Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

A curricular analysis of the Agricultural Technology program of the Politécnico Colombiano Jaime Isaza Cadavid was completed, as this program is the only one of its kind to be accorded a high quality denomination in Colombia. The objective of this analysis was to determine the applicability of this program to its territorial approach on rural development. The methodological focus was mixed. Document review utilizing the methodology for curricular analysis proposed by Posner (2004) was used to collect qualitative data; while interviews directed toward academic directives and quantitative data were obtained through the use of a questionnaire completed by teachers, students, alumni, and business sector. The integration of data from these sources showed the development of a rational curricular model, an emphasis of some areas of study over others, changes in the profiles of matriculating students over time, incoherencies in the profile of graduates, and a lack of practica occurring in rural areas. It was concluded that although the program declares that it has purposes, contents, and practica that are pertinent to a territorial approach, these are not being developed in the instructional practices that are currently being utilized.

Critical and reflective thinking is a necessary characteristic of the teacher in the present context. Based on observation and experience as teachers at the Institute of Education Sciences of Benguela, University of Katyavala Buíla, we see that the teaching of history in the Degree in Teaching History contributes little to the development of critical and reflective thinking. This is a very relevant aspect if we consider the need to train good critical and reflective teachers who are able to promote critical thinking in their students in a way that questions the different social contexts. The study presented here consisted in analyzing critical-reflexive thinking through the teaching of history. Non-participant observation and a questionnaire were used for this purpose. The information gathered showed that the respondents point to a low contribution of the teaching of history to the development of critical and reflective thinking. In this way, new methodological strategies need to be adapted in order to promote skills such as: analysis, criticism, reflection, reasoning and understanding of problems in a historical setting.

Nowadays, the use of mobile technologies is widely extended. As a consequence, over the last few years there has been an increasing interest in including these elements in teaching as well as in highlighting its educational possibilities. However, there is still little research that has studied this aspect in secondary education. Thus, the aim of this study was to know the students’ and teachers’ perceptions of a Mobile Assisted Language Learning intervention. A case study design was used. 18 secondary school students and a teacher participated in the research. Different instruments were used to collect data: (1) teacher’s diary, (2) open-ended question and (c) semi-structured interviews. Atlas.ti 7 software was used to help with data management. All the participants’ answers were analysed via content analysis and constant comparison methods. Data analysis produced six categories: learning, novelty, cooperation, motivation, teaching approach, and friendship. The results showed that the intervention helped students to improve their linguistic competence, their motivation for learning English, to work in teams, and to improve their friendship links with their classmates. Likewise, the approach was considered as novel, far from the traditional approach based on the text book. In conclusion, these results reflect the educational benefits of mobile learning in english as a foreign language in secondary education

The aim of this article is to present a cross-sectional research program for a preservice education degree. Its goal is to analyse the learning development of the students that attend the preservice teacher education for pre-school teachers. Throughout their degree, students should be trained in different skills that allow them to become good people and good professionals. But, what is the process through which students acquire critical thinking and communication skills that will enable them to become teachers? In what way do students self-regulate their linguistic, oral and written skills? Are they aware and critical of their own learning in this area? In this project we want to observe the process that our students follow to develop these issues. For this reason, the study of metacognitive processes that allow the crystallization of knowledge and linguistic skills is considered. This analysis is obtained through reflective processes. An investigation is planned for a period of 2 years. The methodology that will be implemented is a mixed longitudinal model (qualitative, quantitative). It is expected to provide information on the perception of students of Early Childhood Education on the development of their linguistic and communicative competence. In this article, we intend to describe the design of the research, the instrument developed and the first results of qualitative nature. Finally, the need to improve the reflection processes of the students of the Early Childhood Education degree is revealed from results obtained.

The irruption of the Information and Communication Technologies in the society has led to a deep structural change that implies new ways to relate. In order to educate in the appropriated and responsible use of the technologies, from the regulated education established in the educative system, it is necessary the previous knowledge of the implication of the pupils and the risks that the technologies imply. The objective of this study is to know the behaviours of victimization and aggression in the cyberbullying behaviours, through a comparative analysis between students of Primary and Secondary School. The study has been developed in 24 educational centres with the participation of 2197 pupils aged between 10 and 18 years old. An adaptation of the Bullying Harassment, and Agression Receipt Measure (Hall, 2016) has been applied in Spain and in the two roles of participation, victims and aggressors. The behaviours of victimization and aggression are higher in Secondary School. The results indicate that the behaviours of cyberbullying are already happening in the students of Primary School. The good practices with ICT in the school contexts should consider the potential risks in the social relationships among equals. The preventive measures should be inserted among the pedagogical priorities.

