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Durante los años 1853 y 1854 surgió una ola de huelgas en varios distritos industriales de Inglaterra, especialmente en los sectores textiles de Lancashire y Manchester. Este ciclo de luchas, que pugnaba principalmente por un aumento de los salarios, fue visto por Ernest Jones y el movimiento Cartista como una oportunidad para organizar una asociación obrera a escala nacional. Karl Marx, que compartía la visión de los cartistas, analizó el movimiento desde el New York Tribune, brindando apoyo a la iniciativa a la que dio lugar: el Parlamento Obrero. A continuación, se ofrece la traducción de cuatro textos periodísticos que Marx publicó en apoyo a la institución obrera –la mayoría inéditos en español–, seguidos de «Las luchas por la organización obrera en la época victoriana (1853-1854)», un estudio crítico sobre el ciclo de huelgas y las expectativas de organización obrera durante aquellos años, donde se defiende que este fallido intento de organización constituye un precedente de la sección británica de la Asociación Internacional de Trabajadores. La traducción y edición de los textos de Marx, y el estudio crítico que los acompaña, han sido realizados por Mario Espinoza Pino (Universidad de Granada).

This paper tackles the question of in which sense, if any, educational theory should be considered as ‘political’. From a pragmatist perspective it evaluates three meanings of the term: first, the political as an exception, such as Rancière’s interruption of the existing order, and second, the political as something that is always already given, such as in Derrida’s concept of iteration. Third, the paper turns towards Rorty’s plea for understanding philosophy as cultural politics, i.e., as intervention into the ongoing public discourse. It is argued that this third meaning of the term is better suited for understanding the political of educational theory as it is realistically modest and enables to analyze the political effectiveness of educational theory. These considerations are framed by both a reflection on the very possibility of drawing distinctions between theory and politics as well as an outlook on possible consequences following from an understanding of educational theory as cultural politics. In the outlook, the paper asks why we can hardly see any publicly relevant educational theory and provides suggestions for a “caring critique”, a careful attitude towards our own researching practices, situations, and assemblies.

This paper begins by considering the claims that in many ways, the university sector is in trouble, and that there are a variety of potential reasons for this state of affairs. Drawing on the etymological insights of the word ‘trouble’, the paper suggests that we can situate the university very differently: we can see it not as an institution in trouble, but rather as a place that troubles and that agitates the mind. It is a troublemaker. It argues that the university is – ipso facto – a place for the agitation and troubling of minds in three distinct ways. First, drawing on the American philosopher, Stanley Cavell’s, idea of passionate utterance, it considers the place of the lecture, and explores how in the encounter of this pedagogical form, the university is a troublemaker. Second, in drawing on Cavell’s ideas of invitation to dialogue, the paper offers a thick account of the civic university, and by doing this, shows how the university is a political troublemaker. Third, it draws on John Williams’ evocative (1965) novel, Stoner, to demonstrate how – through the relationships between lecturer and student – the university can be seen as personal troublemaker. The paper concludes by outlining two influential accounts of the way that academics and students can survive and flourish in the university given the pressures that are increasingly evident in the sector. It shows how these are both problematic, and that hope for the university – and for re-imagining its purpose as troublemaker – can be found in the very ordinariness of the ways in which we talk together.

This paper investigates the representation of university students in the collective Italian imaginary during ’68 through the contemporary articles published in La Stampa and Stampa Sera describing the student uprisings at the University of Turin (Italy). The paper draws on a large amount of articles published in the daily newspapers La Stampa and Stampa Sera (nearly 400, from January to June 1968, the most dynamic phase of the protests) to highlight how journalists constructed the narrative of the rebellion by criticising the image of the rebel students, using words loaded with negative meanings and delegitimising their claims without any effort to understand their motivations. The image of the students that emerges from the articles over the period of time considered is negative, constructed to underline the destructive nature of the demonstrations against the political and social system of Italy in the 1960s. There was an unfailing tendency to highlight the rioting, disturbance of lessons, and physical and verbal attacks against teachers and the police, and the language used were reminiscent of that employed in times of war. The daily national press of the time is a rich source of material, with considerable interpretative and explanatory potential; in reconstructing the events day by day, it enables us to conduct an in-depth investigation into the ideology and the imaginary at play in a given space and time. It explores corners of the history of education that escape official recording and reveals the focus of interest and the priorities of the media groups.

This paper analyzes Jesuit pedagogy in Spain after the Second Vatican Council, encompassing recent trends and shifts by first delving into the main elements involved in the postconciliar crisis and renewal of the Society of Jesus in Spain, including the various critiques that this change received (part II). Second, this paper sheds light on the current Jesuit Ledesma-Kolvenbach University Paradigm, including its practical application and evaluation at the University of Deusto in Bilbao (part III). Third, this paper takes a brief look at the current reconsideration of active Jesuit pedagogy in Spain (and in Catalonia in particular), bearing in mind the contextualized convergences of educational philosophy (part IV). The concluding remarks address basic results from the analysis of these three elements.

The perspectives on the medieval village and on the historical role of peasants have changed throughout the history of research. Traditional views on history saw rural life as unchangeable and therefore presumed that villages were rooted in the migration period. Modern research recognised the formation of the medieval village as a complex long-term process that, depending on the region, culminated in the 11th – 13th century. This paper takes a closer look at the situation in southwestern Germany, analysing research history on the one hand and selected episodes of medieval rural history on the other. The paper suggests that due to traditional views on the structure of history, peasants’ agency has been undervalued.

In recent years, there has been a growing interest by education actors to include TIC in their institutions; as well as social networks, far from being a problem and their use aimed, permit innovate traditional classes and improve communication between teachers and students This study has two objectives: (1) conduct a systematic literature review through searching papers published between January/2007 and March/2019 in data bases like as ACM, IEEE, ScienceDirect, Springer and others, to evidence researches that apply data mining techniques to extract and analyze Twitters data in higher education; and (2) to emphasize pedagogic practices that include Twitter and data mining to improve education process. From 315 papers obtained, only 65 fulfilled inclusion criteria. The main results indicate that: (1) the most used data mining techniques are predictive with classification tasks; (2) Twitter is principally used to: (a) determinate perception; (b) share information, materials and resources; (c) generate communication and participation; (d) promote abilities and (e) improve oral expression and academic performance; (3) United States has the most numbers of researches in this area; however, in Latin-American countries findings are not enough, so, there a new area to investigate in this region and (4) researches used models, methods, strategies, theories and instruments as a pedagogic practice; so that, there wasn’t an agreement about a shape to include Twitter data extracting in higher education to improve teaching and learning process.

In an era dominated by social media, reportedly more concerned with self-expression than self-reflection, the classical injunction to ‘Know Thyself’ has renewed purchase. Increased self-knowledge on the whole enables a student to become more self-determining by exercising a choice, a ‘freedom to be’ that is central to the human condition. Identity construction, development and formation are all considered important functions within education, and many teachers adopt a pedagogical approach that stimulates adolescents to connect what they are taught to who they are and want to be. However, much of this development of self-knowledge takes place in non-formal learning environments, be they co-curricular clubs or activities outside of school. It is my contention that social media offers as much in terms of exploring new identity positions as these more traditional locations for self-learning. Although many do not feel a need to articulate and share in order to believe they are present in the world there are an increasing number of those, who believe that to be is to be perceived through online expression. Rather than focusing upon the envy inducing ‘Perfect Me’ posts that are so often linked to the decline in adolescent mental health and wellbeing, this paper explores how mundane and banal posts on social media can be used to frame and reframe aspects of modern life which in turn promotes self-learning. By drawing attention to the average, everydayness of existence, the relationship between the seemingly ordinary and self-knowledge becomes more apparent. This paper considers the potential individuals have for coming to know themselves a little more deeply as they move through a process of self expression, to self curation, to self construal, to self construction. Rather than asking ‘What is it to be in the [online] world?’ it poses the slightly different question: ‘What is it to present being?’. It also considers the space between these two questions as offering potential for fostering the wider educational ideal, that of greater self-knowledge.

This paper tries to develop the distinction between learning and studying trough an approach to the educational (and scholastic) relation with the language. Following Borges, Agamben and others, study appears as a relation of attention and care in which a materiality (the language) is revealed and made present. The idea of study can contribute to think education as oriented to the dis-closure of the world; can also contribute to elaborate a definition of school more morphological than functional, that is, oriented to the specificity of times, spaces, activities and immaterialities that constitute school; and can help to think the institutions of schooling separated of the meritocratic and competitive logics that constitute them when they are formatted from the point of view of learning. Through the introduction of the idea of study as a fundamental educational category, the paper also offers an alternative to the cognitive colonization of pedagogical theories and practices; and as a possibility for separate school (from the primary to University) from its subordination to the economic and bio-political logics of the cognitive capitalism. From this point of view, the paper opens the path to think about the difficulties (or the obsolescence) of study in a society (and a school) of learning.

This paper offers a historical and genetic answer of the educational supervision in Spain, from its origins in the 19th century to the present. The school supervision, necessary function and essential organism of a contemporary educational system, can only be explained from the socioeducational context it serves, from the great laws of education that define the educational policy of a country, to its concretion in the school culture of a educational establishment. At the same time, this paper think over historically on the construction of the profession of supervisor, from its training, the associative articulation, the link to the scientific production in pedagogy or sciences of education, publications and magazines of their associations or the body of supervisors. Finally, some of the challenges facing school inspection at the beginning of the 21st century are presented.

This paper outlines the joint story of education and feminism in the journey to equality and women’s emancipation in the contemporary world. Following a chronological order, it seeks to show in a panoramic manner –but with Spain as a case study– the achievements that have made possible to shorten some distances between men and women, and also the obstacles that have hampered its progress and consolidation. The paper concludes with the analysis of some relevant aspects of the complex framework in which feminism and education are today, as a consequence of the important changes of the 21st century and the patriarchal rearmament that they entail.

Currently, the digital ecosystem permeates the teaching routine regardless of the school level to which it refers, so much so that didactic confront divers paradigms of understanding between the digital and the physical in the classroom. For this reason, this paper aims to discern the constituent elements that give an epistemological basis to a digital didactics, so that by overcoming instrumentalist and dichotomous understandings, a holistic understanding can be consolidated from the budget of communicative action as a condition of possibility of the digital culture. To accomplish this task, this paper presents the findings of a qualitative research process with an ethnographic design of a virtual type that allowed us to conclude the relationship between critical reading, textual creation and virtual otherness as foundational elements of the didactic exercise in some students belonging to public sector secondary education in Bogotá.

This paper is a review of Guillermo Castán’s novel El orden de las cosas [The Order of Things], which narrates the repressive regime that prevailed in Piarists› classrooms and in other institutional spheres under Franco’s Dictatorship in Spain. The paper intends to offer: 1) an assessment of the novel’s literary qualities, and 2) a favorable view of the novel’s sociological value as a tool to better understand, through its burlesque approach, the Spanish education system, particularly in some Catholic religious schools, in the 1950s and 1960s.

This paper will explore a Sophist tradition of educational thought, which is concerned with the world and not a sphere of ideas as distinct from the world, and to suggest some central distinctions and concepts following from such tradition today. The distinctions which are discussed are between; upbringing, schooling and education; aristocratic versus democratic principle of education; aristocratic versus democratic conception of nature; and, culture as static versus culture as praxis. Equality is highlighted in the paper as a central concept for democracy as well as education and are discussed through Jacques Rancière. The distinctions established will also make clear what is at stake if we consider educational thought as conditional for democracy and a liveable life for anyone. The contrast between the aristocratic principle and the democratic principle for education will centre on conceptions of violence and nonviolence, in accordance with Judith Butler and Franco “Bifo” Berardi’s analyses. In a final paragraph the paper discusses how equality play out in relation to teaching, and the discussion is extended by exploring Judith Butler’s conception of ‘grievability’. The paper concludes by suggesting that education is the ethical-political potentiality of a new beginning within the present order of things, and therefore the very praxis of change of this order, and therefore what makes paideia possible in the first place.

The Spanish Fleet during the War of the Independence of the United States against Great Britain, fulfilled essentially the paper of effective warlike counterweight in Europe opposite to the military actions of the French Navy in the former Thirteen English Colonies. Such a circumstance would be in addition one of the principal autochthonous bases for the possible consolidation of the «Spanish identity» contemporary towards the exterior from the power of the sea, much more than from our paper like citizens of the «peninsular interior» and his consolidation and fundamental lacks like individuals of a marginal «agrarian civilization». In these questions, the key of the intervention of the Sea-coast of Spain of the Former Regime was more joined to the annihilation of the power Englishman in the Atlantic Ocean that to the worry in yes of creating a new nation in the United States. Nevertheless, the exterior keys of our identification like nation from the dominant ocean would arise theoretically from the consequences of that transcendental conflict. The analysis of all this will be the center of our hypothesis of work methodologically.

This paper examines the secondary school religious education curriculum in the province of Ontario, Canada. Two questions are addressed: Why are Catholic schools failing to graduate well-informed, active Catholics and what changes are needed in the high school curriculum in order to reverse this trend? These questions are approached from an historical perspective. It is argued here that a new high school religious education curriculum is needed in order to counter the prevailing influence of secularism. It is contended that students are graduating without the knowledge and skills necessary to understand their own faith and to explain it in a logical, convincing manner. It is further argued that this new curriculum must be as academically rigorous as other courses offered in Ontario high schools. William Pinar’s theory on subjectivity and development of self provides the theoretical framework for this paper.

This article examines how during the Weimar Republic (1919- 1933), Lutheran thinking enabled the incorporation of education as an university discipline, intellectually organized around the notion of Bildung excluding practical aspects. In order to provide a background the article deals with the period between 1890 and 1925. First, the article examined how toward the end of the nineteenth century, Germany’s economic, territorial, and military growth, was not favoured by its intelligentsia which held a dualistic philosophy. Secondly, the paper discusses the cultural and institutional background of this philosophy in which the theory of Bildung arose and grew. Thirdly, the paper reconstructs how educational sciences, based on the ideology of Bildung became an academic discipline, during the Great War and explains how Persönlichkeit and Bildung became dominant battle cries against the West and the empirical sciences. Finally, the paper examines how advocates of Bildung tried to keep its viability.

The paper shows an academic debate model as a cooperative learning technique for teaching human resources at University. The general objective of this paper is to conclude if academic debate can be included in the category of cooperative learning. The Specific objective it is presenting a model to implement this technique. Thus the first part of the paper shows the concept of cooperative learning and its main characteristics. The second part presents the debate model believed to be labelled as cooperative learning. Last part concludes with the characteristics of the model that match different aspects or not of the cooperative learning.

This paper highlights how the construction of gender identity is a personal task that develops throughout life and in various scenarios in whit it takes place. The influence of traditional cultural heritage in these scenarios (family, school, community…) is intense and manifest environmental way and through direct intentional interventions. The influence is polarized between the ends of the male female with a cleary differentiating and discriminatory toward the feminine genre. They forget or underestimate the feeling and difficulties of each person and their life trajectories.For the realization of this work we reflect on recent research in the field of equality in relation to the traditional line of research on the influence of cultural capital on the formation of personality. The paper concludes by considering that innovation in the construction of gender role involves breaking with such limiting pressure and bet on the progress toward freedom and equality between human beings.

