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Pedagogy has been developed under a scientific theory, so it has resulted in a kind of empirical Educational Science. However, Education is a practical activity. Indeed, educators need to ideal with certain issues which go beyond Science (values, believes, convictions); these issues are essential for educators in order to be able to educate. This is why a Practical Pedagogy is needed, being based on the values, beliefs, and other principles which are necessary to guide the life of individuals and groups.   Key words: Education, Educator, Empirical

The aim of this essay is to study the basic structure where action-research is based on so as to get involved into school practices. There are several trends and orientations. All of them present a conception of education, a curricular design, school practice and didactic methodology. The critical action-research develops on the model of practical rationality. When this kind of rationality turns into absolute criterion we abandon other ways of reason without which -as we intend to demonstrate- it is impossible for the human being to reach his full

There are obvious phylogenetic differences in the evolution of the species homo", with respect to other living things, as well as essential differences, although modern positivist/idealist thought tries to minimize such differences. Human beings, unlike other species of the same genus, approach sexuality and affectivity in a rational way. The understanding and practical reason of the species homo" are those proper to a chosen species: they are inductive and dialectical but also, and above all, of a free and reflexive intellect. While it is true

With the restoration of the monarchy in Spain (1875) and after the 1876 Constitution two tendencies of pedagogic humanism arose: a) republican institutionalism which had its roots and directions in the Free Institution of Teaching and received later influences from reformist and radical republicanism, from Fernando de los Ríos democratic socialism and the new European school and until the unique school of the second Spanish Republic was founded; b) Christian humanism (catholic and social) which was encouraged by the Leon XIII and Pius XI encyclicals

This paper presents a synthesis of Edith Steins thinking on education. After her conversion to Catholicism, she was a teacher at the German Institute of Scientific Pedagogy in Münster (1932-1933), until she was removed from University teaching as a consequence of the anti-Semitic regulations decreed by National Socialism. Although her educational background was in the positive sciences, she evolved towards the spiritual sciences (Dilthey, Husserl, Scheler) and, ultimately, the science of the cross which connects with the mystic tradition of Saint

This article tries a philosophical analysis of the idea natality" from a pedagogical reading of the philosophy of the education like event. What takes the form of the event" is the inexpressible thing and unspeakable by the unthinkable according to the categories traditional logics. In this sense, the intention of this article will be to recover the perspective of the poetic knowledge to think the education under the figure of the childhood, like original time of the experience, and the event like anthropological experience of the beginning.  

The narrative approach, more precisely the histories of life, is presented in this article, as a method of work to know and describe some of the areas of development that have contributed significantly to the personal development during the vital cycle. The narrative research can contribute to a better understanding of regulating events having an influence on our development. From this perspective, it is more relevant for us to understand the interpretation given by the person of his/her own experience than the objective information about the same.

The aim of this study was to check the influence of educators emotional competence on their educative style and if students of the different education specialities have differences in their education styles and emotional competencies. Two test, one of emotional competencies (EQ-i) and another of educative styles, were administered to 249 students from different education specialities: teaching, pedagogy, psycho-pedagogy, social education and CAP. All groups had their highest scores in the assertive style. The students of CAP and social education

This article presents a theoretical approach on self-concept and an analysis of the effects that several factors related to the development of a child with special needs could have on the self-image. Then we focus on the results of recent research on childs with disabilities self-concept, specially on children with learning disabilities on which most studies revised have worked. Finally, we suggest strategies that could help children develop a positive self-concept.   Key words: Self-concept, Special needs, Children, Supports, Development,