educational development

Interest in entrepreneurship education has become an international trend with a major impact in the field of education. It is promoted in all educational stages from early years to higher education. This piece uses a theoretical research methodology that focusses on interpretation based on academic literature. Its aim is to reflect on and encourage improvements in educational practice. The proposal offers a critical perspective on the inclusion of entrepreneurship education in the curriculum. It aims to look more closely at the keys to strengthening the value of entrepreneurship education using a humanistic anthropological paradigm. Entrepreneurship education is defined as an educational focus that enhances entrepreneurial potential in students and contributes to their all-round growth. It is not just limited to socio-economic and professional growth but places a particular focus on the intellectual, social, and moral dimensions of their development. First of all, it helps to stimulate intelligence by developing creativity and innovation, both of which are intrinsic and unique to all human beings and to their freedom. Secondly, it promotes social development, encouraging relationships that transcend mere reciprocity and aim to find the common good and not just economic well-being. Finally, it stimulates moral development, which involves an awareness of freedom and entails autonomy and leadership. This proposal for entrepreneurship education is part of a line of work that underlines the intrinsic goal of education by focusing on the personal needs of the student and allows for entrepreneurial development to manifest the explicit relationship between the individual, education, and society.

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This is the English version of an article originally printed in Spanish in issue 274 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Azqueta, A., & Naval, C. (2019). Educación para el emprendimiento: una propuesta para el desarrollo humano | Entrepreneurship education: a proposal for human development. Revista Española de Pedagogía, 77 (274), 517-533. doi: https://doi.org/10.22550/REP77-3-2019-03

The teaching of History (methodology, projects, materials), has undergone many changes from Rafael Altamira’s research
over the end of the nineteenth century and first third of the twentieth century through to research by innovation groups comprising teachers in the last third of the twentieth century.

This paper shows the changes and continuities in history teaching models, as well as coincidences and differences. Its aim is to present a history of innovation concerning the teaching of the discipline because, although innovation has been discontinuous and has been more or less present depending on the circumstances and the actors who have promoted it, its return always maintains the intensity of the original expression. Consequently, we believe that this overview of innovation, analysing noteworthy proposals, is needed to record attempted changes and improvements and ensure they are available as a reference point when attempting to understand current initiatives.

 

Cite this article as: Duarte Piña, O. (2018). La enseñanza de la Historia: innovación y continuidad desde Rafael Altamira | Teaching history: innovation and continuity since Rafael Altamira. Revista Española de Pedagogía, 76 (269), 141-155. doi: https://doi.org/10.22550/REP76-1-2018-07