This paper presents an investigation on the state of the art in the studies about the philosophy of fray Luis de León. The article constitutes a bibliographical revision of the investigations that have been done since 1991, the year of fray Luis’s 4th death anniversary. Since it is impossible to include all published papers from recent years, the article proposes a classification of the existing studies in four important sections: commemoration of anniversaries, translations of manuscripts, philosophical studies and conclusions.

After ten years of immersion in the European Higher Education convergence process, this article deals with the application of European directives to the teaching, learning and assessment of English for Academic and Professional Purposes (eapp) to different groups of engineering students at Universidad Politécnica de Madrid (upm) enrolled in eapp subjects. It focuses on the Common European Framework of Reference for languages (cefr) and the European Language Portfolio (elp). Although these language-learning directives had been previously implemented in other contexts, with various results, their total adaptation to engineering education was pending. The paper starts by highlighting the coincidence in the principles underlying the European Credit Transfer System (ects), and the cefr and elp directives centred on the students’ work to attain certain competencies, and on their autonomous and reflective learning. Next, it discusses the research and innovation projects aimed at improving teaching practices and learning skills after the application of European directives to eapp subjects. The main projects dealt with the development and application of language competence descriptors tailored to the specific context. The paper concludes by showing the advantages of their implementation to the improvement of teaching objectives, programme design, teaching methodology and students’ evaluation, with respect to other procedures before the cefr, based on the results of a survey obtained from the teachers and students participating in the study. Although the complete use of the elp is not feasible, it may be considered as a useful instrument. Both the lists of adapted reference level competence descriptors and the Dossier have proven to be very valuable for the university students’ autonomous and reflective learning with the acquisition of competences in mind, and for their self-assessment abilities, according to the results obtained.

This paper has as central argument that the recently emerging sociomaterial approach to education has an inherently critical potential, but that this capacity is not yet fully deployed and explored in educational studies. In order to make this argument, this paper starts, first, with a concise description of representationalist versus relational thinking, and argues that sociomaterial studies have to be situated in the latter current. Consequently, the role of critique that is largely upheld in representationalist thinking –that is, a role primarily directed at debunking and unveiling– needs to be rethought. In order to reconceive this role, the paper secondly elaborates upon the key characteristics of sociomaterial studies in education in order to show such relational thinking takes shape in and during the conduct of sociomaterial research. These characteristics are crucial in order to fully apprehend the critical prospect of sociomaterial approaches in education. The role of critique, then, amounts to an engaged attitude vis-à-vis the practices under investigation, and more particularly points to critical creativity as offering some horizons of change.

Emerging from the suggestion that initial teacher education in Ireland shift to a version of the clinical school model, I ask how can we think about the in-school experience of student teachers in terms of those capabilities which promote subjectivity? In this paper I share a philosophical perspective on the educational value of the in-school experience during initial teacher education. I suggest that the university’s presence in school ought to be carefully considered. A closer relationship has implications for the breadth and possibility of the in-school experience of student teachers, and as such the development of the educator’s sense of their own significance and the significance of others. I do so by engaging with the philosophy of Hannah Arendt on plurality and beginnings, and Gert Biesta on subjectification and ‘subject-ness’, to consider the significance of the nature of existence in the world to the development of the individual as a subject of freedom and responsibility. Interruption is proposed as an educational capability, which contributes in a meaningful way to life as an educator in the world of the school and requires open authentic real-world experience to flourish. We can be interrupted from outside, interrupt another person or a moment, or interrupt ourselves from within. It calls for a slowing down, for listening and attention. Interruption recurs. Furthermore, the educator may be the one who interrupts, who resists. The educator capable of Interruption values pause and consideration, foregrounding thoughtful resistance, and taking their place as a subject in the world.

In an attempt to provide an in-depth analysis of John Elliott’s prolonged contribution to the field of educational and curricular studies, the following paper starts by locating this pedagogue’s work in the context of key ideological debates of the 20th century, whose consequences shaped the realm of the social and the human sciences. Elliott’s stand at this ideological crossroads is defined as liberal, on account of the way he tied his own educational philosophy to the ethical sphere and to the means of education, in opposition to the learning of objective knowledge. The second part of the paper explores Elliott’s pedagogy from the point of view of the potential it may have to suggest a curricular approach that, contrary to his, defends the objectivity of the social and human sciences and the need for students to fulfil and attain certain content-goals. In contrast to Elliott’s intentions, the paper arrives at the conclusion that the fact that students participate in the same social reality they must come to understand and obtain a knowledge of, poses specific pedagogical (emotional and interactional) obstacles that Elliott’s principles would be particularly well suited to overcome.

