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en línea para Revistas Científicas de América Latina,
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ISSN: 2310-2799

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546,196 artículos

Año: 2018
ISSN: 2386-6292, 1578-7001
Jordi Planella Ribera; Marc Pallarès Piquer
Universidad de Navarra
In the present article we present a research that has been proposed as an objective to analyze the concept of weakness and the pedagogy of care in the experiences and writings of Jean Vanier. Vanier’s work and projects are fundamental in the history of European pedagogical thinking. To this end, a methodological and qualitative approach has been worked on through analysis and documentary criticism. The study has analyzed three major categories that go through Vanier’s thinking and praxis: Theories about Weakness, Pedagogies of Care and Spiritual Pedagogy. The analysis is accompanied by a biographical review of the author to be able to situate his thought in an embodied way.
Año: 2018
ISSN: 2386-6292, 1578-7001
Sandra Stotsky
Universidad de Navarra
I write as the former administrator in the Massachusetts Department of Education who was responsible for the development of the 2002 Massachusetts History and Social Science Curriculum Framework. This essay is a slightly revised version of written testimony invited by Senator Judd Gregg of New Hampshire, Chairman of the Committee on Health, Education, Labor and Pensions, United States Senate, for a hearing titled “What Is Your Child Reading in School? How Standards and Textbooks Influence Education.” The hearing was held at the Dirksen Senate Office Building, Room 430, Washington, D.C., on Wednesday, September 24, 2003. The oral testimony is available on a transcription of the hearing, and the full written version of my testimony has been entered into the public record. The hearing was an exploratory one, possibly the first of many others on this topic, and unconnected at the moment to any proposed legislation.
Año: 2018
ISSN: 2386-6292, 1578-7001
Ruth Breeze
Universidad de Navarra
The multicultural society is already a fact, and intercultural education is both a pragmatic necessity and a moral duty. The challenge is to find ways of promoting intercultural education in practice. Much earlier discussion of this issue should be seen against the background of liberal humanist concepts, a logical extension of the rights of man proclaimed at the Enlightenment, moving from individual liberté and égalité to the freedom of expression of different groups and cultures, and ultimately to a notion of the equality of all cultures. However, the liberal solutions which this approach engendered seem now to have worn somewhat thin as they do not take into account the human person, his or her individual psychology, or the all-pervasive nature of the cultures into which he or she has been born. It is significant that the postmodern solutions to the problems of multiculturalism retreat back into the person, dealing with questions of an affective nature, the relationship to otherness, self-esteem and the education of virtues. Only if these issues are satisfactorily resolved can the project of intercultural education be carried forward. From the base of self-esteem and solid values, people will be capable of going out into society to live out not just an absence of prejudice, but a positive solidarity with others. In this perspective, schools with religious commitments have a positive contribution to make to intercultural education, providing they approach the question with realism and trust.
Año: 2018
ISSN: 2386-6292, 1578-7001
Rafaela García López
Universidad de Navarra
Immigration is not a new phenomenon in the West. Today, however, it has acquired features that did not exist in the past. Aside from the significant increase in quantity, there is also a broader range of diversity. This current situation is affecting or, if it has not happened yet, will inevitably affect social cohesion. The problem is multi-dimensional. Hence, we need to integrate distinct frameworks that set the foundation for the creation, within the preponderant culture, of a “welcoming” environment, that does not engender social problems and that facilitates an enriching inter- communication based on mutual respect. To deal with the new situation, the teachers’ enthusiastic good will is not enough. There is also a need for institutional and social support and, of course, for financial assistance. However, a positive attitude towards multiculturalism is not sufficient either without rationalizing and systematizing the work that needs to be done.
Año: 2018
ISSN: 2386-6292, 1578-7001
Andrés Jiménez Abad
Universidad de Navarra
Increasing cultural diversity in our schools is transforming our educational system and our vision of reality. Student diversity is a potential source of enrichment. However, the same phenomenon could make it more difficult to attain the ideal of a school-for-all. Different views are examined and in particular that of the socio-critical model. This tends to promote a restricted perspective. In particular, it could serve the interest of those in power and of those who are critical of such diversity. As an alternative, it is necessary to develop an intercultural model whose foundation is anchored on shared universal values, the dignity of all persons and the corresponding fundamental human rights
Año: 2018
ISSN: 2386-6292, 1578-7001
Enric Prats Gil
Universidad de Navarra
In the present context of intercultural exchange, racism signifies a central social pathology and the most serious challenge of our societies. The family is the best exponent of cross-cultural reality. In fact, all the families arise from the “encounter” of two projects of life, with analogous goals and values of basic level, but also discrepant about the usual practices of those goals and values. This work describes the family in the present context (plural and democratic context) and proposes several suggestions about the family as the place for learning and management of values in order to transgress racism
Año: 2018
ISSN: 2386-6292, 1578-7001
Gabriela Orduna Allegrini
Universidad de Navarra
In our society, there is an on-going debate on how to seek a balance between preserving a community’s cultural identity and at the same time promoting its rightful development. This is an extremely sensitive issue. Besides, it is difficult to analyze objectively because various factors such as social, economic and especially political factors need to be considered. In this regard, education can play a crucial role in promoting the value of a cultural identity that is compatible with fostering sustainable local development
Año: 2018
ISSN: 2386-6292, 1578-7001
Miguel Ángel Rodríguez Rodríguez
Universidad de Navarra
This paper begins with an analysis of the causes of migratory movements and then deals with caring ethics as a condition for an effective life-quality for people (especially those who are most in need). The text finishes showing the role of education in promoting universal values and consequently in life-quality improvement and intercultural dialogue, underlining the necessary contribution of educational enterprises (such as the university) to such values promotion
Año: 2018
ISSN: 2386-6292, 1578-7001
Alejandro Llano
Universidad de Navarra
Globalization is a marvelous phenomenon that unites people and is making us come closer to each other in a manner that was unimaginable a decade ago. But the process of globalization that raised so many hopes for promoting development is also giving rise to evident difficulties. The ease and the speed of worldwide interchanges have generated a series of problems. This situation demands a profound evaluation of the foundations of international relations not only as regards economic aspects, which are the most obvious, but also as related to the fields of culture and education.
Año: 2018
ISSN: 2386-6292, 1578-7001
Javier Vergara
Universidad de Navarra
The article analyzes multiculturalism and interculturalism within the context of the process of development of a Europe. The discussion has three parts. First, the idea of a European identity and its humanizing, civilizing and Christian dimensions, which served as the foundation of that identity in its origins its considered. The second part looks into the diverse attempts to create a united Europe based on efforts to overcome models based on nationalist perspectives. Finally, it examines the idea of a European interculturalism whose foundation is commitment to ethics and education

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