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This study tries to show the importance and the influence of epistemology in the curriculum for educating a critical man. Good means are fundamental in the moment of reaching the goal. If we are pointing to a critic and pluralist way of thinking in a democratic society as a good goal in education, then the epistemology can be an excellent mean that must be present in the curriculum«s frame. The schools are not, of course, the only cause and responsible of social problems, but they must offer effective instruments to understand and be active in

This paper discusses the origin and the philosophical assumptions of the Spanish reform typology of contents, assumed by Argentine educational transformation in the 90s. It tries to show that the theses of social constructivism -rooted in Kantian idealism- and of psychological formalism, are still in force. The criterion of selection of curricular contents -social significance- is also discussed, attempting to show that the basic principles assumed by this criterion lead to relativization of pedagogical statements. The need to approach curricular

This article shows a Training Program on Processing Strategies, following Beltran«s work on learning processes, strategies and techniques (1993,1996, 1997,1998). In this investigation the learning strategies (SO, SE, OE, SOE) were simultaneously applied to first-year secondary school students of social and natural sciences.The evaluation model was almost experimental, with a non-equivalent group control. The results were evaluated before and after the treatment. The data analysis was based on an ANCOVA, with the following variables: the treatment

In this paper we analyse the advantages that several techniques of study, generally used to synthesise the information (in order to understand and recall expository texts), provide. The data obtained in an empirical study show low usage by pupils of lowest academic level pupils, as well as a greater efficiency in the comprehension of Social scientific texts of those techniques that incorporate more graphic elements (like tables or graphs). Nevertheless, such efficiency seems to depend on the strategic use that the subject makes of the techniques,

The cultural being of the human person and the specific cultures are related as the whole and the part. There is a complementary and contrary opposition among all the cultures, being necessary to look for its active integration. The paper studies the relationship between culture and nature in order to know if there is a global dynamic of sense that could be the basis of interculturality, analyzing the constitutive elements of each of the main world cultures.   Key words: World cultures, Interculturality, Nature v. culture.

This paper analyzes the traditional approach to the sociology of science based upon Karl Mannheim?s sociology of knowledge. Robert Merton?s program is discussed as the basis of sociology of science. Furthermore, Kuhn is acknowledged as having set up the foundation for a new paradigm in the sociology of science. This paper intends to defend the work of Kuhn as the framework by which other current studies in the social sciences under the name of 'sociologies of scientific knowledge' have come about. Finally, several key pedagogical issues taken from

This article deals with the main innovations and educational reforms that have taken place around the European Vocational Education and Training systems. Three aggregations of countries are recognised to structure this study, each of which have coincidences in their features: the technical and school vocational education and training systems (in the South of Europe and Scandinavian countries), the mixed systems of vocational education and training or dual systems (in Germany, Holland and Austria) and the countries where the post-occupational systems

Children must come to distinguish between their own knowledge or subjective interpretation of an event and the objective reality that is external to the self. This research investigated the ability of special children to differentiate what is seen from what is know in a conceptual perspective-taking task. The task involved children?s ability to report the interpretation of someone who has less background information about a shared visual event. l The results suggest that the awareness of the same visual information can be interpreted in different