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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).

Concerning a posthuman perspective, this paper attempts to provide a new perspective on future changes in teaching and learning in the age of artificial intelligence. With the development of technological civilisation, humans have adapted to the environmental world while at the same time attempting to remould it using technology and tools. Humans have survived by acquiring new skills and abilities to manipulate technology and tools. Human Transformation (HX), updated to respond to technological innovations, is now upcoming human intellectual activities through AI technology. What are the challenges of HX in the age of AI, and what perspectives will be critical in this process? This paper traces back to how machines with computational intelligence or reasoning functions were named ‘artificial intelligence’ that can reproduce human intellectual activities. It examines the wide-ranging social impact of the naming of AI and the growing phenomenon of expectations and anxieties about AI. It then notes two sources behind the posthuman debate. The first is the trend towards an upgraded stage of human intelligence over the current human by enhancing it through medical and even AI-based technology. The second trend seeks a new direction for post-humanity by focusing on its diversity, such as society and culture, through a critical examination of the view that uniformly evaluates all human conditions through a universal model of human beings. Navigating them is an excellent educational challenge. Focusing on the similarities and differences between human intelligence and artificial intelligence, the paper examines the challenges of education to develop the unique characteristics of human intelligence further and achieve freedom from AI technology, considering the legal, ethical and social issues (ELSI) of making wise use of AI.

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.

In the graphic narrative Dumb: Living Without a Voice (2018), Canadian cartoonist Georgia Webber explores her acquired physical disability after a severe vocal injury leaves her voiceless. As a talkative, social young woman working as a café server, Georgia’s life is interrupted when she is forced to adapt herself to a different way of navigating the world. Previous scholarly work has analyzed Dumb to articulate a connection between comics theory and disability rhetoric (Dolmage and Jacobs 2016) and explored its fruitful linkage between voice/voicelessness and identity (Venkatesan and Dastidar 2020). Building on the path opened by these scholars, the aim of this paper is to critically examine the representation of disability and its engagement with the concept of crip time in Dumb by drawing on the interdisciplinary fields of disability studies, crip theory, and comics theory. The first section of this paper will build on Alison Kafer’s formulation of the strange temporalities of disability (2013) to investigate the ways in which Webber constructs non-conventional layouts where she incorporates different formal elements to present Georgia’s lived experience of disability as a disruption of conventional temporalities. Special attention will be paid to the endless, frustrating routine of paperwork to apply for disability welfare that the protagonist faces when her condition renders her unable to work. In the second section, I will draw on the work of Ellen Samuels (2017) to examine how Webber negotiates her shifting identity by graphically splitting her embodied self on the page, composing a parallel timeline where she visualizes her pre-disabled and disabled selves. The power of the pictorial is also extended to Webber’s clever usage of color: while her cartoonish drawings appear in black and white, she employs red to draw Georgia’s inner voice and her pain. Finally, my last section will employ the conception of crip time developed by Petra Kuppers (2014) to explore Georgia’s reconnection with herself through her breathing exercises and her orientation towards artistic creativity. Overall, I will argue that Dumb does not present a narrative of recovery, as Georgia does not heal from her injury but engages instead with her disabled existence by turning inwards and depicting her voice (lessness).

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.

Following the approach already employed in an earlier article on Archibald Joseph Cronin1, physician, and writer, this paper focuses on William Somerset Maugham, another physician who successfully ventured into literature, producing many plays, novels, and short stories adapted to the screen (cinema and TV), herein chronologically listed and described.

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.

We have held in previous papers that Maximus of Turin (…398- …423) resorted to the terms gentilitas and paganismus in order to allude to two entities that were not only different, but even more, opposed in some fundamental characteristics. Indeed, gentilitas referred to individuals that had not known of Christianism yet but still conserved the possibility of becoming Christians and thus could still obtain salvation, whereas paganismus referred to those who had known of Christianism but decided to reject it, deserving eternal death. The aim of this paper is to go in depth in the knowledge of the meaning that Maximus attributed to the term gentilitas through the analysis of his sermon XX and the peculiar relationship he established there between gentilitas, peccatum and humanitas.

