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In this article we present a program of pedagogical intervention for the development, among others, of values in women internal in penitentiary centres. It deals with the development of values in imprisoned women from the application of strategies of pedagogical intervention directed to the development of the prosocial thought; these strategies are concentrated on a program of delinquent rehabilitation from the cognitive training, basing itself on a comprehensive model. This program (Prosocial Thought) was put into practice experimentally to a group

This paper intends to study the educational system both in Spain and Germany, paying a special attention to the teaching of the first language in those countries. The Education Reform in Spain, meant to achieve equality of opportunities, looks for a structural change and new learning contents. The present Spanish system is closely related to the German one, although the issues currently discused are rather different. The four types of Secondary Schools in Germany and the long-lasting practice of an active teaching pedagogy make it easier to achieve

Formation in action is an strategy of enterprise training clearly opposed to the most traditional ways of infering the coaching tasks inside the enterprise organization. The aim of the present article is to delve into the theorical aspects of formation-action, and therefore to state the pedagogical significance of elements and relations to be considered before introducing the engineering of such a training process. This article is analysing sense, epistemological rules and management patterns for fomation in action. In that sense, it is focused

OBJECTIVES: The aim of this work is to describe the Spanish research on early education through the bibliometric analysis of the publications contained in the database of ISOC (CSIC) in CD-ROM. CONCLUSIONS: Early education appears as a branch of the pedagogy that has not completed their process of consolidation as scientific discipline. Most of the works have a theoretical character (877,70%), but our results shows a growing increase of empirical papers. Those works as the biggest productive authors and the highest number of authors for article,

Commissioned by the Commissionat per a Universitats i Recerca and the Department of Education of the Autonomous Government of Catalonia, the present study has been published as a White Paper on Educational Research in Catalonia between 1986 and 1995. The goal has been to establish a database of the projects identified, as well as to carry out analyses to allow for a diagnosis of the educational research situation in Catalonia. After careful comparison with international trends in the field and the consideration of the constraints derived from the

Postmodern society features demand important changes to current education in view of the effects of some human activities. Since civic education is meant to be the key to changing long-established patterns of social behaviour and since it is this human behaviour responsible for most of the problems caused not only in the social environment but in the natural and technological as well some educational theories such as civic or environmental education, etc, have been studied as measures to solve these problems in the age of the human rights implementation.

Teachers can influence their students moral and civic learning in two broad ways.  The first is through deliberate, planned activities.  These include organizing school-wide assemblies on the importance of voting, escorting students to visit political institutions, and sponsoring debates in the classroom on historical or current political issues.  However, such activities are intermittent and discrete.  They stand out and apart from the everyday business of teaching and learning in schools and classrooms.  This daily business gives rise to

To develop effective programs for civic education in the schools today, educators must confront in some countries a deepening hostility to the inculcation of a national, or civic, identity in any form.   Much of this hostility emanates from those who espouse something called "cultural democracy," or what has recently been called "illiberal multiculturalism."  This form of multiculturalism may be described as an effort to "close young people off into identities already ascribed to them" and to make them think that they bear no personal responsibility