active learning

3 September 2020

Teleology is a fundamental aspect of Montessori education. Understanding its implications helps us appreciate Montessori’s deep affinity with Aristotelian thought and how her pedagogy differs from the New Education movement inspired by Jean-Jacques Rousseau. The teleological approach has several implications in education: for example, when it comes to understanding concepts such as meaningful learning, active learning, learning stimuli, and progress. To understand the teleological approach in the Montessori method, this article discusses some of its fundamental pillars, such as the prepared environment, control of error, the absorbent mind, sustained attention, the development of personality, purposeful repetition, perfective activity, the joy of learning and the rational nature’s inclination towards its end.
According to Montessori, human activity is naturally oriented towards an end and is ordered by reason. The end of education is the child himself since education consists in perfecting the agent, bringing his potential into action. The child’s eagerness to develop his personality occurs through the spontaneous activity of his absorbent mind and through purposeful repetition, which generates positive habits. The absorbent character of his mind urges him to know, absorbing his surrounding environment. Hence, the prepared environment and control of error are
crucial. Perfective activity, performed with the right and strictly necessary amount of stimuli, helps the child find rest in meaningful voluntary activities done without obstacles. The resulting pleasure should not be understood as a mere experience; it should rather be seen in relation to a natural activity directed towards its end.

Please, cite this article as follows: L’Ecuyer, C., Murillo, J. I. (2020). El enfoque teleológico de la educación Montessori y sus implicaciones | Montessori’s teleological approach to education and its implications. Revista Española de Pedagogía, 78 (277), 499-517. doi:

3 September 2020

Inquiry-Based Learning (IBL) is a methodology that enhances learning through a knowledge construction process. The aim of this study is to establish how IBL is used and what effects it has on university students from social sciences and health sciences. This study follows the PRISMA guidelines for conducting systematic reviews. It comprises an analysis of 31 studies extracted from four electronic databases and reference lists on the topic, published in English between 1998-2019. The results show that the strengths of IBL are: 1) promoting cooperative learning, 2) engaging students in self-learning, and 3) increasing critical thinking. Its weaknesses include: 1) the inability to meet learning expectations, and 2) the reluctance of university hierarchies to embrace IBL. The potential of IBL as a teaching strategy at university level is discussed as it allows deep knowledge construction, increased learning motivation, and development of students’ research skills as well as their self-learning, self-confidence, critical thinking, and academic performance. IBL favours meaningful learning by university students by offering a space for the creation of knowledge stimulated by the inquiry process.

Please, cite this article as follows: Santana-Vega, L. E., Suárez-Perdomo, A., Feliciano-García, L. (2020). El aprendizaje basado en la investigación en el contexto universitario: una revisión sistemática | Inquiry-based learning in the university context: A systematic review. Revista Española de Pedagogía, 78 (277), 517-535. doi: