Pub Date : 2023-05-01DOI: 10.22550/rep81-2-2023-04
P. Herrero-Diz, M. Sánchez-Martín, Pilar Aguilar, J. Muñiz-Velázquez
Young adolescents are more vulnerable to disinformation owing to the time that they spend online and their content consumption habits. The consequences of this phenomenon can be serious, both for the individual and at a social and political level. To alleviate this situation, different agencies recommend healthy practices regarding consumption and exchange of information; from checklists to self-learning exercises for the development of critical thinking. This research proposes a tool for the identification of behaviours among adolescents when giving credibility to information or content and the motives that lead them to share it, contributing at times to the spread of misleading information. After an exhaustive process of design, piloting, and psychometric validation using an English-speaking sample (N = 417), a reliable instrument was obtained. We also measured its correlation with critical thinking and moral disengagement. The results lead us to conclude that this is a new tool with which to observe the information consumption behaviours of young people and thus measure their vulnerability to disinformation. Similarly, we have confirmed how greater critical thinking is positively related to more responsible consumption when giving credibility to content or news, and how moral disengagement is linked to the fact of sharing such items with greater ease.
{"title":"La vulnerabilidad de los adolescentes frente a la desinformación: su medición y su relación con el pensamiento crítico y la desconexión moral","authors":"P. Herrero-Diz, M. Sánchez-Martín, Pilar Aguilar, J. Muñiz-Velázquez","doi":"10.22550/rep81-2-2023-04","DOIUrl":"https://doi.org/10.22550/rep81-2-2023-04","url":null,"abstract":"Young adolescents are more vulnerable to disinformation owing to the time that they spend online and their content consumption habits. The consequences of this phenomenon can be serious, both for the individual and at a social and political level. To alleviate this situation, different agencies recommend healthy practices regarding consumption and exchange of information; from checklists to self-learning exercises for the development of critical thinking. This research proposes a tool for the identification of behaviours among adolescents when giving credibility to information or content and the motives that lead them to share it, contributing at times to the spread of misleading information. After an exhaustive process of design, piloting, and psychometric validation using an English-speaking sample (N = 417), a reliable instrument was obtained. We also measured its correlation with critical thinking and moral disengagement. The results lead us to conclude that this is a new tool with which to observe the information consumption behaviours of young people and thus measure their vulnerability to disinformation. Similarly, we have confirmed how greater critical thinking is positively related to more responsible consumption when giving credibility to content or news, and how moral disengagement is linked to the fact of sharing such items with greater ease.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"38 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68215315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.22550/rep81-2-2023-02
F. Olivares, Raquel Fidalgo, Mark Torrance
Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regu¬lated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme com¬prised two conditions (condition 1 and condi¬tion 2) in which the teachers provided direct and explicit teaching of self-regulation strategies before, during and after the reading process. In condition 2, explicit instruction in reading self-efficacy was added. In the control condi¬tion, teachers provided traditional instruction based on reading aloud, sequential reading, text questions and the use of dictionaries. A total of 180 Spanish primary school students from eight different Year 5 and 6 classes (aged 10-12 under the Spanish education system) were either assigned to one of the two experi¬mental conditions (Condition 1: N = 47. Con¬dition 2: N = 47) or to the control condition (N = 86). Pre-test/post-test/follow-up measures were taken (six weeks after the intervention) of reading performance, reading self-effica¬cy and time spent applying self-regulation strategies before, during and after reading through an online assessment. The results showed that the instructional programme had a positive and significant effect in the two ex¬perimental conditions compared to the control group in terms of reading performance and time spent applying self-regulation strategies before and after the reading process. Howev¬er, no statistically significant differences were observed in the time spent applying strategies during reading and in reading self-efficacy, neither between the two experimental condi¬tions nor between the experimental conditions and the control condition. The implications of these results and their contribution to educa¬tional practices are discussed.
