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Nº 238, septiembre-diciembre 2007
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Written by Aquilino Polaino Lorente
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In each person’s identity we find a strong and enrooted concept of their gender and sexuality. The concept of masculinity and feminity have been stereotyped and poorly founded by social rules that have created social oppressiveness since it hasn’t changed during years. This has opened a gap between gender and sexuality which has contributed to fragment the person’s identity. As a matter of fact, being true that the human being builds in a way its own gender, it is also true that this process is not a creation, since it derives from a biological sexual information, a reality which is very resistant to change and has as a reference point many variables from which stand out the characteristics that define the dominant train of thought of the moment about masculinity and femininity and the ways in which men and women relate to each other. Nowadays we are living an identity crisis in males because of the quick changes that have been introduced in male roles, having masculinity acquired a polymeric character with approaches that in occasions exclude each other.
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Nº 238, septiembre-diciembre 2007
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Written by Rosemary Salomone
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Over the past decade, the topic of single-sex schooling has become the subject of heated debate in the United State among policymakers and scholars across the political spectrum, defying conventional political labels. Proponents point to a real educational equity for girls improving overall academic achievement or contends that coeducation fails to adequately recognize the range of learning styles and emotional needs both for girls and boys, firstly for minorities.
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Nº 238, septiembre-diciembre 2007
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Written by M.ª Victoria Gordillo Álvarez-Valdés
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In last years, coeducation has been proposed in Spain as the best and unquestionable educational way. However, looking at what happened in other countries, it seems necessary to analyze the consequences not only in academic achievements, as often were made, but in personal development particularly in affective aspects. If that is not taken into account, it would happen that an ideological choice without enough scientific evidence will prevail. As a result of that, a free and reasoned choice about the different educational approaches in secondary school (single sex or coed) will be prevented.
Key Words: coeducation; women; affective education; adolescence, singlesex schools.
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Nº 238, septiembre-diciembre 2007
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Written by Manuel J. Sánchez, Félix A. Martín y Á. Francisco Villarejo
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A growing body of research related to the role of gender in human interactions with information technology has emerged in recent years. In this paper we analyse the web acceptance and usage between male professors and female professors.
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Nº 238, septiembre-diciembre 2007
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Written by José Antonio Ibáñez-Martín
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The European Union Treaty of Lisbon —2007— includes the Charter of Fundamental Rights of the European Union, that was firstly approved in 2000. In the text of this Charter, for the first time, we can see the pedagogical convictions in the same place as the traditional religious and philosophical convictions. The article begins studying the five Sentences of the European Tribunal of Human Rights about convictions: the Case Kjeldsen, Busk Madsen and Pedersen (1976), the Case Campbell and Cosans (1982), the Case Valsamir (1996), the Case Folgero (2007) and the Case Hasan and Eylem Zengin (2007). The analysis of these Sentences permits to know what kind of respect to the pedagogical convictions it is possible to demand to the State. After, these ideas are applied to two topical issues.
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Nº 238, septiembre-diciembre 2007
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Written by Javier Vergara Ciordia
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This article analyzes in five parts a work of Hugh of St. Victor: De modo dicendi et meditandi. The first part treats the inclusion of the work in Hugo’s literary context; the second part studies the didactics in the Middle Age; the third part analyzes the structure and contents of the work, the fourth part studies their parallel texts in other books; the last part is a bilingual translation latin-spanish of the work.
Key Words: lectio, Hugh of St. Victor, to think, to meditate, to contemplate, selection of texts.
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Nº 238, septiembre-diciembre 2007
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Written by Ángel Casado y Juana Sánchez-Gey
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This paper briefly summarises the strong relation between philosophy and education in the works of Maria Zambrano (1904-1991), analysing some main points of his educational thinking, closely related with his vital experience, in the context of his ethical-philosophical propositions, linked to his notion of «poetry reason». In this way, underlines the big concern of Zambrano for the «mediator» function of education, as a form of «humanization» and person’ development, in his individual and social aspect, connected with the deep educational worth of the philosophical thinking.
Key Words: Spanish philosophy, Individual and social education, Critical thinking, Aims of teacher education.
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Nº 238, septiembre-diciembre 2007
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Written by Sonia Rivas Borrell
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A generally accepted fundamental principle in education is that the natural responsibility for educating children belongs to the parents, for which reason they are the first and principal educators although they usually need help to carry out this duty. That is why the school normally complements them in this educational mission in today’s society although this does not substitute the parents’ responsibility.
In this paper parent participation in schooling in the first years is examined from a conceptual point of view. The different dimensions or degrees in which parent participation can take place are analysed as are the dimensions or degrees of concretion and grouping, the different roles which parents may assume in relation to the school and the motives which urge them to participate actively.
Key Words: Parental involvement, partnership, parental participation, parent-school relationship.
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Nº 237, mayo-agosto 2007
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Written by Enrique Gervilla Castillo
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Multiple Christian religious schools were founded in Europe –and particularly Catholic schools in Spain– to solve educational lacks and to transmit the message of the Gospel to the poorest. In our present days, State schools provide education for all, and it happens that a significant number of students coming from middle and high class backgrounds, go to religious schools, which seems to be uncongenial to the intention of their founders.
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