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This paper recognizes the way in which scientific knowledge has reached center stage, have opposed the dogmatic arguments, cultural and ideological beliefs uncritically established for years. The scientific achievements allow for changes inhuman conceptions to transform the perception, interpretation and interaction between humans and their environment critically and reflectively. This essay re-creates the complexity and impact for which they had to move evolutionary ideas in some states of the American Union, the situation in Argentina and finally the case of Mexico, which all fall similarities and differences. Similarities in the difficulties and differences in the acceptance, management of time and the influence of beliefs about the origin and formation of our planet. Beyond the passage of a controversial debate, this paper frames a reflection that searches there adersaw are of the role played by the University in the transmission of knowledge and critical discussion. [ABSTRACT FROM AUTHOR]

Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experiences carried out along the Spanish Tertiary Education geography. This paper has two main purposes: on one hand, to give the account of the CLIL teacher training at the UPCT (included in the larger frame of teaching innovation programs), under its corresponding theoretical approach and bearing in mind the particular circumstances of the institution. On the other hand, to pose questions about the future perspectives of similar experiences in a teaching context that is becoming more and more complex and 'hybrid' from its very foundations. The partial conclusions of this study depict a global teaching/professional scenario that is both challenging and appealing, which must be seriously dealt with from the Universities and our common European administrative framework alike. [ABSTRACT FROM AUTHOR]

Academic writing in European higher education is a little explored field hidden behind fifty major language and fifty national educational systems of which it is part. The article aims at developing a perspective for studying the diversity of writing in Europe and finding a shared language for analyzing student writing. The article recaps baselines theories for the teaching of writing and reports on three important European writing traditions. The main part of the paper is devoted to three foundational conceptions for writing: The role of genres in understanding student writing, the function of writing practices for the organization of student writing and the meaning of writing competences for the teaching of writing. [ABSTRACT FROM AUTHOR]