The objective of this study is to map the international networks of research, circulation, and scientific communication in the history of education, at a global level. In order to do so, we analyse the activity of the International Standing Conference for the History of Education (ISCHE). The focus is placed on the following: the make-up and organisation of the community of education historians; the arenas set up to encourage collaboration, debate and consensus in research in the field; collaboration among researchers, and the influence of transnational perspectives; avenues of research and areas of focus; and the communication channels by which ideas and findings are published and exchanged. The documentary sources used are the minutes of ISCHE annual congresses and general assemblies, alongside other research and previous studies. The main variables are: the language in which papers are published; the countries from which the authors come; international collaboration among authors; the historical period analysed; and the country or region being studied. After examining over 3600 contributions, we conclude that, globally, the international network in history of education is in good health, and there is an appetite for research with an international focus. However, there is room for improvement by promoting more extensive international collaboration among researchers, expanding the scope of research to take a supranational or even global view, and extending the study of the history of education to pre-modern times.

After noting the importance of linguistic turn in the field of historiography, the two leading currents in the field of conceptual history are identi- fied, the Cambridge school and Reinhart Koselleck’s Begriffsgeschichte. The paper focuses on the analysis of the latter trend in conceptual history, linked to the phi- losophical (Heidegger, Gadamer), political (Schmitt) and historical (Dilthey) tradi- tion within the German academic community. The paper then reviews the origin and nature of the History of Pedagogy, which arose as part of the classic History of Ideas and later gave rise, after the Second World War, to a Social History of Education. Finally, a conceptual History of Education is proposed that, in addi- tion to addressing the various conceptual strata included in the different terms, also takes into account the intellectual and cultural aspects through a return to discourses and pedadogic narratives.

School holiday camps, which started in Switzerland in 1886, would start to function in Spain under the institutionalist and director of the then called Museo de Instrucción Primaria de Madrid (Museum of Primary Instruction), Manuel B. Cossío, in 1887. The paper analyses briefly the social, hygienic and educational context in which international movement of summer camps made their appearance and with special reference to Spain. The paper focuses on the beginnings and the scope of these camps in Spain and on the influence of public policies on these processes. These policies shifted from initial government inhibition and the call to the forces of the country to charity and patriotism, to a progressive promotion and to State protection for the summer camps.

School holiday camps, which started in Switzerland in 1886, would start to function in Spain under the institutionalist and director of the then called Museo de Instrucción Primaria de Madrid (Museum of Primary Instruction), Manuel B. Cossío, in 1887. The paper analyses briefly the social, hygienic and educational context in which international movement of summer camps made their appearance and with special reference to Spain. The paper focuses on the beginnings and the scope of these camps in Spain and on the influence of public policies on these processes. These policies shifted from initial government inhibition and the call to the forces of the country to charity and patriotism, to a progressive promotion and to State protection for the summer camps.Las colonias escolares de vacaciones, surgidas en Suiza en 1876, serían introducidas en España por el institucionista y director del entonces denominado Museo de Instrucción Primaria de Madrid, Manuel B. Cossío, en 1887. En el texto se analiza sumariamente el contexto social, higiénico y educativo en el que se inscribió la aparición del movimiento internacional de las colonias escolares de vacaciones, con especial referencia al caso español. El artículo centra su atención en el estudio de los inicios, la difusión y el alcance de las colonias escolares de vacaciones en España, así como la influencia que sobre tales procesos desempeñaron las políticas públicas. Unas políticas que transitaron de la inhibición gubernamental inicial y el llamamiento dirigido a las fuerzas vivas del país a la caridad y el patriotismo a la progresiva promoción y protección del Estado de las colonias escolares de vacaciones.

The purpose of this paper is to articulate a philosophical reflection on a pedagogy of presence. To be present to what happens in an educational setting, as teachers or learners, as professors or students, or as researchers, is to bring into play our attention and produce our own visibility in what we do and what we think. Faced with a dominant tradition in philosophy of education, one which defines this activity as a mere rational construction of the educational reality in which rational testing establishes a critical distance between a subject and an object of knowledge, it is suggested here that an ancient philosophical tradition that defines the work of research, philosophical or not, as a way of life and as a process that transforms the subject of experience through the establishment of a poetic distance with reality, be recuperated. The notion of a «pedagogy of presence» is intended to account for the establishment of a proper distance in which the learning subject produces his or her own presence in their learning experience. The paper ends with a critical analysis of a certain pedagogical impostering, which annuls the presence referred to, common in the dominant educational discourse today.

This paper presents a pioneering experience for Spanish University Communication degrees. It deals with the elective subject «Audiovisual Discourses and Peace Culture» offered in the fourth year of the Audiovisual Communication University Degree at Universitat Jaume I of Castellón. This learning project is focused on the proposals of peace research as a complementary and coincident research and educative project to educommunication. In this course students realize their role as citizens professionals of communication, and, therefore, their responsibility and that of their communicative acts in the configuration of society and culture. It focuses on the possibilities and consequences of their discourses as mediators in public communication scenarios to participate of the debate towards cultures for peace. The paper shares the design, development and results of this subject during 6 years as a university teaching project that can be extrapolated to other learning contexts. It is presented as well as an epistemological and methodological reflection that can be applied to all main subjects in the different communication university curricula so that students graduate being prepared both from a technical and commercial perspective but also from an educommunicative, critical, civic, social and cultural one. This text pays special attention to the audiovisual examples (films and documentaries above all) used in the classes, to the ideas commented on them and to the methods for analyzing them taught from a cultural efficacy perspective and with the aim of detecting the discourse strategies of awareness communication to train citizenry in conflict transformation and solidarity.

