Suchergebnisse

The main issue dealt with in this theoretical paper is the explanation of the starting scientific and democratic revolution both in the educative field and in the educative research. In addition, evidence-based arguments are included to provide validity of some affirmations. The first section argues that the social sciences are the daughters and an essential part of democracy. A few historical arguments about the way in which the dominant classes have slowed down the scientific progress and the development of people that make it possible. In the second section, it is analyzed the opposition of feudal universities to this unstoppable beginning of what could be called the scientific and democratic revolution. At the same time, we deal with its ambivalent character requiring to be supported and to be criticized so that it can be improved. In the third section, we expound the way in which this progress has provide some conditions that makes it possible to overcome the strong gender-based violence happening in our institutions of higher education and makes it also possible that women who were persecuted are now transforming our universities. Influences and criticism to our university feudalism, made by social movements such as the named 'Spanish Revolution', appear in the fourth section. In the fifth and last section, we offer a proposal to promote the scientific, democratic, and revolutionary approach of the university. ; La idea central desarrollada en este artículo teórico se basa en la explicación de cómo se ha iniciado una revolución científica y democrática tanto en el ámbito de la educación como en el de la investigación educativa. Se incluyen además, argumentos respaldados por evidencias empíricas que clarifican la validez de algunas de las afirmaciones. El primer apartado argumenta que las propias ciencias sociales son hijas y parte imprescindible de la democracia. Se aportan argumentos históricos acerca del freno que las clases dominantes han supuesto para el avance científico y para muchas de las personas que lo desarrollan. En segundo lugar, se analiza la oposición de las universidades feudales a este imparable inicio de lo que podemos llamar como revolución científica y democrática. A su vez se profundiza en el carácter ambivalente, que exige al mismo tiempo, que se la apoye y se la critique para mejorarla. Se expone en tercer lugar como este avance ha creado condiciones para superar la enorme violencia de género que hay en nuestras instituciones de educación superior, logrando, que quienes antes eran perseguidas en el sistema feudal, estén ahora transformando nuestras universidades. La cuarta sección recoge la influencia y la crítica a nuestro feudalismo universitario manifestada por los últimos movimientos sociales, ejemplificados en la denominada "Spanish Revolution. En quinto y último lugar, se ofrece una propuesta que promueve el enfoque científico, democrático y revolucionario de la universidad.

Communicative methodology is the basis of the Learning Communities project. This is a school experience based on successful educational actions identified through research. Several pieces of evidence about the impact of this methodological approach will be presented within the framework of policy-making processes in educational issues on a national and international level. The dialogical process driven in the Basque Country of Spain among policy makers, teachers, families, and students will be described in the context of the Learning Communities project and how this process has changed the nature of educational policies. The effects of the use of communicative methodology in the project INCLUD-ED: Strategies for Inclusion and Social Cohesion in Europe from Education will also be explained. Both examples will demonstrate the link between dialogic policy and social transformation as well as the steps carried out in terms of educational policy.