http://hdl.handle.net/10366/143034 2026-04-21T20:51:49Z http://hdl.handle.net/10366/71735 One of the most complex processes in the socio cultural interventions is the evaluation. In this article is presented the theorical development wich leads to the design and elaboration of a multiinstrumental tool that enables the evaluation of the multicultural animation (multicultural development) processes implemented through theatre. In the same way the results obtained after its application to eight initiatives of this characteristics are presented. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71734 This article is engaged in upholding the appropiate place for decision in Educational Politics and Policy. All that inside the knowledge of Education. Political decision making in the educational arena has got a place between technical decisions and moral decisions. The one has increased its relevance in educational forum. On the other point of view, this kind of decision must not be understood as a result of the discipline «Politics of Education» or as a consequence of practical theories which are known like «Politica Pedagógica» (Pedagogy into Politics). Decisions in educational policy apply knowledge of Education but they are not made only with pedagogical facts and technical decisions. It's posible to think of technical decisions as the ones which come not only from the process, but from the knowledge of the process in its own. Pedagogy as a discipline of education let you make technical decisions. Upper these ones, we find the moral decision. To study the special characteristics of political decisions shows two big mistakes into the controversy «Science-Moral- Politics»: scientism and moral subsunction of Political decision in that. In the last pages, this work goes beyond the causal relation between «meansends ». The authors suggest, for the field of goals, to make subsystem levels for decision making, in stead of ubing the taylorist model in order to organize beveral stages of goals. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71733 The concept of educatability is reconsidered in this article. Instead of analysing it as a property of the structure itself or as a property of man, before all other considerations it may be understood as the opportunity that arises from the transaction between the individual and his/her environment. At the same time the primary mechanisms of the constitution of the opportunity of modifying man's behaviour are posed, taking into consideration the three major vectors by which the system of behaviours constituting a human being's personality has, on principle and from the very beginning, been affected: developmental processes, transactional processes and cultural processes. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71732 En el presente artículo describimos el papel que la educación ha de desempeñar en el proceso de mejora de la calidad de vida en el mundo moderno. El enfoque específico de este artículo enfatiza el papel que la educación debe desempeñar para promover la evolución de las formas de vida democráticas como un medio para mejorar la calidad de la vida tanto personal como colectiva e institucional. La calidad de vida, al menos en lo concerniente a la conducta orientada a fines, supone elegir los valores y alcanzar con éxito los objetivos de la vida. Esto último, está relacionado con la utilización del pensamiento y la discusión crítica para realizar elecciones vitales de tipo individual y colectivo. Lo cual, a su vez, tiene que ver con la institucionalización del ideal democrático. En este sentido, el enfoque principal de nuestro trabajo aplicado trata de promover la evolución de las formas de vida democráticas como un medio para mejorar la calidad de vida en los niveles personal, interpersonal e institucional. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71731 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71730 In this article, the author pretends -as already insinuates the proper title- to reflect upon the next points: a) the mutual relation between 'formal', 'no-formal' and 'informal' education; b) to question the proper concept of 'informal education'; c) to realize some epistemological considerations about the repercussions that the amplification of this object of knowledge can have on pedagogy, in its quality of science with a minimal proper entity; It's on these two last aspects of this article, that really falls the principal weigth or effort of this study. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71729 In this paper, the author attempts to show the essentialy contested character of the concept of education. Frecuently, education has been presented as a human practical action. However, in many contexts this thesis has been employed to elaborate a reflective and ethical perspective of educational profesión, as an alternative approach to a technological one, or, to the contrary, to justify the primacy of technological rationality on moral rationality in the educational process. In order to achieve a holistic perspective of education, both claims must be avoided. Concretely, the author propose to make up the tradition of practical philosophy, in which technical and ethical dimension of human action shaping a practical structure particularly linked with forms of practical cognition. In addition to this, the paper attempts to check some of the most important contributions in this field of educational research. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71728 In this paper, the author studies the action-research in relation to scientifical and technological research. Usually both have been shown as two proposals set against each other. The author recognizes the important contribution done by the action-research, how usefull are its proposals about qualitative methods and teacher's roi as an intellectual, who takes part in the design of his practice and thinks critically about the process. But from his point of view there are reasons in order to see the accion-research as a scientific-technological pattern. So, education should be looked as a technological practice based on a scientific theory. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71727 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71726 The aim of this article is to analyse the relationships among postmodern philosophy and education. The writers review the idees of Nietzsche in order to link it with the sociotecnich proposition of Toffler, and to end it with the practic of Carnegie-Mellon University, as an example of educational action in postmodernity. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71725 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71724 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71723 The involvement of the groups and the organizations members in quality improvement of the products and services that those manufacture and delivery, is a undeniable reality. Specific projects have been carried out, inside of the more broad improvement programmes, for encouraching the employees involvement in the enterprises, two of which are described and analyzed in this article: Quality Circles and Suggestions System. Quality Circles are a group way for achieving that objective of involvement in the own work improvement, while the Suggestions are one of individual type and may be anonimous. We analyze the opinions and the attitudes of the members of eight enterprises from «Comunidad Valenciana» to their participation in these programmes and the difficulties for carrying out the proposals. For gathering these data we are carrying out the proposals. For gathering these data we are applied a lateral thinking technique, so-called Metaplan. Finally, according to the proposals of all the participants, we subscribe a range of measures for improving as the design as the execution of the programmes. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71722 The performance use to be a critic theme in distance learning, although there is data enough to judge it objectively. There are performances inhérents to the system, as the habit of autotraining or the discipline to study, with the knowledge and the possibility to incorporate habilities. Only the objectives with social aspects may remaine out of the normal achivements. The discance training, with aplication in the labor world developes an institutional culture of autotraining, which facilitates retraining and permanent education. We can not forget the consequences on the autors -trainers and tutors-, especialy in relation to the organizational habits and the strict planification of the educational process. 1993-11-13T00:00:00Z http://hdl.handle.net/10366/71721 La primera intención de ete texto es relativizar las nociones de analfabetismo y de alfabetismo interpretándolas como hechos ideológicos a situar en una historia que explica su emergencia en lo imaginario de muchas sociedades occidentales. La segunda intención es descubrir otro espacio de investigación poco frecuentado: las condiciones materiales y sociales del desarrollo del alfabetismo en un contexto histórico particular y el análisis comparado de contextos diferentes como pueden presentar, por ejemplo, los países del Este y del Oeste de Europa. 1993-11-13T00:00:00Z