Teaching is a cultural process. Actions that take place in this process are influenced by some cultural assumptions which shape pre-defined objectives and affect content, educational treatment, assessments, and relationships among participants. It is, therefore, of utmost importance not only to make explicit the cultural reality of education, but also to think critically about it. In this paper, we focus on the issue of teaching and learning in the context of cultural diversity from a socio-cultural and socio-political theoretical framework. The keywords «classroom management» it generates over 6.5 million hits in google.com. However, when we type «managing diverse classrooms», there are only 200,000 hits. This divergence indicates that classroom management is a widely explored topic, while work about how to manage a cultural diverse classroom is still limited. The aim of this paper is to provide a framework for teachers to use and improve their cultural knowledge to manage classrooms more effectively. This article argues that growth in cultural awareness of the teaching process improves the quality of teaching and, therefore, students’ learning.

In this paper we will make an approach to the most important elements that defined the development of a battle in Ancient Times, especially in the roman case. We will consider such factors as the length of such confrontations or the low number of casualties from the victorious army. This paper is based on the critical study of classical literary sources. Our goal is to provide a different approach to the Ancient Combat. The movies and the literature have shown us the battles as a chaotic and frantic thing, where the combatants are mixed and where the fight comes down to individual duel. The truth is that the classic texts describe the battles as an organized struggle, prolonged and collective.

This paper is primarily concerned with a number of projects and reports about specific requirements that came out during the fifties at the University of Salamanca. The long history of this institution is still, for its richness and complexity, an essential object of study. Framed in the research devoted to the History of Universities, the paper describes and analyses, through the historical-educational approach, a particular aspect of this institution, projects and academics’ reports at a particular stage during Franco’s regime. On the other hand, the main aim of this paper is to serve as a stimulus for reflection on the trinominal: reality of the University under Franco’s regime - considerations about scholastic reasoning - utopian or feasible proposals. The atmosphere of discontent at the University,the need to reduce the dearth of research or the scarcity of resources will be overt issues in the reviewed documents.

This paper is an attempt to analyze the tensions that existed among witnesses and historians in a specific chapter of the Recent History, trying to elucidate the representations of the past created by political exiles during the last military dictatorship and those created by historians. The paper is divided into two parts. In the first part, memory policies from the time of the exile to present time are analyzed in an attempt to recognize who were the authors of such stories, where was the emphasis, what was their content, and how the exiles’ memories articulate with social memories on the exile that have been around in Argentina until today. In the second part, a journey into the historiographic field itself is performed, determining the profile of the exile historians, the main topics, approaches and interpretation logics, the most widely used sources and the most common work methodologies.

By the end of the Middle Ages, a number of treatises were written which scholars have regarded as true proposals for an ideal city. This paper focuses on Rodrigo Sánchez de Arévalo’s Suma de la Política. After breaking down the main components of his ideal city into three major sections (the physical environment, the social body and the practice of sound government), the paper argues that, under pretext of founding a city and far from considering the latter from the architectural and formal point of view, the Segovia-born churchman saw it as an expresion of a given social and political order. This he did by resorting to a conservative and moral conception of politics while accepting such urban-planning, social and political foundations as were prevalent in the society in which he lived. In this way, Sánchez de Arévalo’s discourse goes beyond the purely urban setting and becomes a vindication of the monarchic form of government. The latter is thus presented as the custodian of the commonwealth as well as an ideal system which –it is concluded– each social and political actor redirects and uses in the service of his particular goals and interests.

This paper tries to present a strategy for training university teachers in the design, implementation and evaluation of the webQuest as a teaching resource in their teaching methodology. The specific objectives that have guided this research are: to evaluate a teacher training strategy aimed at acquiring the skills necessary to make use of the webQuest in their teaching and to evaluate the use of this tool in university teaching practice in relation to the performance of pupils in terms of satisfaction. In addition to defining the characteristics and importance of technological tools applied to higher education, the structure and components of a webQuest and some experiences using this tool in the university context, this paper discusses the formation of teachers in the design and implementation of the webQuest, the results of students in the satisfying about working with this tool and the opinion of teachers with respect to its implementation as part of their teaching methodology.

This paper tries to open a debate about teaching knowledge avai­lable today in the university, showing a plurality of learning practices developed in it, some of which have become, whereas others proposals are ignored or hidden. To account for the analysis about teaching university, our methodology take it some experts have described like traditions of teacher education: the academic tra­dition, the technological tradition, the practice tradition, the personalist-humanist tradition, the critic/poscritic tradition. From these, we use two hermeneutics propo­sals: the paradigms of teacher education from Kenneth Zeichner, the hermeneutical strategies used by Nancy Fraser to discuss social policies. At the end, this paper defended the need to thinking about our practices as teachers, so that the analysis of discourse on the university teaching, our identification with them or not, and the subsequent debate, may emerging processes of professional development and teaching innovation.

