- October 10, 2020
- Economics, Education, Ethics, Health, Pandemics, Politics, Psychology, Sciences, Social Philosophy
This Viewpoint argues that the absence of worldwide social ethics is at the root of our present social, political, and economic crises. More to the point, the current COVID- 19 pandemic is, in part, a consequence of insufficient scientific research, inappropriate education systems, and globally fragile health structures and human services. The COVID-19 pandemic we […]
A Need to Educate for Uncertainty
- August 7, 2020
- Education, Educational Philosophy, Higher Education, Interviews, Psychology, University
Miguel A. Escotet: «Today there is a need to educate for uncertainty» An Interview with Gena Borrajo, Eduga Journal, Spain. Presently, he is the president of Afundación and IESIDE in Spain. Also, he is an emeritus professor and former Dean of the UTRGV College of Education at the University of Texas. Miguel Angel Escotet has conducted in-depth […]
Asignaturas pendientes de las universidades: innovación y cambio
- June 21, 2019
- Cambio social, Educación, Educación Superior, Education, Higher Education, Innovación, Política Universitaria, Universidad
“Al estudiante se le ha estado formando para un mundo inmutable y predecible a pesar de que el corazón y el cerebro intuían cambios profundos y enormes agujeros negros“. El punto de partida de cualquier cambio debe dirigirse a la búsqueda y establecimiento de nuevos objetivos que definan la clase de valores que puedan armonizar […]
«The school teacher should earn more and have better education than the university professor»
- June 1, 2019
- Education, HigherEd Theory & Praxis, Humanities, Interviews, Psychology, Social Philosophy, University
This not a standard interview but rather a master class on life and society from the educational, sociological and cultural prism. It’s an hour of conversation with a humanist. Interview by José Luis Jiménez, Diario ABC – Spain Behind his deep and serene tone of voice Miguel Ángel Escotet hides a life dedicated to university education and […]
Teaching Beyond the Transmission of Knowledge
- September 1, 2018
- Education, Educational Philosophy, Higher Education, Learning, Psychology, Social Philosophy
«Teaching to the test at the expense of teaching to the heart is wrong and reduces education to a very superficial acquisition of knowledge and values. Standardized testing for measuring knowledge, skills and attitudes goes against learning styles and individual differences.» «One of the most important rules of teaching is to preach by example. Are […]
Affective Competencies That Students Do Not Systematically Learn
- October 10, 2017
- Education, Educational Philosophy, Educational Theory, Learning, Philosophy, Psychology, Social Philosophy
All affective variables or domains must be stimulated from the earliest pre-school age. Otherwise it is a very difficult, almost impossible, task for high school and the university. However, at any age, the world of feeling is always open to exploration and individual growth. If this has not been achieved at the previous levels of […]
Dogmatism Does Not Belong To University Culture
- December 21, 2016
- Education, Educational Philosophy, Educational Theory, Ethics, HigherEd Theory & Praxis, University Policy
Dogmatism and rigidity in the university are sources of intolerance, authoritarianism and conflict. Moreover, flexibility is not a synonym of weakness; on the contrary, it is a symbol of spiritual fortitude that grows when it rectifies mistakes and discovers its own ignorance.
The Aesthetic Dimension of Education and Learning
- November 28, 2012
- Aesthetics, Education, Higher Education, Humanities, Learning, Teaching, University
Science and art, as dimensions of creative thought, are universal in nature and develop to the full in freedom. Science stimulates the cognitive processes of the individual involved and art the emotions, but the cognitive and emotional elements coexist in both. Through science it is possible to experience aesthetic enjoyment, and with art it is […]
Early learned-centered education
- January 13, 2011
- Education, Higher Education
Throughout its history the university has been in a constant state of crisis, in response to which successive reforms and counter-reforms have taken place. However, the evolution of the university has been limited to its structures, systems of government and administration and greater diversity of fields of learning, teaching methods and course contents: the «academic […]