ISSN: 0213-1269
e-ISSN: 2253-8275
https://doi.org/10.12795/CP
Published issues
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Educación y Sensibilidad
Vol. 1 No. 32 (2023)En los últimos años, múltiples especialistas han considerado el tema de la sensibilidad desde diversos enfoques, y todos entienden que, desde el punto de vista educativo, puede y debe atenderse mejor este factor.
El descuido de la sensibilidad trae como consecuencia la brutalidad, el daño, la violencia, ansiedad, depresión y muchos de los grandes avances como puede ser la tecnología, si no se gestionan desde la sensibilidad puede ser vocación de muchos problemas para la persona y la comunidad. Por el contrario, las personas que logran madurar desde su sensibilidad logran más altas cotas de bienestar subjetivo y contribuyen de mejor modo al bien común y al desarrollo de las comunidades.
En los últimos años, múltiples especialistas han considerado el tema de la sensibilidad desde diversos enfoques, y todos entienden que, desde el punto de vista educativo, puede y debe atenderse mejor este factor.
El descuido de la sensibilidad trae como consecuencia la brutalidad, el daño, la violencia, ansiedad, depresión y muchos de los grandes avances como puede ser la tecnología, si no se gestionan desde la sensibilidad puede ser vocación de muchos problemas para la persona y la comunidad. Por el contrario, las personas que logran madurar desde su sensibilidad logran más altas cotas de bienestar subjetivo y contribuyen de mejor modo al bien común y al desarrollo de las comunidades.
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Entrepreneurial education: opportunities for change and improvement in the education system.
Vol. 2 No. 30 (2021)The Lisbon Strategy (2000) was the beginning for the promotion of entrepreneurial culture in Europe, where it was discussed educational systems would be the key for the development of enterprising spirit in future generations. With respect to this, education legislation has been gradually incorporating enterprising education into different stages and levels of the education system. The constant changes and transformations in the current society have an even more relevant impact, if possible, in the students' enterprising spirit training. More than twenty years after the firsts postulations about enterprising education, a wide number of proposals, models, programs, and educational actions related to the development of the entrepreneurial skills have configurated a corpus about the entrepreneurial skills from several perspectives: social, personal, cultural and economical. Therefore, the current special issue of Cuestiones Pedagógicas aims to unify studies that analyse, contrast and describe what educational implications does the entrepreneurial skill has, how is it being implemented in the education system and where are both the theory and practice of enterprising education oriented.
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Interculturality, cultural inclusion and equity in Ibero-America
Vol. 1 No. 30 (2021)The inequalities that continue to characterise the education systems of Ibero-American nation-states, and which are often expressed in gaps in access, chasms in quality and a lack of cultural and linguistic relevance, require alternative responses to the age-old tradition of an education that assimilates, homogenises and decontextualises the realities of learners' experiences. Intercultural education and inclusive education are attempts to transform these inequalities by rethinking educational institutions inductively, from below, and not by imposition from state or national authorities. This monographic issue of Cuestiones Pedagógicas proposes to bring together research papers that analyse, compare and visualise the path to follow towards the interculturalisation of educational centres based on institutional initiatives that involve the different educational actors in the promotion of equity and inclusion, redefining the relations between the school and the community environment.
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Five decades after the 1970 General Education Act
Vol. 2 No. 29 (2020)Guest Editor:
Dr. Miquel Martínez Martín. University of Barcelona, Spain.
Fifty years have passed since the approval of the General Education Law in 1970. Over this half century different Acts have been approved that have regulated education in Spain without achieving the necessary unanimity in order to state our education system is protected by ideological vicisitudes that obviously characterise the whole dynamic and democratic system. It is known acts do not change education, but they do generate some conditions or others that encourage or hampers certain proposals, approaches and practices. This monographic issue of Cuestiones Pedagógicas aims to gather contributions about how education has progressed during these five decades.
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Holocaust Memory as an education strategy for education professionals
Vol. 1 No. 29 (2020)Guest Editor:
Dr. Manuel Reyes Mate Rupérez. Center for Human and Social Sciences. Spanish National Research Council (CSIC). Madrid, Spain.
In the year that the 75th anniversary of the liberation of the Auschwitz Death Camp is commemorated -paradigm of what Nazi barbarism meant in the history of mankind- and after 20 years from the Declaration of Stockholm -a document in which European countries accept the inclussion of contents about the Holocaust in the different education curricula as a precept- in this number, the use of Holocaust teaching is proposed beyond the historical fact. This is as a convenient resource for teaching values, tolerance and respect, that contribute to the development of a democratic society. Holocaust education is an European policy to which Spain is linked since 2007 and it depends on the Ministry of Education, Culture and Sport within the publication of the Ley Orgánica de Mejora Educativa (LOMCE) 8/2013, de 9 de diciembre, which includes the jewish holocaust as a subject. This circumstance forces teachers to have some knowledge about the topic.
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Miscellaneous
No. 28 (2019)Guest Editors:
Dr. Verónica Cobano Palma, Dr. Patricia Delgado Granados and Dr. Clara Romero Pérez. University of Seville, Spain.
In the education system several debates can be opened, some of which are about to be analysed in this issue. Among the main questions that are presented, it could be highlighted the debate about the women’s body, specially in Morocco. Another topic is related to the search of keywords in the different Spanish education acts, in order to know if they allude to the kinds of conflicts that may occur in the classroom. Besides, it alludes to socio-emotional skills, something esencial that teachers may know how to plan and develop inside the classroom from early ages. On the other side, in regard to the university stage, several topics are discussed: studying the relationships between literacy and ethic in undergratuate students in Mexico; analysing the responsibility of universities about education for citizenship and its development, as well as civil responsibility; and, finally, it has been analysed how participation culture is promoted in university classrooms.
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Issue Management: No. 27 (2018): Coexistence, conflict resolution and mediation in the formal education systemistem
No. 27 (2018)Guest Editor:
Dr. María-Isabel Viana-Orta. University of Valencia, Spain.
From schools to universities the way conflicts between people are handled, on one side, contributes to its comprehensive training by developing social and citizen competences and, on the other side, it is a quality factor of the offered education. The monograph aims to be a space for sharing experiences, studies, and research about promoting social harmony, prevention of violence, and the use of programs as mediation in order to resolve conflicts peacefully in formal education environments. Many topics could be addressed from this perspective, highlighting the following among others: Coexistence plans and school mediation in Early Childhood Education, Primary Education and Secondary Education; School mediation; Duties of the Spanish Ministry of Education abroad in relation to intercultural coexistence; Teacher training in coexistence topics, conflict resolution and mediation; Intervention of Educators and Social Educators in the formal education environment in order to work for the improvement of coexistence at schools; The figure of the university protector in Spain and other European countries.
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Issue Management: No. 26 (2017): Cooperation and community development programs
No. 26 (2017)Guest Editor:
Dr. Antonio Matas Terrón, Universidad de Málaga, España.
Cooperation and development are, themselves, a pairing of indivisible concepts, and worth here the argumentative contradiction of pairing and indivisible. Rarely is one without the other, and ‘rarely’ is included just in case there was an unnoticed case in History. Besides, this number has chosen a good publication moment. For many decades the effects of globalisation have been perceived and suffered from all areas related to the human being, and it is important to highlight society needs to learn how to cope in a globalised world. We are attending to ideological, cultural and social closure phenomena that are a defensive response to the uncertainty globalisation generates. The consequences that can be observed at social, economical, political and cultural levels are catastrophic for the citizens. In this context, Education, as the only efficient mean between fear and uncertainty must asume its role. It must do it founded on serious and powerful research, real and critical commitment based on data and not on the impulsiveness of its agents. In this sense, cooperation should be a rising value facing competitiveness.
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Issue Management: No. 25 (2016): Changing education. New education challenges in international context
No. 25 (2016)Guests Editors:
Dr. Verónica Cobano-Delgado Palma and Dr. Encarnación Sánchez Lissen. Universidad de Sevilla, España.
During the last decades very suggestive education innovations and creations have arised in most countries of the world. In some cases these have been motivated by the results obtained in international evaluations, in other cases it has been due to changes in education politics or simply just as a response to the own interests of specialists that wish an improvement of education quality in their countries. In any case, new challenges that have been undertaken by developing and other impovered countries mean an improvement for all. The purpose is knowing, valorating and thinking about some of these initiatives that many countries are currently undertaking in order to improve their educational levels, and, at the same time, it could become an interesting model for other countries. Not forgeting the nature of comparative studies, this number aims to gather some experiences that are taking place in diverse education systems around the world. Analysing each of them offers the universal and global character education has.
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Number 24, 2014/2015
No. 24 (2015)Guest Editor:
Dr. Miguel Ángel Ballesteros Moscosio. University of Seville, Spain.
This issue is composed by several articles of which eight are highlighted. In the first one, there have been analysed the values and ethical training of a person through a case study. In the second one, there have been studied different teaching practices against school failure and social exclusión. In the third article, there have been analysed diverse experiences and processes that intend to recognise the knowledge of students that aim to accede to Higher Education. In the next article a research has been made about the role that teachers play in relation to the reconstruction of the students’ identity. The fifth of the articles is based on a study about the sources of work satisfaction for high school teachers. In the sixth article, it has been studied the historic evolution of the penitentiary treatment since the 17th century until current times from a gender perspective. The seventh research is based on an analysis about the current education system. Lastly, the eighth article is a study about the relation between fear and academic efficiency.
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Special Issue: Social education and public welfare policies
No. 23 (2014)Guest Editor:
Dr. Emilio Lucio-Villegas. University of Seville, Spain.
This issue is generally about the Welfare state, public Welfare policies in order to guarantee society is committed to help those people that, for several reasons, are being through difficult moments. The main topic inside the welfare is education. From this question, there have been presented diverse articles related to this topic, for example European policies about adult education, education as an activity that can be used to help people to be better, employability, … In conclusión, they are based on current topics that invite to think about the present times.
