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1. Has the pandemic taught us anything? A short time ago, at the beginning of September 2022, the Johns Hopkins University published a listing according to which there had been 580 million cases of Covid-19 worldwide and 6,4 million people had died as a result. These numbers are lower than the numbers of cases and deaths which really occurred; in fact, the OMS itself estimates that the real numbers could be two or three times the official figures, because there has been a notable lack of reliable tracking of the impact of the illness, in part for

Human flourishing is a term that relates to the full development of people and societies, something we all long for, especially in times of crisis. It is widely accepted that education is an indispensable resource to promote human flourishing. The main aim of this article is to investigate whether human flourishing can be considered as the aim of character education in the virtues development approach. Publications on the subject of flourishing have proliferated in recent years. For this study we select ones that link flourishing and the aim of

This paper defends the ideals of education for human flourishing and global friendship announced in Article 26, § 2 of the 1948 Uni- versal Declaration of Human Rights. It ar- gues that character education is an essential component of education for human flourish- ing and global friendship, and that character education must do more than teach general principles and cultivate virtues of character. It must also confront the mistrust, resent- ments, and myths that divide societies by facilitating the formation of school commu- nities and friendships

Seventy-five years ago, the Universal Dec- laration of Human Rights promoted a vision of education “directed to the full development of the human personality and to the strength- ening of respect for human rights and fun- damental freedoms" (United Nations, 1948, 26.2). In 2015, the UN Sustainable Develop- ment Goals (SDGs) took this further, stating in SDG 4 that “the knowledge, skills, values and attitudes required by citizens to lead pro- ductive lives, make informed decisions and assume active roles locally and globally in facing and resolving

University tutoring is, with some exceptions, in a state that should concern us. The model in recent years is sporadic, optional meetings generally used to clarify doubts about academic content, solve problems with completing tasks, review assessment results, and find solutions for students’ personal problems that affect their progress in modules. This model of tutoring may make it possible to resolve problems, but it is a limited and insubstantial version of what it could be. There is case for saying that its leitmotiv is university character

This work considers the current crisis in the Western world, caused by the pandemic, war, energy supply issues, and other related disturbances, and its potential impact on current educational models, which are being reformed in various countries and attempts to relate it with historical precedents from classical antiquity that were a reaction to crises of ancient democracy through more or less utopian proposals for the reform of the traditional educational system put forward by two great thinkers: Plato and Aristotle. Our aim is to try to summarize

Support for character education has been gaining momentum in recent years, invariably in educational circles across the Anglosphere. This paper distinguishes between good charac- ter and buen carácter and highlights the distinc- tive features of the two meanings attributed to good character, particularly in Spanish. It un- dertakes a philological, philosophical and psy- cho-pedagogical analysis to this end. Moreover, it draws a distinction between temperament and good character and stresses the importance of developing a higher standard for good

No one questions the fact that technology has colonized various aspects of our lives. We make use of technology in our work in a great variety of professional fields, in establishing our social relationships or in order to look for on-the-spot information. This new digital world generates different reactions, which del range from pessimism arising from the risks provoked by a certain confusion, perplexity and, at times moral blockage, to an optimistic outlook based on the possibilities the digital world offers for human development. This article

This paper presents a systematic review of scientific articles on friendship and character education (CE) published between 2007 and 2021. It seeks to identify the dominant theo- ries from which CE is approached, how friend- ship is understood in the studies, and what specific relationship is built between friend- ship and character; in other words, the extent to which it is posited that friendship can be harnessed to acquire virtues. Results indicate a prevalence of a psychological approach to CE, linked to an instrumentalist perspective on friendship,

In recent years, several initiatives have attempted to integrate character education in universities. However, it is difficult at the university level to find initiatives aimed at generating communities in which their climate or culture contribute to character development, a relatively common approach at the school level in the character education movement. University residential centers may be an ideal setting for generating such communities. However, studies, guides, or programs along these lines are scarce or non-existent. A case worthy of study

Every year, almost a third of Spanish uni- versity students move to another province to pursue higher education, and many housing op- tions are available to them (halls of residence, shared apartments, student residences, etc.). From a pedagogical standpoint, the question of the formative potential of each of these spaces arises. Since their birth more than six centuries ago, Colegios Mayores (a special model of Span- ish halls of residence) have contributed signif- icantly to the development of Spanish higher education and to promoting culture.