Revista Internacional de Teoría e Investigación Educativa
A Pedagogy of Attention: Simone Weil and the Trans-formative Approach of the Rondine Method
This article examines the role of attention in education according to the thought of the French philosopher Simone Weil (1909-1943) and the trans-formative approach of the Rondine Method. For Weil, education should be focused on the formation of attention, which seeks to arouse in students a love for truth and justice. For the author, this notion includes different levels such as intellectual, moral, spiritual and social. On the other hand, attention, from a Weilian perspective, has a fundamental role in the trans-formative approach to conflict, since it is constituted as the right temporal and spatial distance in which the I and the You can become protagonists of the We, attuning their experiences in a vital rhythm within the habitat of trust.
Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
Conducting Hermeneutic Research in Education: Epistemological Foundations and Implementation
Hermeneutics constitutes a philosophical movement with a profound influence on research in the social sciences—including educational research—the humanities, and health sciences. Although it is commonly referred to as a methodological perspective, hermeneutics is primarily an epistemological project, which requires special attention to its theoretical foundations. Furthermore, its historical proximity and theoretical relationship with phenomenology has led to considerable confusion in its identification and justification as a research approach. This article aims to clarify the epistemological foundations and methodological possibilities of hermeneutics in educational research. To this end, the fundamental differences between Edmund Husserl's transcendental phenomenology, Martin Heidegger's hermeneutic phenomenology, and Hans-George Gadamer's hermeneutic philosophy are analysed. Subsequently, a series of current methodological proposals inspired by these lines of thought are presented, exploring two of them in depth: the phenomenological-hermeneutic method proposed by Max Van Manen, Mark Vagle's post-intentional phenomenology, and Nancy Moules' hermeneutic proposal, whose analysis includes possible criticisms or theoretical debates that have recently arisen. In this way, the text offers a current and critical overview of the possibilities of hermeneutic research in education that can promote the development of projects from this perspective.
University disputes for today and tomorrow?: political polarization and weak teaching
The aim of this paper is, from the field of knowledge production in Higher Education and in dialogue with contributions from other areas of knowledge, to discuss some current university conflicts or issues. Through a theoretical and conceptual overview, we attempt to develop a framework that encompasses some current social changes and challenges and problems identified in and for universities around the world. We focus specifically on the problems arising from the links between democracy and universities as a consequence of processes that have been taking place in universities for several decades. We analyze this issue through a concrete example: the recent case of Uruguay. We attempt to provide examples of political polarization processes and changes in teaching practice that can undermine the full democratic practice of universities and the dialogue between universities and their society. Beyond the specific case, we debate some impacts that the consolidation of these changes may have on the university's missions or responsibilities in establishing itself as a protected space for the pursuit of debate and civic engagement.
Contra la gamificación. Una interpretación de la escuela donde el conocimiento es lo que verdaderamente importa
This article intends to stand as a defense of the classical interpretation of education where its substantial core would consist of an education of reason in the face of (still) new pedagogical fashions that blur this center, introduce ideologies alien to the formation of the person and which is exemplified here through the so-called “gamification”. To defend this thesis, it will be argued that a traditional interpretation of the school presents it as the place where young learners are imbued with the knowledge of the truth, that this progressive immersion in knowledge causes them to acquire the form of the truth that is being known and that to this task can be reduced (neither more nor less) the noble figure of educators even today.
Neuroscience and education in the transition from analogic to AI.
In the last thirty years we have moved from a substantially analogue communication, and education, to an almost completely digital world. We have moved from separate worlds, and competences, to an integrated and interconnected world. The barriers of knowledge and expertise have been broken down, and with them also the principle of mediation and authority in information and knowledge. To fully fulfil our role as educators, we need to make a further effort: to cross the boundary between disciplines and between knowledge. What is needed is a renewed encounter that allows us to merge and blend the new discoveries of neuroscience with the unique and unrepeatable experience of teachers. In a world that appears massified and standardised, we must return to the individuality of the person and grasp that valid element, that useful suggestion, for a model of democratic education that can truly contribute to leaving no one behind and 'no one excluded'. The sea of over-exposure and over-information in which we are all exposed and overexposed would like it to be an opportunity for a free and conscious encounter and confrontation with the other, with what is different from oneself, but in that same sea it is extremely easy and most likely to get lost. This article aims to hint at the recent discoveries of neuroscience regarding emotions, rest, exposure to social media and texting as a prevalent form of communication, regarding reading between paper and screen, for an enhancement of human subjectivity.
