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In the digital age the ways of reading have experienced transformations that alter traditional dynamics and coordinates of space and time. For more than five hundred years the written language- printed and linear- has been characteristically at the epicenter of knowledge, leaving in a subordinate position other ways of acquiring knowledge. This paper describes the characteristics of digital reading, that establishes a first step toward a grammar of digital reading. Further, those characteristics are defined through cognitive, haptics and hipertextual issues. This paper emphasizes how screen reading does not aspire to compete with traditional reading because the past and present can be conjugated in new forms of cultural hybridizations. It also outlines an overview of the role of reading in the transmedia narrative. Understanding the aspects that interest the nature of digital reading is one of the ways to move forward with critical knowledge in virtual scenarios that offer us new possibilities of creation and access to knowledge. [ABSTRACT FROM AUTHOR]

It is becoming increasingly evident that spelling problems have settled at the university and that higher education students show little interest in alleviating them, let alone eradicating them. All their academic writings (exams, papers, emails, forums or messages through virtual platforms, etc.) are full of spelling mistakes. When an academic degree leads to professional teaching (preschool, primary or secondary) the problem becomes even more serious because if the benchmark fails, the level of exigencies that children and young people can be asked is at risk. This evidence is not associated with specific geographic areas or university campuses, but it is a characteristic, unfortunately negative, of the second millennium university student. A comparative study carried out in three such different contexts as the Universities of Málaga, Extremadura and Valladolid, among the second-year students of Degree in Primary Education in the respective Faculties of Education, confirm similar, repeated and very abundant spelling errors, which also verify a low level of vocabulary. Accent errors, H-use, S/X or Y/LL confusions, or spelling difficulties, so common in primary levels, characterize the spelling profile of university students, a consequence of their inattention and lack of interest, rather than of ignorance of grammar rules. By contrast, the lecturers are stunned by this reality. The reflection and self-analysis of mistakes made by students can contribute to their decline. [ABSTRACT FROM AUTHOR]

What is the relationship between the configuration of educational institutions in theoretical and historical perspective and the phenomenon of the formation of elites? In this paper we consider that the answer to this question demands expanding our vision in the study of the elites. A vision that has to link studies on education with social processes and actors. This emphasis entails a more dynamic analysis where society presents itself without a theoretical corset, without reductionisms, composed of connected realities such as «the cultural», «the material» or «the social». The present monograph that we present in this editorial must be situated in this line of research insofar as it addresses the double dimension of fragmentation between center and periphery, proposing to address both the historical relations within the Iberian Peninsula and its historical relations towards Europe. [ABSTRACT FROM AUTHOR]

The German School in Cartagena opened its doors in 1931 coinciding with the beginning of the second Spanish Republic. The support for secular education allowed projects such as those promoted by the consul Fricke Cartagena. Its privileged position in the harbor zone, an important commercial and strategic position allowed him to open this school at the Muralla del Mar, in small premises tailored for the purpose. Two years later, with the appointment of Adolf Hitler as Chancellor, which coincided with the electoral triumph of the Spanish Right, the school moved to its new location outside of the city. With the change in location and the installation of new facilities, in 1934 the school became an ideological school. These ideologies exalted the German nationality and the need to recover territories through a policy of expansion. The Cartagena school organized many feasts and celebrations, with all the social agencies, which praised the values of the German Nation and the twinning with the Spanish Nation. In subsequent years and up to 1937, the school had been steadily developing the number of pupils enrolled. In the second year of the Spanish Civil War, the school was taken over by the Republican side and the school supplies were confiscated. The school once again opened its doors at the end of the Spanish Civil War and remained open until the end of the Second World War, at which time it closed definitively. The German School in Cartagena reflects the ideological orientation of education and its different stages. The paper supports its arguments with archive documents, local press news and oral testimonies and existing literature on the topic ideology and education. [ABSTRACT FROM AUTHOR]

This article explores the impact that Emmanuel Lévinas’s thinking has had on the philosophy of education, especially in Spain and Latin America, and particularly in the works of Joan-Carles Mèlich and Fernando Bárcena. It examines its relevance and usefulness in order to think about a series of pressing ethical and metaphysical questions within the discipline, which have to do with the notion of humanity, and also with the limit between humanity and animality. It seeks to emphasize how such speculations are both effects as determinants factor of teaching. As will be developed, these are not peripheral aspects but primordial when it comes to thinking the philosophy of education and, moreover, to create an attentive thought with otherness. The most palpable conclusion of the research is that the «posmetaphysical ethic» proposed by Mélich, insofar as it is based on the Levinasian notion of «face», refers to religious humanism. On the other hand, this paper aims to highlight the practical and political side of Jacques Derrida’s thought - so many times ignored -, as well as to point out its relevance to the educational question in this new century. [ABSTRACT FROM AUTHOR]

This paper focuses on the historical and contemporary validity that John Dewey's experience theory has had at the United States pedagogy. We analyze the context in which Dewey has developed his theoretical approach. We also point out against whom opposed his educational proposal based on the concept of learning by doing. In order to do that,we fit his philosophy inside of pragmatism and,in particular,within the instrumentalism. Moreover,we highlight the historical significance to the pedagogy of the concepts developed by Dewey: activity and experience as well as the implications that they have had for institutionalized education. Finally,we argue some of the issues that are discussed by the contemporary pedagogical debate arising from the premises of the experience theory. [ABSTRACT FROM AUTHOR]

After several decades since independence was gained in the majority of countries in sub- -Saharan Africa (SA) discussions on the path to development in the subcontinent remain characterized by controversy and in order to find a solution to the alleged evidence of what many experts consider the best example of «failed development» in the world. In this sense, there is a widespread perception that this region has become an extraordinary case, characterized by a large and growing gap with the rest of the world in various fields, including education. However, as discussed in this paper, the status and trends of development indicators in general, and educational ones in particular, in SA is more complex and colorful than usually shown. Nevertheless, the concentration in the region of many of the worst data in terms of satisfaction of those basic needs, demands greater attention in terms of resources and policies to address this problem. [ABSTRACT FROM AUTHOR]