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There is evidence of the existence of both bullying and cyberbullying in the university environment. The aim of this study is to analyse the differences between cyberbullying roles (target, perpetrator, and bystander) according to sociodemographic and academic variables (sex, age, origin, level of studies, and faculty). The participants were 765 young students (72.9% women) from a university of the southeast of Spain (83.7% undergraduate degree, 15.2% Master's degree, and 1.1% other studies) from different faculties. The Questionnaire on Harassment among University Students tool was used. The results of the study determined that women, people aged under 20, undergraduate degree students, and Humanities, Social Sciences, and Health Sciences students obtained higher values in the sub-scales evaluated. Among the roles of those involved, bystanders stood out, followed by perpetrators and victims. Regression analysis showed a relationship between being the target, perpetrator, and/or bystander of cyberbullying. The study will make it possible to focus on those sociodemographic variables that turned out to be significant as well as the relationship between the cyberbullying roles in the face of prevention and intervention programs for each of the roles. The university context must assume the importance of promoting coexistence and university welfare. The involvement of the entire educational community is also relevant. [ABSTRACT FROM AUTHOR]

The aim of this work is to analyse the influence of protective and/or judicial measures on the transit to prison of young women who have been through these situations as minors, starting by identifying risk factors associated with the process. Consequently, it provides new verified benchmarks for intervention with the population of young women in prison. To this end, qualitative and quantitative methods are used with a sample of 599 female inmates from 42 Spanish prisons, to whom 538 surveys and 61 interviews were applied. Three subsamples were selected: protection centres (n = 60); foster care (n = 36), and judicial measures (n = 72). A descriptive and interpretative study was carried out using frequency analysis, contingency tables, independence tests, and measures of association. The results show that 20.3 % of young women in prison have a prior history of institutionalisation in protective measures and 13.4 % with judicial measures. The main risk factors identified are: low educational levels (69.4 % below secondary education), environments with family members or partners in prison (between 48 % and 63.2 %), addictions (drugs and alcohol), either personal or affecting family members (over 60 %), and a significant relationship between young people who experienced judicial measures as minors having made reports of abuse. In the discussion and conclusions, growth in criminal behaviour by young people, especially women, is evident. Regarding the group studied, the low valuation of their time in protection centres and judicial measures by the imprisoned women, the difficulty of their family and affective background, and their worryingly low levels of education are striking. These data support the bases for evaluating the early impact on processes of transit towards prison and the options for socio-educational intervention aimed at reintegration and inclusion. [ABSTRACT FROM AUTHOR]

The present article analyses how cultivation of creativity underpins the possibility of rational dialogue with people who have different cultural origins by confirming the essentially productive character of human beings and contemplating creativity as a human dimension with intrinsic value, linked to the full realisation of the individual's personality. The phenomenon of creativity is examined as an event that --sometimes dramatically-- extracts the subject from the cultural world of mediations formulated within her own tradition that she usually inhabits, thus revealing to her a transcultural reality that manifests itself clearly. Recognising this original reality --which goes beyond the signifies constructed by different cultural traditions and from which creative action occurs-- is the starting point for a true dialogue between cultures that enables a process of cultural critique, in other words, an examination of the validity of the products or objectivities of one's own culture and the cultures of others. [ABSTRACT FROM AUTHOR]

The American Journal of Education (AJE) is one of 11 core journals identified in the field of education and publishes new research across a broad range of educational disciplines. Located at Penn State, the journal is supported by associate editors from around the nation as well as an advisory board of senior scholars. The journal also supports an online forum (AJE Forum) that is managed by the student editorial board. The major issue facing the journal is how to effectively disseminate peer-reviewed research to a broad audience that includes administrators, policy makers, reform advocates and educators. Given the limitations of university resources, the journal has experimented with new ways to disseminate information about its articles via social media and continues to assess how best to monitor the impact of journal articles in academic and policy contexts. [ABSTRACT FROM AUTHOR]

This article analyses the characteristics of musical intelligence within the framework of the multiple intelligences model with the aim of moving forward the relationship between the development, learning and optimisation of these intelligences. The skills and capacities that are developed in interaction with musical intelligence are analysed as are the main lines of teaching work in schools, especially in the case of people with a specific educational need. Similarly, a brief overview of the proven effects of musical practice and the development of musical intelligence is provided, identifying some of the cortical and subcortical areas involved in these intelligences and the modifications that musical training generates, with some suggested criteria about its pedagogical applications. [ABSTRACT FROM AUTHOR]

At present, competence-based approaches are gradually becoming the main axis of the European Union's general education policies and of pedagogical practice at several educational levels. Nonetheless, it is important to analyse how the various general prescriptive directions that can easily be identified at the normative level are being put into practice in order to establish an in-depth understanding of them. This study presents the results of a research project with the aim of analysing and describing successful practices in the development of Cross-curricular Competences (CCC) in VET centres in the Basque Country. The methodology used is case studies in which a quantitative approach (a questionnaire for teachers) is used, followed by a qualitative approach comprising interviews and focus groups with management teams, students, and teachers. Analysis of the results reveals three typical cases relating to the forms and modes of institutionalization of CCCs: at the level of individual teachers where the development of CCCs is in the hands of teachers in an isolated and diffused way; at the cycle level where the teachers of a cycle as a group direct the process within a context of methodological change; and at the centre level where the development of CCC becomes an institutional feature involving all of the centre's teachers. Each of these cases results in a particular understanding of the concept of CCCs as well as diverse ways of materializing them in teaching-learning processes. The results provide key information that enables critical reflection on the shift from individual experiences to more collaborative institutional and teaching models for developing CCCs in vocational training. [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 transition of young people into employment and training is a challenge in today's society, even among young people in situations of social vulnerability. In this project a study to review allocations on the study and the employment of vulnerable youth sample is presented. To do this, there has been an integrative research design that includes a quantitative and a qualitative study. For the former, an ad hoc questionnaire was applied to 493 vulnerable young people from all regions. For the second, interviews were conducted with nineteen young participants in social and educational programs aimed at improving employability and employment, developed by seven social institutions of Madrid and Andalusia. The results reveal the type of benefits attributed to the study and employment, and that there is a relationship between them. [ABSTRACT FROM AUTHOR]

The question of adapting folk tales is one of the most controversial issues in Literature for Children that affects not only linguistic or stylistic issues but also the educational level of transmission of moral values. Can any traditional story be retold or its vision of the world is no longer significant? Must the new version be adapted to contemporary children's psychology? Must macabre or too frightening passages be removed? Should we give priority to illustrations over text? How can we deal with sexist, xenophobic or religious ideology in some works? Should satirical or ironic component be eliminated? What should we communicate and what we pass on morality as adaptors? Considering the casuistry found in the history of adaptations, there seems to be a conflict between the faithful transmission of the texts and the desirability of profound and severe adjustments to suit contemporary child psychology, of certain social or ecological values, or referred to as politically correct; to put it more simply, a conflict between the faithful transmission of the texts (culture) and the desirability of profound and severe adjustments to suit contemporary child psychology (education). As a conclusion, adaptations will depend on our concept of education and our concept of the childhood. [ABSTRACT FROM AUTHOR]

Education is one of the noblest arts of human life, because it works with the most noble thing on earth: people. But it is not possible to appreciate education as an Art, until a person acquires the conviction that education is also a miracle. This «miraculous art» can be described as the ability of the teacher to awaken the latent potential in the learner to enable him to appreciate the invisible goods and bring order to his or her system of preferences. This article deals with these issues, and the three major areas that must be looked after in education: the areas of truth, goodness and beauty. [ABSTRACT FROM AUTHOR]

The interweaving between philosophical thought and educational practice goes back to the very dawn of Western culture, but the relationship between philosophy and education had not always been peaceful and smooth, and neither is today. This article begins by clarifying the nature of these activities in order to address their mutual linkage, whether philosophy is seen as a personal attitude or as an academic discipline. Particular attention is paid to the thought of how these issues are addressed by some authors in the UK underlining three philosophical resources of great interest to education: the logical analysis of language, the study of the history of philosophy and practical reason. In conclusion, it is proposed to promote the cultivation of a philosophical attitude among teachers so that they can carry out more wisely their work. [ABSTRACT FROM AUTHOR]

The migratory phenomenon outlines an intercultural and pedagogic challenge: the confrontation with the alterity. In the western cultural history there is a very important presence of alterity: for this reason the philosophy of education can offer suggestions, above all the concept of person and the reconnaissance of the human singularity as vectors of dignity for the human being. Men and women, as persons, have an inalienable dignity and they become aware of it through their education. Particularly, the intercultural education develops a type of communication that is based on the dignity of the person: this is a contribution coming from the philosophy of the education, based on the consciousness of western cultural patrimony. [ABSTRACT FROM AUTHOR]

The main thesis of this article is that Civil Society is an indispensable condition for developing a true education and that, vice versa, without an authentic education a Civil Society is impossible. In this case, it doesn't matter whether you begin by trying to improve first of all Civil Society or Education, because the point is posed in changing the usual present understanding of both, Civil Society and Education. Therefore is relevant to think anew the concepts of public and private and its mutual relation. The present use of those concepts leads to several confusions for understanding the concept of Civil Society and its Institutions or the true meaning of education. [ABSTRACT FROM AUTHOR]

This article tries to analyze some of the relations between education and change, specially education as subject of change and education as agent of change. In the first case, we want to know if education must change in order to adapt itself to the changing society or it must be permanent through the time. In the second case we are interested in knowing the power of education in order to change the behavior and the achievement of the students. The article aims to give a good answer to both questions. [ABSTRACT FROM AUTHOR]

The article intends to review the discussions on education in three moments of the Spanish constitutional history: 1812, 1931, and 1978. Based on the analysis of the records of the parliamentary debates in each constitutional process, it comes to the conclusion that in 1812, and in 1978, a consensus was attained by the main political forces present in Parliament, whereas in 1931 a very important sector of Parliament, and of Spanish society (roman catholic) was excluded from the main decisions regarding education. Anyway, it must be remembered the importance of these debates in the different constitutional processes, even if the discussions sometimes appear as being not very deep. The main conclusion is that solutions adopted by the consensual method have been more durable than those imposed, and the lesson which was learned in 1978 is that it was necessary to combine recognition of the right to education of everybody, and freedom of education, as the basic principles of the regulation of educative matters. [ABSTRACT FROM AUTHOR]

Neuroscience has, thanks to information technologies, become one of the most significant fields of research in recent years. Brain-imaging methods are important tools for investigating the brain’s structure and functions and for studying emotions, language and perception. Their application to the field of education has set an unprecedented milestone. Furthermore, the ethical problems that underlie behaviour modification, through neuroscience, demand profound reflection by neuroethics about what is substantive and essential in the human being. Such reflection is especially called for in the design stage of any research entailing manipulation aimed at yielding modifications in personal and collective behaviour. [ABSTRACT FROM AUTHOR]

New technologies in the current knowledge society have become a sign of progress, improvement and quality that determine our lives and play an essential role in educational throughout life. In the present article we will present new technologies as an innovative instrument in the field of education throughout life that have revolutionized much of the educational practice when these turned into a support tool to facilitate teaching and learning process. Thus, we will highlight how the use of technologies has caused changes in the role of the teachers and students, and will encourage discussion on the advantages and criticisms of new technologies as a formative resource of human development and social integration opportunities in the current education. [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]

Before he was elected to become the Pope, Cardinal Joseph Ratzinger had been working as a university professor for many years, and even today he is passionate about education. In this article, we examine some of the Discourses and Letters focused on education that Pope Benedict XVI has addressed during the first four years of his Papacy, in which the one-time professor deals with matters closely related to education, its specific purpose, the difficulties that education faces nowadays, and their main causes. These texts can be considered as valuable contributions to understanding some aspects of the present educational crisis, which Benedict XVI describes as a time of "educational emergency". [ABSTRACT FROM AUTHOR]

Schools are going through a deep crisis in Europe. For the sake of "democratization", many of them, in many European countries, have been homogenized. There is no longer selection, no channels of excellency. This makes impossible the normal, efficient training of scientists, engineers, experts, and, generally speaking, intellectual elites. This situation has resulted in weakening Europe by comparison with its main rivals in sciences, technologies and economy, America and Asia, where more competitive educational organizations exist. As this dangerous, irresponsible evolution took place within giant, more or less monopolistic corporations of civil servants, the solution could be to create a new, pluralistic frame of educational institutions using public fundings but self-managed and free to compete. [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]

In education today there are antihumanistic tendencies, especially in university teaching. Humanism is the basis of Western culture, and for this reason, teaching today needs to cultivate its values. In addition to classic humanism, we need to take scientific humanism into account too, in such a way that technology and teacher training both have a humanistic base. The Humanistic Teaching that I propose is based on the following three thesis: 1) The need to help the student by guiding, stimulating and correcting him/her. 2) The need for the systematic and thorough teaching of intellectual concepts. 3) The need to transcend relativism in learning, ethics and values. [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]

