action dimension from a technicopedagogical point of view.
Key Words: Formation in action, Strategy of enterprise training, Alternance, Problem solving,  Project design, Action learning.
 
 

ROSA ANA MARTÍN VEGAS
SPANISH AND GERMAN EDUCATIONAL SYSTEMS AT SECONDARY SCHOOL: A COMPARATIVE ANALYSIS OF THE SUBJECTS LENGUA CASTELLANA Y LITERATURA / DEUTSCH
This paper intends to study the educational system both in Spain and Germany, paying a special attention to the teaching of the first language in those countries. The Education Reform in Spain, meant to achieve equality of opportunities, looks for a structural change and new learning contents. The present Spanish system is closely related to the German one, although the issues currently discused are rather different. The four types of Secondary Schools in Germany and the long-lasting practice of an active teaching pedagogy make it easier to achieve the objectives sought after by the new system. A comparative study between the subjects called Lengua Castellana y Literatura and Deutsch taught as first languages points out the gradual rapprochement of both educational systems as well as the differences rooted in the tradition of each country.
Key Words: Comparative education. Curriculum change. Educational planning. History of Spanish Education. Spanish Language and Literature. German Language.
 
 

Mª DEL MAR LORENZO MOLEDO, MIGUEL A. SANTOS REGO y ANTONIO RODRÍGUEZ MARTÍNEZ
THE REHABILITATION OF WOMEN DELINQUENT IN THE PERSPECTIVE OF MORAL EDUCATION
In this article we present a program of pedagogical intervention for the development, among others, of values in women internal in penitentiary centres. It deals with the development of values in imprisoned women from the application of strategies of pedagogical intervention directed to the development of the prosocial thought; these strategies are concentrated on a program of delinquent rehabilitation from the cognitive training, basing itself on a comprehensive model.
This program (Prosocial Thought) was put into practice experimentally to a group of women internal in a penitentiary centre in Galicia. The evaluation of the program allows us to assure the efficacy of the same to develop among the inmates the skills and attitudes necessary for their reeducation and social rehabilitation.
Key Words: Female Delinquency, Pedagogical Intervention, Moral Education Techniques, Social Skills, Prosocial Thought, Moral Dilemmas.