This paper presents the results of a study carried out on three previously unpublished Iron Age socketed arrowheads with spur from Monte Figueiró –Central Portugal–, a site located between the Tagus and Mondego rivers. This region is of the utmost importance to understanding how Mediterranean influences penetrated along the Iberian Atlantic coast and up to the inland Portuguese territories, through Phoenician traders, since the Early Iron Age –8th century bc–. The socketed arrowheads with spurs, originally produced in the South-eastern end of Europe, namely in the Black Sea area, are virtually unseen in the Portuguese territory, where only another similar item has been found at Castro Marim –South Portugal–, in contrast with Spain, more specifically with the Guadalquivir region, where they are quite frequently found. Therefore, the occurrence of the three socketed arrowheads from Monte Figueiró is a challenging discovery, since Central Portugal is a peripheral area with respect to the Iberian regions that underwent an actual Phoenician colonisation. Based on this assumption, this paper will not focus just on typological and technological issues, but it will go a bit further, also reflecting on what these three artefacts can reveal about the interaction between indigenous inland communities from Central Portugal and Phoenician traders.

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.

The aim of this paper is to show —from a qualitative research carried out with the working children’s movement (NATS)— how the paradigm of child protagonism, perspective from which these organizations work, intervenes in the process of autonomy and empowering of NATS girls. From the analysis of the talks of ten working girls, three types of «power» have been identified, and these are executed in the core of the movement, contributing to their empowering and autonomy. They are «the power of words», «the power of organization» and «the power of tenderness». It is also the purpose of this paper to make visible the relationship between those «powers» and the claims for a number of rights which are infringed because of being women, girls and working.

This paper deals with an aspect of the confrontation between astrology and inquisitorial censorship, which took place from the last third of the 16th to the 18th century: it focuses on the prognostications and astrological repertories that were censored by the Spanish Inquisition in the 17th century. This widespread literature in vernacular language was the target of the Holy Office due to its frequent incursions into the field of the prohibited judicial astrology. The paper investigates the passages that were subject to expurgation or inquisitorial suspicion and the motive of the censorship, in the light of the censorial files. This study aims to characterise the Spanish Inquisition attitude towards a popular astrological literature and to identify what is the rationale behind the control of its abundant editorial production.

This paper reviews the war of Tacfarinas in the North of Africa during the government of the emperor Tiberius (17-24 AC), in order to understand his causes and consequences for Roman policy. Although a lot of papers have been done about the testimony of Tacitus in Annales, new theories and methods can allow us to argue about new ideas. In addition, we consider the fact that Tacitus is the only author that pays attention to the conflict between Rome and Tacfarinas.

In this paper we intend to study the relationship between Emperor Heliogabalus and his grandmother Julia Maesa and his mother Julia Soemias. We will also address the role played by these empresses within the dynasty. The rise to power of a young emperor, Elagabalus, who was only 14 years old when he was proclaimed imperator by the troops stationed near Emesa, allowed these women to play a decisive role in the court. They were able to establish alliances, to meddle in the public sphere, and even one of them, Julia Soemias, managed to create a Senate, all according to classical sources. However, according to epigraphic and numismatic testimonies it seems that these women continued the previous tradition, since the titles and honors received were similar to those of their predecessors. For this reason, in this paper we plan to create a coherent discourse analysing the references of classical authors in the light of numismatic and epigraphic testimonies.

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.

While in the Castilian Meseta, several textile manufacturing hubs enjoyed their heyday during the Early Modern Period, only the town of Béjar still retains some textile activity. The reasons for the survival of this local industry must be sought in the circumstances that surrounded manufacturing in the ducal town in former days.The present paper probes into the early stages and the later expansion of Béjar-based wool manufacturing and analyses the main factors that contributed to its location in this town.Centuries of textile activity have left a valuable cultural heritage as well as an indelible mark in Béjar by shaping a unique industrial landscape whose main elements are characterised in this paper. Last but not least, the current state of this heritage is likewise described before examining several conservation proposals.

During Antiquity the two shores of the western Mediterranean, the Iberian Peninsula and the Maghreb, shared a rich common past favoured by their close geographical proximity. However, our knowledge of the exchanges between the two territories is very uneven. While archaeological research in the “Circle of the Strait” has advanced exponentially in recent decades, data for the eastern sector are still based mainly on epigraphic and literary documentation. This approach, which highlights the value of socio-political links, is insufficient for trade analysis: the information is imprecise and does not allow the volume of transactions carried out to be accurately evaluated. The aim of this paper is to study the nature and intensity of the economic relations between the coasts of Northern Algeria and those of the peninsular east on the basis of pottery evidence. The selection of this material is motivated by its continuity in the archaeological record. In this paper I propose a qualitative and quantitative analysis of the preserved ceramic material, crossing the most recent data with the reinterpretation of old archaeological contexts already published. Chronologically, the study extends from the Roman annexation of Mauretania Caesariensis to Late Antiquity.