In his concept of nature and of the natural state of man, Pestalozzi follows Rousseau, but there are essential differences in the way they understand these concepts. Following the Romantic tradition, Pestalozzi also sees nature as wise, purposeful and provident. He divides human nature into two distinct parts -- one of which is sentient and animal, the other spiritual. The spiritual part is «divine» and constitutes the true nature of humankind. The nature of man is good in its original state, but man loses this goodness as soon as he is born. From then on man's nature is corrupted, and the aim of education is to make it possible for man, through the practise of morality, to get as close as possible to his original state of goodness, which represents an ideal for him. According to Rousseau, man is good and society is bad. For Pestalozzi, society is like man, with some good aspects and some bad aspects. [ABSTRACT FROM AUTHOR]

This article analyses the role of emotions in the moral of Horkheimer, Adorno and Levinas. Several different answers are given to the question of whether moral action comes solely from reason, from emotion only, or on the contrary, it comes from both emotion and reason. The present work shows a research on Horkheimer, Adorno and Levinas positions, these ones far away from the Kantian formalism. The materialistic ethic of those latter authors is summarized in four thematic core subjects: 1) Morality is resistance to the evil, 2) the moral impulse rises from experiencing victims' suffering, from encountering the other, 3) the moral impulse takes the form of compassion and political compromise to change unfair social structures, and 4) Morality is memory. [ABSTRACT FROM AUTHOR]

Nowadays, because of the duties, the tension and the increasingly heavy demands of the workplace, people need to learn to adapt quickly and constantly. This can certainly over-strain the body, resulting in physical and mental problems. As a consequence, the appearance of symptoms of states of stress, burnout, mobbing and similar trouble have become quite common. Health education must address the changes and the new needs to which people are subject in the working environment, by means of strategies and techniques for dealing with stressors individually or as an organisation. The objective is to prevent and lessen the situations that have a negative impact on our physical and mental health and to promote a true state of well-being and health at work. [ABSTRACT FROM AUTHOR]

Life histories in health education are based on the importance of ways of life and lifestyles and the diversity that they show through people's respective cultural environments, the meaning of personal experiences, life cycles and crises, and the potential of people's respective lives. The biographical approach makes it possible to answer to the challenge of investigation set by health education. The historical and cultural nature of life must be understood and explained also from its ontological perspective. What life one achieves, as a resulting variable, depends primarily on one's education in values, which flow from anthropology and guide one's ethical behaviour and responsible, solidary participation in society, with solidarity with the other. [ABSTRACT FROM AUTHOR]

Quality of life is a challenge for individuals and for society in general, since it defines certain fundamental elements of life in society that must be taken into account when establishing our common welfare as human beings. Physical education is a highly efficacious pedagogical instrument for developing healthy patterns of conduct to favour greater quality of life. It must be performed regularly and systematically for the health benefits it gives, as it permits one to face life, and living together in society in general, with a positive attitude. In short, physical exercise should be regarded as a form of culture that should be incorporated in daily life, especially in view of the fact that human nature is dynamic. [ABSTRACT FROM AUTHOR]

The family is a primary, natural and therefore universal institution that has endured in all societies and civilisations, existing beyond specific cultural differences, being an essential instrument for socialisation and the transmission of cultural, moral and religious values, and being a necessary environment for healthy, balanced human development in society. It is made up of a community of people guided and governed by love, a love that vivifies the personal relations amongst the family's members and is rooted in the natural complementary relationship between man and woman, and in the personal desire to share a common undertaking. [ABSTRACT FROM AUTHOR]

The present article approaches the epistemological solvency and the innovative potential of the pedagogical knowledge of Education policy for the current design and the most disputed questions of the educational system. Recognising the necessary political dimension of education and its irreducible complexity does not mean that we have to accept the exclusively ideological character of education policies or the disability pf the reason to construct an educational project. From a new epistemological approach, indebted to the critical approaches of pragmatics and a systemic and normative conception of rationality which assumes the fallible character of all scientific activity full of values, Educational policy managed to construct a sensible knowledge body where the uncertainty and complexity in which the cognitive, practical and evaluative domains interact to establish rationality as one of the goals whose justification occurs in the practical environment, without the necessity to adopt irrational positions. New emerging possibilities for the predicament of the reason and the conditions of the scientific activity within the educational policy and politics, which conform education as a result of the values which guide the living together in a plural society. [ABSTRACT FROM AUTHOR]

