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This article makes the case that learning is, beyond internalizing skills and subjects, a free contribution. Based on the classical view of the human being which considers the heroic mythos as a paradigm, this idea also finds its grounds in the renewal of the anthropological thinking carried out by Leonardo Polo. The author develops an anthropology of education where to be human is, apart from a nature, a learning task which must be accomplished by each person. This task implies the manifestation of freedom through limitations and possibilities

In this paper the author describes the identity of the pedagogy of alterity, based on Levinass ethics and anthropology. For the author, the pedagogy of alterity is indebted to a circumstance, because there are no education outside time and space, is a response to a singular and particular subject, is reception to the other and resistence to evil, is memory of what our elders have been built, and testimony, more than instruction.

In this article we examine how to update Hermeneutics as a Philosophy of Education in the first decade of the twenty- first century, after the intense reception that Education gave to Hans-Georg Gadamers works during the eighties and nineties. The progressive hegemony of science and technology discourses as far as the extension of the phenomenon of symbolic precariousness are two key issues that require an updating of Gadamers theory of interpretation from its ontological turning point. We claim that Hermeneutics developed in Truth and Method become

The struggles for recognition, focused on cultural and identity issues until recently, are returning to public arenas in the form of struggles for legal recognition, precisely when we are witnessing, in the context of the post-2008 economic recession, a downward review of citizenship rights, in particular social and labour rights. This article discusses this issue by: first, associating education to the struggles for legal recognition, using the «moral grammar of social conflicts » of Axel Honneth; second, showing how education, connected to empowerment,

In this paper we present a historical study of the culturalist contributions of Wilhelm Flitner specific processes for the epistemologization of contemporary pedagogy. From a literature review of the author, content analysis and comparison with literature on the subject, we conclude that Flitner proposed rework the epistemological body of pedagogy, following the neo-Kantian, own rationalist tradition of the first half of the century XX. Education is a spiritual activity and pedagogy is a pragmatic human science, whose object is the hermeneutic understanding

In recent years the Spanish education system has undergone massive introduction of computers and the Internet in classrooms. In this context, the aim of the study is to determine the incidence of these Information and Communications Technology (ICT) in the acquisition of certain skills. We take into consideration if there are different effects by type of school (public or private). To this end we employ a data base that contains disaggregated data on the possession and consumption of ICT in the PISA-2012 computer-based evaluation of competences.

Currently, one of the greatest challenges for university institutions in Europe is to improve the quality of learning.From an academic point of view, effectively addressing this purpose requires basic knowledge on how students understand their formative process. With the aim of enriching this field of research, the present article explores the perception that university students have regarding their level of achievement in their developments of competencies by the end of their university degree if compared to their expectations when they started

The field of Language Learning is a living process in constant flux. Nowadays and based on pedagogical principles like meaningful and unconscious learning, approaches such as CLIL have become important in the area of language teaching methodology, pursuing the learning of those languages through the study of subjects such as Science, History and Art in the foreign tongue itself. What kind of teacher should be delivering this specific training is the question dealt with in this paper. Using a thorough research process, including an in-depth literature