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This article involves excellence in university professors and presents it as a learnable trait. Professors have been characterized as excellent following the results of research studies coordinated by Bain at two dozen universities in the USA. The article presents the following sections: a description of Bains procedure for detecting excellence in university professors and what that excellence consists of, what conception the best university professors have of learning and teaching, how they relate with their students, how they foster research and

This article discusses the concept of pedagogical function to understand its identity, diversity, specificity and complementarity. This marks the significance of the pedagogical function as embodied in the educational relationship under the principles of action, because the specific function is to build educational facts and pedagogical decision-making. The pedagogical function is necessarily linked to the knowledge of education you have and sustains it. Education involves not only knowing and teaching, but also dominates the character (nature and

This article offers a series of considerations that show how music can foster and enhance human development beyond the inmediate pleasure it produces. Delving into the depths of musical creation offers a closer look at the complexity implicit in the configuration of beauty, broadening the genuine meaningfulness of human existence by fostering creativity, bonding with the penetrating genius of those who managed to push forward by originality of the most significant kind, and augmenting the spiritual energy needed to feel linked with the dynamic structure

A discipline minted in the 19th century, philology, emerges as a fundamental historicist approach, identifying the significance of a work with its original conditions of production, a discourse from science (history) about language and literature. Contemporary hermeneutics assumes a break with historical-philological reason, as well as an affirmation of the new meanings added to a text by passing from one cultural context to another new one. For philology, the only pedagogical criterion in explaining texts is the restitution of deliberate and original

Human development in a globalized world needs education towards peace, cultural diversity, and sustainable development. First, education for peacemust draw on central guiding ideas such as the gradual reduction ofmanifest and structural violence and improvement of social justice. Second, the competence to cope with cultural diversity has to be developed in the globalized world. The third task important for the survival of humankind consists of analyzing and reducing violence exercised against nature and future generations through the consumption

The preparation of this paper was prompted by reading a few pages on peace education by José Antonio Ibánez-Martin, which I considered as an invitation for me to confront myself with peace pedagogy that was elaborated in the last century in particular with Italian Personalism that fits in an anthropological perspective similar to that raised by the Spanish pedagogue. Therefore this paper is divided into three parts; the first is an introductory that recalls a few pedagogues who dealt with the argument" of peace education. The second deals with

This article tries to analyze some of the relations between education and change, specially education as subject of change and education as agent of change. In the first case, we want to know if education must change in order to adapt itself to the changing society or it must be permanent through the time. In the second case we are interested in knowing the power of education in order to change the behavior and the achievement of the students. The article aims to give a good answer to both questions.

The paper aims to justify and assess the importance of impact evaluation of plans or intervention programs in organizations in general and in the educational ones in particular, to know the changes taking place in people and organizations themselves, especially the long-lasting ones that lead to a sustainable change, the magnitude of those changes and the determinant factors of their achievements. It begins with a conceptual approach to the term impact considered as the effects of an intervention, highlighting the sense that makes reference to the

This paper argues that the recent negative findings concerning the efficacy of the seven leading character education programs in the United States is due primarily to three endemic causes. First is a narrow, positivistic notion of what constitutes human character. Second, efforts at the character education of children are embedded in an empirical conception of education which keeps character education isolated from the larger philosophical and theological questions which surround it. And, third, the wisdom and legitimacy of the current policy in

The main thesis of this article is that Civil Society is an indispensable condition for developing a true education and that, vice versa, without an authentic education a Civil Society is impossible. In this case, it doesnt matter whether you begin by trying to improve first of all Civil Society or Education, because the point is posed in changing the usual present understanding of both, Civil Society and Education. Therefore is relevant to think anew the concepts of public and private and its mutual relation. The present use of those concepts leads