- November 9, 2021
- Education, Educational Philosophy, Higher Education, HigherEd Theory & Praxis, University Policy
The backdrop to many university crises has been precisely these dichotomies: the crisis of the relationship between the individual who teaches and the individual who learns, between the member of the ‘academic ethos’ and the member of the ‘social ethos’ and also between the individual who teaches and the one who administers. The academic ethos […]
Lifelong Learners
- July 19, 2021
- Education, Educational Philosophy, Higher Education, Learning, Lifelong Learning, Social Philosophy, University
«In a time of drastic change, it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.» Recently, in the context of an education conference, I referenced a passage from the beautiful and profound story of Alice in Wonderland. One of the characters of […]
What Do We Mean for Cross-Cultural Research in Psychology
- March 27, 2021
- Anthropology, Education, Intercultural, Neuroscience, Psychology, Research Methodology
The main purpose of cross-cultural research in psychology and education is the elaboration of general and specific objectives to the cultures involved without distorting an articulate common goal. Generalizations, very common in social disciplines, must be supported empirically to satisfy the external validity of the conclusion. The advantage of the cross-cultural approach as compared with the single […]
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 […]
What Is The Purpose of Higher Education: Knowledge or Utility?
What is the purpose of higher education – knowledge or utility? Such a question encourages a false dichotomy since both are needed for people’s genuine education; never one at the expense of the other. Higher education institutions, primarily universities, must have a two-pronged approach in the search for knowledge, to develop the highest degree of […]
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 […]
«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.