Suchergebnisse

In recent years, both a theory and a practice of "transitional justice" have taken hold in democratizing contexts worldwide. As an organized and systematic set of beliefs and a way of ordering individual, group and state behavior according to those beliefs and practices, it can be characterized as a "culture," one which has diffused transnationally via a variety of vectors, such as human rights NGOs, international lawyers, international criminal tribunals, and the media. This culture has been overtly didactic: it offers templates, normative guidance and a veritable database of national experiences to bolster the contention that transition to democracy requires a public accounting of the crimes of the past authoritarian regime. An interesting wrinkle in this story of one-way diffusion is provided by the experiences of countries which have defied or contradicted this master narrative, either by managing their democratic transitions and their consolidations through amnesties and pacts (Chile and Spain), or by reversing processes of transitional justice in response to untenable instability (Argentina). But the wrinkle deepens when we consider that all three of these countries have experienced, at different moments and to varying degrees, a return to transitional justice practices and debates at a later date, often years into consolidation. Was this the result of the increased projection of transnationalized "transitional justice culture," responsible for a "revolution" in expectations underscored by the Pinochet arrest in 1998 and the Milosevic trials a few years later? Or are there more compelling "evolutionary" domestic-level explanations? This paper explores the competing hypotheses, analyzes the precepts and ideological contradictions of "transitional justice culture," and contends that a key dyad connecting the revolutionary and evolutionary dynamics at work in the spread of anti-impunity norms across borders is formed by victims' groups and national courts. Both have been the targeted reception sites for trasnationalized norms, and they have served as potential nodes of transformation for their respective national legal cultures. By suggesting that universalizing revolution is channeled, tempered and ultimately transformed by particularlized evolution, this paper argues for a more nuanced, multi-dimensional approach to transitional justice politics, at once highly globalized and yet not in the least homogeneous. ; Peer reviewed

Teaching English as a foreign language (EFL) requires that instructors of this languagekeep up to date with the new tendencies in education in order to provide students withmeaningful learning opportunities for them to acquire this language successfully. It alsodemands that efl teachers have a vast knowledge about the fundamental concepts and theories that surround efl teaching and learning. These concepts include pedagogicaland other conceptions such as curriculum, culture, instruction itself, assessment, and today's teaching tendency, technology, which frame EFL classes. Knowing about curriculum allows teachers to become aware of the different factors that affect the creation or improvement of the curriculum as well as its components such as lesson planning, taking into account that a good curriculum is the basis for a quality education. Likewise, since many non-English speaking countries are considered multicultural or as in the case of Ecuador, pluricultural, understanding how culture influences learning is necessary in order to provide our students with culture-sensitive classrooms. Other concept that effective efl instructors should be familiar with is instruction itself. In other words, how we will set our classes on the lesson plan and put what has been planned into practice. It is in this part of our practice where we demonstrate our knowledge about old and current teaching methods and principles as well as our teaching philosophy which reflects how we guide and support efl students to learn this language successfully. Therefore, it is in this part where we put theory into practice. A well-planned instruction is always accompanied by good assessment practices. Consequently, being informed about how to provide our students with possibilities to demonstrate their knowledge through active and authentic assessments will challenge traditional paper-and-pencil tests practices and turn the evaluation part of our instruction into knowledge flowering. Finally, with the growing use of internet and technology, it is pivotal that efl teachers start looking for ways to include tech in their classes

As a research objective, the article presents a classification of myths and scientific orientations of world mythology, as a condition of possibility to explain the national and political formation of cultures, for which the historical and cognitive method was used. Myths are part of the primitive religious imaginary. The political sphere, in which the principles and technologies of management of society are developed, is the one most in need of producing effective means of influence, so that its results have an intense load of mythogenesis. In the space of the political most of the characteristics of myth are the perception of accessibility and openness of empathy, regardless of a person's age, gender, nationality. Everything allows to conclude that, the history of the search for the underlying essence of the universe also goes back to the distant past of science. For example, some philosophers of ancient India and China, Egypt and Babylon, ancient Central Asia and Greece, among others, believed that some substance or certain element lay at the base of the universe.

