Emotional education is an educational innovation which has as an objective to answer to the social needs not attended into ordinary education. The foundations of emotional education can multiple intelligence theory, emotional intelligence, flow, progressive education movement, psychological education, health education, social skills, subjective well-being, etc. As an example of theory we present the reversal theory. The objective of emotiona education is the development of emotional competence: emotional conscience, emotional regulation, selfmanagement, interpersonal intelligence, life skills and subjective well-being. The practice of emotional education implies the design of programs based on a theory, with the training of the teachers who will implement them; we need curricular materials to support the teacher task; to evaluate the programs we need instruments and strategies, etc. This article is the result of the work of the GROP (Grupo de Recerca en Orientacio Psicopedagogica) of the Department MIDE of the University of Barcelona.

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Educación emocional y competencias básicas para la vida

The purpose of this paper is to provide a theoretical and reflective overview over professional competencies that university professor have to satisfy the needs that knowledge society demands of the 21st century university. The world is changing from an industrial society to a knowledge society and this is demanding changes in the universities and in the work that teachers realize. One of the challenges that must face in the construction of the European Space of Higher Education is to prepare the new generations of professors in order that they are capable of selecting, updating and using the knowledge in a specific context, which they are capable of learning in different contexts and modalities and along the lifelong and that could understand the potential of what they are learning in order that they could adapt the knowledge to new situations. For it in this document the authors present different perspectives of profile of the university faculty based on competencies.

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El profesorado universitario en la sociedad del conocimiento: competencias profesionales docente

The Use of Current Mobile Learning Applications in EFL

The so-called ‘hidden curriculum’ (HC) is often presented as a counterproductive element in education, and many scholars argue that it should be eliminated, by being made explicit, in education in general and specifically in higher education (HE). The problem of the HC has not been solved by the transition from a teacher-centered education to a student-centered educational model that takes the student’s experience as the starting point of learning. In this article we turn to several philosophers of education (Dewey, Kohlberg, Whitehead, Peters and Knowles) to propose that HC can be made explicit in HE when the teacher recognizes and lives his/her teaching as a personal issue, not merely a technical one; and that the students’ experience of the learning process is not merely individual but emerges through their interpersonal relationship with the teacher. We suggest ways in which this interpersonal relationship can be strengthened despite current challenges in HE.

/pdf/revealing-the-hidden-curriculum-in-higher-education-4okjcez63v.pdf

Revealing the Hidden Curriculum in Higher Education

Resumen En el presente articulo se presenta una re-vision y discusion sobre las distintas corrientes principales de investigacion actual alrededor de las variables y factores asociados al aprendizaje escolar. Se plantean los problemas teoricos y metodologicos que se encuentran a la base del conocimiento sobre los factores asociados al aprendizaje y se presenta la posibilidad de un modelo conceptual sobre los mismos desde un marco psicoeducativo, asi como las proyecciones de investigacion que se abren desde dicho marco. Palabras clave : eficacia y mejora escolar, cambio educativo, aprendizaje escolar, inves-tigacion. Abstract In the present article appears a revision and discussion on the main currents of actual investigation around the variables and factors associated to scholastic learning. The theore-tical and methodologic problems which are at the base of the knowledge about the factors associated to the learning are considered. Also the possibility of a conceptual model appears from a psicoeducative frame, as well as the further investigation that are opened from this frame.

/pdf/variables-y-factores-asociados-al-aprendizaje-escolar-una-11opm9hb8l.pdf

VARIABLES Y FACToRES ASoCIADoS AL APRENDIzAJE ESCoLAR. uNA DISCuSIoN DESDE LA INVESTIGACIoN ACTuAL* Variables and factors associated to the scholastic learning. A discussion from actual investigation

R. Stavenhagen

Papers

La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI.