Call for original submissions for a monographic edition on: “CULTIVATING INTELLIGENCE IN ADOLESCENCE”

 

Ortega y Gasset said that the excellent man is one who makes great demands on himself, and we should also note that school is where most people who are starting out in life learn to make demands on themselves, as this is where we start to discover that we are not princes of the world nor the unruly ones on whom the Graces always smile.

 

However, schools are not unaffected by the social environment in which they operate, and nowadays it is clear that we live in an atmosphere of egalitarianism in which excellence tends to be frowned upon and sentimentalism, to the extent that arranging a lecture warning of the bad consequences of drugs becomes a risk, lest a student who is the child of a drugs lord who is currently in prison has their feelings hurt. In addition, society no longer takes an interest in truth and veracity, so that post-truth and lies run free as what truly prevails is not knowledge but money, or, at least, welfare guaranteed by the state, even if this leads to generalised mediocrity or a reduction in civil liberties.

 

The harmful effects of this ideological trend, especially for those growing up in levels of society with little interest in culture, are devastating. There is no doubt that confronting dominant forces is not a simple task. Nobody with a vocation to educate should shrug their shoulders; instead they must ask themselves what to do so that new generations do not make these mistakes. This question is especially relevant for those who are most connected to adolescents as the period between the ages of 12 and 18 is very importance in shaping the personality.

 

This monographic issue of the revista española de pedagogía intends to present works that reflect on the content of the most important teaching at these ages, offering guidance on how to teach in a way that promotes the cultivation of intelligence, without simply offering rote learning that provides a short-sighted type of education which would ultimately make the promise of social mobility by obtaining qualifications meaningless.

 

Indeed, T. S. Eliot, in some well-known verses, said: “Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?”. There is an urgent need to struggle against the comforting temptation to limit ourselves to knowing data, without delving into reality in depth. Millán-Puelles noted that human beings ask about the what of things, and this should not be answered by saying that we capture it when we see them. In effect, seeing is a first step, but we want to advance by understanding the most profound nature of things by using intelligence, which some describe as the ability to intus-legere, to read the interior of what we see.

 

Consequently, this issue will provide a space for works that ask how to cultivate intelligence in the formal educational settings typical of adolescence, or in non-formal or informal environments like the family. This involves identifying ways of cultivating intelligence through mathematics, philosophy, literature, fine arts, etc., but also through teaching computing or through an interest in shedding light on the meaning of life, aware of the need to combine the influences of the family and of the school.

 

The period for submissions is open until 1 October 2020. The editors of the monographic edition are Professors José Antonio Ibáñez-Martín and Juan Luis Fuentes. Submissions in response to this call must be prepared in accordance with the Instructions, which you can find by following this link. They must be submitted to the email address: director.rep@unir.net.

 

José Antonio Ibáñez-Martín. Doctor of Philosophy from the Universidad Complutense of Madrid. In 2013, King Juan Carlos I of Spain awarded him the Gran Cruz de Alfonso X el Sabio, the highest decoration in the field of education, science, culture, teaching, and research. His teaching career started in secondary education at various private schools and he was awarded a school chair in Philosophy. He then started to work at the Universidad Complutense where he climbed all of the teaching ladder, being awarded the University Chair in Philosophy of Education. There he had various management positions: head of department, deputy dean, and director of one of the university’s own degree programmes. He was also part of the first staff assembly of the Universidad Nacional de Educación a Distancia, where he worked for three years from its foundation, being Deputy Dean of the Faculty of Philosophy and Educational Sciences. He is currently Vice-Rector for Doctoral Studies at the Universidad Internacional de La Rioja. He has received numerous prizes during his academic career, most notably, the Spanish National Literature Prize for essays and the Marqués de la Vega de Armijo Prize from Spain’s Royal Academy of Moral and Political Sciences.

 

Juan Luis Fuentes. Doctorate with European PhD Mention in Pedagogy and Special Doctoral Prize from the Universidad Complutense, Special National Degree Prize, and National Prize for Excellence in Academic Performance. Assistant Professor, accredited as Associate Professor in the Department of Educational Studies of the Faculty of Education, Universidad Complutense de Madrid, where he is the Dean’s Delegate for Community Relations, Coordinator of the University Master’s in Social Education, and a member of the “Civic Culture and Educational Policies” research group. He has a successfully completed six year research period recognised by Spain’s CNEAI (National Assessment Committee for Research Activities). He has received the “Premio Millán-Puelles” for educational research and the Young Researcher Prize at the National Pedagogy Conference. He has been director of the University Master’s in Personalised Education and of the Education research group at the Universidad Internacional de La Rioja. His research focuses on the theory and philosophy of education, character education, and the use of ICT in the field of education from an ethical-civic perspective.