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This article explores Adorno’s engagement to tackle a concept of culture, avoiding the Scylla of historicizing its products as a cultural heritage and the Charybdis of their reification as a commodity. In this perspective, musical pedagogy is crucial in checking the possibility of art education understood as a production of sense. Drawing on the recent critique of Adorno’s aesthetics (Georgina Born, Tia De Nora, Antoine Hennion), the article claims that Adorno’s perspective – despite the obvious anachronisms – still represents a viable alternative to two opposite leading positions regarding the function of music education: music as a tool for social inclusion and the individual and social construction of the self, and music as sheer conservation of cultural heritage.

This article explores Adorno’s engagement to tackle a concept of culture, avoiding the Scylla of historicizing its products as a cultural heritage and the Charybdis of their reification as a commodity. In this perspective, musical pedagogy is crucial in checking the possibility of art education understood as a production of sense. Drawing on the recent critique of Adorno’s aesthetics (Georgina Born, Tia De Nora, Antoine Hennion), the article claims that Adorno’s perspective – despite the obvious anachronisms – still represents a viable alternative to two opposite leading positions regarding the function of music education: music as a tool for social inclusion and the individual and social construction of the self, and music as sheer conservation of cultural heritage.

Penulisan artikel ini berlatar belakang dari sudut pandang tentang kemampuan siswa dalam menyesuaikan diri terhadap budaya pendidikan yang berada dilingkungan keluarga dan budaya dilingkungan asrama atau boarding school. Metode penelitian yang digunakan adalah menggunakan kajian pustaka dan di dukung dengan pengalaman. Hasil dari artkel ini pertama mengetahui kondisi dan kebudayaan yang ada dilingkungan keluarga, kedua mengetahui budaya yang ada di boarding school dan , ketiga, mengetahui perbedaan antara budaya pendidikan di lingkungan keluarga dan boarding school, Writing this article with viewpoints on the back of student ability of adjusting with culture of education and culture are in environment family adn Dormitory or boarding school. The methodology used is using a literature study and supported by experience. The result of article was first to know the sate and culture is in environment family, both know culture is in boarding school and third knows the difference between culture education in evironment family and boarding school Â

This study investigates the position, content and pedagogy of Landeskunde in proficiency skills-focussed Dutch foreign language teaching. It analyses the course book used most frequently in Dutch secondary education for German as a foreign language: Neue Kontakte. This research examines the position of cultural content in course materials and in explicitly formulated learning goals. Moreover, it is investigated what cultural content is introduced and whether this is either integrated in language proficiency training and connected to the world of the learners. The results show that Neue Kontakte offers a broad range of cultural topics which are either linked to the Netherlands or Dutch or to the learners’ personal environment. Additionally, Landeskunde is integrated in language proficiency exercises. On the other hand, its status is considered weak; no cultural learning goals are formulated and hardly any repetition of cultural content and little critical reflection on the foreign and the own culture are observed.

A proposal of itinerant activities for children from 0 to 6 years in the neighborhood of Benimaclet (Valencia). Creation of an itinerary of shows and workshops for the nuturing space Pequeño Mus. Upbringning, learning and unlearning., Propuesta de actividades itinerantes para los niños de 0 a 6 años en el barrio de Benimaclet (valencia). Creación de un itinerario de espectáculos y talleres para el espacio de crianza Pequeño Mus. Crianza Aprendiendo y desaprendiendo.

A proposal of itinerant activities for children from 0 to 6 years in the neighborhood of Benimaclet (Valencia). Creation of an itinerary of shows and workshops for the nuturing space Pequeño Mus. Upbringning, learning and unlearning., Propuesta de actividades itinerantes para los niños de 0 a 6 años en el barrio de Benimaclet (valencia). Creación de un itinerario de espectáculos y talleres para el espacio de crianza Pequeño Mus. Crianza Aprendiendo y desaprendiendo.

This text analyses social changes that affect citizenship. It defines the goals of social sciences teaching: they are cultural, scientific, intellectual, practice, for the personal developing, and for democracy construction and the social action. From this analysis we work out the importance of political education. We suggest a reflection about Why, What and How to teach political science knowledgement. Citizenship have to acquire a political culture and to understand democracy as an ideal and a dynamic process. We have to review our concept of freedom, as well as the creativity and concepts of future. Political education¿s great sections are self-understanding, participation, solidarity, social problems solution, prejudices and judgements, social organization, and historical perspective. Methodology has to be based in communication, diversity, rationality, critical and creative thinking and solution of conflicts., La ponencia analiza los cambios sociales que afectan a la ciudadanía. A continuación define las finalidades de la enseñanza de las ciencias sociales: culturales, científicas, intelectuales, prácticas, para el desarrollo personal, y para la construcción de la democracia y la intervención social. De este análisis se deduce la importancia de la educación política. Proponemos una reflexión sobre por qué, qué y cómo enseñar el conocimiento de la ciencia política. La ciudadanía debe adquirir una cultura política y debe comprender la democracia como un ideal y como un proceso dinámico. Debemos revisar nuestro concepto de libertad, así como los conceptos de creatividad y de futuro. Los grandes bloques de la educación política son el autoconocimiento, la participación, la solidaridad, la solución de problemas sociales, los prejuicios y los juicios, la organización social, y la perspectiva histórica. La metodología debe basarse en la comunicación, la diversidad, la racionalidad, el pensamiento crítico-creativo y la resolución de conflictos.

This text analyses social changes that affect citizenship. It defines the goals of social sciences teaching: they are cultural, scientific, intellectual, practice, for the personal developing, and for democracy construction and the social action. From this analysis we work out the importance of political education. We suggest a reflection about Why, What and How to teach political science knowledgement. Citizenship have to acquire a political culture and to understand democracy as an ideal and a dynamic process. We have to review our concept of freedom, as well as the creativity and concepts of future. Political education¿s great sections are self-understanding, participation, solidarity, social problems solution, prejudices and judgements, social organization, and historical perspective. Methodology has to be based in communication, diversity, rationality, critical and creative thinking and solution of conflicts., La ponencia analiza los cambios sociales que afectan a la ciudadanía. A continuación define las finalidades de la enseñanza de las ciencias sociales: culturales, científicas, intelectuales, prácticas, para el desarrollo personal, y para la construcción de la democracia y la intervención social. De este análisis se deduce la importancia de la educación política. Proponemos una reflexión sobre por qué, qué y cómo enseñar el conocimiento de la ciencia política. La ciudadanía debe adquirir una cultura política y debe comprender la democracia como un ideal y como un proceso dinámico. Debemos revisar nuestro concepto de libertad, así como los conceptos de creatividad y de futuro. Los grandes bloques de la educación política son el autoconocimiento, la participación, la solidaridad, la solución de problemas sociales, los prejuicios y los juicios, la organización social, y la perspectiva histórica. La metodología debe basarse en la comunicación, la diversidad, la racionalidad, el pensamiento crítico-creativo y la resolución de conflictos.