Rus’ medieval authors drew information about the history and culture of the Arabs mainly from Byzantine sources, translated into Old-Church-Slavonic. The image was supplemented by observations made by residents of medieval Rus’ in the course of direct contacts with the Arabs (e.g. during their travels to the Holy Land) or ideas about other Islamic peoples, whose customs could be known to old Rus’ authors from personal experience (e.g. Turks or Mongols/Tatars). The aim of this paper is to analyze the image of Arab women emerging from old Rus’ works. We will be interested in people from Muhammad’s closest surroundings (e.g. his first wife Khadija or Fatima, the daughter of the prophet), as well as selected figures of Muslim Arab women from later centuries. The question will also be raised as to how the authors of the examined texts perceive and evaluate the position of women in Arab Medieval societies.

In the present paper, I will investigate contemporary neo-existentialism in educational theory, by exploring the reasons which have recommended the rediscovery of an existentialist stance in our age, the significance of these endeavours for contemporary undertakings and also the manner in which the existentialist thrust has been spelled out. In particular, after situating present-day neo-existentialism against the backdrop of the mid-20th century educational existentialism and after specifying its topicality as a response to neoliberal stranglehold on education, I will focus on two models – “subjectification” and “existential learning” – and show that they ultimately represent two alternative pedagogical options. However, it will be argued, this difference does not exclude the possibility that both models can (and perhaps must) be deployed in contemporary scenarios to counter the human capital invasion of education, by operating in different dimensions of education and in response to different educational tasks. Indeed, together they may allow us to re(dis)cover education as an adventure.

The complexities of identifying and understanding settlement hierarchy in early medieval England (c. 5th–11th centuries) is the focus of much debate. Within this field of enquiry, settlement arrangements, architecture, landholding patterns and material culture are commonly used in the identification of a range of settlement types. These include royal complexes, monastic institutions, towns and trading/production sites such as emporia. This same evidence is also used to interpret the status and role of these sites in early medieval England. This paper advances the current understanding of settlement hierarchy through an assessment of rural settlements and their material culture. These settlements have received comparatively less scholarly attention than higher profile early medieval sites such as elite, ecclesiastical and urban centres, yet represent a rich source of information. Through analysis of material culture as evidence for the consumption, economic and social functions which characterise rural settlements, a picture of what were inherently complex communities is presented. The findings further support the need to reassess settlement hierarchy in early medieval England and a new hierarchical model is proposed.

This paper examines the degree of economic and political autonomy of peasants in monastic estates in 10th century Lotharingia. While it is beyond doubt that local societies were deeply enmeshed in networks of aristocratic control, it is also possible to identify areas of autonomy. Monastic lordship was not all encompassing as it was structurally limited in its capacity to control every aspect of peasants’ lives and to prevent all forms of disobedience. Despite the violent and sometimes arbitrary nature of aristocratic power, negotiations between peasants and lords played an important role, especially as peasant households developed a form of subsistence economy that involved production for commercial exchange. In this context, some monasteries were willing to grant more productive means and autonomy to peasants. These initiatives were sometimes supported by a paternalistic «vocabulary of lordship» and a «moral economy» that patronized peasants, but could also be mobilized to support their interests.

The paper presents a dialogue, between contemporary phenomenology and Plato, on the nature and complexity of pain. Taking as a departure point D. Leder’s article «The experiential paradoxes of pain», the article delves into the essentially liminal character of pain and focusses afterwards in two paradoxes that this experiences reveals. The first one is the one that describes pain as a sensation and also as an interpretation; the second one is the one that describes pain as a destructive and also productive experience. Throughout the article we will see that the Platonic approach, although being much more holistic (in the sense of combining always the persona, ethical, political and also cosmological perspective), is not far away from the phenomenological one. That both approaches try to set limits and to describe an experience that escapes all limitations and determinations.

RESUMEN: En este trabajo se pretende mostrar una primera aproximación desde la perspectiva de la investigación histórico-educativa al debate en torno a la función social de las ciencias de la naturaleza en el currículum escolar en España. Se estudian las influencias europeas en la introducción y modernización del currículum científico que se dejan sentir en nuestro país gracias a los esfuerzos de institucionistas, regeneracionistas y educadores renovadores que coincidieron en expandir su mirada hacia la Europa más moderna como única vía para la renovación interior. Durante el primer tercio del siglo XX se introducen en España nuevos planteamientos y prácticas educativas europeas que contemplan siempre un papel más formativo que propedéutico para las ciencias escolares. Finalmente se constata la persistencia de este debate en la política educativa y legislación escolar española hasta el día de hoy y la ausencia en el mismo de referencias históricas propias. ABSTRACT: The aim of this paper is to reveal an early historical and educational approach to the debate regarding the social role of the natural sciences in Spain’s academic curriculum. This paper examines the European influences in the introduction and modernization of the scientific curriculum that marked our country thanks to the efforts of institutionalists, regenerationists and educators with a spirit of renewal, who all coincided in looking to the more modern European States as the only channel for domestic regeneration. During the first three decades of the 20th century, Spain saw the introduction of new ideas and European educational practices that consistently embraced a more formative than preparatory role for the educational sciences. Finally, we see evidence of the continuation of this debate in Spanish educational policy and academic legislation to this day and age, as well as the debate’s dearth of its own historical references.