Cross-cutting competences in higher education: the perception of Spanish and Chilean teachers
The competency-based educational model is presented as a response to the demands of a society in constant transformation, focused on the development of transversal and specific skills, which allows university students to acquire the knowledge and tools necessary to face social challenges. The article provides a theoretical basis and analyses the perception of Spanish and Chilean university academics (n=9) on the development and formative assessment of transversal competences in education degrees oriented towards teacher training. Using the focus group technique, four dimensions were addressed with respect to the work and evaluation of competences. The results show that there are challenges such as the lack of coordination between subjects, the commitment of teachers and the institution itself, and also some obstacles, mainly focused on the student ratio and the resistance of some teachers to the change of model. Among the suggestions, academics highlighted coordination mechanisms and spaces, applying formative assessment to identify students' strengths and weaknesses, and designing tasks that respond to the real professional situations that future teachers have to face.
Visibility of Diversity Policies in European Universities: Analysis of Inclusive Strategies on Their Institutional Websites
Within the Sustainable Development Goals for the 2030 Agenda, the premise stands out that "education must be inclusive, equitable, and of quality, in addition to fostering lifelong learning opportunities for all" (UNESCO, 2016). In this context, education faces the challenge of providing quality education at all educational stages, including university. The question then arises as to whether universities have the necessary resources and measures to address student diversity. To address this issue, a descriptive exploratory study of a quantitative nature has been carried out, analyzing the websites of 73 European universities with mobility agreements with the Faculty of Education of the Complutense University of Madrid. This involved observing the availability of resources and services aimed at addressing diversity. In conclusion, despite significant efforts and a growing commitment to inclusion, it is evident that there is still a long way to go to achieve true inclusive education in the university setting.
Santos Rego, M. A., Lorenzo Moledo, M. y Sáez Gambín, D. (2025). La Universidad y el Aprendizaje-servicio. Lo que importa es la calidad. Narcea. 238 pp.
Enhancing Educational Growth Through Social Neuroscience: E-Learning as a Safe Platform for ASD Students
The outbreak of the COVID-19 pandemic caused significant disruptions to conventional educational methodologies, resulting in a swift transition towards online and remote learning. This shift presented notable obstacles, especially for students with specific requirements like autism spectrum disorder (ASD). This current theoretical analysis explores the potential of electronic learning as a tool to facilitate the academic advancement of ASD students from the perspective of social neuroscience. Studies in social neuroscience emphasize the profound consequences of social seclusion on mental well-being and emotional health. Prolonged periods of social distancing and the absence of in-person interactions may have adverse effects on cognitive growth and academic achievement. Nonetheless, the digital realm could provide distinct benefits for ASD students, who frequently encounter difficulties in social interaction and emotional management within traditional class settings. The assessment delves into the social-cognitive deficiencies linked with ASD and how online learning could supplement the educational requirements of these students. Despite conflicting findings on the effectiveness of online education for ASD, this review proposes that an adaptable and personalized approach tailored to individual needs could improve learning prospects. Ultimately, the infusion of social neuroscience principles into educational methodologies could facilitate the establishment of a more comprehensive and supportive learning atmosphere for all students, including those with specific needs.
Friendship in social networks: Aristotelian analysis in a pospandemic context
According to Aristotle, friendship is necessary for a person to develop to their full potential. However, social networks have brought about a substantial change in the relationships between adolescents. This article aims to reflect on the development of friendship in adolescents in social networks, considering the proposals made by the Stagirite and the situation caused by COVID-19. Thus, the main concepts linked to friendship from the Aristotelian perspective are presented and the transformations they have undergone because of the emergence of social networks are analysed. Among the conclusions, it is stated that the Aristotelian perspective cannot be considered anachronistic but is fundamental for understanding contemporary educational reality. It is committed to underlining the importance of establishing friendships based on character, cultivating those virtues that will favor the development of the person in that environment.