{"title":"Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria","authors":"F. Olivares, Raquel Fidalgo, Mark Torrance","doi":"10.22550/rep81-2-2023-02","DOIUrl":"https://doi.org/10.22550/rep81-2-2023-02","url":null,"abstract":"Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regu¬lated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme com¬prised two conditions (condition 1 and condi¬tion 2) in which the teachers provided direct and explicit teaching of self-regulation strategies before, during and after the reading process. In condition 2, explicit instruction in reading self-efficacy was added. In the control condi¬tion, teachers provided traditional instruction based on reading aloud, sequential reading, text questions and the use of dictionaries. A total of 180 Spanish primary school students from eight different Year 5 and 6 classes (aged 10-12 under the Spanish education system) were either assigned to one of the two experi¬mental conditions (Condition 1: N = 47. Con¬dition 2: N = 47) or to the control condition (N = 86). Pre-test/post-test/follow-up measures were taken (six weeks after the intervention) of reading performance, reading self-effica¬cy and time spent applying self-regulation strategies before, during and after reading through an online assessment. The results showed that the instructional programme had a positive and significant effect in the two ex¬perimental conditions compared to the control group in terms of reading performance and time spent applying self-regulation strategies before and after the reading process. Howev¬er, no statistically significant differences were observed in the time spent applying strategies during reading and in reading self-efficacy, neither between the two experimental condi¬tions nor between the experimental conditions and the control condition. The implications of these results and their contribution to educa¬tional practices are discussed.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68215269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.22550/rep81-2-2023-03
Rocío Peña-Vázquez, Olga González-Morales, Pedro-Ricardo Álvarez-Pérez, David López-Aguilar
The analysis of the problem of dropout from university studies is a subject of great importance and topicality owing to the repercussions it has, not only in the economic and social sphere, but also at a personal, family, institutional level, etc. The objective of this article is to define a profile for a student who intends to abandon their university studies and who, therefore, is at risk of academic dropout. Various characteristics with a possible impact on this situation were analysed, both those of an individual, academic and socioeconomic nature and those which are personal. Specifically, we studied the variables of age, gender, how studies are financed, average university grade and order of preference of the degree course, as well as those related to academic satisfaction, adaptability skills and the student’s academic engagement. The analysis was conducted on students at the Universidad de La Laguna (ULL) according to degree field and academic year. The results obtained show that the students with the highest risk of dropping out of the degree programme are those in their first year, mainly in the field of sciences, who have chosen the degree course they are studying that was their third choice or lower, their average university grade has been a fail, they have a low level of academic engagement and are not very satisfied with the educational process.
{"title":"Construyendo el perfil del alumnado con intención de abandono de los estudios universitarios","authors":"Rocío Peña-Vázquez, Olga González-Morales, Pedro-Ricardo Álvarez-Pérez, David López-Aguilar","doi":"10.22550/rep81-2-2023-03","DOIUrl":"https://doi.org/10.22550/rep81-2-2023-03","url":null,"abstract":"The analysis of the problem of dropout from university studies is a subject of great importance and topicality owing to the repercussions it has, not only in the economic and social sphere, but also at a personal, family, institutional level, etc. The objective of this article is to define a profile for a student who intends to abandon their university studies and who, therefore, is at risk of academic dropout. Various characteristics with a possible impact on this situation were analysed, both those of an individual, academic and socioeconomic nature and those which are personal. Specifically, we studied the variables of age, gender, how studies are financed, average university grade and order of preference of the degree course, as well as those related to academic satisfaction, adaptability skills and the student’s academic engagement. The analysis was conducted on students at the Universidad de La Laguna (ULL) according to degree field and academic year. The results obtained show that the students with the highest risk of dropping out of the degree programme are those in their first year, mainly in the field of sciences, who have chosen the degree course they are studying that was their third choice or lower, their average university grade has been a fail, they have a low level of academic engagement and are not very satisfied with the educational process.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49449543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.22550/rep81-2-2023-07
Elena López-de-Arana-Prado, L. F. Martínez-Muñoz, M. Calle-Molina, R. Aguado-Gómez, M. L. Santos-Pastor
Service-learning has spread significantly in higher education in recent decades. Its effects in the academic field (students and teachers) and in the community (disadvantaged groups at risk of social exclusion and socio-educational partners) are backed by research. However, few works have considered the evaluation of these projects, and there are few instruments available for guiding their development and for assessing their quality. The aim of this study is to develop criteria to evaluate university service-learning projects. To do so, we used the Delphi method with three rounds of expert consultation. The result is a university service-learning, indicator matrix with 9 dimensions and 43 indicators. We conclude that, as well as evaluating the quality of service-learning projects, this instrument could also be valid for validating social innovation from the educational sphere. The principal limitations to overcome are the still-existing welfare perspective and difficulties with involving the recipients of the service.
