El florecimiento humano es un término relacionado con el desarrollo pleno de personas y sociedades, algo anhelado por todos, especialmente en tiempos de crisis. Es aceptado globalmente que la educación es un recurso imprescindible para promover el florecimiento humano. El objetivo principal de este artículo es indagar sobre si se puede plantear como fin de la educación del carácter, con el enfoque de desarrollo de las virtudes, el florecer humano. Las publicaciones sobre el tema del florecimiento han proliferado en los últimos años. Para este estudio seleccionamos aquellas que relacionan florecimiento y fin de la educación moral desde la perspectiva de la filosofía y teoría de la educación, desarrolladas en el ámbito anglo-americano. Algunas afirmaciones de David Carr (2021) y Kristjánsson (2020) sobre el tema del florecimiento y de la educación del carácter, son punto de partida y guía de la discusión que gira principalmente sobre las siguientes cuestiones: ¿qué noción de florecimiento puede sostenerse teóricamente como fin educativo?, ¿por qué no se considera a la educación del carácter suficiente para promover el florecimiento?, ¿por qué tampoco se aprecia necesaria? Concluimos subrayando el valor de la teoría educativa fundamentada en una visión realista del florecimiento como objetivo alcanzable de la educación del carácter. En las teorías revisadas, falta considerar algunos componentes esenciales del florecimiento y de la educación moral.

Society's understanding of palliative care has room for improvement. Although the World Health Organisation highlighted palliative care as a human right, many people still lack access to this crucial form of treatment. The paucity of understanding and social discussion surrounding palliative care has, moreover, negatively impacted its development and implementation. This study therefore aims to construct a strategy that will empower a specific community to solve their own palliative care-related misunderstandings. Using Participatory Action Research and Design Thinking methodologies and adopting the strategy of Public Engagement in Responsible Research and Innovation, a design group worked for three months through five virtual focus groups. Moving through the phases of empathizing, defining, ideation, prototyping, and testing, the design group generated 33 ideas to address palliative care-related problems. Ideas related to self-learning, the use of technology, and the exchange of personal experiences are highlighted as innovative ways to promote palliative care. The design group adopted a variety of strategies, used disruptive tools, and created and tested rapid prototypes to discover novel solutions. This method of working, centred on interdisciplinarity and creativity, presents an efficient way to involve the members of a community in solving their own problems.

Introduction: this paper studies the effects of full COVID-19 lockdown of Spanish families affected the following aspects: play and school tasks time, school counselling to families and priorities of families regarding play, school tasks, and extracurricular activities. Method: quantitative. Online questionnaire administered during full lockdown in Spain to 622 participants with underage children. Conclusions: playtime increased significantly and school tasks time grew moderately. Play counselling from schools increased during lockdown, although it did not become widespread.

Introducción: este trabajo estudia los efectos del confinamiento total en las familias españolas debido a la COVID-19 sobre el tiempo dedicado al juego y las tareas escolares, el asesoramiento de la escuela a las familias y las prioridades de las familias respecto al juego, las tareas escolares y las actividades extraescolares. Metodología: cuantitativa. Cuestionario online administrado durante el mes de abril del 2020 a 622 participantes con hijos/as menores de edad escolarizados/as. Conclusiones: durante el confinamiento, el tiempo de juego ha aumentado notablemente y el de las tareas escolares ha experimentado un incremento más moderado. El asesoramiento de los centros en materia de juego se ha elevado, aunque no ha llegado a generalizarse.

Sports organisations involved in grassroots sports have trainers, managers and referees whose attitudes, work and dedication show that many of them are volunteers with little knowledge of psychology as a working method. This document, promoted by the Programa Talento Deportivo of the University of Navarra and the Official Association of Psychologists of Navarra, considers the role of psychology in children's and adolescents' sport and the benefits it can offer to sports players, parents, trainers, referees and managers. It also establishes a consensus in the form of a set of guidelines and twenty-seven recommendations. The aim of this consensus is to recognise the benefits of including psychology in the profiles involved in grassroots sport, to enable those involved to acquire skills that can help to improve performance and psychological states, promoting directives to be used when managing and training young sports players.

