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In each persons identity we find a strong and enrooted concept of their gender and sexuality. The concept of masculinity and feminity have been stereotyped and poorly founded by social rules that have created social oppressiveness since it hasnt changed during years. This has opened a gap between gender and sexuality which has contributed to fragment the persons identity. As a matter of fact, being true that the human being builds in a way its own gender, it is also true that this process is not a creation, since it derives from a biological sexual

Over the past decade, the topic of single-sex schooling has become the subject of heated debate in the United State among policymakers and scholars across the political spectrum, defying conventional political labels. Proponents point to a real educational equity for girls improving overall academic achievement or contends that coeducation fails to adequately recognize the range of learning styles and emotional needs both for girls and boys, firstly for minorities. Opponents contend that separation does not breed the mutual respect and understanding

In last years, coeducation has been proposed in Spain as the best and unquestionable educational way. However, looking at what happened in other countries, it seems necessary to analyze the consequences not only in academic achievements, as often were made, but in personal development particularly in affective aspects. If that is not taken into account, it would happen that an ideological choice without enough scientific evidence will prevail. As a result of that, a free and reasoned choice about the different educational approaches in secondary

A growing body of research related to the role of gender in human interactions with information technology has emerged in recent years. In this paper we analyse the web acceptance and usage between male professors and female professors. Partial least-squares (PLS), a secondgeneration multivariate analysis technique, was used to estimate the parameters of the proposed models. First, the scale psychometric characteristics were tested (validity and reliability). Second, the structural model was tested. The empirical results provided strong support

The European Union Treaty of Lisbon 2007 includes the Charter of Fundamental Rights of the European Union, that was firstly approved in 2000. In the text of this Charter, for the first time, we can see the pedagogical convictions in the same place as the traditional religious and philosophical convictions. The article begins studying the five Sentences of the European Tribunal of Human Rights about convictions: the Case Kjeldsen, Busk Madsen and Pedersen (1976), the Case Campbell and Cosans (1982), the Case Valsamir (1996), the Case Folgero (2007)

This article analyzes in five parts a work of Hugh of St. Victor: De modo dicendi et meditandi. The first part treats the inclusion of the work in Hugos literary context; the second part studies the didactics in the Middle Age; the third part analyzes the structure and contents of the work, the fourth part studies their parallel texts in other books; the last part is a bilingual translation latin-spanish of the work. Victor, to think, to meditate, to contemplate, selection of texts   Key Words: lectio, Hugh of St. Victor, to think, to meditate,

This paper briefly summarises the strong relation between philosophy and education in the works of Maria Zambrano (1904-1991), analysing some main points of his educational thinking, closely related with his vital experience, in the context of his ethical-philosophical propositions, linked to his notion of «poetry reason». In this way, underlines the big concern of Zambrano for the «mediator» function of education, as a form of «humanization» and personâ?? development, in his individual and social aspect, connected with the deep

A generally accepted fundamental principle in education is that the natural responsibility for educating children belongs to the parents, for which reason they are the first and principal educators although they usually need help to carry out this duty. That is why the school normally complements them in this educational mission in todays society although this does not substitute the parents responsibility. In this paper parent participation in schooling in the first years is examined from a conceptual point of view. The different dimensions or