The sounds of education. Musical metaphors in philosophy and pedagogical reception
This study explores the metaphor of the organist, utilized by Immanuel Kant and Maurice Merleau-Ponty in their philosophical frameworks to elucidate key aspects of their theoretical inquiries. Originating from the realm of music, this metaphor is subsequently reinterpreted and adapted to the field of pedagogy. Johann Friedrich Herbart, drawing on Kant’s ideas, and Hartmut Rosa, inspired by Merleau-Ponty’s phenomenology, extend these philosophical insights to develop the concepts of pedagogical tact and resonance, respectively. Although neither Herbart nor Rosa explicitly reference the organist metaphor, it plays a pivotal role in interpreting the educational dimensions of their theories. The metaphor thus establishes a dual analogy: by bridging music and philosophy, it serves as a conceptual link between art and pedagogy. This connection not only deepens our understanding of the educational process but also offers innovative perspectives for rethinking the interaction between teaching and learning.
Religious Education and the Development of Individual Subjectivity from the Perspective of Neo-Thomistic Philosophy of Education
education, with religious education representing a significant dimension of this process. The current analysis aims to problematise the relationship between religious education and the development of individual subjectivity. This analysis is conducted through the lens of the neo-Thomistic philosophy of education, which facilitates the formulation of the concept of human subjectivity and its development. To this end, three distinct concepts of religious education, derived from three general educational paradigms, are identified. The analysis leads to the conclusion that confessional education, which focuses on fostering relationships between maturing individuals and God, provides a reference point for decisions that may oppose social structures that undermine the dignity of their participants.
Nacidos para jugar: Perspectivas del juego en la infancia
Educational policy and emotional competence: a pending subject.
This article presents some ideas about the relationship between emotions and politics in Education and the possible shortcomings that we continue to face today. To do this, first of all, the conceptualization of emotions, as well as competence and emotional intelligence, has been addressed, highlighting their importance in the integral development of the human being. Through some of the most relevant authors, these concepts have been framed in the educational area. Subsequently, the role that emotions play in politics has been analyzed, with special emphasis on their influence within the area in question. Also, it has been explored how emotional competence is reflected in educational legislation, both nationally (laws and decrees) and internationally (Human Rights, Sustainable Development Goals). Finally, emotional responsibility has been linked to pedagogical transformation, highlighting its impact on educational change processes.
Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
Teaching-Learning to walk and the origin of intersubjectivity
Introduction. The article discusses the meaning of education as a key to human uniqueness and a driving force in the process of humanisation, in order to nurture the empowerment of teachers, educators and caregivers; the concept of education is, in the author's opinion, a key to anthropology. Method. Tracing the results of the most recent anthropological research on the main milestones of the process in order to find the most significant elements of this singularity. It is the anthropologists themselves who, in their own publications, are unfolding the humanistic consequences of their discoveries. Results. Standing upright was always taken as the first indication that the process of humanisation was underway. The recent discovery is the firm demonstration that the process of standing was not gene-driven, but was the result of learning, and therefore its expansion was due to teaching behaviour: we always learn to walk in a teaching context. This process anticipated the stone culture by millions of years. Education put human beings on their feet. Discussion. The intersubjective process of teaching and education was thus the main framework in which the evolutionary dynamics of humanisation flourished; the culture of education was the evolutionary energy for the process of humanisation.