{"title":"Construcción y validación de un instrumento para la evaluación de la calidad de proyectos de aprendizaje-servicio universitario a través del método Delphi","authors":"Elena López-de-Arana-Prado, L. F. Martínez-Muñoz, M. Calle-Molina, R. Aguado-Gómez, M. L. Santos-Pastor","doi":"10.22550/rep81-2-2023-07","DOIUrl":"https://doi.org/10.22550/rep81-2-2023-07","url":null,"abstract":"Service-learning has spread significantly in higher education in recent decades. Its effects in the academic field (students and teachers) and in the community (disadvantaged groups at risk of social exclusion and socio-educational partners) are backed by research. However, few works have considered the evaluation of these projects, and there are few instruments available for guiding their development and for assessing their quality. The aim of this study is to develop criteria to evaluate university service-learning projects. To do so, we used the Delphi method with three rounds of expert consultation. The result is a university service-learning, indicator matrix with 9 dimensions and 43 indicators. We conclude that, as well as evaluating the quality of service-learning projects, this instrument could also be valid for validating social innovation from the educational sphere. The principal limitations to overcome are the still-existing welfare perspective and difficulties with involving the recipients of the service.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68215451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.22550/rep81-2-2023-05
Camino Ferreira, Alba González-Moreira, E. Benavides
In order to achieve real inclusion and participation of all the members of the university community, it is necessary to promote actions based on respect and recognition of rights. In this process, guidance for university students with disabilities has become particularly important. This study, within the framework of the project “Analysis of institutional and informal support and guidance systems for university students” (funded by the Castilla y León Regional Department for Education), focuses on describing and analysing the adequacy of support and guidance services for students with disabilities in Spanish public universities, by identifying good practices. The method used is based on documentary analy-sis and content analysis of the actions and services providing support and guidance for students with disabilities included in the verification reports on university degrees and the websites of the 47 Spanish public universities. For the data analysis, a system of categories was established using the MAXQDA program. The results were differentiated according to the designation, scope of action, objectives, procedures, recipients, stage of studies and specific actions regarding disability. The results show that all the universities analysed have support services for these students at the centre of guidance organisation and management. The main good practices of note involve the network of agents that this process co-ordinates, including foundations, companies and institutions, as well as the plans, projects and/ or programmes that encourage participation and that are adapted to the needs or difficulties that this group may encounter, especially those related to volunteering and adjustments.
为了实现大学社区所有成员的真正包容和参与，有必要促进基于尊重和承认权利的行动。在此过程中，对残疾大学生的指导显得尤为重要。这项研究是在“大学生体制和非正式支持和指导系统分析”(由Castilla y León地区教育部资助)项目框架内进行的，重点是通过确定良好做法，描述和分析西班牙公立大学为残疾学生提供的支持和指导服务的充足程度。本文采用文献分析和内容分析的方法，对西班牙47所公立大学的学位认证报告和网站中为残疾学生提供支持和指导的行动和服务进行分析。为了对数据进行分析，利用MAXQDA程序建立了一个分类系统。结果根据指定、行动范围、目标、程序、接受者、研究阶段和有关残疾的具体行动进行了区分。结果表明，所有被分析的大学都在指导组织和管理的中心为这些学生提供支持服务。值得注意的主要良好做法涉及这一进程协调的代理人网络，包括基金会、公司和机构，以及鼓励参与并适应这一群体可能遇到的需要或困难，特别是与志愿服务和调整有关的需要或困难的计划、项目和(或)方案。
{"title":"Análisis y buenas prácticas del sistema de orientación universitaria para estudiantes con discapacidad","authors":"Camino Ferreira, Alba González-Moreira, E. Benavides","doi":"10.22550/rep81-2-2023-05","DOIUrl":"https://doi.org/10.22550/rep81-2-2023-05","url":null,"abstract":"In order to achieve real inclusion and participation of all the members of the university community, it is necessary to promote actions based on respect and recognition of rights. In this process, guidance for university students with disabilities has become particularly important. This study, within the framework of the project “Analysis of institutional and informal support and guidance systems for university students” (funded by the Castilla y León Regional Department for Education), focuses on describing and analysing the adequacy of support and guidance services for students with disabilities in Spanish public universities, by identifying good practices. The method used is based on documentary analy-sis and content analysis of the actions and services providing support and guidance for students with disabilities included in the verification reports on university degrees and the websites of the 47 Spanish public universities. For the data analysis, a system of categories was established using the MAXQDA program. The results were differentiated according to the designation, scope of action, objectives, procedures, recipients, stage of studies and specific actions regarding disability. The results show that all the universities analysed have support services for these students at the centre of guidance organisation and management. The main good practices of note involve the network of agents that this process co-ordinates, including foundations, companies and institutions, as well as the plans, projects and/ or programmes that encourage participation and that are adapted to the needs or difficulties that this group may encounter, especially those related to volunteering and adjustments.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68215362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.22550/rep81-1-2023-05