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School culture and historic-educational heritage
No. 22 (2013)Guest Editor: Dr. Pablo Álvarez Domínguez. University of Seville, Spain.
This issue is about school culture and historic-educational heritage. Seven diverse works can be found in the Special Issue section like, for example, “Educational heritage and the critical interpretation of society”, which is focused on the valuation of the education heritage in pedagogical museums, or “Memory of school as an education ressource. The case of the pedagogical museum in Galicia”, based on the analysis of the pedagogical museum. Lastly, in the Articles section it is possible to find articles about different topics, such as reflections of John Dewey and Paulo Freire’s proposals, or the emotional tiredness of teachers.
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Constitutionalism and Education
No. 21 (2012)Guest Editor: Dr. Patricia Delgado Granados. University of Seville, Spain.
The concept of constitutionalism is the main topic of this issue. In the Special Issue section several topics are discussed, like reflections about the role of education in the training of citizens. It is possible to find articles such as “Education in the Spanis constitutionalism”, which serves as a reflection frame about the main topic, or “Manuel Azaña and the education state in the 1931 Spanish constitution”, that analyses the contributions of this republican politician and academic to the constitution. Inside the Articles section there are eleven articles like “Education in universal expositions”, or “School mediation and observatories for coexistence. Comparative study between Autonomous Communities”. Lastly, in the Documentation and Information section, it is possible to find information related to the pedagogue Giner de los Ríos.
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Stories of life in research and training: French approaches
No. 20 (2010)Guest Editors:
Dr. José González Monteagudo. University of Seville, Spain. And Dr. Jean-Louis Le Grand. University of Paris 8, France.
This issue is deddicated to the French approaches in stories of life in training and research. There can be found articles like “The bibliographic approach”, “Stories of life, research, and existencial critic”, or “Learning habits and lifelong learning dynamics”. These articles are based on diverse subtopics inside the main topic, for example, stories of life as a way of doing educational research, or biographic methodology.
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University in the new European Higher Education Area
No. 19 (2009)Guest Editor:
Dr. María Nieves Gómez García. University of Seville, Spain.
The essential topic in this issue is the University in the new European Higher Education Area. There can be found articles in which its autor express their opinions from their own experience. In the Special Issue section there are studies that are based on more general topics like the concept of university, or, others more specific like the new education plans. In the Articles sections are included several contributions that encompass from History of Education to Social Pedagogy. Lastly, in the Documents and Information section, it is analysed the Bologna Plan.
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Emotional Education: feelings, culture and education
No. 18 (2007)Guest Editor:
Dr. María Nieves Gómez García. University of Seville, Spain.
The main topic in this issue is Emotional Education. This is one of the less studied topics in the pedagogical field, which gives more importance to this issue. In the three sections -Special Issue, Articles, and Document and information- it is possible to find different aspects. In the first section, the information is in relation to the current state of the publications. In the second section, some topics are analysed from different perspectives, like the construction of identity. And, in the last section, there are summarised different activities that are linked to the departments implied in the articles.
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Education in the construction of the European Area
No. 17 (2005)Guest Editor:
Dr. Ana María Montero Pedrera. University of Seville, Spain.
This issue is related to education in the European context. It is divided in three sections. In the first section -Introduction- two articles which are based on the juridic constitution of the European Union, and the role of the social educator in the European Context can be found. In the second section -Special Issue- it is possible to read articles like “European citizenship and education: reflexions after a failure” or “Education in the economic European development. Notes for a study”, which are based on analysing the functions of the European education systems. In the third section -Articles- the articles are related to topics like compulsory education or prejudices in education.
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Identities and Education
No. 16 (2002)Guest Editor:
Dr. Antonio Bernal Guerrero. University of Sevilla, Spain.
This issue gathers diverse topics that are present in society nowadays, which means, is based on relevant issues that have current influence on society like, for example, personal identity or diversity. It is possible to read multiple research works about these current topics like: multiculturalism, racism effects, social classes, or health in underage people. All these articles are based on the identity of the individuum, either inside a culture or in relation to education.
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Education and Quality of Life
No. 15 (2001)Guest Editor:
Dr. Antonio Bernal Guerrero. University of Seville, Spain.
This issue albergates aspects of life, social and education quality, due to it discusses the functionality and structure quality of the curriculum contents; domesticity in education; children education and upbringing; adult education and their profesional development in Higher and permanent Education. On the other side there are included other topics like drug dependence; how to improve life quality of youth, despite their gender, and including human dignity; environmental education for developing the community and social participation; life quality in elderly people; immigrants and interculturality; and, teacher training and its evaluation.
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Delors Report
No. 14 (1999)Guest Editor:
Dr. José María González Ochoa. University of Granada, Spain.
In this issue several reports have been made in relation to education and the utopia education system. In addition, it discusses the topic of creative school institutions; the dilemma of educating for being or educating for having; what can teachers do to face the education challenges of the 21st century; university education; the question about if the right of education for all is true (or if it is not). It also includes ICT in education and the Delors Report.
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