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but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa. [ABSTRACT FROM AUTHOR]

This paper looks at the institutional origins of the Philosophy of Education in Spain through the study of Juan Zaragüeta, first Professor of this discipline in the thirties in the Spanish universities. Zaragüeta was trained in part at the Higher Institute of Philosophy at Louvain. He represented a link of continuity between the two worlds in which the institutionalization of pedagogy took place before and after the gap of the Spanish civil war. Nevertheless, the continuity was early truncated. The paper analyzes the presence of the courses of Philosophy of Education taught by Zaragüeta at the Section of Pedagogical Studies of the University of Madrid, and the conversion of their content into Fundamental Pedagogy. The authors argue that the basis of this identification was the revival of Thomistic philosophy and synthetic view of knowledge promoted by Cardinal Mercier, that Zaragüeta experienced in Leuven and led him to characterize pedagogy as a social science. [ABSTRACT FROM AUTHOR]

The preparation of this paper was prompted by reading a few pages on peace education by José Antonio Ibánez-Martin, which I considered as an invitation for me to confront myself with peace pedagogy that was elaborated in the last century in particular with Italian Personalism that fits in an anthropological perspective similar to that raised by the Spanish pedagogue. Therefore this paper is divided into three parts; the first is an introductory that recalls a few pedagogues who dealt with the "argument" of peace education. The second deals with Personalism proposals. The third regards José Antonio Ibáñez-Martín thoughts on peace education. Finally I conclude with a few remarks and a proposal for a new understanding of the meaning of peace. The speech concludes with an invitation to commit oneself in promoting, through education, the ability | and desire to build a great human family «based on truth, justice, freedom and love». [ABSTRACT FROM AUTHOR]

This paper represents a contribution to the modern pedagogical literature regarding educational inequalities. We analyze the differences in the results between the ten CCAA that participated with a wide sample in the 2006 edition of PISA. The results show that a project such as PISA, whose first intention was to improve the educational politics of nation-states, also reveals the educational differences within countries. In the case of Spain, this paper shows that even with a common normative framework, autonomous educational politics along with certain contextual factors can produce very different educational results. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the literature on choosing science courses in school and the determining factors in such choice in light of the important role that this choice plays in the present crisis in the science professions. The factors that influence this choice are personal, school-related, and extra curricular. The most important personal factors are gender and attitudes toward science and toward school science subjects; the paper analyses both attitudes and gender in particular. The quality of science education as implemented through curricula, teachers, and fairness issues are some influential school-related factors. There are many, diverse out-of-school factors. Finally, several proposals to improve the choice of science subjects are discussed, such as strengthening academic counseling in school and innovating science education by giving it a humanistic twist. [ABSTRACT FROM AUTHOR]

This paper deals with the main topics in postmodern pedagogy and their relationship to Heideggerian hermeneutics and the "old" ideal of the New School. A critical analysis of emancipatory ideology, non-directivity, and disregard for memory is carried out. The paper emphasizes how the postmodern trend can be positive, as long as it does not ignore the Socratic tradition. In spite of appearances, postmodern pedagogy is part of this tradition. [ABSTRACT FROM AUTHOR]

In this paper, a number of ideas related to distance education and its role in teaching and learning are considered. Although these considerations have been made principally with highly able students in mind, our aim has been to generalize the possibilities of curriculum diversification and flexibility for all students be they highly able or not. It is true that the most capable students have special characteristics regarding the way they learn, which are obvious. No less obvious is that if we heed the principals which govern the teaching-learning process, all students should benefit from learning at their own pace, frequent evaluation, prescriptive teaching, etc. These are all characteristics of good teaching. Perhaps, for this reason, it would be fair to state that when teaching highly able students is taken seriously, the whole school benefits. The paper ends with some specific considerations on the distance education model which is followed by CTY Spain, a charter member of the Johns Hopkins Center for Talented Youth International, a center which is highly recognized throughout the world for the instruction of highly able students everywhere. [ABSTRACT FROM AUTHOR]

The paper offers a revision about the current state of the component of educational organisations, the so-called leadership. After a conceptualization, theoretical and historically based on the analysis of the abundant existing scientific production, the concept is then characterised in the paper by these features: it is a kaleidoscopic, integrative, prescribed, coveted, ambiguous-deceitful and competent term, divorced from the practice. [ABSTRACT FROM AUTHOR]

