http://hdl.handle.net/10366/143035 Mon, 20 Apr 2026 19:27:50 GMT 2026-04-20T19:27:50Z http://hdl.handle.net/10366/71753 Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71753 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71752 Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71752 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71751 Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71751 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71750 Las experiencias presentadas en este artículo han sido concebidas con vistas a precisar una problemática concerniente a las características de la elaboración de una representación cognitiva del universo de la evaluación entre expertos, en una tarea concreta. Los expertos son aquí docentes, y su tarea consiste en evaluar el nivel de dominio de la lengua materna de alumnos de último curso del Ciclo Medio. Los soportes de evaluación son redacciones de francés, de las cuales se presentan varias versiones, haciendo variar la localization de la información concerniente al uso correcto o no de ciertas reglas de escritura. Del mismo modo, se hace variar la información dada a priori al experto en lo que se refiere al nivel del alumno. El seguimiento, en tiempo real, del proceso evaluativo durante la lectura se ve asegurado gracias a un paradigma experimental de ventana móvil. Los resultados permiten, en primer lugar, evidenciar los aspectos secuenciales de la presa de información, forzosamente limitada por el aspecto lineal del objeto, y validar parcialmente un modelo de organización de las representaciones entre expertos. En segundo lugar, encontramos que las heurísticas de juicios (y los sesgos asociados a ellas), puestas de manifiesto en situaciones de laboratorio, están igualmente presentes en una situación más próxima de la realidad cotidiana de una tarea de evaluación. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71750 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71749 The E.S. being developed in named ENS-AI, acronym for ENSeñanza Artificial Intilligence. ENS-AI will work as support and guide system for education practice. It is being implemented in the expert system environment MILORD-II, developed in the Institut d'Investigació en Intel.ligencia Artificial (IIIA) of the C.S.I.C. MILORD-II provides a mechanism to represent heuristic rules weighted by linguistic certainty values, based on the use of many-valued logics. This facility allows to represent poor structured knowledge domains, such as in the education case. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71749 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71748 In this article we considere the reasons for evaluating the educational system. The quality of education is a preoccupation of the governments, specially in time of crisis and of educational reforms and this quality needs and evaluation of all the educational system. In Spain the National Institute of Quality and Evaluation has been recently created in order to carry out this evaluation. We reflect about the subject and also about the methods and the agents of this evaluation. We ask for a democratic and cooperative evaluation. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71748 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71747 The programmes evaluation acquières special relevance because of the social and economic dimensions of their outcomes. But it is difficult to defend that the programmes have been applied and evaluated in the same way they were planned. Therefore it es necessary to solve the question of the programmes evaluability, since it is imposible to attribute the out-comes to the activities without accomplishing several conditions or requirements; these are the conditions for the success of the programmes, which facilitate the integration between the planification and evaluation functions. We present two experiences about educative programmes in company that pretend to show the application of those conditions. The reengineering, as a strategy of radical improving of the processes, allows to re-design the evaluation and the planification functions of the programme. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71747 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71746 Community Animation within the limits of social interaction is one of the best strategies for achieving social transformation and change. The community as a point of reference for individual identity is composed of territory, identification of affective bonds, solidarity and communicative commitment with regards to values. The structure of the group and the funtions of the community animator should be combined through active participation in the creation of a collective conscience in the field of Social Work. Territorial analysis tries to improve the conditions which favour the phenomena of mutual help and reciprocity thereby favouring the social progress of a particular community. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71746 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71745 Intervention is the nucleus of the Socio Cultural Animation; processes that, because of it's basis, destination and aims, are social and cultural action. The diferenciaton between physical-natural technology and socialhumanistic technology leads us to point out that SCA's nature is from the second, making concrete the tipology of knowledge in wich it is based on. We conclude with our own conceptual analysis and with a characterization of SCA as one of the diferent technologies of Social Education. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71745 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71744 The «strong» reason, which characterises the theocentric and anthropological philosophical systems of the middle ages and modernity, has been broken faced with the «un-reason» seen in the disasters of manking: war, hunger, armaments, social inequality... In consequence «weak» reason which belongs to the postmodernity is now prevalent in a large part of our society. Ontological fragmentation and «weak» thought have engendered a new way of living whose influence is seen in education which is based on relativism and individualism. The causes of this change and its positive and negative aspects are critically analyzed in this article. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71744 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71743 The following article tries to clarify and define the basic essentials of a particular understanding of moral education. To be exact that developed by the cognitive and dialogical paradigms in psycoiogy ana etmcs respectively. Therefore the contributions of Habermas and Kohlberg will be briefly described, and some of the criticism recieved will be presented, the consideration of which can complement the original contribuionts of both authors. The aim of this process is to note down the foundations of a moral education based on the respect for personal autonomy and on the capacity to generate values of justice and solidarity. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71743 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71742 The aim of this article is to answer the following question: can the school institution to collaborate to make our forthcoming societies the most rational and humanistic ones? First of all, it is argued that, if a school institution is able to get priority for its critical function, it can effectively contribute to improve the rationality of both the social and individual ways of life. For that to be possible, the school must organize its dynamics around the communicative rationality criteria. Second, it is marked that, in general, the school institution has a double nature, as well as, particularly, the school organization, showing the need ofr breaking the reductionist conceptions restricting the understading of the school phonomena when these are faced solely from an exclusive and particular wiewpoint; this double nature of the school relates with the two kinds of rationality technical and practical which pervade the school actions and functions. Third, the habermasian concept of communicative rationality is introduced as a norm reference for the life and dynamics of the school when its purpose is to contribute to reach a better rationality into society. All these arguments are embedded into the Critical Theory of Education. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71742 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71741 En este artículo se aborda el problema de la educación cívica desde el punto de vista del Modelo de Democracia Moral y de Democracia de Mercado, ya que ambos entiende de forma distinta la 'educación del ciudadano'. Se hace un breve recorrido histórico por el sistema educativo del Reino Unido y se analizan las causas de la preeminencia del modelo de mercado en la sociedad británica y sus repercusiones en la escuela. Los autores defienden un concepto de ciudadano más social y menos individualista siguiendo el prototipo de la Antigua Grecia. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71741 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71740 The «non formal education» process refered to the adult population are presented in this work an in a particular way, these that efect the 3er age group. This non formal education has been essencialy concreted in three directions: «critical free acción» (P. Freiré); the «educational city» proyect (E. Faure) and finaly the andragoxical perspectiva (M. Knowles). In these concrete projections of the non formal education for adult the «educational city» and «healthy city» models are described. Both models suppose diferent control prospects. In a particular way the educational non formal actions that are developed in the «3er age classes» in Galicia Spain) are detailed. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71740 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71739 The paradigm of the CULTURAL PEDAGOGYtries to offer an archievement and change the very important perspective into the pedagogical knowledge, as the science of education. We have then to revise the functionalist schedule of the formal, informal and no-formal education. For this, on the one hand, to involve the pedagogical science, concerning to the individual and social, in other model most comprenhensive and easy with the proposal alternatives in the pedagogical action. People musn't learn anything as an individual or social being, although we are willing and able to learn with a gramatical experience in a cultural way. On the other hand, we want to achieve the former purpose, we manage a radical and coherent relation between the educational projection and the global cultural context. The suggestion of learnings, pedagogically projected, is connected with the reading, the interpretation and the change of the cultural environment, as a context of signs, wich builds the whole reality of the world. The psychical development and maturity aren't all learnings of individual being, but they area the references in a constant appeal and inwardness of the whole bio-psycho-social-cultural being, that is an everybody experience, put inside the bio-psychical construction of each person {cultural reality) and put outside the environmental world of experiences and rules {cultural reality Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71739 1994-11-13T00:00:00Z http://hdl.handle.net/10366/71738 This article analyze the function of the attitude of the tolerance, to the understanding and the peace, among people belonging to the different cultures. The explanation can be articulated into the following sections: people are different according to the diverses cultures; the right to difference; the cultural identity generates conflicts; the tolerance as a predisposition to the understanding; the education process in the tolerance. Sun, 13 Nov 1994 00:00:00 GMT http://hdl.handle.net/10366/71738 1994-11-13T00:00:00Z