- May 11, 2021
- Aesthetics, Art, Education, Educational Philosophy, Essay, Ethics, Humanities, Psychology, Social Philosophy
We do not want for art to remain a forbidden garden for a fortunate few, because we know that the absence of art in our lives dims our creative and cognitive abilities, and silences the voice of our souls. Both, sciences and arts, are creative dimensions for human development, change and innovation. As professionals of […]
Pandemics, Leadership, and Social Ethics
- 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 […]
«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 […]
From Terminal Degrees In Higher Education To Lifelong Learning
- April 1, 2014
- Essay, Higher Education, Learning, Lifelong Learning, Social Philosophy, University, University Policy
The most relevant and controversial issue facing the university is one of its «raisons d’être»: formation, the teaching-learning process. The English word ‘formation’ – among other meanings – indicates ‘the act or process of forming’ or ‘the shaping or developing of something’. The word ‘formative’ means ‘having influence in forming or developing’. Similarly, I use the term […]