RESUMEN: En este trabajo se pretende mostrar una primera aproximación desde la perspectiva de la investigación histórico-educativa al debate en torno a la función social de las ciencias de la naturaleza en el currículum escolar en España. Se estudian las influencias europeas en la introducción y modernización del currículum científico que se dejan sentir en nuestro país gracias a los esfuerzos de institucionistas, regeneracionistas y educadores renovadores que coincidieron en expandir su mirada hacia la Europa más moderna como única vía para la renovación interior. Durante el primer tercio del siglo XX se introducen en España nuevos planteamientos y prácticas educativas europeas que contemplan siempre un papel más formativo que propedéutico para las ciencias escolares. Finalmente se constata la persistencia de este debate en la política educativa y legislación escolar española hasta el día de hoy y la ausencia en el mismo de referencias históricas propias. ABSTRACT: The aim of this paper is to reveal an early historical and educational approach to the debate regarding the social role of the natural sciences in Spain’s academic curriculum. This paper examines the European influences in the introduction and modernization of the scientific curriculum that marked our country thanks to the efforts of institutionalists, regenerationists and educators with a spirit of renewal, who all coincided in looking to the more modern European States as the only channel for domestic regeneration. During the first three decades of the 20th century, Spain saw the introduction of new ideas and European educational practices that consistently embraced a more formative than preparatory role for the educational sciences. Finally, we see evidence of the continuation of this debate in Spanish educational policy and academic legislation to this day and age, as well as the debate’s dearth of its own historical references.

RESUMEN: En Liberalism, Fascism or Social Democracy, un amplio análisis del desarrollo político de Europa occidental desde finales del siglo XIX hasta la Segunda Guerra Mundial, Gregory M. Luebbert sostiene que la evolución que condujo a la mayoría de las naciones europeas occidentales a la democracia liberal, a la social democracia y al fascismo puede explicarse por el conjunto de alianzas de clases presente en cada una de esas sociedades. La primera parte del artículo presenta el argumento estructuralista de Luebbert y su búsqueda de las variables y conexiones causales que hagan comprensible las diferentes experiencias nacionales. En la segunda parte se intenta comprobar la validez de su argumento a la luz de otras investigaciones recientes. Se trata, en definitiva, de explicar las peculiaridades históricas y estructurales que distinguen los casos de ruptura con el liberalismo de aquéllos que permanecieron en la vía democrática.ABSTRACT:In Liberalism, Fascism or Social Democracy, a comprehensive analysis of the political development of Western Europe from the late nineteenth- century to the eve of World War II, Gregory M. Luebbert contends that the evolution of most Western European nations into liberal democracies, social democracies, or fascist regimes was attributable to a set of social class alliances within individual nations. The first part of this paper presents Luebbert' structuralist argument and his search for a handful of «master variables» and causal connexions that would explain the particular evolution of each nation. In the second part the paper attempts to evaluate the validity of this argument from other recent research. It seeks, therefore, to explain what structural and historical features distinguish the breakdown cases from those that remained democratic.

RESUMEN: Este artículo está dedicado al estudio de la transición española a la democracia entre noviembre de 1975 y diciembre de 1978. Desde el comienzo mismo de la transición hubo una interpretación crítica de aquel proceso que ponía el acento en lo que el mismo tenía de imperfecto. Aunque la consolidación de la democracia restó valor a ese análisis crítico, una nueva versión del mismo ha recuperado espacio editorial en los últimos años. Este artículo se ocupa de analizar esa interpretación crítica y sus principales argumentos, especialmente el que tacha la transición de amnésica. Frente a esta idea, aquí se sostiene que el éxito de la transición a la democracia se debió, precisamente, al peso de la historia, y especialmente a una conciencia histórica compartida respecto de la vida política española de la primera mitad del siglo XX. Para reforzar esta hipótesis hemos realizado un análisis comparado de la transición y del proceso constituyente republicano de 1931. Palabras clave: España, historia, política, Transición, 1978, democracia, liberalismo, memoria ABSTRACT: This paper talks about the Spanish transition from Franco dictatorship to democracy between November 1975 and December 1978. From the beginning of that transition there was a critical interpretation of that process which insisted that it was an imperfect transition. In spite of Spanish democracy consolidation undermined that critical analysis, a new version has spread last years. The objective of this paper is to focus on that critical interpretation and its main arguments, with special regard to that one which describes transition as a forgetful process. Contrary to this idea, this paper argues that transition to democracy success was because of the importance of the past, and especially because of a decisive common historical conscience about Spanish political history in the first half of the XXth century. In order to reinforce this hypothesis, we have compared transition in seventies with republican constituent process in 1931. Keywords: Spain, history, politics, Transition, 1978, democracy, liberalism, memory