The view previously held in the university regarding teaching-learning processes has changed significantly over the past few years. Undoubtedly, in the case of Europe, this change of pedagogical model has gone hand in hand with the creation of the European Higher Education Area (EHEA). Some of the pivotal areas of EHEA are the independent work of the individual student, the social dimension of learning, and the acquiring of skills, which are not reduced to the mere technical and/or subject matter knowledge. Generic competences and the so-called "soft skills" have also become important, given their significant contribution to the students' academic, personal, social, and professional development. Predictably, within this framework, new methodologies appear, in line with this educational focus on competences; among these new methodologies include service-learning (SL). It basically consists of introducing a community service into the traditional academic and curricular tasks thereby seeking a better relevance and applicability in the learning processes. This article analyzes the way in which SL contributes to the acquisition, by university students, of a certain skill set which is useful for their social and professional life. To this end, we used a quasi-experimental design, which included pretest and posttest assessments based on a total sample of 1,153 students (789 SL students and 364 non-SL students). The used questionnaire evaluates three important components relevant for the purpose of the present article (perception of the university education, social participation and civic-social competences). The conclusion is that students involved in SL not only show a more positive evolution, but also obtain better results after the projects are completed (regarding satisfaction with the training, and social participation). By the same token, not all students included in the experimental group achieve homogeneous results; the differences are according to variables such as gender, the cycle/year they are enrolled in, area of study or whether or not they previously participated in university service activities. Finally, we observe that this methodology is capable of approaching university education in a holistic way by asserting cross-section type learning processes likely to be useful in the transition from the students' academic to their professional life.

Nowadays, the world has made education rethink its goals and propose new horizons for students in the 21st century. The violence observed in homes and streets, society, social problems, and inequalities have forced education to reconsider its moral function. It has also had to take a good look at affective education, the development of virtues and skills that contribute to a harmonious coexistence that aims for the common good and the construction of a peaceful world. Therefore, the acquisition of civic competence becomes a central topic to consider in current educational systems. The objective of this article is to identify the contribution made by the CAS (Creativity, Activity and Service) program to the development of civic competence. The evidence comes from a case study carried out in three Spanish educational centres that offer the International Baccalaureate Diploma Program. The sample indicated that the program has fostered the development of civic competence in students through a commitment to and participation in their communities and through interesting experiences and projects.

La familia es la comunidad en la que repercute la mayoría de los cambios sociales. Por ello, constituye uno de los principales objetos de estudio de la Sociología Relacional. Y aun cuando existen diversas aproximaciones epistemológicas y metodológicas para estudiarla, especialmente desde un enfoque práctico, en este trabajo nos ceñimos a realizar un estudio especulativo a la luz de la Teoría Relacional. Tiene como objeto indagar acerca de los bienes que la relación familiar -en su sentido amplio- aporta a la humanización de la sociedad. Se concluye que la familia es una relación social única, cuyos bienes son insustituibles para el desarrollo integral personal y social.

Service-learning began within the framework of the New School in which constructivist experiential methodologies were particularly important following various studies, such as those by John Dewey and his "Learning by Doing" approach. From then on, this pedagogical practice has spread all over the world at varying rates. In Europe it was slower to spread than in the Americas. In this regard it is especially interesting to look at the current state of the matter. The object of this study was to analyze the academic publication in Europe since the year 2000 with a detailed bibliographic review of publications with roots in Europe. We examined the main databases and used an analysis matrix with various content levels. We found that service-learning has different names in Europe, and that there have been uneven epistemological advances depending on the countries examined. We also noted that, in general, it was about higher education that most literature had been published. One of our significant conclusions was the exponential growth of contributions over the last 20 years, particularly in Spain, which produced the most academic literature on this topic. We believe that service-learning faces the challenge of effective consolidation based on educational quality criteria, and which includes combining elements of virtuality, reality, and academic rigor.