20th Century has finished with some hopeful signals in the national and international context of the Philosophy of Education. A right extension of «practical philosophy» has been taking place in education. In the realm of education, there is any discipline that does not demand for it the category of «praxiología». This paper tries to show the differences between this practical approach and the one trying to maintain the Philosophy of Education. Some current and mistakes lacks are also indicated: the ethical character of practical knowledge, the necessity of the personal commitment of the educator and the importance of the theoretical knowledge on the aims of a human development. The paper proposes to understand Philosophy of Education as an ethical theory for education. [ABSTRACT FROM AUTHOR]

This paper analyzes the traditional approach to the sociology of science based upon Karl Mannheim's sociology of knowledge. Robert Merton's program is discussed as the basis of sociology of science. Furthermore, Kuhn is acknowledged as having set up the foundation for a new paradigm in the sociology of science. This paper intends to defend the work of Kuhn as the framework by which other current studies in the social sciences under the name of «sociologies of scientific knowledge» have come about. Finally, several key pedagogical issues taken from the traditional sociology of science as argued by Merton are discussed. It has been found that pedagogy in terms of sociology of science has closely followed the framework used by the other social sciences. Several advances and achievements that have recently made some headway are discussed. [ABSTRACT FROM AUTHOR]

Since the start of the PISA evaluations there have been numerous studies that have metaphorically tried «to separate the gold from the sand», in other words, to derive useful knowledge to guide educational practice and policy from the vast amount of data collected. However, research that uses data mining techniques to extract knowledge from the databases provided by the OECD has been less common. This paper analyses the context questionnaires from a metric perspective using a methodology based on data mining with «regression trees». Its main goal is to discover how much value (how much «gold») is in the items that compose these questionnaires, considering their use as predictors of the performance of Spanish students. The results provide a list of the items selected in the six questionnaires and their predictive value. It also provides a methodological approach to help improve the productivity of educational research derived from PISA. [ABSTRACT FROM AUTHOR]

In this paper we intend to identify a professional speciality of Pedagogy that responds to a socio-labour demand, which is based on a little known research tradition, but well-founded. However, this field of interest has not an explicit implementation in the current university study plans. With this aim, we try to find out, through a descriptive-exploratory analysis, the origins of Labour Pedagogy. We also want to know how we can conceptualize Labour Pedagogy, why we consider it so important discipline, both from an academic and a professional perspective, where it is possible to fit it inside the current study plans of pedagogy, mainly in Spain, but also in the European countries close to us, and how we can guide our students academically so that they can develop a professional career inside this area. After the analysis, we have discovered the need to make Labour Pedagogy visible by increasing subjects in the curricula and research in this line, as well as more national and international meetings which may favour the exchange of experiences. [ABSTRACT FROM AUTHOR]

This paper discusses the presence of the character teacher or professor, carrier of pedagogical ideas, in the Spanish novel of the period between realism and the avant-garde. From the review of sixty-six novels and fifteen stories, it inquires about educational concepts and subgenres. The examination of the character leads to the separation of four narrative modes: schoolteachers (male and female) in the realistic novel, the philosopher-educator in the lyric novel, the teacher-cleric in the religious boarding school subject to the scheme of anti-Bildungsroman, and University Professor, with subsidiary role, in novels of universitary life. [ABSTRACT FROM AUTHOR]

In this paper we present a historical study of the culturalist contributions of Wilhelm Flitner specific processes for the epistemologization of contemporary pedagogy. From a literature review of the author, content analysis and comparison with literature on the subject, we conclude that Flitner proposed rework the epistemological body of pedagogy, following the neo-Kantian, own rationalist tradition of the first half of the century XX. Education is a spiritual activity and pedagogy is a pragmatic human science, whose object is the hermeneutic understanding of education in its historical and cultural context. Flitner ended up confusing the fields of Theory of Education with the Philosophy of Education. Both fields, but equally legitimate, are different. The Philosophy of Education should not replace theoretical studies on education, which correspond to the Theory of Education. [ABSTRACT FROM AUTHOR]

In this paper the author describes the identity of the pedagogy of alterity, based on Levinas's ethics and anthropology. For the author, the pedagogy of alterity is indebted to a circumstance, because there are no education outside time and space, is a response to a singular and particular subject, is reception to the other and resistence to evil, is memory of what our elders have been built, and testimony, more than instruction. [ABSTRACT FROM AUTHOR]