David Hernández de la Fuente
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 the importance for these two thinkers of the education of individual character in the pursuit of the common goods of various political communities by uniting the wills of the citizens. The methodology used is rereading the fundamental passages of the classical sources on character and education in the young, comparing them with the points of view of most of the research, summarized in the assessments of the great manuals of the history of education. Despite being a well-known theme, it is worthwhile returning to these passages for an updated reflection in our contemporary world. Thus, it is apparent that, in spite of the obvious divergences between the philosophical systems of Plato and Aristotle, there is a curious similarity in the case of character education as the key to solve the problems posed for a society in times of crisis.
{"title":"Reformas educativas para una crisis. Acerca de la educación del carácter en Platón y Aristóteles","authors":"David Hernández de la Fuente","doi":"10.22550/rep81-1-2023-05","DOIUrl":"https://doi.org/10.22550/rep81-1-2023-05","url":null,"abstract":"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 the importance for these two thinkers of the education of individual character in the pursuit of the common goods of various political communities by uniting the wills of the citizens. The methodology used is rereading the fundamental passages of the classical sources on character and education in the young, comparing them with the points of view of most of the research, summarized in the assessments of the great manuals of the history of education. Despite being a well-known theme, it is worthwhile returning to these passages for an updated reflection in our contemporary world. Thus, it is apparent that, in spite of the obvious divergences between the philosophical systems of Plato and Aristotle, there is a curious similarity in the case of character education as the key to solve the problems posed for a society in times of crisis.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68215527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.22550/rep81-1-2023-01
Aurora Bernal Martínez de Soria, C. Naval
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 moral education from the perspective of the philosophy and theory of education, developed in the Anglo-American field. Assertions by David Carr (2021) and Kristján Kristjánsson (2020) on the subject of flourishing and character education provide a starting point and guide for the discussion that mainly revolves around the following questions. What notion of flourishing can be theoretically sustained as an educational goal? Why is character education not considered sufficient to promote flourishing? Why is it not considered necessary either? We conclude by underlining the value of educational theory based on a realistic view of flourishing as an attainable aim of character education. Some essential components of flourishing and moral education are absent from the theories reviewed.
{"title":"El florecimiento como fin de la educación del carácter","authors":"Aurora Bernal Martínez de Soria, C. Naval","doi":"10.22550/rep81-1-2023-01","DOIUrl":"https://doi.org/10.22550/rep81-1-2023-01","url":null,"abstract":"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 moral education from the perspective of the philosophy and theory of education, developed in the Anglo-American field. Assertions by David Carr (2021) and Kristján Kristjánsson (2020) on the subject of flourishing and character education provide a starting point and guide for the discussion that mainly revolves around the following questions. What notion of flourishing can be theoretically sustained as an educational goal? Why is character education not considered sufficient to promote flourishing? Why is it not considered necessary either? We conclude by underlining the value of educational theory based on a realistic view of flourishing as an attainable aim of character education. Some essential components of flourishing and moral education are absent from the theories reviewed.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68215666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.22550/rep81-1-2023-06
J. A. Ibáñez-Martín
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 character, both for oneself and for those in whose hands educational responsibilities are placed. For this purpose, it considers the main human qualities at the heart of of good character based on a tras- cended reading of one of the most prominent representations of Spanish culture, The Ingenious Gentleman Don Quixote of La Mancha.