Research into labour related socialization reveals the transition from school education to the world of work to be a process in which an important role is played by socio-educational contexts, experiences, etc. However, not enough work has been done on the «children's collective» for us to be able to analyse the role that is played by age, gender or type of schooling in their professional expectations. The generic objective of this article is to discover the favourite professions of children with regard to the process of labour related socialization. The design of the investigation is non-experimental, descriptive, and responds to the strategy of gathering quantitative information of a transversal nature. Research was carried out using a representative sample of 12.300 Spanish schoolchildren (6-11 year olds). The results indicate that there are significant differences in their professional expectations depending on sex, age, habitat and the type of schooling. [ABSTRACT FROM AUTHOR]

Schleiermacher is known as a religious philosopher for whom religion is founded in human emotions. He was a protestant theologian and a philosopher who was a contemporary of Hegel. Like Hegel, his thinking is dialectical, but realistic rather than idealistic in nature. He founded hermeneutics. Schleiermacher believes that the world is made up of opposites that, in a dialectical manner, have to be reconciled until the Highest Good has been reached. It is human beings' duty to collaborate in this process, and this is what Ethics consists of. The aim of education is to teaching people that they must work to reconcile the opposites that exist both in the world and in the educational process itself, contributing in this way to the achievement of the Highest Good. [ABSTRACT FROM AUTHOR]

In order to behave as a citizen, it is necessary to pass through a learning process, personal and embedded in a community. The aim of this learning process is to prepare autonomous individuals, willing to take part in the development of common projects that improve their own group and, at the same time, they should not forget the necessary relationship with others in order to attain a better, more human world. In this process, schools have an important role to play, many times forgotten, which is essential to underline once more. [ABSTRACT FROM AUTHOR]

The objective of this article is to analyse the relations between architecture and education from a dialogical perspective. The basic concept from this perspective is the chronotopic structure of cultural objects in general and of architectural objects in particular, developed by the Russian anthropologue and linguistic thinker Mijail Bajtin. Architecture is then a sociophysical cultural structure and education a very important way of modelization of these sociophysical structures throughout the mental and personal development. [ABSTRACT FROM AUTHOR]

The article introduces the content of this monographic. First, it analizes the main perspectives to study the topic of human being-environment relations; secondly, it describes the elements of architectonic objects and their relationship with socialization and education. Third, it proposes the educational utility of observing the whole environment with all their objects. And lastly, it presents the rest of articles included in the monographic. [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]

The Organic current Bill about Quality of Education has originated a certain political game of the word effort -- in a conservative sense -- when makes this one of the arguments that justify the current educational reform. My purpose, from the nature of education and to the margin of the political changes, it is to justify the necessity of the effort like medium value to reach the last purpose of the human benings: the happiness. In this same sense, the total absence of this value impedes us, Still more in the culture of the pleasure, to reach last values so human and humanity makers like autonomy, freedom or solidarity. All education is a career --«curriculum»--, in which you should to sweat blood with the habit to sacrifice your self for a dream. [ABSTRACT FROM AUTHOR]

Pedagogy has been developed under a scientific theory, so it has resulted in a kind of empirical Educational Science. However, Education is a practical activity. Indeed, educators need to ideal with certain issues which go beyond Science (values, believes, convictims); these issues are essential for educators in order to be able to educate. This is why a Practical Pedagogy is needed, being based on the values, beliefs, and other principles which are necessary to guide the life of individuals and groups. [ABSTRACT FROM AUTHOR]

There are obvious phylogenetic differences in the evolution of the species «homo», with respect to other living things, as well as essential differences, although modern positivist/idealist thought tries to minimize such differences. Human beings, unlike other species of the same genus, approach sexuality and affectivity in a rational way. The understanding and practical reason of the species «homo» are those proper to a chosen species: they are inductive and dialectical but also, and above all, of a free and reflexive intellect. While it is true that human freedom is not absolute, human beings have the capacity to choose different paths in order to plan out one's life and to build cities. Human reason, starting from the initial knowledge of the perception of the outside world, can deepen its knowledge of the reality of the interior and exterior world, until it glimpses the truth on the horizon, and attain happiness with the truth. A free human being is one who loves, seeks and attains the truth. [ABSTRACT FROM AUTHOR]

The aim of this essay is to study the basic structure where action-research is based on so as to get involved into school practices. There are several trends and orientations. All of them present a conception of education, a curricular design, school practice and didactic methodology. The critical action-research develops on the model of practical rationality. When this kind of rationality turns into absolute criterion we abandone other ways of reason without which --as we intend to demostrate-- it is impossible for the human being to reach his fullgrowth. [ABSTRACT FROM AUTHOR]