The phenomenon of distance education has led in recent decades to a good amount of scientific literature. These contributions, largely empirical, have enabled the development of theoretical propositions. Theories are required to guide best practice, which in turn nurture theoretical reflections. In this paper we propose a theoretical contribution intended to be comprehensive and inclusive of previous ones. The proposal is to consider distance education as a mediated dialogue between the teacher (institution) and the student who, located in a different space, learns independently and also collaboratively. Dialogue as a basis for quality distance education is analyzed from different dichotomies, dialogues: real-simulated, synchronous-asynchronous, vertical- horizontal, unidirectional-multidirectional, structured-flexible.
This article shows a very frequent confusion concerning the concept of toleration. It is often identified as the due respect for the opinions and behaviour of others, even though they may differ from ours. The author suggests that the authentic mind of toleration is referred to the acceptance of the "lesser evil", but stressing the notion of "lesser" rather than "evil".
This attitude is unyielding to the concept of respect, whose aim is something good in itself: the human being, no matter his/her opinions or conduct. Such confusion is lethal for the restoration of a culture of dialogue, so necessary nowadays to solve the current concerns of world-wide violence and multiculturalism.
Key words: Toleration, Relativism, Truth, Dialogue, Pluralism, Multiculturalism.
The present Spanish Educational Law (L.O.G.S.E.) takes in account the attitudes between the curricular contents that have to be taught at school. Nevertheless, neither the promotion of attitudes nor its evaluation are an easy task to be developed by educators. This is, in a major part, due because the term attitude lacks of the needed conceptual clarity.
In our opinion, the attitudinal dispositions have a correspondence with determined affective states that predispose individuals to act in the sense those states prescribe. In this way, the education of attitudes can be considered as an aspect of emotional education that has to be promoted by educators out of its appointment to any knowledges areas.
Key words: Attitude, Emotions, Values, Norms, Dialogue.
An analysis of the history of the most recent generation can be a reason for optimism or for pessimism. Although we can see many facts that show the emergence of a culture of peace, we can also see a lot of suffering and violent problems, also in schools. These two parallel lines explain the interest of both the UN and UNESCO for affirming the Culture of Peace, as opposed to the old habits of violence.
The article comments on some International documents that encourage teachers to look for a culture of peace, by determining the main aims of an education for peace, beginning with the promotion of a sense of universal values and of the type of behaviours that support this new culture. Latter in the article, the practical implication of these documents is studied with reference to Spain and Great Britain, and also to the evaluation of the ideas proposed in these countries. In the latest part of the article the necessary conditions to build an authentic culture of peace, are analyzed, in the context of a reflection on the basis of human dignity. The author presents six strategies for the action of teachers who want to collaborate in the building of a culture of peace. He concludes by making some remarks about the relationship among truth, freedom and dialogue, maintaining that the search for the truth of the human being in the educational domain give rise to a positive dialogue with young people, as far from violence as from a total disinterest in the future of the younger generations.
Key words: International Year for a Culture of Peace, Peace educators, Moral education, Dialogue.
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