A renewed interest in the study of character and virtue has recently emerged in the fields of Education and Psychology. The latest research has confirmed the association between virtuous consistent behaviours and academic positive outcomes. However, the motivational dimension of character (the intentions underlying the patterns of observed behaviours) has received little attention. This research aims to extend the knowledge on this topic by examining the predictive relationships between the behavioural and motivational dimensions of character, with reference to academic engagement, career self-doubt and performance of Spanish university students. A total of 183 undergraduates aged 18-30 (142 of whom were women) from the north of Spain completed specific parts of self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural dimension of character (character strength factors of caring, self-control and inquisitiveness) showed positive associations with academic engagement and performance. The motivational dimension of character (phronesis motivation), was negatively related to career self-doubt. For the first time, the present study has provided support for the contribution of both dimensions of character to undergraduate academic outcomes.

The dialectician knows that Ideas are not ultimate entities, after which it is impossible to ask again. For this reason, precisely, the dialectician differs from the mathematician. The famous "Doctrine of Ideas", as it has been closely linked to Plato throughout the history of thought until today, responds to a representation that belongs to the perspective of the mathematician. As a mathematical formulation, with its useless duplication of reality, it has already been rightly criticized by Aristotle. However, what was subjected to criticism in this way was a doctrine of ideas without dialectics. To this extent, it remains detached from the idea of the Good. The Platonic treatment of the idea of the Good shows that the knowledge related to this idea can never be given entirely in the form of a knowledge related to objects. The idea of the good is not an object to be known, but the correlate of the practical competence of using all forms of knowledge, giving them purpose and making them useful for the agent. This point constitutes one of the lasting fruits of Platonic thought on the idea of the Good. Plato diagnosed the provisional character of all objective knowledge and warned that neither the best theory nor the best system of rules is of any use, if there is a lack of practical competence - whose acquisition requires a sustained and systematic exercise - to deal with theories and rules in a useful way, that is, in a way that serves the actual end of the agent/knower.

Este artículo analiza el componente CAS (Creatividad, Actividad y Servicio) del Bachillerato Internacional, y su relación con la Educación del Carácter. El CAS promueve fortalezas del carácter planteadas en distintos programas de Educación del Carácter. No obstante, en la bibliografía existente no se han identificado de manera explícita estas relaciones entre CAS y carácter. Con el objetivo de hallar los tipos de Educación del Carácter que se trabajan en el CAS, este trabajo presenta una revisión sistemática de la literatura (SLR) siguiendo el método PRISMA. Se encontraron 99 trabajos, de los cuales finalmente se incluyeron 17 en el análisis, tras aplicar los criterios de inclusión y exclusión. Distintas tipologías de Educación del Carácter aparecen reflejadas en todos ellos. La Educación del Carácter se encuentra inmersa en el programa CAS de diversos modos, tales como Educación en habilidades para la vida, Aprendizaje-servicio o Educación moral, entre otros. Por tanto, existe una dificultad en la literatura para definir carácter y Educación del Carácter, dado que es un concepto elástico y controvertido o, como algunos autores apuntan, un concepto paraguas.

La educación en valores morales es un ámbito que ha generado polémica en los siglos xx y xxi, especialmente por un rechazo social hacia el posible adoctrinamiento de los estudiantes. La metodología de Clarificación de valores de Louis Raths fue una de las propuestas más representativas que intentaron plantear una educación moral libre de adoctrinamiento. Sin profundizar en argumentos filosóficos que ya han sido tratados en numerosas publicaciones, el artículo estudia la historia de este planteamiento, para aprender de los esfuerzos, retos, victorias y fracasos de aquellos que nos han antecedido en la tarea de educar ciudadanos con convicciones morales. El artículo comienza exponiendo los puntos principales del pensamiento del psicólogo Carl Rogers que más influyeron en el origen de esta metodología. Después, se introduce el contexto social en el que surge el programa de la Clarificación de valores, una descripción detallada de sus notas esenciales, la buena acogida que recibió y, por último, las críticas y evaluaciones que condujeron a su vertiginoso declive. A modo de conclusión, se presentan tres breves reflexiones sobre la educación moral que, aunque no son novedosas, se ven reforzadas por el estudio realizado en este artículo.

