Revista Internacional de Teoría e Investigación Educativa

Conducting Hermeneutic Research in Education: Epistemological Foundations and Implementation

María Castillo-López — Tue, 18 Nov 2025 00:00:00 +0000

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

Carolina Cabrera Di Piramo, Avril Regueira Domínguez — Tue, 16 Sep 2025 00:00:00 +0000

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.

A Pedagogy of Attention: Simone Weil and the Trans-formative Approach of the Rondine Method

María del Sol Romano, Benedetta Sonaglia — Tue, 18 Nov 2025 00:00:00 +0000

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.

Contra la gamificación. Una interpretación de la escuela donde el conocimiento es lo que verdaderamente importa

José María Barrio Maestre — Thu, 12 Jun 2025 00:00:00 +0000

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.

Visibility of Diversity Policies in European Universities: Analysis of Inclusive Strategies on Their Institutional Websites

Sergio Estévez Acedo — Mon, 12 May 2025 00:00:00 +0000

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.

Cross-cutting competences in higher education: the perception of Spanish and Chilean teachers

Mon, 12 May 2025 00:00:00 +0000

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.

Religious Education and the Development of Individual Subjectivity from the Perspective of Neo-Thomistic Philosophy of Education

Jarosław Horowski — Mon, 10 Mar 2025 00:00:00 +0000

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.

Friendship in social networks: Aristotelian analysis in a pospandemic context

Yaiza Sánchez Pérez, Carmen Caro — Mon, 10 Mar 2025 00:00:00 +0000

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

Paolo Bonafede — Mon, 10 Mar 2025 00:00:00 +0000

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.

Enhancing Educational Growth Through Social Neuroscience: E-Learning as a Safe Platform for ASD Students

Mahnaz Ezhdehakosh, Yaser Khajavi — Thu, 13 Mar 2025 00:00:00 +0000

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.

Neuroscience and education in the transition from analogic to AI.

Michele Di Salvo — Fri, 06 Jun 2025 00:00:00 +0000

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.

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.

José Luis González-Geraldo — Mon, 12 May 2025 00:00:00 +0000

No aplica

Nacidos para jugar: Perspectivas del juego en la infancia

Minerva Rodríguez Sanz — Thu, 13 Mar 2025 00:00:00 +0000