The Didactics of Spanish Language and Literature (DLL) in the Master's Degree in Secondary School Teaching is poor due mainly to the lack of preparation of the university teachers in didactics. Often teachers repeat the contents of degree and themes overlap between subjects because of its diffuse boundaries and lack of coordination. The fundamental purpose of this paper is based on an organization of teaching subjects for language and literature contents, necessarily linked to a research specialization of teachers in teaching in Secondary School. Similarly, methodological changes to obtain better results with less effort are needed. A rethinking of the practicum as IP in DLL for students is necessary. The TFM should be didactic research works relating the knowledge acquired in class with experimentation during the practicum. No doubt that the qualification of university teachers and secondary school tutors greatly improve the master's productivity. [ABSTRACT FROM AUTHOR]

In this paper we present a review of published empirical studies over the last 20 years on consultation in the context of the Spanish education system, its principal results and methodological limitations. A predominance is noted of investigations whose objective is not so much to explain efficacy, but rather to describe and understand consultation activities from the perspective of those conducting them, based on surveys and self-reports of various types. A considerable part of the results of these studies coincide in that they show the perception of importance and special difficulty of teacher consultation. They also show the implicit models and conceptions. Additionally, they highlight a growing interest in case studies which report what consultants think and do, by means of observation techniques and discourse analysis. This line of investigation has permitted the documentation of some of the main difficulties of collaborative consultation, and of strategies used by consultants to overcome them. [ABSTRACT FROM AUTHOR]

The Organic Law for Improving the Educational Quality (LOMCE): a contested reform with limited horizon This paper analyzes the Spanish educational reform of 2013, based on new principles of LOMCE that qualify the old principle of inclusive education which however continues to restrict academic freedom in private schools with public funding. At the same time, this principle is limited by the recognition of this schools' right to make a different offer based on single sex education. Moreover, this reform strengthens the dispersal of Spanish education system, divided by 17 autonomous communities, with less than 50% uniformity. Also, it does not clarify the scope of education as public service, missing the opportunity to refine the legal framework for private schools with public funding. [ABSTRACT FROM AUTHOR]

The new curriculum that is being implemented since 2010 in the schools of dramatic art in Spain, involves the development of a subject, pedagogy, which is considered as core training and should be understood as a sort of theatre pedagogy. In this paper we analyze what should be the development of such a discipline as far as its purpose is focused on the development of those skills that will enable the dramatic arts graduates to become specialists in theatre education. In this direction we propose the substantive aspects we consider in the development of a discipline so important in the promotion of theatrical education in Spain, and the challenges of the immediate future. [ABSTRACT FROM AUTHOR]

This paper describes some of the changes schools need to face in order to give a better response to the specific educational needs of highly able students. The essential elements of the structure of a competence- based school vs. an age-grade locked school are exposed in order to cater for the different learning pace of the students. The special features of a didactic system called DT-PI developed by J.C Stanley during the early 70s are described. This system was designed to give an educational solution to high ability students, but it also can be used in any other kind of diversity awareness. Further studies are carried out in relation to the technological solutions necessary to upgrade the individualization of the teaching --learning process, which in turn will facilitate amore efficient development of students' potential while learning at their own pace. Relevant research of technology implementation in education and its evolution throughout the last years are also revised. Finally, the possibilities of closed implementation systems in a m-learning context as an evolution of e-learning, are discussed. [ABSTRACT FROM AUTHOR]

Some social and political situations and many educational tasks are today, the historical result of a long process which has been shaping them; and also the current manifestation of aims and practices which have previously had other developments. It is the case of the entails and commitments that have been taking place between the concept and the practice of education, and also of the attempts of advancing or penetrating into a political democratic culture. In this paper we elaborate a historical approach which tries to announce and interpret important ideas which were configured along with decisive and complex moments of our contemporary history. For it we plan the axis of its progressive evolution in Spain, by means of the thought of relevant figures in the intellectual and political order, such as Giner de los Ríos, Rafael Altamira, José Ortega y Gasset, Manuel Azaña and some others. With his analysis we try to clarify from a historical perspective the role that education has in the strengthening of the citizenship, the cohesion and the vitality of the nation, or the genuineness in the political democratization. [ABSTRACT FROM AUTHOR]