In this article, 41 Service-Learning (SL) courses have been evaluated in 5 Spanish universities (4 public and 1 private), in order to determine whether they are SL initiatives or other type of educational practices. These experiences, which were implemented during the 2015/2016 academic year, covered degree programs from the five knowledge areas. Most of them involved Bachelor's degree students and only one of them Master's degree students. A qualitative methodology has been used, focused on content analysis and based on evaluations made by four experts. The analysis of the experiences points out an encouraging course of action for this methodology in the Spanish university system, showing a certain change in the teaching culture, as they all meet the basic requirements which, according to international literature, must be present in service-learning projects and are also considered as criteria for assessing quality in such projects. Finally, a three-way action is presented, to open new prospects of educational innovation and social responsibility through Service-Learning possibilities in Higher Education.

Promoting citizenship in present-day societies means reinforcing those aspects of people¿s characters which will allow them to behave responsibly and actively and be involved in achieving the common good. We believe that the main difficulty to be found in civic education nowadays is a lack of ethics. Learning to be a good citizen is a lifelong task and practical wisdom which not only demands intelligence to recognize which traits improve our life in society but also the will to practice them. Character education is a way of understanding and identifying moral education. It aims to reaffirm the inescapable ethical dimension of education. This proposal has its origins in classical Greece, but it was not until the 1980s and 90s that the ethics of virtue received a great boost and became the basis for a good deal of contemporary character education. It is not by chance that character education has grown so much in importance over the last few years, especially in the English-speaking world, in parallel with an increase in Service-Learning methodology

El mundo digital está asistiendo a una explosión de ecologías de aprendizaje conformadas en torno a los cibermedios. Casos como el del podcasting, un medio emergente cuyos contenidos aglutinan comunidades virtuales que interactúan de forma horizontal, intercambiando y co-construyendo conocimiento. En consecuencia, este trabajo aborda las comunidades de aprendizaje relativas al podcast mediante un proceso reflexivo centrado en reducir la confusión que genera la naturaleza virtual del objeto de estudio: unos espacios de participación fragmentados y coordenadas espaciotemporales distintas a las del mundo real. Para ello, se utiliza la netnografía para conceptualizar la comunidad de aprendizaje virtual y analizar su estructura transmedia, repartida en múltiples escenarios de participación social. La propuesta es extrapolable a otras comunidades virtuales y busca atraer a la comunidad educativa hacia entornos digitales que se sitúan en el ámbito de la educación no formal.

El pasado 4 de agosto falleció en su casa de Pamplona el Catedrático Francisco Altarejos, profesor emérito de la Universidad de Navarra. Nacido en Valencia en 1949, se licenció en Filosofía por la Universidad Complutense de Madrid. En 1978 obtuvo la cátedra de instituto y en 1980 presentó la tesis doctoral en la Universidad de Navarra. Cuatro años más tarde se convirtió en uno de los catedráticos en Filosofía de la Educación más jóvenes de España. Profesor de la materia en la Facultad de Filosofía y Letras de la Universidad de Navarra, fue Director del Departamento de Pedagogía Fundamental, Vicedecano de Ciencias de la Educación, y Director del Programa de Doctorado en Educación desde 2002 hasta su jubilación.

