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Los programas de escuela taller. Una aproximación conceptual al modelo educativo del aprendizaje servicio
Get PDFABSTRACTWorkshop Schools are educational programs for young people that develop a Technical School towards employment since 1985. These programs use mainly practical methodologies through the fulfillment of works and services that respond to social needs. On the other hand, the service-learning is presented as an educational model which methodology has tested educational advantages. The presence of common features between both methodologies can lead to the thought that Workshop School programs are one of the programs that use the Service-Learning educational model, and therefore, they are a valid option to be used by Career Guidance Counseling in Secondary Education Centres.RESUMENLas Escuelas Taller son programas educativos para jóvenes que, desde el año 1985, desarrollan una formación profesional para el empleo. Estos programas utilizan metodologías eminentemente prácticas a través de la realización de obras y servicios que responden a un interés social. Por otra parte, el aprendizaje-servicio (service-learning) se presenta como un modelo educativo cuya metodología ofrece contrastadas ventajas educativas. La presencia de algunos aspectos comunes entre ambas metodologías puede llevar a considerar los programas de Escuela Taller como uno de los programas que utilizan el modelo educativo del Aprendizaje-Servicio y, por lo tanto, como una válida opción a utilizar desde la Orientación Profesional en los centros de Educación Secundaria.ABSTRACTWorkshop Schools are educational programs for young people that develop a Technical School towards employment since 1985. These programs use mainly practical methodologies through the fulfillment of works and services that respond to social needs. On the other hand, the service-learning is presented as an educational model which methodology has tested educational advantages. The presence of common features between both methodologies can lead to the thought that Workshop School programs are one of the programs that use the Service-Learning educational model, and therefore, they are a valid option to be used by Career Guidance Counseling in Secondary Education Centres
Aprendizaje significativo y Educación Ambiental: aplicaciones didácticas del museo de ciencias naturales de la Universidad de Navarra
No full textRevista española de orientación y psicopedagogía
No full textResumen basado en el de la publicaciónLas Escuelas Taller son programas educativos para jóvenes que, desde el año 1985, desarrollan una formación profesional para el empleo y que utilizan metodologías eminentemente prácticas a través de la realización de obras y servicios que responden a un interés social. Por otra parte, el Aprendizaje-Servicio (Service-Learning) se presenta como un modelo educativo cuya metodología ofrece contrastadas ventajas educativas. La presencia de algunos aspectos comunes entre ambas metodologías puede llevar a considerar los programas de Escuela Taller como uno de los programas que utilizan el modelo educativo del Aprendizaje-Servicio y, por lo tanto, como una válida opción a utilizar desde la Orientación Profesional en los centros de Educación Secundaria.Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
To Be a Box or Not to Be a Box: The Multiple Meanings of the Metaphor in Antoni Tàpies
Get PDFThe reality that surrounds us throws us continuous messages that are perceived by our senses. In this perception, sight is configured as a principal sense capable of obtaining many of these messages and generating, from these perceptions, numerous thoughts, feelings and emotions. In this way, the routine of I see-thought-question- is established. The education of the gaze then becomes a matter of first order to favor the understanding of our world. Art, as a form of reality, or as an adaptation of reality, can be used as a tool to promote a different way of looking, it can be a discipline that can help to understand our reality. The following article studies the metaphor as a possible resource for the awareness of reality. An example of a metaphor, its possibility of inquiry, and discovery of meaning is the artwork Composicio amb cistella made in 1996 by Antonio Tàpies, which is part of the collection of the University of Navarra Museum. The Catalan artist uses metaphor in this sculpture trying to deceive the eye that looks at it, in an attempt to encourage participation and reflexive activation of visitors to the Museum. The conceptualization of the sculpture is specifically studied, in a synthetic way, through a philosophical approach on the aesthetic and the metaphor contributed by José Ortega y Gasset. The aim is to get support from aesthetic- philosophical which helps explore the possibilities of the metaphor as an aesthetic resource for the awareness of reality
Environmental education and ecological spiritual intelligence: the case of Basque mythology
No full textSince its conception, environmental education has carried out numerous plans, strategies and programmes aimed at restoring an adequate person–nature relationship, addressing the main environmental problems that threaten the planetary ecosystem balance. Even though environmental education proposes an integral education, it is infrequent that the spiritual dimension of the person appears reflected in its programmes. However, spirituality, which often manifests itself by providing affect and meaningful significant life experiences, aims to be a key factor in the development of lasting pro-environmental behaviours. Promoting and valuing ecological spiritual intelligence is configured as an interesting advance for environmental education. For example, starting from the cultural-naturalistic values provided in every part of the territory. As an example, we propose the one made in the Basque country (Spain), using the spirituality contained in the Basque mythology
Significant life experiences and their relationship with the education of the scrutinizing gaze in the beauty ecologist César Manrique
No full textThe reality of the nature that we see can have multiple messages and meanings. Some of these are patent and continuously communicate with the individual, but others are hidden and are more difficult to unravel. A deep, contemplative and scrutinizing gaze is necessary to detect these messages. Educating this “new” way of seeing can help reinforce a person-nature bond that includes the aesthetic appreciation of beauty. This work shows the education of the gaze related to the artist César Manrique and the special bond that he established with the island of Lanzarote. He describes some key experiences, considered to be significant life experiences (SLEs), that revealed deep and secret messages to him and made him understand the true magnitude of the person-nature bond
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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