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In an atmosphere of growing apprehension in the European Union about the quality of education, and specifically the quality of higher education, it seems imperative to analyse the attitudes of unversity faculty regarding their ethical capacities. This article centres its interest, in the first place, on analysing the current situation of scholarship on professional ethics among university faculty. The most pressing challenge, present and future, for the university mission consists in fully accepting education in values as the main guiding light

The family is a primary, natural and therefore universal institution that has endured in all societies and civilisations, existing beyond specific cultural differences, proving vital for socialisation and the transmission of cultural, moral and religious values, and being a necessary environment for healthy, balanced human development in society. It is made up of a community of people guided and governed by love, a love that vivifies the personal relations amongst the familys members and is rooted in the natural complementary relationship between

In the education of feelings and sexuality, the author reviews the natural difficulties posed by the complexity of affectivity and raises the question of whether affectivity education is possible. The answer is yes, after considering the nature of feelings and their evolution in the education of children. In this realm, the author analyses what strategies parents and teachers are best advised to follow, so as to help affirm their children and students in the development of their affectivity. The author also confronts what we mean by affective maturity,

Quality of life is a challenge for individuals and for society in general, since it defines certain fundamental elements of life in society that must be taken into account when establishing our common welfare as human beings. Physical education is a highly efficacious pedagogical instrument for developing healthy patterns of conduct to favour greater quality of life. It must be performed regularly and systematically for the health benefits it gives, as it permits one to face life, and living together in society in general, with a positive attitude.

Life histories in health education are based on the importance of ways of life and lifestyles and the diversity that they show through peoples respective cultural environments, the meaning of personal experiences, life cycles and crises, and the potential of peoples respective lives. The biographical approach makes it possible to respond to the challenge of investigation set by health education. The historical and cultural nature of life must be understood and explained also from its ontological perspective. What life one achieves, as a resulting

Nowadays, because of the obligations, the tension and the increasingly heavy demands of the workplace, people need to learn to adapt quickly and constantly, which can certainly over-strain the body, resulting in physical and mental problems. As a consequence, the appearance of symptoms of states of stress, burnout, mobbing and similar trouble have become quite common. Health education must address the changes and the new needs to which people are subject in the working environment, by means of strategies and techniques for dealing with stressors

This article analyses the role of emotions in the moral of Horkheimer, Adorno and Levinas.  Several different answers are given to the question of whether moral action comes solely from reason, from emotion only, or on the contrary, it comes from both emotion and reason. The present work shows a research on Horkheimer, Adorno and Levinas positions, these ones far away from the Kantian formalism. The materialistic ethic of those latter authors is summarized in four thematic core subjects: 1) Morality is resistance to the evil, 2) the moral impulse

The present article has two main objectives. The first one is to analyse the etiology of children abuse after the revision of the models and the scientific theories which have more applicability nowadays. The second one is the intention to give some clues in order to make the schools preventive role more effective. We will not focus on the unicausal models (the psychologicalpsychiatric model, the sociocultural model or the childs vulnerability model) but on those which have a stronger capacity to explain, predict and take into consideration the