Introduction. Positive parenting and Extracurricular Activities are contextual assets for enhancing Personal Positive Youth Development. However, these assets have not been studied simultaneously or in students of different ages. This paper analyzed these associations, by testing a mediator model in students with different academic trajectories. Method. The sample was composed by 1.402 adolescents, aged between 12 and 20 years (Mean=14.40; SD=1.910; males=49%). Students completed various questionnaires regarding the personal constructs of Optimism, Hope, General Self-efficacy and Sense of Coherence, as well as questionnaires that address perceptions of Parental Style and Extracurricular Activities. A random sampling was carried out by schools in Aragon (Spain) that offered the degrees carried out by adolescents. Results. Structural equation modeling showed that Positive Parenting was associated with the accomplishment of Extracurricular Activities and personality constructs. Further, participation in activities was associated with the same pattern of personality traits (Expectancies, Self, and Sense of Coherence). These results were found mainly in younger students (12-15 years old), while in older students (16-20 years old) this effect was found only for those with a profile of less successful academic pathways. Discussion and Conclusion. Relationships with family are the essential asset for adolescents, especially to promote Personal Positive Youth Developme

Resumen Las vivencias de los adolescentes en los centros educativos son determinantes en su rendimiento académico y adaptación al mismo. Este artículo compara las diferencias en torno a la percepción del clima y funcionamiento del centro según curso, edad, sexo, titularidad y ámbito del centro y rendimiento académico. El estudio analiza las diferencias en una muestra de 1208 estudiantes adolescentes sobre la escala de Percepción del Clima y Funcionamiento del Centro (PCFC), y las dimensiones que la conforman. Estas dimensiones son clima, vínculo con el centro, claridad de normas y valores, y empoderamiento y oportunidades. Entre los resultados se hallaron diferencias significativas en la escala PCFC en función del curso, edad, sexo, tipo de centro y rendimiento académico. Se observa en las mujeres, una mejor percepción en las dimensiones de Vínculo y Claridad de las normas del centro educativo. La percepción global del centro disminuye con el aumento del nivel educativo y de la edad, pero aumenta con mayor rendimiento académico y en centros de titularidad privada-concertada frente a la pública. Con base en los hallazgos, proporcionamos orientaciones para centros y elaboradores de políticas educativas. A lo largo de la adolescencia, los estudiantes requieren mayor responsabilidad y participación en la toma de decisiones del centro educativo, así como que este les proporciones mayores oportunidades para su desarrollo. Abstract The experiences of adolescents in schools are decisive for their academic achievement and adaptation. This article compares the differences around the perception of the climate and school functioning according to the educational level, age, sex, ownership and school location, and academic achievement. In this article, the differences in a sample of 1208 adolescent students on the Scale of Climate Perception and School Functioning (PCFC) and their dimensions are analyzed. These dimensions are climate, school bonds, clarity of norms and values, and empowerment, and opportunities. Significant differences are found in the PCFC scale depending on the course, age, sex, type of center, and academic performance. Bonds and Clarity are better observed in women. The overall perception of the school decreases with the increase in educational level and age, but increases with greater academic achievement, as well as in schools of private ownership over the public. From the findings, we provide guidelines for schools and educational policymakers. Throughout adolescence, students claim for greater responsibility and participation in the decision making of the school, as well as providing them with greater opportunities for their development.

Resumen: El objetivo de este estudio es reflexionar sobre cinco factores que influyeron en el declive de la educación del carácter en Estados Unidos durante el siglo XX, con el ánimo de entender mejor la compleja situación actual de este enfoque educativo: 1) una relación mal entendida con el ámbito religioso que la excluye de la educación pública laica; 2) los paradigmas sociales del progreso y de la fragilidad de la infancia que contribuyen a desestimarla o considerarla inconveniente; 3) concebirla como mero adiestramiento en el que no se considera el desarrollo moral racional; 4) el relativismo moral; y, por último, 5) las críticas de la Psicología. Para finalizar, se ofrecen unas reflexiones que incluyen diversos testimonios recientes a favor de la educación del carácter y se sugiere la necesidad de integrar este ámbito en los sistemas educativos para enfrentar los retos morales y sociales del siglo XXI. Abstract: The aim of this study is to reflect on five factors that influenced the decline of character education in the United States during the 20th century, in order to gain a deeper understanding of the current complex situation of this educational field: 1) a misunderstood relationship with the religious sphere that excludes it from public secular education; 2) the social paradigms of progress and childhood fragility that contribute to reject it, or consider it inconvenient; 3) conceiving it as mere training in which rational moral development is not considered; 4) moral relativism; and, finally, 5) the criticisms of Psychology. At last, several recent testimonies in favor of character education are included. Our final reflections suggest the need to integrate this area into education systems to face the moral and social challenges of the 21st century.