Historical evolution of the university's mission and some challenges for the 21st century
This study aims to provide a deep understanding of the contemporary challenges facing universities in the 21st century. The University, throughout its history in various civilizations, has undergone significant transformations, particularly in the 20th century with the creation of the European Higher Education Area (EHEA) and the Bologna Declaration. We are currently in a propitious moment to reflect on its current state and address the challenges posed by the globalized era of the 21st century. If significant adjustments are not made, universities may continue to face endemic problems that hinder their adequate contribution to society. This paper examines the historical evolution of the university's mission, from its origins in the 12th century. Currently, the university faces the need to balance teaching, research, and knowledge transfer, thereby contributing to social justice and the common good. The negative perception of universities as "factories of the unemployed" and the threats to the teaching vocation, exacerbated by progressive digitalization, are among its current issues. To achieve the objective of this study, the current legislation, such as the LOSU, which emphasizes the university's triple mission: teaching, research, and knowledge transfer, is analyzed. A review of the educational system reveals the need for better coordination between levels for a smooth transition to the university, highlighting the importance of guidance and teacher training. In conclusion, the university must adapt to current and future needs, ensuring greater educational coordination and improving faculty preparation to face the challenges of a globalized and digitalized society. The synergy between these missions is essential for the future of the university, requiring appropriate incentives and recognition for the faculty.
Ethical Complexities of Classroom and Professional Life: the case of gossip
An examination of five examples of gossiping within a school context casts doubt on the general view of gossip as either reprehensible or trivial. A discussion of the examples highlights an area of largely unexamined ethical complexity in the teacher’s professional life. It reminds us that gossip can promote the goods of solidarity and collegiality, it can be a help to moral deliberation and be instrumental in the uncovering of systemic moral flaws in the workings of the institution. It concludes that gossiping can be permissible and that sometimes, in an ethically complex situation, teachers may decide that it is their professional duty to gossip.
Theoretical research in education: peculiarities and trends
The aim of this study is to provide a better basis for understanding theoretical research in education, based on its singularities and trends through the analysis of conceptual or theoretical doctoral research in Spain over the last two decades. During the last decade of the 20th century, there has been a spectacular increase in empirical studies in education to the detriment of theoretical studies. So far, no meta-theoretical or genealogical study of the theoretical corpus in education has been undertaken. This paper examines the nature of this type of research, the objectives pursued by this type of studies and the plurality of typologies they adopt in the Educational Sciences. To achieve the objective of this study, documentary analysis has been combined with an exploratory panoramic review of theoretical or conceptual doctoral theses carried out in Spain within the last twenty years (2003-2023). The main findings include the residual role of theoretical studies with respect to empirical research in Educational Sciences, the interdisciplinary nature of this type of studies, as opposed to the disciplinary nature of empirical research, and the scientistic tendency in educational research whose origin is due to extra-scientific factors.
Parental Views on Digital Device Use of Primary School Students
This research aims to examine parents' views on their primary school-aged children's use of digital devices. The study was designed in a descriptive phenomenology pattern. Thus, the data in the research were collected through semi-structured interviews, which is one of the qualitative research methods. As a result of the analysis, three main categories were created: “Parental Views on Digital Device Use, Parental Mediation in Digital Device Use, and Parental Awareness of Digital Device Use”. The results drew attention to the fact that parents control the time their children spend with digital devices, as well as the need for time limitation and supervision in the digital media. Additionally, the results revealed that the parents allow their children to visit websites that they believe are safe to spend time on digital devices for learning purposes. The findings of this study are anticipated to alert parents of primary school-aged children to the importance of giving their children quality time on digital media while keeping them safe.
The The School and the State: A problematic relationship in Michael Oakeshott’s philosophy of education
This essay considers a problem with Oakeshott’s theory of civil society, namely, its impotence to support the robust form of education necessary to sustain civil association, which is one of the underlying postulates of his theory of political life. This reflects the significant disconnect between Oakeshott’s political philosophy in On Human Conduct and his philosophy of education. Central to this philosophy is the cultivation of individuality. This character trait is required to enjoy a fulfilling life and to participate in civil association. The primary thesis of this essay is that the state must provide the resources to allow the poor the opportunity to acquire and exercise their individuality. The secondary thesis is that the extent to which such intervention is realistic or appropriate should not be exaggerated.
