Enhancing the quality of learning opportunities for students with disabilities and the learning level attained is a pending challenge. This challenge is especially relevant in the context of special schools, where the learning possibilities derived from interactions with others is limited. However, providing these students with a sufficient level of instrumental learning, such as literacy, and communicative and reasoning abilities is crucial for their subsequent educational and social opportunities. In this case study we analyse a special school that has implemented (...) Dialogic Literary Gatherings with their students as a means to increase learning interactions within the group around the reading and debate of classical books. Semi-structured interviews were conducted with the school principal and with a teacher of the transition to adult life course, and two focus groups were conducted with teachers–one with primary education teachers and one with secondary education teachers–and two focus groups with students–one with primary education students and one secondary education and transition to adult life students–. On the one hand, results show the characteristics of the Dialogic Literary Gatherings that allowed these students to participate and learn. On the other hand, several improvements have been observed. First, regarding instrumental learning, students increased their motivation for reading, and improved their communicative and reasoning abilities and in their reading proficiency. Second, regarding students' behavior, conflict has reduced, solidarity attitudes have increased, and they have acquired dialogic and argumentative habits. Finally, at the emotional level, they gained self-esteem and confidence and feel more empowered to make their voice heard. (shrink)

Desde la perspectiva de la investigación social partir de planteamientosfilosóficos se convierte en la tarea fundamental de construcción de sentido y en un reto constante al tratar de llevar a lapráctica desde la reflexión acciones útiles y coherentes. De estamanera llegamos a la propuesta hermenéutica desde planteamientospragmatistas que son el puente hacia un nuevo contexto paralas Ciencias Sociales. Este contexto supone pensarnos desde yen la contingencia y hacia y para la comprensión. Desde una visión antidualista y constitutivamente cooperativa del ser (...) humanonos entendemos poseedores de las herramientas necesarias paraabordar las infinitas posibilidades que nos ofrece la contingencia.Plantearemos un marco cooperativo desde el cual ser coherentesy potenciar nuestra predisposición a la comprensión. (shrink)

This paper deals with Hume's criticism to Cartesian self and his account of a social self discovered through emotions, pride and sympathy. It wants to give possible solutions to Hume's contradictions on personal identity.

We agree with Jones & Love (J&L) that much of Bayesian modeling has taken a fundamentalist approach to cognition; but we do not believe in the potential of Bayesianism to provide insights into psychological processes. We discuss the advantages of associative explanations over Bayesian approaches to causal induction, and argue that Bayesian models have added little to our understanding of human causal reasoning.

La investigación analiza las competencias transversales movilizadas en relación a la empleabilidad y los ODS durante la formación del alumnado de la Facultad de CC.Sociales y de la Comunicación (UPV/EHU). La metodología, basada en encuestas,ha medido a través de los resultados de aprendizaje la relación de competencias depensamiento crítico y compromiso social con los ODS. Los resultados muestran quelos resultados de aprendizaje de los ODS se encuentran en una etapa muy temprana,reducidos al debate y reflexión, muy lejos de iniciativas con (...) capacidad efectiva detransformación social. (shrink)

En reseña de:Elósegui Itxaso, María (coord.), Los principios y la interpretación judicial de los derechos fundamentales. Homenaje a Robert Alexy en su 70 Aniversario. Zaragoza y Madrid, Fundación Manuel Giménez Abad y Marcial Pons, 2016.

Javier Rodríguez-Ferreiro e Itxaso Barberia Dep. de Cognició, Desenvolupament i Psicologia de l’Educació, Universitat de Barcelona, España La correlación ilusoria … Read More →.