Foro de Educación 

About: Foro de Educación is an academic journal published by FahrenHouse. The journal publishes majorly in the area(s): Politics & Higher education. It has an ISSN identifier of 1698-7799. It is also open access. Over the lifetime, 360 publications have been published receiving 1604 citations.

Competencias para el desarrollo sostenible: las capacidades, actitudes y valores meta de la educación en el marco de la Agenda global post-2015

Abstract: This paper is focused on the teaching of the competences and capabilities required by the people in order to build societies characterized by the sustainability of their development. A study is presented that shows how the concept of competence, which is an abstract concept, can be translated to specific objectives in order to facilitate the educational treatment required by the teaching of competences in sustainability in the framework of the teaching- learning process. It proposes a basic competential matrix built on the four competences in sustainability considered key by the UNESco: critical analysis, systemic reflection, collaborative decision taking, and sense of responsibility with the present and future generations. Each of these competencies is the result of a plurality of factors, which are composed of Como referenciar este articulo / How to reference this article

An Ecosocial Approach to Well-Being: A Solution to the Wicked Problems in the Era of Anthropocene

Abstract: Modern Western states have a history of the thinking tradition, where the development of human societies is seen as independent from ecological constraints. Our thinking is a social construction, a product of the human mind. It can be changed. In this article we describe a new approach to well-being called an Ecosocial Approach to Well-Being (EAW). It is a holistic and multidisciplinary approach to well-being that will facilitate the analysis and management of the world’s complexity from a socio-ecological perspective. The EAW is based on the fact that without the well-functioning biosphere there can be no society and without a society there can be no societal functions, including an economy. Fundamentally all wicked problems in the era of Anthropocene are global and have social and environmental backgrounds. A more holistic and multi-disciplinary systems thinking is needed to analyze and manage the causal complexity of the world in which we live. The EAW asks us to focus on post-material values because they are only loosely coupled with resource consumption. On the finite planet that is the question of what is enough and what is good for us. The EAW leads us maximizing psychological well-being and nurturing social harmony and cohesion. The EAW holds promise not only for solving social and ecological problems but also for helping people to be happier. It emphasizes human relationships and the meaningfulness of people’s unique lives. If people properly reflected on their values, especially what is ultimately good for those they care about, most of the wicked problems would be resolved. How to reference this article Salonen, A. O., & Konkka, J. (2015). An Ecosocial Approach to Well-Being: A Solution to the Wicked Problems in the Era of Anthropocene . Foro de Educacion , 13(19), 19-34. doi: http://dx.doi.org/10.14516/fde.2015.013.019.002

Qué es la Ilustración

Abstract: La ilustracion es la liberacion del hombre de su culpable incapacidad. La incapacidad significa la imposibilidad de servirse de su inteligencia sin la guia de otro. Esta incapacidad es culpable porque su causa no reside en la falta de inteligencia sino de decision y valor par a servirse por si mismo de ella sin la tutela de otro. iSapere aude! iTen el valor de servirte de tu propia razon! : he aqui el lema de la ilustracion.

Construcción de una pedagogía feminista para una ciudadanía transformadora y contra-hegemónica

Abstract: Ante la normalizacion y socializacion de la cultura patriarcal dominante, caracterizada por ser transmisora de desigualdades de genero, este articulo contribuye a la construccion de una pedagogia feminista critica y postcolonial para la transformacion de la ciudadania en clave de igualdad, equidad y justicia social. En consonancia con este objetivo, el articulo parte de un metodo de investigacion cualitativo y de discusion documental cuyo fin es la definicion de una perspectiva de genero desde las aportaciones del feminismo postcolonial, y la inclusion de dicha perspectiva en las acciones de educacion para la ciudadania. Entre las principales fuentes de informacion se tienen en cuenta las luchas feministas de las ultimas decadas, en las cuales esta tomando un protagonismo cada vez mayor la presencia de voces desde las fronteras. Se suman diversas investigaciones, en el marco de proyectos de cooperacion y una Tesis Doctoral, que sirven como referentes en el acceso a fuentes documentales y posicionamientos epistemologicos. Como aporte el articulo busca sistematizar y generar conocimiento teorico-practico para fundamentar practicas educativas feministas, criticas y postcoloniales, rompiendo fronteras e imaginarios hegemonicos. Entre las principales contribuciones se presenta la pedagogia feminista como alternativa para frenar la reproduccion de desigualdades y construir ciudadanias en equidad. En este sentido, se considera la formacion del profesorado con enfoque de genero una herramienta esencial de esta pedagogia. Como referenciar este articulo Martinez Martin, I. (2016). Construccion de una pedagogia feminista para una ciudadania transformadora y contra-hegemonica . Foro de Educacion , 14(20), 129-151. doi: http://dx.doi.org/10.14516/fde.2016.014.020.008