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Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The LOMLOE (Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education), like any other law concerning education in an advanced democratic society, puts in place a new system to achieve the aims of education. However, as with any other education law, its wording and implementation raise contentious issues. Some are political in nature while others are more specific to the pedagogical field. In any case, they all relate to the purposes of education. This paper presents some of these controversial issues, perhaps the ones that are causing the most debate at a social level, especially in the field of education. These issues are: the idea of educational and social inclusion and how it is managed with regard to state-funded private centres, in particular ones that follow a single-gender education model and ones that cater for special educational needs; the competence-based curriculum and all that this entails; the objective of educational success and the role of evaluation in achieving it; and finally, the question of religion. This article does not set out to criticise the new education law. Instead, it seeks to consider how these controversial issues relate to the purposes of education. It concludes that the LOMLOE has some good points but that at the same time a political approach to the pedagogical predominates, which instead of integrating and opening itself to freedom and plurality, eliminates options without considering pedagogical arguments. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

University education has adapted to the prevailing circumstances and that it is even proving to be an essential resource in the optimization of the reality. Otherwise, the university is a very important part of the social system in which it is, and the training of excellent professionals is a cardinal issue for the proper functioning of such a system. Yes it is, today various professional profiles, classics and currents, are demanded to be formed in the classrooms of our universities. However, that is not all, and depending on how you look at it, is not even the most important. However, at the same time and internationally speaking, we have also witnessed the emergence of concerns about the nature of this education, above all in relation to the personal, ethical, and civic development of today’s student populace. It is logical to think, that is not enough to train excellent professionals, indeed, reality shows that this is not enough when personal and ethical training is insufficient or does not live up to the current circumstance. The aim of this paper is to focus on this aspect, and in doing so it revisits a past in which essential philosophical ideas were being formulated, ideas which this paper argues are highly pertinent to the current reality. [ABSTRACT FROM AUTHOR]

Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ever since the run-up to the Bologna Declaration in 1999, higher education has been the subject of intense debate. Roughly speaking, there are two opposing views: whilst some advocate a higher education system that preserves its traditional focuses on humanistic and cultural excellence, others favour a higher education system geared at effectively and efficiently producing professionals well prepared to function in modern society. Both views feature strengths and weaknesses. Meanwhile, neither on its own is able to sustain a model of higher education suited to post-modern times. We propose an alternative conception of post-modern higher education which combines aspects from each of these views, and overcomes some of their weaknesses. [ABSTRACT FROM AUTHOR]

Kohlberg's theory about the development of moral judgement is regarded as being very important in educational practice. This article addresses his legacy and his influence in the current educational setting, especially at university level. It will also try to note possible criticisms and misinterpretations of his ideas. To this end, relevant literature relating to the author will be analysed and discussed. There are two areas of the current university pedagogical model that draw on Kohlberg as a source: an increase in methodologies that address ethical dilemmas and the idea of bringing the university closer to reality, promoting it as a community service. The article concludes with a discussion of possible deficiencies resulting from Kohlberg's theories. Areas discussed include the current approach to university education in terms of competencies, the pursuit of utility as a trend in university pedagogy and the importance of understanding cultural formation linked to moral education and the vital system of community ideas. [ABSTRACT FROM AUTHOR]