http://hdl.handle.net/10366/143032 2026-04-21T15:31:35Z 2026-04-21T15:31:35Z Ediciones Universidad de Salamanca (España) http://hdl.handle.net/10366/71704 2025-06-05T12:33:55Z 1991-11-12T00:00:00Z 1991-11-12T00:00:00Z Ediciones Universidad de Salamanca (España) http://hdl.handle.net/10366/71703 2025-06-05T12:33:55Z 1991-11-12T00:00:00Z 1991-11-12T00:00:00Z Fermoso, Paciano http://hdl.handle.net/10366/71702 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

In this article the autor selects the J. Dewey's original writings and the most important bibliography about his educational thought. Before his writings and before the general bibliography are a brief biography, and introduction to his philosophical thought, his main philosophical works and some monographic studies about his philosophical conception. His tehoric/philosophical educational thought and his educational writings are the first essence of this deweyian bibliography. In the last section ar classified in seven paragraphs all books and articles about the educational thought of J. Dewey: general studies and repertoires; foundatios of his educational theory; philosophy and education; his influence in the educational world; monographic studides; relations with the philosophical systems; and others.

1991-11-12T00:00:00Z Bárcena Orbe, Fernando http://hdl.handle.net/10366/71701 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

In this paper, the author explore the relevance and significance of civic education in a «strong democracy», in the context of european community. After explore and defend the moral condition of the Europe union, the author reflect on some specifics pedagogical commitments and responsibilities in this civic matter. Talk about a strong civic education is regarded as a opportunity to conform our moral character in the public's virtues and to increase the capacity of political and civic judgment. The pervivence of democracy in a technological age, as a social way of life, require the consolidation of a new public philosophy of education.

1991-11-12T00:00:00Z Moral Vico, Andrés del http://hdl.handle.net/10366/71700 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

Some time has passed since the sistematization and the theory on the Community Development process were begun. Meanwhile, concepts, terms which denote it, points of view, etc. have been modified. At present they have appeared a series of expressions related with as many socieducative interventions which often share common action spaces. This situation becomes more complicate because each one of the interventions uses specific methodologies which come to be added to the wide conceptual spectrum now existent. This reality requires a contextual analysis in order to clarify somewhat the panorama and to obtain and agreement on these which could be considered as Community Development and every term close to it. Between others, a strategy is to study the works of most representatives theorist in this subject. We have divided the different theoretical contributions as it follows: a) Latinoamerican theorists. b) European theorists. c) Spanish theorists.

1991-11-12T00:00:00Z Fernández Herrero, Beatriz http://hdl.handle.net/10366/71699 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

1) For his writer, it is not possible to establish a split between reason and passion, since the affectionate aspects of morals are closely linked to the use or reason: one's own reason of assumed moral concepts forms an affectionate reply to other people in society, defined as social feeling or altruism.2) As far as the theme of contents, Peters establishes his proposal by replying to the following questions: A. WHY WORRY ABOUT THE CONTENTS? The author gives two types of reason: social reason: not all adults évolue towards superior states, many remain in the conventional state, in which it is essential to possess moral contents by which to be guided. Individual reason: learning of the contents is a pre-requisite to the application of rules in a autonomous manner. B. WHAT TYPE OF CONTENTS MUST BE TAUGTH? In reply. Peters elaborates a list of «basic rules», justifiable under any social situation, which along whith principles will constitute the contents of moral education, since according to the author, they are appropriate for whatever form social life the individuals could find. C. How SHOULD THE CONTENTS BE TAUGHT? Peters answers this in a blunt manner: in watever way that may contribute to the children learning rules, taking care not to dull their capacity for developing an independent attitude oppossing them. And as yet the techniques of cognitive stimulation cannot be used whith small children, in the preconventional and conventional states, the author believes that one must employ some form of «instruction». In short, it can be said that the legitimation of Peters' proposal centres on his consideration of morales as actions, which implies the fact that the child is an agent before being a conscious agent, which allows him to express a series of interrogatives as a way of justification of his support of the teaching in early moral education, since his objective must be not so much the development of «forms» and «models» of reasoning, but rather the improvement of behaviour and moral actions of the subject, paying attention to the worry «How to succeed in making the pupils want to become moral?», a worry that must extend to the educational process from the begining, since the ultimate idea of Peters' system is that early moral education is a task that cannot be given up

1991-11-12T00:00:00Z Gil Cantero, Fernando http://hdl.handle.net/10366/71698 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

The aim of this paper is to analyce the posibility of an autonomous knowledge of education as a epistemological differenciating criterion in pedagogy. The problem arises when deffending such an autonomous knowledge involves the rejection of other ways of understanding education because they do not promote that autonomy. The mistake lies in identifying epistemological differenciating criterions with what is valuable in order to educate. This work try to show that the understanding or the theory of Education as philosophical theories provides a valuable knowledge to education, as well as that knowledge is necessary in order to reach the autonomy above mentioned. It occurs the same with the understanding of the theory of education as applied theories. Each case is analyzed through the knowledge of the educational aims.