Este trabajo analiza los elementos centrales de la concepción platónica del saber moral en el diálogo Critón. En primer lugar, se examina la caracterización del saber moral que Sócrates se atribuye a sí mismo en la Apología, con el objetivo de ofrecer un marco conceptual de referencia en el que situar el saber moral socrático tal y como es presentado en el Critón. El siguiente epígrafe está dedicado al estudio de los principios prácticos introducidos por Sócrates en su respuesta a la propuesta de fuga planteada por su amigo Critón y que habrán de guiar la deliberación sobre si tal acción debe acometerse o no. Dicha deliberación es el objeto de análisis en el cuarto epígrafe. Finalmente, en el quinto y último epígrafe se analizan algunos aspectos disposicionales en los que incide la representación dramática de Sócrates y Critón y que resultan esenciales en la caracterización del saber moral en el Critón.

Es clara la gran influencia que las escuelas pueden tener como espacios aptos para la promoción de una sociedad más justa, de un mayor compromiso moral, cívico y político por parte de los ciudadanos. A ello contribuye la educación cívica, la cual lleva años implantada en los currículums de la mayoría de los países occidentales ¿con diversas denominaciones¿ con el objetivo de contribuir a que los ciudadanos asuman sus derechos y responsabilidades. Es considerada como una de las vías para transmitir los conocimientos, habilidades y actitudes que permitan a los jóvenes llegar a ser ciudadanos activos, con capacidad de diseñar el futuro de nuestras sociedades democráticas. Las reformas educativas impulsadas en diferentes países insisten en la necesidad de la educación para la ciudadanía, tratando de arbitrar su incorporación en el currículum. El propósito de este artículo es mostrar la atención que, desde la Ley General de Educación de 1970, ha recibido en España la educación cívica. Para ello analizaremos las sucesivas reformas educativas implementadas desde entonces. Nos preguntamos si estas reformas curriculares logran contribuir a mejorar la competencia cívica de nuestros escolares. Convenimos en que el discurso a favor de la democracia, la responsabilidad social, el interculturalismo y la participación cívica solo será eficaz con la implicación del profesorado, de las familias y de la sociedad en su conjunto.

The authors of Positive Psychology have presented it as the social science equivalent of the Aristotelian virtue ethics. However, in the last two decades, numerous scholars from the Aristotelian philosophy point out relevant discrepancies between the moral theory of Positive Psychology and that of Aristotle. In this article, we aim to study three matters in the Positive Psychology that we consider in conflict with the Aristotelian moral ideal: 1) the meaning of life; 2) how virtue is cultivated; and 3) the relationship between good life, well-being and emotions in happiness. We conclude with some reflections on the distance we find between the approaches of Positive Psychology and Aristotle, considering the difference between the methods of experimental sciences and philosophy.

Introduction: There is little research available on the educational use of the audio podcast. The published literature (2014-2019) was reviewed, classifying uses, contexts, and categories of the audio podcast for educational purposes, and identifying authors and reference journals in the field. Methodology: The Systematic Mapping of Literature method was applied to a sample of open access articles indexed in the Web of Science and Scopus databases. The filtering of the sample wascarried out according to inclusion and exclusion criteria. Results and conclusions: 81 articles were found that highlight the main educational uses of the podcast and coincide in its usefulness to support learning in formal, non-formal, and informal educational institutions and settings. This work provides researchers, educators, and institutions with an updated baseline to further explore the educational strengths of the podcast.

Development Education (DE) has been gaining its own identity in Spain. The practice started in the context of NGOD, a context in which not only is DE still actively present, but also one in which it exerts considerable influence. DE has been reclaiming its own space and rationale and managing to find its way into all the educational contexts. But for this process to continue there should be institutional support translated into legislation which promotes its implementation. In this article we shall first study the principal conceptualization of DE in Spain and give a brief historical overview. In the second part the major milestones of DE will be highlighted in both non-formal and formal contexts. Namely, we shall look in more detail at the legislation which has enabled progress for DE.

In the current global context there are educational proposals which have arisen due to transnational phenomena. This is the case of character education, which received a clear boost in the US in the 1990s and soon transcended the US borders. In this paper we propose the need to assess the social, economic and cultural conditions of the specific local framework in order to determine the content of an adequate character education program. We consider this in the case of Paraguay, where the educational indicators, the lifestyle of young people or the great cultural diversity determine any proposal of intervention.

This article introduces a theoretical study about convergent and divergent aspects between the concepts of education and early childhood development. This, set up from a social and educational approach, based on a in-depth theoretical review. The beliefs of children’s parents and caregivers are highlighted as a significant aspect on children’s development; all, considering the practices used for educating them, promoting a holistic child development, or the contrary. These insights make it possible to understand the rationality and applicability of child development and education theories. Hence, we advocate in this manuscript for an interdisciplinary and holistic perspective to approach child development taking into consideration factors and conditions, as well as fusing conceptual frameworks from various disciplines such as psychology, sociology, and philosophy.

Interest in entrepreneurship education has become an international trend with a major impact in the field of education. It is promoted in all educational stages from early years to higher education. This piece uses a theoretical research methodology that focusses on interpretation based on academic literature. Its aim is to reflect on and encourage improvements in educational practice. The proposal offers a critical perspective on the inclusion of entrepreneurship education in the curriculum. It aims to look more closely at the keys to strengthening the value of entrepreneurship education using a humanistic anthropological paradigm. Entrepreneurship education is defined as an educational focus that enhances entrepreneurial potential in students and contributes to their all-round growth. It is not just limited to socio-economic and professional growth but places a particular focus on the intellectual, social, and moral dimensions of their development. First of all, it helps to stimulate intelligence by developing creativity and innovation, both of which are intrinsic and unique to all human beings and to their freedom. Secondly, it promotes social development, encouraging relationships that transcend mere reciprocity and aim to find the common good and not just economic well-being. Finally, it stimulates moral development, which involves an awareness of freedom and entails autonomy and leadership. This proposal for entrepreneurship education is part of a line of work that underlines the intrinsic goal of education by focusing on the personal needs of the student and allows for entrepreneurial development to manifest the explicit relationship between the individual, education, and society.

En esta investigación nos aproximamos al papel de los directivos en escuelas secundarias latinoamericanas. Ser un líder en una escuela es un proceso lento que requiere del ejercicio de una serie de competencias para la gestión y administración, pero también de una serie de valores personales que caractericen su liderazgo en la comunidad y fomenten un clima apropiado para el aprendizaje. En este estudio indagamos sobre los valores que tratan de aplicar en su dirección y los retos que afrontan a la hora de construir una comunidad educativa. A través de un estudio de casos cruzado nos aproximamos a la realidad de siete directivos latinoamericanos. Para ello hemos optado por un enfoque cualitativo en el que las entrevistas semiestructuradas y la observación han sido nuestras técnicas de recogida de datos. En los hallazgos destacamos la importancia de la honestidad, la justicia o el coraje y la cordialidad como valores que imprimen a su gestión. Por otra parte, la resistencia docente, y la falta de apoyo familiar, son factores clave para construir una comunidad unida.

