The purposes of education and Spain’s LOMLOE educational legislation: Controversial questions in educational action

Las finalidades de la educación y la LOMLOE: cuestiones controvertidas en la acción educativa

Francisco Esteban Bara, Universidad de Barcelona
Fernando Gil Cantero, Universidad Complutense de Madrid

DOI

10.22550/REP80-1-2022-04

Abstract

The LOMLOE (Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education), like any other law concerning education in an advanced democratic society, puts in place a new system to achieve the aims of education. However, as with any other education law, its wording and implementation raise contentious issues. Some are political in nature while others are more specific to the pedagogical field. In any case, they all relate to the purposes of education. This paper presents some of these controversial issues, perhaps the ones that are causing the most debate at a social level, especially in the field of education. These issues are: the idea of educational and social inclusion and how it is managed with regard to state-funded private centres, in particular ones that follow a single-gender education model and ones that cater for special educational needs; the competence-based curriculum and all that this entails; the objective of educational success and the role of evaluation in achieving it; and finally, the question of religion. This article does not set out to criticise the new education law. Instead, it seeks to consider how these controversial issues relate to the purposes of education. It concludes that the LOMLOE has some good points but that at the same time a political approach to the pedagogical predominates, which instead of integrating and opening itself to freedom and plurality, eliminates options without considering pedagogical arguments.

Please, cite this article as follows: Esteban Bara, F., & Gil Cantero, F. (2022). Las finalidades de la educación y la LOMLOE: cuestiones controvertidas en la acción educativa | The purposes of education and Spain’s LOMLOE educational legislation: controversial questions in educational action. Revista Española de Pedagogía, 80 (281), 13-29. 10.22550/REP80-1-2022-04

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Author Biography

Francisco Esteban Bara is Associate Professor in the Department of Theory and History of Education at the Universitat de Barcelona. He has been visiting professor at various universities in Latin America and at the Center for Character and Citizenship at the University of Missouri-St. Louis-College of Education. In recent years he has been the Representative of the Rector of the Student Observatory of the Universitat de Barcelona and Vice-Rector for Communication at this university. His most recent books are: La Universidad light [The light university] (Editorial Paidós) and Ética del profesorado [Ethics of teachers] (Editorial Herder).

https://orcid.org/0000-0002-8679-2090

Fernando Gil Cantero holds a chair in Theory of Education in the Department of Educational Studies of the Faculty of Education (Teacher Training Centre) at the Universidad Complutense de Madrid. He is co-director with Professor David Reyero of the Anthropology and Philosophy of Education Research Group (GIAFE) at the UCM. Winner of the Premio Esteve (2012). Editor since January 2019 of the journal Teoría de la Educación. Revista Interuniversitaria.

https://orcid.org/0000-0002-6636-7601

Citación recomendada | Recommended citation

Esteban Bara, F. & Gil Cantero, F. (2022). Las finalidades de la educación y la LOMLOE: cuestiones controvertidas en la acción educativa | The purposes of education and Spain’s LOMLOE educational legislation: Controversial questions in educational action. Revista Española de Pedagogía, 80 (281), 13-29. 10.22550/REP80-1-2022-04