En las páginas introductorias del compendio de ensayos ¿Debemos querer decir lo que decimos? (primera edición), Stanley Cavell destaca su deuda con Thompson Clarke por haberle enseñado a entender la epistemología tradicional y, en particular, el escepticismo. Recuerda también que junto a Clarke impartió, entre 1959 y 1960, un seminario sobre las Investigaciones Filosóficas de Wittgenstein. Su defensa de la filosofía del lenguaje ordinario, la profunda influencia de su estudio del último Wittgenstein, y su aproximación al escepticismo como forma de estar en el mundo, recorren la filosofía y la obra de Cavell y se encuentran muy presentes en el conjunto de escritos que componen el volumen que ahora reseñamos. Puede afirmarse que el conjunto de estos diez trabajos, escritos entre 1958 y 1969, muestran ya con claridad la posición filosófica de Cavell y su personal estilo de escritura, lo que en su caso equivale a decir su personal estilo de pensamiento.

Despite all the doubts about the possibility of reaching an agreement around a unitary concept of philosophy, I must now make an attempt to define what we mean by this term. Inevitably, not everyone will agree to such an attempt. The criterion should be here that this concept encompasses as much as possible of how historically it has received that title. What, then, is philosophy?

The following pages make a case for the important role played by Aristotle’s Metaphysics α 2 982b11–21 in Renaissance poetics and especially in that of Girolamo Fracastoro. As this passage, and Aristotle’s Metaphysics in general, have traditionally been denied a major role in the poetics of the Renaissance, I have been obliged to develop my argument in three sections. [1.] The first focuses on Thomas Aquinas’s roundbreaking reading of the quotation in psychological and epistemological terms, and on how he and his contemporaries were able to harmonize it both with the corpus Aristotelicum and with the development of a place for poetry in the system of the arts. [2.] The second section illustrates how the first humanists used Aristotle’s authority to invert the meaning of the passage, transforming it into an argument in defense of the primacy of poetry over the rest of the arts. This appropriation had two undesiderable effects: either depriving the passage of its theoretical implications or, worse, assimilating Aristotle’s words into a Platonizing vision of poetry. Only with the recovery of the Greek text of Aristotle’s Poetics in the late fifteenth century did the passage escape its new status as a commonplace in humanist defense of poetry, and was briefly again considered as a point of departure for the analysis of concepts such as fabula (fiction) and admiratio (wonder), based on philosophical, poetic, and medical premises. [3] The last section introduces Galeotto Marzio’s and Giovanni Pontano’s pioneering works on these two concepts—fabula and admiratio—, as an introduction to the subsequent synthesis done by Girolamo Fracastoro, who, from the positions held by Marzio and Pontano as well as Aquinas’s original intuition, was able to harmonize natural philosophy and poetry by means of their psychological implications. This is what I have called here the ‘medical poetics of wonder’ or, more simply, mythotherapy. 

By concentrating on the work of Angelo Poliziano (1454–1494), this article explores the questions about whether and to what extent fictional accounts of reality may contribute to the crafting of rational arguments. I will present Poliziano’s contribution to this debate as deeply embedded in a culture of verbal and visual mediation, as was characteristic of Renaissance philosophy. At a time and in a place (fifteenth-century Florence) where philosophy was open to forms of experimentation involving words and images, Poliziano was keen to defend the legacy of poetry, rhetoric and history within the tradition of philosophical inquiries, and more specifically, the role of fiction in shaping arguments and tools of analytical scrutiny. From an interpretative point of view, one of the guiding lines in my analysis will be the category known in contemporary philosophy as moral imagination, that is, the idea that the imagination has the ability to transcend the limitations of individual desire and create the conditions for a broader engagement with reality. It is a type of moral abstraction that allows ideals and values to become sufficiently general to be shared by communities (synchronically) and handed down by traditions (diachronically). It will be apparent how in Poliziano’s account fiction, understood as the narrative element invigorating rational argument, expands the scope of imaginable possibilities while acknowledging the role played by the many constraints of history (res) and persuasion (fides).Keywords: fiction, history, res, moral imagination, Homer, Horace, Angelo Poliziano, Renaissance philosophy

This study explores the function of several types of narrative fiction utilized by three of the most distinguished political emblematists of the Hispanic Baroque: Diego Saavedra Fajardo, Andrés Mendo (who borrows liberally from the work of Solórzano Pereira) and the expressly anti-Machiavellian works of Francisco Garau. We consider the rationale behind choosing the emblem as a vehicle to express Counter-reformation political thought and we trace an evolution that leads to one of the books of Garau, which reveals itself to be a highly original work that propagates traditional rhetorical procedures and at the same time it conceals a radical skepticism affecting both the form and content of the work.Keywords: Emblems, Spanish Political Literature, Golden Age Literature, Narrative Fiction