{"title":"El plural concepto del buen carácter","authors":"J. A. Ibáñez-Martín","doi":"10.22550/rep81-1-2023-06","DOIUrl":"https://doi.org/10.22550/rep81-1-2023-06","url":null,"abstract":"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 character, both for oneself and for those in whose hands educational responsibilities are placed. For this purpose, it considers the main human qualities at the heart of of good character based on a tras- cended reading of one of the most prominent representations of Spanish culture, The Ingenious Gentleman Don Quixote of La Mancha.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"45 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68215622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.22550/rep81-1-2023-07
J. Fuentes, Jorge Valero Berzosa
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 is centred at the intersection of these two viewpoints and aims to examine whether the digital world demands a new paradigm of virtues — a substantial change — or whether it simply requires an updating of the classical pattern of virtues to the new circumstances produced by technological change. The article will set out some of the principal characteristics which are provoked by the almost total presence of technology in our lives and will focus on the virtue of critical thinking, which has become especially necessary in view of problems of infoxication, post-truth or the more and more common methods of online fraud and abuse. After analysing these aspects and the limits of technology and of the digital paradigm, we argue that in the present-day context there are no elements which are incompatible with the classical conception of the virtues. It is certainly true that new challenges will emerge in character education in view of students’ immersion in the use of IT and that this situation will mean that certain virtues will require special reappraisal; such will be the case of critical thought, responsibility and the protection of privacy. However, there is no reason to suppose that the pillars of Aristotelian ethics have been in any way altered or have become obsolete. We defend the idea that an updating and adjustment to a demanding new context is preferable to any really substantial change, since the foundation and objectives of the ethics of virtue remain unchanged in the digital world.
{"title":"Nuevas virtudes digitales o virtudes para el contexto digital: ¿es necesaria una nueva educación del carácter?","authors":"J. Fuentes, Jorge Valero Berzosa","doi":"10.22550/rep81-1-2023-07","DOIUrl":"https://doi.org/10.22550/rep81-1-2023-07","url":null,"abstract":"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 is centred at the intersection of these two viewpoints and aims to examine whether the digital world demands a new paradigm of virtues — a substantial change — or whether it simply requires an updating of the classical pattern of virtues to the new circumstances produced by technological change. The article will set out some of the principal characteristics which are provoked by the almost total presence of technology in our lives and will focus on the virtue of critical thinking, which has become especially necessary in view of problems of infoxication, post-truth or the more and more common methods of online fraud and abuse. After analysing these aspects and the limits of technology and of the digital paradigm, we argue that in the present-day context there are no elements which are incompatible with the classical conception of the virtues. It is certainly true that new challenges will emerge in character education in view of students’ immersion in the use of IT and that this situation will mean that certain virtues will require special reappraisal; such will be the case of critical thought, responsibility and the protection of privacy. However, there is no reason to suppose that the pillars of Aristotelian ethics have been in any way altered or have become obsolete. We defend the idea that an updating and adjustment to a demanding new context is preferable to any really substantial change, since the foundation and objectives of the ethics of virtue remain unchanged in the digital world.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47256680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.22550/rep81-1-2023-08
Zaida Espinosa Zárate, J. Ahedo, M. Rumayor
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, which associates it with certain benefits. However, this approach is closely followed by a philosophical–moral view that understands friendship as a good in itself and, consequently, highlights its humanizing potential. The Aristotelian framework for un- derstanding friendship and character stands out within this approach. The relationship be- tween friendship and character in the selected articles is explored through 5 categories that emerged in the analysis: 1) friendship for char- acter; 2) character for friendship; 3) friendship and transgressions; 4) teachers’ and students’ perceptions of the influence of friendship; and 5) analysis of programmes that include friendship in the curriculum.
{"title":"Amistad y educación del carácter: una revisión sistemática","authors":"Zaida Espinosa Zárate, J. Ahedo, M. Rumayor","doi":"10.22550/rep81-1-2023-08","DOIUrl":"https://doi.org/10.22550/rep81-1-2023-08","url":null,"abstract":"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, which associates it with certain benefits. However, this approach is closely followed by a philosophical–moral view that understands friendship as a good in itself and, consequently, highlights its humanizing potential. The Aristotelian framework for un- derstanding friendship and character stands out within this approach. The relationship be- tween friendship and character in the selected articles is explored through 5 categories that emerged in the analysis: 1) friendship for char- acter; 2) character for friendship; 3) friendship and transgressions; 4) teachers’ and students’ perceptions of the influence of friendship; and 5) analysis of programmes that include friendship in the curriculum.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68215698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：