This paper presents an interpretation of twentieth-century pedagogical thought in Spain attending vitalist and synthetic perspectives. We propose an explanation of the changes in the theoretical knowledge of education that have led to the current situation. The research was conducted by studying some of the greatest exponents of General Pedagogy in Spain: Ramon Ruiz Amado, Rufino Blanco, Juan Zaragüeta, Juan Roura-Parella, Víctor García Hoz, Juan Tusquets and Alejandro Sanvisens. We expose and discuss their ideas, suggestions and influences and their place in the history of Spanish pedagogy is presented outlining two major trends: vitalist and synthetic. Results exposed as a set of convergences between the two schools of thought that we have studied, constituting a line of historical continuity. At the same time, this study shows how the tradition in this disciplinary ambit has been interrupted, and identifies significant divergences between general Pedagogy and some postmodern drifts in Educational Theory. [ABSTRACT FROM AUTHOR]

Information technologies are teaching resources that motivate students to learn today, because the "techie culture" that permeates the very lives of learners and impregnates the social context of the environment in which we live exerts a certain seductive power over learners and citizens. At the present point in time, educational planning, projects and curricula depend on information technologies. This paper's main thrusts emphasize the importance such tools have in digital literacy in the environment or context of today's knowledge society; the limits of the rationality of virtual worlds are defined, and a critique is conducted of the meaning of augmented reality; lastly, some future outlooks in this environment are traced. The critique furnishes an approach to the meaning that learning in human and corporate life must have in the knowledge society in the cyberspace environment of virtual worlds. [ABSTRACT FROM AUTHOR]

After a short reflection on the concept of ideology, this paper considers the concept of education and the contributions of two outstanding ideologies today: socialism and liberalism. It is then pointed out that the 21st century requires a different education accordingly, since phenomena like globalization, new technologies or emigration are modifying our world and our own existential context. So, educational policy measures in modern democratic countries, beyond consensus or lack of political agreement, should be planned and carried out stressing the four main issues which in turn characterized various educational approaches: efficiency and quality within liberalism, equity and participation in left wing trends. [ABSTRACT FROM AUTHOR]

The moral constitution of society and moral education are two subjects closely linked in Durkheim's writings. The sociologist from Alsace addresses suicide and other anomic actions from the point of view of a moralist, a social scientist reformer and a civic educator. His intention is to present anew a nucleus of values and social norms that, because of their integratory, therapeutic and moralizing value, can be used as a reliable framework for social regulation. This will be the mission of Moral Science: to reconcile science and ethics; ethics and society. The thinking of Durkheim closely links the three aspects emphasized in this paper: morality, sociology as a reformist science with attention to the pathologies, and moral education with secular orientation that is directed towards the citizens. [ABSTRACT FROM AUTHOR]

This paper tackles the ever present issue of cooperation between family and school. Such cooperation is necessary if the school is to educate (i.e. facilitate the learning of moral values). Furthermore, experience is a required ingredient in the task of educating. The family is, therefore, a vital element of education since it occupies a key position in the experience of moral values. The authors advocate a change in the organizational structure of schools that will enable the family to participate actively in the running of the school and to be jointly responsible for the centre's educational project. [ABSTRACT FROM AUTHOR]

Using a sample of countries with a similar level of development, this paper analyzes the structure of the Spanish system of education. It shows that its lack of differentiation has a negative impact on academic achievement and student retention. It also shows that it negatively affects the demand on vocational education and makes the school-to-work transition difficult. The stylized description of the schooling system is based on various sources of information. Data used in the analysis of the internal efficiency of the system come from the OECD and retrospective surveys of students in higher and vocational education. The analysis of the external efficiency of the system is based on data published by the OECD. [ABSTRACT FROM AUTHOR]

This paper intends to identify the professional competencies that teachers working in the autonomous community of Madrid consider necessary in their educational practice. With this aim, a questionnaire was designed to analyze the importance of such competencies to teachers in the practice of their profession, the employment of these competencies, and training the teachers received in how to carry these competencies. Next, our compiled results are compared with those of other research in this field, and finally some proposals for initial training are put forward. [ABSTRACT FROM AUTHOR]

This paper aims to lay the foundation for constructing an educational gerontology and thus, it examines in further depth the specialisation of education sciences related to social and demographic changes in advanced societies, the institutionalisation of ongoing education, increasing life expectancies, the existence of seniors as an important and significant social group, the growing body of research on the status of this social collective, the proliferation of educational experiences with seniors, the progressive systematisation of reflection on senior education, etc. In short, it addresses the institutionalisation of an educational gerontology that reinforces the concept of education as capable of being transformative, enabling autonomy and turning old age from a period of decline and dependence into a challenging and productive period and that, above all, improves quality of life. [ABSTRACT FROM AUTHOR]