In the current questions about ¿ What are the purposes of science education?, teaching of science and technology must always seek to answer accurately considering the social issues involved in the scientific-technological complex. As such, this article is part of the background of the research project in the Inter advance Doctorate in Education from the University Francisco Jos´e de Caldas (DIE-UD), space training Education and Pedagogy of the thesis : Angelus novus: analysis of the vision of the academicians on progress and techno-science from critical theories. It then aims to develop key aspects of the background to the vision of teachers of science and technology; exhibit some perception studies of science and technology; make a brief tour of the visions that arise about the nature of technological activity; and finally present an approach to the third culture that seeks to bring together scientists and humanists towards a more comprehensive understanding of developments in science and technology today.

National identities exist. They change over time and are influenced by globalization, extensive migration, the Internet, and the constantly increasing speed of communication and transport, in the same way that a country's culture is influenced by new citizens who add their different national identities to the mix. At the same time, the identity of these new citizens is altered by the culture of the country they have moved to. By contrast, foreign language teaching varies little: If we consider the cultural topics selected by for teaching Italian as a foreign language, we can see how often they propagate an exotic, unrealistic image of bella Italia. As a consequence, students of Italian often have an out-of-date idea of contemporary Italy, especially with regard to its demographics and social dynamics. A wide variety of resources and methods is available to teachers who want to help their students understand this momentous change in Italian history, develop their intercultural communication skills and question both their own attitudes and the degree to which democratic values are being upheld by the culture they live in.

This text deals with the teaching of philosophy, trying to highlight its value in secondary education, for the development of personal autonomy and the global formation of a democratic citizenship. The starting point is the experience of teaching philosophy to future secondary education philosophy teachers, based on a conception of philosophy formulated by the Italian philosopher G. Vattimo and linked to the so-called right to philosophy formulated by the French philosopher J. Derrida. From this point of view, the form and function of the teaching of philosophy in secondary education are examined. And, in conclusion, as measures to reinforce and improve the fulfillment of its aims, the recourse to the thematic heritage of the so-called history of philosophy in teaching and the use of objective tests in the evaluation are proposed.

This paper intends to read through a critical lens the digitalization of schooling caused by the COVID-19 epidemic. The emergency has forced European governments to close the schools and consequently, all the schooling activities have been transferred online. Referring to some works of Giorgio Agamben, Paul Virilio and Walter Benjamin the authors propose some critical remarks on the transformation of schooling space and schooling time that characterizes the practice of distance learning. This transformation pertains not only to accidental aspects of schooling but affects the very identity of the schooling experience. In a completely digitalized school, time is characterized by instantaneousness: time as duration is replaced by the «time of exposure», as stated by Paul Virilio. In addition, the school completely dematerialized, is reduced to the two-dimensional space of the screen. The article aims to show that instantaneous time and dematerialized space make the experience of «crossing» difficult. Therefore, following some remarks by Jan Masschelein and Gert Biesta, it is maintained that the experience of «crossing» endangered by the digitalization of schooling is essential to an authentic experience of schooling. It is not intended to refuse the digital innovations as such but to «put them on the table», in order to suspend their immediate use and analyze them critically.

Inputs to try to understand the facts that are occurring in Oaxaca in this 2016 related to the conflict of teachers and the repression of the Mexican Government by the imposition of Educational Reform.