1991-11-12T00:00:00Z Mèlich, Joan-Carles http://hdl.handle.net/10366/71697 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

The aim of this work settles on describing, through the fenomenological methodology, the structure and dinamics of the moral conscience and its function in the educational process. The moral conscience, equally than the epistemologica! moral, is endowed of a temporary structure. Time, through its three dimensions (past, present, and future) allows the dialectics of the moral conscience. In the past the values are settled, in the present takes place the hermeneutics of reality, and in the future make an irruption the duty and the project. In the second part of this article, the author gets the moral conscience with the educational conscience together (in touch). Both are not identic, one cannot be reduced to the other. The main (basic) diference settles on the «technical question (matter)». Hence the educational conscience does not limit itself; like the moral one, to a hermeneutics of the present, but moreover it provokes and endeavours an «intervention» of the present, that is to say, a modification of the world.

1991-11-12T00:00:00Z Gómez-Ocaña, Concha http://hdl.handle.net/10366/71696 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

In the article that we presented, we referred to the process of producing information at a biological level describing the characteristics of the brain, as we know about it's existence and can justify it's decisive role in the production of information we described the four principal flows of information, were it is demostrated stage by stage how the brain is shaped trough expierence. From this perspective we think that the function of intelligence is linked to part of the quantity and quality of the stimuli processed by the individual which he or she receives from the environment. Taking into account then, that the objective of education is to build the subject, refering naturally to the building of individual personality, and that such construction is carried out by actions which imply the modification of already existing structures and the appearance of new ones, at least in the functional sense, and that this activity is realised by the subject him or herself (levels of «ability» and formation); education acquires from this perspective a preponderant role. In the educational environment, one tries to achieve that the shaping of the individual is brought about by «activity of the individual provoked by educational action.

1991-11-12T00:00:00Z Jover Olmeda, Gonzalo http://hdl.handle.net/10366/71695 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

Nowadays, a higher identification of teachers as professionals is demanded. An important element in this conquest of professionalism is the attetion to professional ethics. So, it is clear the interest that a variety of activities trying to consolidate a status as professions show in professional ethics. Also in the teaching profession we can confirm a similar interest, as prove the amount of literature and the formulation of some codes of professional duties. Starting from the experience we hace now in this field, the author sets up a framework for a professional ethics of teachers according to the different ambits in the activity of the professional. Five general ambits are considered: a) ambit of the profession; b) institution; c) relationship with colleagues; d) relationship with students; and e) community. For each of these ambits, the most important principles and problems concerning professional ethics are analyzed: a) duties aiming to increase public credit in the profession and to elevate the professional levels; b) debate about academic freedom in private schools; c) respect for and collaboration with colleagues, other professionals and parents; d) respect for students, diligence, non-discrimination, truthfulness, unselfishness and confidentiality; and e) civic duties and promotion of social values. The paper finishes with some new ways for research into professional ethics of teachers, both for effectiveness and foundation.

1991-11-12T00:00:00Z Ortega Ruiz, Pedro Mínguez Vallejos, Ramón http://hdl.handle.net/10366/71694 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

Attitudes towards multiculturalism In this paper, the necessity for a multicultural education responding to the reality of plural society like ours becomes apparent. The conceptual and methodological difficulties surrounding the research into the field of multicultural education are also discussed. Finally, a scale of attitudes towards multiculturalism and a preliminar analysis of the results obtained after the students of the Teachers' Training University School were given the test are presented.

1991-11-12T00:00:00Z Puig Rovira, Josep Maria http://hdl.handle.net/10366/71693 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

This article attempts, in the first place, to draw a map of the different cognitive processes in the production of Pedagogical knowledge. To do this, distinctions are made between thinking, contemplation and action and then the different strategies of production of knowledge, characteristic of each of these cognitive activities, are analysed: myth, philosophy, science and dialect with respect to contemplation; seeing, looking, observing, experimenting and simulating with respect to contemplation; and spontaneous, reflexive, technological and comunicative action with respect to practical action. Finally, it is intended, in addition to deepening the essential interrelation between the different cognitive processes, to not exclude any of the aforementioned strategies and their use in function of the singular necessities in the process of the production of Pedagogical knowledge.

1991-11-12T00:00:00Z Touriñán López, José Manuel http://hdl.handle.net/10366/71692 2025-04-30T21:30:06Z 1991-11-12T00:00:00Z

This article carrys out the axe of discussion about the development of education as a subject of knowledge. In fact, the content focusses three basic questions: a) The distintion between cultural matters and education as a subject of knowledge. (Knowing disciplines and knowing education). b) Arguments about educational knowledge such as specialized one. c) Teaching centres for Educational Specialists.

1991-11-12T00:00:00Z Ediciones Universidad de Salamanca (España) http://hdl.handle.net/10366/71691 2025-06-05T12:33:55Z 1991-11-12T00:00:00Z 1991-11-12T00:00:00Z Ediciones Universidad de Salamanca (España) http://hdl.handle.net/10366/71690 2025-06-05T12:33:55Z 1991-11-12T00:00:00Z 1991-11-12T00:00:00Z