The paper establishes a relation between the philosophy didactics and the philosophy of education, trying to prove that there is, in fact, many authors believe, a relation between both. Not because philosophy implies always, like some authors think, a certain kind of teaching, but only when teaching learning of philosophy corresponds to the nature of philosophy and to its specific demands. Wich means that a philosophy didactics, that corresponds to the nature of philosophy, presupposes a philosophy of education in wich the education is not philosophic at all. In that case, and only in that case, there is a philosophy of education on is most noble aspect, the one that philosophy demands and presuppose but rarely honours. [ABSTRACT FROM AUTHOR]

This paper studies the family education received by a sample of students who obtained Premio Extraordinario de Bachillerato (PEB- Extraordinary Award for Baccalaureate). It searches near and remote factors which appear to be linked to high achievement. It is structured in two parts. The first or theoretical framework considers two interdependent axis: why and in which aspects family education is important, and why schools should face the diversity of high achievers. The second part gathers the characteristics of the kind of family education received by the PEB sample, turning to data from questionnaires answered by the students themselves, by their parents and by a group of their teachers. These data were collected at two different points: year 2001 and year 2004, respectively. The starting hypothesis is that a coherent, demanding and rich family education seems to be related to high achievement. The hypothesis is confirmed. [ABSTRACT FROM AUTHOR]

Multiple terms are used to refer to «Teachers' Thinking». This paper revise the theoretical models of these topics, their evolution (since the moment in which arises like thematic of investigation to the present time), the most prominent contributions of the different authors (Anglo-saxon and Latin American ones) and the differences and similarities among them. Likewise, we analyzed the most prominent empirical finds and their advantages and limitations. On the other hand, we revise 192 empirical works in order to detect the most used topics. We intend to clarify the epistemological and conceptual view of this confused environment of investigation. [ABSTRACT FROM AUTHOR]

This paper reviews the furthest antecedents, in Greek classical thinking, of the two senses of the educational value «tolerance». From the old scepticism which neglects the search for truth does the permissive sense of tolerance as «everything is the same» come, which is then the line present in postmodern thinking and lifestyle. The Socratic line, however, implies tolerance as the positive acceptance of the other, from the faith that there is a truth to which we may come closer together. As a conclusion, the need to join this second line is defended so that it will lead to a sort of education based on constructive dialogue, beyond the simple unlimited respect, which may take us away from the risks of a paralyzing «everything is ok» and which may contribute to the effective improvement of society. [ABSTRACT FROM AUTHOR]

This paper presents a study of the educational renewal and the social commitment in favour of childhood developed by one of the most outstanding schoolteachers of the early twentieth century, during the time he was working in Cartagena. Martí Alpera carried out, together with highly qualified headmasters, inspectors and College of Education lecturers, an activity of key mediation between the reception of the new educational tendencies, their regulation, the adaptation to Spanish schools and their diffusion among the teachers. Martí Alpera took part in the creation of the first graduated schools in Spain and became the prime mover of this kind of school. He journeyed throughout Europe to study the organisation of their schools. A prolific author of educational and didactic works, he was a regular contributor to some of the most important educational reviews of his day. He was also an important defender of childhood, as is shown by his contribution to the introduction of country holidays in Cartagena or his work as Secretary of what was probably the most important Local Board for the Protection of Childhood in Spain. [ABSTRACT FROM AUTHOR]

What is the situation of teacher education in Europe at the beginning of this century? It is not self-evident that we know all the answers, or at least some of the more important ones, in spite of so many specialised publications dealing with developments in European teacher education. This paper provides some insights into what institutional teacher education measures in the 25 Member States are promoting by way of convergence. Teacher education institutions are far from being the same in structure, professional culture, curriculum development ... across the European Community. There is growing realization of the importance and complexity of the integration of a European dimension in teaching and teacher education. And, no doubt, the development of a European dimension as inherent part of teacher education is now linked by a common professional concern: the making of competent teachers, more transparent structures and educational quality. [ABSTRACT FROM AUTHOR]

In this paper, verbal interchanges throughout 12 support sessions of students with special educational needs, outside of ordinary classroom, were recorded and registered. The analysis of mediation and participation tools, obtained from the typescripts, led us to describe the main features of teacher-students verbal interaction in educational support classroom. Overall, we obtained 22 specific categories. Most of them could be classified in 2 different shapes, according to the participation that teachers asked to the students. The teachers with more experience almost registered the double of interactions in the same time. They corrected less the student's contributions and, in order to be reviewed by their own pupils, they offered more helps. [ABSTRACT FROM AUTHOR]