La dialéctica eticidad-moralidad-acción en la formación universitaria: el esfuerzo de la negación
The aim of this article is to provide reasons to sustain that making socio-moral formation effective requires considering the dialectic ethicity-morality-action, in which the "effort of negation" is indispensable. The terms included in this thesis, constructed on the basis of classical and current authors, are clarified and some paradoxical implications of this dialectic are shown, as well as the aspects in which the effort of negation is required. The need to make a critique of the hegemonic ethicity in which values and pseudo-values are interwoven is shown; the idea that uncertainty provides greater freedom is discussed and the overcoming of capricious conscience and the pretension of absolute autonomy is proposed. It is argued that the moral subject, in order to be such, must go out to meet the other, through recognition, and overcome presentism, anthropocentrism, androcentrism and colonial thought.
The travail of multi-faith religious education in Britain
The purpose of this article is to consider the post-confessional history of religious education in Britain, that is, multi-faith religious education, which is the form of religious education that succeeded confessional religious education, and to enquire why (and in what ways) it is in such a ‘lamentable’ state. The focus is on weaknesses rather than strengths, for it is weaknesses that are increasingly becoming apparent and increasingly discussed. Attention is given both to the commitments and ideas that have shaped the changing character of multi-faith religious education over the last fifty years and to identified weaknesses, as revealed in observational research in classrooms and in pupil surveys.
The positivist conception of Great Books Frederic Harrison and the Victorian reception of Auguste Comte's Bibliothèque
This article examines the positivist origins of the Great Books tradition. Often overlooked alongside figures like Matthew Arnold or Sir John Lubbock, it asserts here a crucial milestone in the emergence of this tradition: the work of Frederic Harrison (1831-1923) and, particularly, his reception of Auguste Comte's Bibliothèque du Prolétaire au segle XIX. In the first part, based on the French author's works and their adoption by one of the foremost exponents of positivism in England, the article thoroughly explores the role of literary selection within positivist doctrine and its regular use among the working classes. The second part analyzes the dialogue that Harrison would have engaged in with Arnold and Lubbock, specifically examining the influence of these exchanges on Culture and Anarchy, the defense of culture and its implications for political engagement, as well as on the compilation of the Best Hundred Books and the resulting selection of essential reading material.
Conflict Strategies in Mixed Couples: an approach to the mutual perceptions between Spaniards and Moroccans
Under the uneasiness of the existence of multicultural societies in which people of different ethnicities coexist but do not get along, this quantitative research was made with the aim of analyzing the perception between Spanish and Moroccan people in relation to conflict strategies in mixed couples and the influence of intercultural and gender prejudices on them. The sample consisted of 68 participants, 39 from Spanish families and 29 from Moroccan families. The instruments used were: "Sociodemographic Questionnaire", "Conflict Resolution Styles Inventory", "Prejudicial Attitude Test" and "Gender Role Attitudes Scale". The data obtained was analyzed with SPSS Statistics 26. The results show a relationship between perception of the strategies of conflict in mixed couples and gender. However, no clear relationship between the perception of conflict strategies in mixed couples and intercultural and gender prejudices could be found, although the presence of ethnic and gender stereotypes was observed in some dimensions. From the perspective of education and intercultural mediation, understanding the mutual perceptions between Spanish and Moroccan people in mixed couples makes it possible to identify those barriers that limit the relationship between these groups in a society that faces diversity. Therefore, delving into the attributions in the same family context allows for a more intimate and deeper vision of intercultural conflict.
Behind the masks: good educational practices through the animation theater in the Primary Education classroom
This article presents the results of an artistic and educational experience in the Primary Education classroom in which expression and social interaction were worked through dramatization. The research seeks to know the educational potential of animation theatre in teaching-learning processes. For this purpose, we designed a workshop that focuses on the narration and representation of a story through masks and theatre. The theoretical framework of this study focuses on exploring the relationship between aesthetic sensitivity and cognitive development, and how this relationship can contribute to the knowledge process. For the analysis of the results a qualitative research methodology has been applied: through observation, the field journal, photographs and a questionnaire aimed at students. The results show that the two class groups participating in the theatre workshop have improved their skills both in communication and personal expression as in the interpersonal relationship. The conclusions indicate that the animation theatre, generating a comfortable zone (Winnicott, 1974), allows working in different aspects. On the one hand, by encouraging creativity and expression, it improves communication skills; and therefore, positively influences learning. On the other hand, by fostering collaboration and interpersonal relations, it stimulates exchanges between the class group and the students with the teachers; contributing significantly in the teaching-learning processes.
