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This paper shows a part of the reflections that have been made, based on authors of the modernity, in this specific case Thomas Hobbes, on the concept of education and the sense that this philosopher gives to it within his political theory. For this, in the first place, the state of nature will be established, because that initial condition of the man, exposed by Hobbes, has to be described and, in this sense, to analyze the function of education; then the idea of social pact as the foundation of the Civil State will be developed, and finally the function of education is explained, taking into account Hobbes's thought, the man in his state of nature and what the pact seeks to solve. [ABSTRACT FROM AUTHOR]

The study of the pedagogical models have important connection to the views of law because they must be in line with the object of the educational process in law studies and the theories of both the law and its law culture. This paper is part of the theorethical surveys whose approach is hermeneutic, dialogic law and pedagogic has a whole view of the process of teaching and learning in law studies. The insights show that the contributions made by the law pedagogic admit the existence of game of arguments as strategies to learn and relearn the law context phenomena making posible a new awareness of what is law. To close it can be said that the pedagoic view influences the formation of the lawyer therefore the pedagogic model needs to offer the usage and the compenetration of the law citizen auscultation as profesional person in this field with an influecing power in the social reality. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to review the literature on the relationship between the concepts of modernity, pedagogy and body, emphasizing the speeches of some manuals of etiquette published in Colombia during the nineteenth century. To do this, it was studied the most relevant literature published in recent years on these points and four manuals of civility, to inquire about how the bodies of men and women were portrayed and explicitly or implicitly cast, how were idealized their behaviors and how they were educated for a modern nation-state and civilized. This meant understand how etiquette manuals exposed the private and public spaces and understand how these spaces were constitutive of subjectivity of genres. All with the aim of linking the discourses on civility and academic arguments of researchers who have studied these texts. [ABSTRACT FROM AUTHOR]

As a process of socialization where individuals gain cultural and behavioral awareness, and a means of training the generations according to the canons established by culture, education is of vital importance to any society that aspires to train members able to maintain and develop it. But this would not be possible without pedagogical models to support it. How and from what principles, postures and theoretical/methodological positions do those who practice the pedagogical-training task assume the educational process? Starting from this question, this paper seeks a reflection about cognitive, procedural, philosophical, political and social-historical factors that in some way have idealized pedagogical models. [ABSTRACT FROM AUTHOR]