The function of occupational courses aimed at young people leaving the educational system at an early stage is in fact developing towards goals in public assistance. This change occurs within a post-Keynesian model in labor relations, which the present paper will submit to critical scrutiny, as well as under new forms of social inequality that relate to new formulations of neoliberalism as a dominant discourse, in ways that will be illustrated through samples taken from group discussions and interviews. [ABSTRACT FROM AUTHOR]

In this paper, the author states that education could be better defined as reception and responsibility and that this ethic relation between educator and pupil is the root or essential element of education. The author proposes a new paradigm, the pedagogy of alterity, with inspiration in Levinas, as a different model for educational praxis and research. Education as reception and responsibility facilitates the learning of values and the moral environment in the classroom, and it is a fundamental support for the students in the actual moment of crisis of transmissions. From this model, education is also political complaint and commitment. Being responsible for the other, to take care of the other, means to accept the sociohistorical conditions of the pupil. Otherwise, we would not refer to human people, but to spiritual entities. [ABSTRACT FROM AUTHOR]

With this paper we aim to deal with some important issues that are not clear in the education world regarding the characteristics, usage, and usefulness of multimedia. We offer to the professionals of Pedagogy and Psychology a synthesis of the different existing approaches to the concept of «multimedia» form last century until the present day. We study in depth its relationship with human nature and our multi-dimensional way of understanding the world and explaining it. This theoretical contextualisation will be useful to introduce the world of the didactic possibilities of multimedia, offering some global considerations about the criteria to follow in its design and marking-up, and its application in the classroom. [ABSTRACT FROM AUTHOR]

This paper examines the operationalizing of perceived service quality of the instrument SERVQUAL like subtractive scale (perceptions-minus-expectations) in its application to a public and educational service as academic libraries are. The realized analysis is focused on expectations under two points of view: (1) expectations in public and educational services work like values under the preference's maximization principle and this causes a distortion in the zero breakpoint of the subtractive scale, since it would not be associated to an inflection point of perceived quality, and (2) expectations don't work appropriately with perceptions because both of them operate as a measure in clearly differentiated planes. In this sense, the subtractive scale would make no sense. In any case we defend the use of expectations in the measuring quality of public and educational services, but as a pondering of the importance of perceptions. [ABSTRACT FROM AUTHOR]

This paper presents a synthesis of Edith Stein's thinking on education. After her conversion to Catholicism, she was a teacher at the German Institute of Scientific Pedagogy in Münster (1932-1933), until she was removed from University teaching as a consequence of the anti-Semitic regulations decreed by National Socialism. Although her educational background was in the positive sciences, she evolved towards the spiritual sciences (Dilthey, Husserl, Scheler) and, ultimately, the science of the cross which connects with the mystic tradition of Saint John of the Cross and Saint Theresa of Jesus. All of this gives a theological and transcendent horizon to her pedagogic vision reminiscent of Master Eckhart's Bildung, although without excluding the contributions of Christian philosophy and the innovations introduced by neo-Hebraic thinking. In general, Edith Stein was called to lay the anthropological and theological foundations of a Catholic pedagogy that, in those years of barbarity, appeared as a major spiritualising force. [ABSTRACT FROM AUTHOR]

This paper briefly summarizes the complex relation between education and culture in the works of Ortega y Gasset, analyzing the evolution of his educational thinking, closely related with his vital trajectory, in the Spanish context. It also revises the main points of this process, considering its phases or periods, connected always with the positions and changes of his philosophical thinking, in agreement with his own «circunstancia». [ABSTRACT FROM AUTHOR]

In this paper we analyse the advantages that several techniques of study, generally used to synthesise the information (in order to understand and recall expository texts), provide. The data obtained in an empirical study show low usage by pupils of lowest academic level pupils, as well as a greater efficiency in the comprehension of Social scientific texts of those techniques that incorporate more graphic elements (like tables or graphs). Nevertheless, such efficiency seems to depend on the strategic use that the subject makes of the techniques, in function, among other conditions, of the structure of the learning content. [ABSTRACT FROM AUTHOR]

The cultural being of the human person and the specific cultures are related as the whole and the part. There is a complementary and contrary opposition among all the cultures, being necessary to look for its active integration. The paper studies the relationship between culture and nature in order to know if there is a global dynamic of sense that could be the basis of interculturality, analyzing the constitutive elements of each of the main world cultures. [ABSTRACT FROM AUTHOR]