Copyright (c) 2023 Revista Internacional de Teoría e Investigación Educativa
Democratic Imagination in the University
With an eye on the context of the contemporary university, David Hansen attends in this article to the significance and cultivation of a democratic imagination. While the university is under pressure to put its long-standing educational purposes in service of the global economy and the state, faculty across the various disciplines enjoy considerable latitude to create classroom and other settings that can draw out students’ imaginative response to the world. To illuminate this prospect, Hansen engages the American poet Walt Whitman’s magisterial evocation of democracy, Song of Myself (first published in 1855). Whitman enacts three ‘offices’ of the poet which he shows are at the same time constituents of a democratic imagination: (1) to attend to potentially dynamic aspects of everyday life to which people are typically blind, (2) to project democratic arrangements that contrast with present practices, and (3) to provoke people to remember, which is to say make vivid once again, aims and ideals that have served people well but which are easy to let fall into the shadows in the face of pressure. Hansen suggests that university faculty retain the power to help activate in students, and in themselves, these imaginal proclivities. The results may not be overtly dramatic, but they constitute an ongoing ‘quiet’ revolution – a turning or ‘revolving’ toward genuine educational and democratic values.
Large-Scale Research and the Question of Educational Experience: Recovering the Heart of the Matter
The international rise of large-scale evaluations of quality in education in recent decades has been accompanied, ironically, by a major neglect of the issue of quality itself. This is mainly because of fundamental shortcomings in the design of most large-scale evaluation programmes. In programmes like PISA, TALIS and SABER-Teachers, the central but intricate questions of quality become defined as questions of indexed quantity, thus deflecting the former to the margins, or out of the picture. Beginning with a review of the points just mentioned, this contribution then proceeds to identify and investigate some key inadequacies in the conceptions evidence employed by large-scale evaluation programmes. Deficiencies in their gathering of evidence are likewise examined. A comparative perspective is also included to reveal overlooked exclusions in the supposedly neutral PISA instruments. The manifold character of what an adequate research exploration of quality in educational experience would look like is then investigated. Finally, the case is made for advancing the kind of evaluation programme that includes an adequate understanding of quality in education and that does justice to this in its research design.
Detachment of the new generations from the idea of European citizenship. What role should the school play
The idea of Europe and the conception of a European citizenship are suffering, in recent years, a process of disaffection and "detachment" among the younger population. The actions of the European organization, in the management of the economic crisis of 2008, among other actions, have caused part of the population to believe that it defends market and/or business interests more than people. Therefore, this article aims to identify and respond to a selection of criticisms that occur in the school context and that constitute a substratum on which young people's disaffection with the idea of European citizenship is growing. Subsequently, pedagogical measures are defined to make the Union known and to sensitize young people to its importance. These opinions are collected within the framework of the European project Explain the EU: Method: a European trimester at every school, involving more than 40 high schools, 80 teachers and more than 3,000 secondary school students. Among the measures to be taken, the following are proposed: to encourage the development of European citizenship at school; to implement the teacher training program "Jean Monet Antenna"; to modify the curriculum and methodologies in Secondary Education; and to promote exchange programs between students in different countries of the Union and to promote visits to European institutions.
Education as a primary and positional good: an approach to educational inequalities and their effects from John Rawls' theory of justice
The purpose of this paper is to analyze the implications of Rawls' theory of justice in educational matters from an approach to the right to education as a fundamental human right, particularly in contexts with high educational inequalities. In this sense, Rawls' framework, probably one of the most prominent theories in the XX century in matter of social justice, places a series of obligations on social institutions and in particular on state institutions towards rights holders, since configured as such, the State must not only perform a negative action of non-intervention on individual freedoms, but must also perform positive actions to guarantee the exercise of the right to education. The starting hypothesis is that the liberal egalitarianism of Rawls' approach, although it represents a great advance that seeks to combine liberal positions with criteria of distributive justice, is insufficient to account for the existing inequalities in the educational sphere, but provides a strong basis for assuming that any educational policy should consider an egalitarian approach.