Introducción. La metodología del aprendizaje-servicio es una de las más adecuadas para adaptarse a los cambios y a los nuevos retos sociales y educativos en el espacio universitario. Se trata de un enfoque que promueve un aprendizaje de tipo experiencial en el que el protagonismo no está en el profesorado sino en quienes ofrecen y en quienes reciben el servicio. Las razones para proponer esta metodología en las aulas universitarias son muy variadas, y tienen que ver con la mejora de los procesos educativos, la formación ética y ciudadana del alumnado, así como con la mejora de los vínculos existentes entre universidad y sociedad. Concretamente, nuestro objetivo en este trabajo es analizar cuáles son las variables que explican que un profesor universitario introduzca la metodología de aprendizaje-servicio en su quehacer docente. Metodología. Con este propósito, hemos llevado a cabo un estudio con 1903 docentes de 6 universidades españolas a los que se les ha aplicado el ¿Cuestionario sobre Práctica docente y Actitud del profesorado universitario hacia la Innovación¿ (CUPAIN). Resultados: Con los datos obtenidos realizamos una regresión logística con la finalidad de estimar la probabilidad de que un profesor universitario utilice o no el aprendizaje-servicio según variables sociodemográficas (sexo, edad, tipo de materia, alumnos matriculados, situación administrativa, experiencia, ciclo), la práctica docente, el acuerdo con el compromiso social de la universidad y el interés por prácticas docentes innovadoras; y, posteriormente, un análisis de varianza multivariado (MANOVA) 5 X 2, y una prueba chi-cuadrado. Discusión y conclusiones. El análisis de los datos nos permite concluir que de todas las variables analizadas la que mejor predice el empleo del ApS por parte de los docentes es su acuerdo con el compromiso social de la universidad, de tal forma que la probabilidad de utilizar esta metodología es 3.52 veces mayor que no hacerlo.

Introduction: The Service-Learning methodology is one of the most appropriate to adapt to changes, and new social and educational challenges in the Higher Education environment. This is an approach that promotes an experiential type of learning in which the teaching staff does not play a prominent role, but those who offer and receive the service. There are several reasons for proposing this methodology in the university classrooms, and they have to do with the improvement of the educational processes, students' ethical and civic education, as well as with the improvement of the existing linkages between university and society. Specifically, our objective in this paper is to analyze which are the variables explaining the introduction of the Service-Learning methodology by a university professor. Methodology: To this end, a study involving 1903 professors from 6 Spanish universities was carried out. They were administered the "Questionnaire on Teaching Practice and Attitude of University Professors towards Innovation" (CUPAIN). Results: With the data obtained, a logistic regression was performed in order to estimate the probability that a university teacher uses ServiceLearning according to sociodemographic variables (gender, age, type of subject, students enrolled, administrative situation, experience, cycle), teaching practice, engagement with the university's social commitment, and interest in innovative teaching practices; subsequently, a multivariate analysis of variance (MANOVA) 5 X 2, and a Chi-square test were applied. Discussion and Conclusions: The data analysis allowed us to conclude that, of all the analyzed variables, the one that better predicts the use of SL by the teaching staff is their engagement with the university's social commitment, in such a way that the probability of using this methodology is 3.52 times higher than not doing it.

Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants' mindfulness competence. The sample consisted of 156 students aged 11-14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed social and emotional variables. The data indicated a significant relation between the mindfulness competence and having better general empathy skills or being better socially adjusted to the school context. The data also indicated a significant effect on participants' interior and kinesthetic mindfulness competence after implementing the SEA Program. These findings corroborate the relationship between EI and mindfulness, and the possibility of enhancing mindfulness by applying a direct intervention program in the classroom.

Las sociedades desarrolladas, una vez lograda la extensión de la escolarización a prácticamente toda la población, se encuentran con el reto de la mejora de la calidad de la educación (Fuentes y Albertos, 2017). Se trata de una tarea compleja ya que la educación lo es en sí misma, pero podríamos decir que una educación de calidad es aquella cuyos contenidos responden adecuadamente a lo que el individuo necesita para desarrollarse como persona física, intelectual, afectiva, moral y espiritualmente, y para desenvolverse adecuadamente en los diversos ámbitos de la sociedad: el político, el económico y el social.