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This paper briefly summarizes the complex relation between education and culture in the works of Ortega y Gasset, analyzing the evolution of his educational thinking, closely related with his vital trajectory, in the Spanish context. It also revises the main points of this process, considering its phases or periods, connected always with the positions and changes of his philosophical thinking, in agreement with his own «circunstancia».   Key words: Ortega y Gasset, History of Spanish Education, Aims of Education, Critical thinking.

Some fundamental aspects related to the educational fact as the religious education, the role of the State in education, the vernacular languages -the bask in the Bask country, the humanitarian studies, history as a well of education, the training of the teachers, among other things, are dealt with in the deep and voluminous work of Unamuno. In this way the author underlines the big concern of Unamuno for the development of the person in his individual and social aspect, as a way of social regeneration and as a form of the citizens' humanisation,

The pedagogical thought of Juan Tusquets (1901-1998), professor of General Pedagogy at the University of Barcelona (1957-1970), is presented in this article. Trained in neo-scholastic philosophy at the University of Louvain and loyal to Catholic tradition, Tusquets developed a culturalist pedagogy which appealed to the use of Comparative Pedagogy methods in a wish to study diverse problems and find possible solutions. In his opinion, education is seeped in deep crisis. This is the cause -and, in turn, effect- of a crisis that is affecting contemporary

The University is now faced in front of new social circumstances. University Professors must nowadays rethink about the theoretical frame of their functions and responsibilities. The article has four parts. First, some characteristics of the University students of our days are pointed out. Second, the University has in this time a constant call for accountability, not always of the same correctness. Third, the self-concept that University professors have of their mission is mediated by powerful social mentalities, that are described. Four, it is

One of the ways we have to measure the efficiency of the different kinds of education is the social mobility they cause in their students. The two kinds of education taken into account, public and private, have the same proportion of social heritage. An interesting difference has been noticed: students from a lower social background who attended private schools have more possibilities of social promotion (improvement) than those who attended public schools. This difference has been explained in different ways: private schools manage to make their

The pedagogical approach and the educative doing are thought as the valued acts for the human improvement, conceived as a constant psycho-cultural re-de-sign. In these times of the dominant ambiences and the strong and the constant communicated signs, the concomitant weakening of the «I» («learning to be» , Act Delors, 1996), requires a valuable pedagogical proposal for the pursued objectives: to develop the levels of autonomy and the personal emancipation. The human's view as the grammatical being, being of the communication and the language

This article prosecutes the education from the perspective of the beautiful (pulchrum). On one hand the author explains the sense of aesthetic should have for the fundamental education, on the other hand the author connects it with the negative undertake (agressivity and violence). So he defines «aesthetic education» as the transdiciplinary curriculum knowledge. Then, he points out the sense of educational process to get the human self fuegillment. Meanwhile the author mentions aims, procedures, and resources in order to improve the educational

From the earliest publications of the sixties about the deschooling society, the crisis of the educational system, the new concept of Lifelong Education and the need of Out-of-School educational activities for the new concept of community development, and, specially, from the articles and books published in the seventies by American authors, like Philip H. Coombs, Roy Prossser, Manzoor Ahmed, Cole Brembeck, Roland Paulston and others, the concept and the term of nonformal education started to be a word in use with strength in the world of education.