El mundo atraviesa una de las mayores crisis sanitarias y económicas de su historia contemporánea producto de la pandemia por la COVID 19 y sus variantes; entre sus múltiples impactos sociales, ha obligado a casi todos los países a implementar la educación a distancia como el soporte fundamental para continuar con el proceso educativo en todos sus niveles. A partir de esa instancia comienzan a vislumbrarse nuevas estrategias para la intensificación de la Educación a Distancia/ remota como un proceso irreversible. En tal sentido la virtualización es parte de la transformación digital, enmarcada en la revolución tecnológica en curso, en la cual el acceso a la educación virtual permitiría el ideal de la educación permanente y la democratización del acceso a la educación. El objetivo del artículo es reflexionar sobre las estrategias educativas necesarias para su instrumentación en la virtualidad, las cuales abren nuevas posibilidades individuales e institucionales para una expansión sin precedentes del aprendizaje en casa.

[ES]María Montessori propuso una técnica de enseñanza que se basaba en la autonomía e independencia de los niños mientras aprendían. Este trabajo de fin de master muestra una propuesta de unidad didáctica para el primer año de educación secundaria obligatoria para la asignatura de inglés bajo el Método Montessori. El tema de la comida y la bebida ha sido diseñado para ser enseñado desde una metodología pedagógica diferente. El marco legislativo español tiene que ser acatado por lo que la adaptación del Método Montessori al método tradicional desemboca en un híbrido de ambas metodologías educativas. Las conclusiones extraídas muestran que la libertad y motivación de los alumnos debe ser el núcleo principal de un método de enseñanza para hacer que los alumnos sientan entusiasmo y motivación mientras estos aprenden. Además, el sistema educativo vigente debe sufrir cambios si queremos que los estudiantes se sientan más motivados y con ganas de aprender. ; [EN]Maria Montessori proposed an innovative way of teaching which was based on children's autonomy and independence while they learnt. This master's dissertation shows a proposal of a didactic unit for the first year of Compulsory-Secondary-Education for the subject of English under The Montessori Teaching Method. The topic of food and drinks has been designed in order to be taught from a different pedagogic methodology. The Spanish legislative framework has to be followed so the adaptation of The Montessori Teaching Method to the traditional methodology flows into a hybrid of both educative methodologies. The extracted conclusions show that pupils' freedom and motivation must be the main core of a teaching methodology in order to make students feel enthusiastic while they are learning. Furthermore, the current educational system should undergo changes if we want students to feel more motivated and willing to learn.

Se exponen en estas notas, fruto de la intervención en el Congreso anual de la Asociación de Constitucionalistas de España (celebrado en Santiago de Compostela en abril de 2019), algunas de las iniciativas de innovación docente desarrolladas desde el Departamento de Derecho Político de la UNED para las asignaturas de la disciplina de Derecho constitucional. Se aborda la dinámica de trabajo del equipo docente de la asignatura, los materiales elaborados y la forma de interactuar con los alumnos en las plataformas virtuales. De forma particular, se analiza la necesidad de progresar en el uso y aprovechamiento de los instrumentos que nos ofrecen las nuevas tecnologías en nuestra labor docente. ; These notes are the result of the intervention in the annual Congress of the Association of Spanish Constitutionalists (Santiago de Compostela, April 2019) and show some of the teaching innovation initiatives developed by the Department of Political Law of the UNED, within the Constitutional Law area. Teaching strategies, resources used and the way to interact with students through virtual platforms are analysed. More specifically, the text focuses on the need of further progress in the use of technological tools so as to improve our teaching practice.

A literature review was conducted in 40 articles published between 2010 and 2016 that deal with academic culture and its relationship to the teaching-learning process in different colleges and countries.It evinces the interest and recognition to the importance of all this in the college endeavors,in the different political, social and cultural situations occurring throughout its becoming.In this vein,this work is a contribution to the field of knowledge built out of the gaps identified in the bibliography as well as the lack of consensus shown by the reviewed authors.Finally, the academic culture is defined under a broader and more transcendental vision. ; La revisión de literatura realizada con 40 artículos publicados entre 2010 y 2016, sobre la cultura académica y su relación con el proceso de enseñanza aprendizaje, en diferentes universidades y países, evidencia el interés y reconocimientoa su importancia en el quehacer universitario, en coyunturas políticas, sociales, culturales presentes en su devenir. En tal sentido, constituye un aporte al campo del conocimientoque se construye a partir de los vacíos identificados en la bibliografía y la falta de consenso evidenciada entre los autores revisados. Finalmente, se define la cultura académica con una visión más amplia y trascendental.

Trabajo de Fin de Máster del Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas, curso 2020-2021 ; [ES] Esta tesis final de máster ha presentado una propuesta de un programa educativo dirigido a estudiantes de 1º de Bachillerato. En primer lugar, ha dado un marco general a los principios metodológicos aplicados a lo largo de la historia sobre la enseñanza de la lengua inglesa. Se ha procedido a continuación con los principios metodológicos que se utilizaron para desarrollar el propio programa educativo, a saber: el enfoque de la enseñanza del lenguaje comunicativo, el enfoque basado en el discurso y el método de enseñanza del lenguaje basado en tareas. Una vez explicados estos principios metodológicos, se ha introducido el papel del profesor y del alumnado para enfatizar la relevancia de la autonomía y el aprendizaje del propio estudiante. Además, todos ellos han sido expuestos bajo los contenidos establecidos por la legislación española, en línea con los criterios de evaluación que resumen la importancia del proceso de aprendizaje de los estudiantes. Por último, todos estos puntos se han reflejado en una unidad didáctica que pretende ilustrar el marco teórico explicado en la previa metodología. Esta unidad ha ejemplificado cómo las metodologías y técnicas mencionadas se realizaron productiva y comunicativamente en una clase de idiomas para estudiantes de 1º de Bachillerato. ; [EN] This Final Master's Thesis has presented a proposal for a Teaching Programme addressed to 1st Year Bachillerato students. Firstly, it has given a general framework of the methodological principles carried through along English language teaching history. Continuously, it has proceeded with the actual methodological principles that were used to develop the Teaching Programme itself, namely: Communicative Language Teaching approach, the Discourse-Based Approach, and the Task-Based Language Teaching method. Once these methodological principles have been explained, the role of the teacher and the learned has been introduced so as to emphasise the relevance of student' autonomy and learning. Moreover, all of these have been foregrounded under the contents established by the Spanish legislation, in line with the assessment criteria which summarises the significance of students' learning process. Lastly, all these points have been reflected into a practical Teaching Unit which is intended to illustrate the theoretical framework explained in the methodology into a practice. This Teaching Unit has exemplified how the methodologies and techniques mentioned were productively and communicatively performed in a language class for 1st year Bachillerato students.

ABSTRACT The study by legal scholars and educators argue that an interdisciplinary approach in teaching law is inevitable. This article seeks to analyze two questions: being first, to what extent law schools in Indonesia adopt interdisciplinary subjects into the curriculum. Second, to what extent these interdisciplinary subjects are relevant to the government's Industry 4.0 Roadmap. This study analyses the curriculum of law schools, both in private and public universities across Indonesia, as well as making the comparison with other universities in ASEAN. These samples of law schools represent three major regions of Indonesian archipelagos; these are the eastern, central and western region.RESUMEN El estudio realizado por especialistas en derecho y educadores argumenta que el enfoque interdisciplinario en la enseñanza del derecho es inevitable. Este artículo busca analizar dos preguntas: en primer lugar, en qué medida las facultades de derecho en Indonesia adoptan materias interdisciplinarias en el plan de estudios. Segundo, hasta qué punto estos temas interdisciplinarios son relevantes con la Hoja de ruta de la Industria 4.0 del gobierno. Este estudio analiza el plan de estudios de las facultades de derecho, tanto en universidades privadas como públicas de toda Indonesia, y también compara con otras universidades de la ASEAN. Estas muestras de facultades de derecho representan tres regiones principales del archipiélago de Indonesia, estas son: la región oriental, central y occidental.