Francisco Esteban Bara

University Lecturers’ Conceptions of Ethics and Citizenship Education in the European Higher Education Area: a Case Study

Ethics and Citizenship education has become the focus of considerable debate since the launch of the European Higher Education Area. That this is the case is interesting, as it is a type of education that forms part of the educational mission of universities, as its history plainly demonstrates. Ethics and Citizenship education cannot be analysed solely in terms of its pedagogical requirements, the skills and competencies that it seeks to develop, or the type of students and professionals that the world needs today. Its success also requires that we explore what university lecturers understand by this type of education, the context it currently finds itself in, and how students perceive such an education. This paper presents a case study conducted on university lecturers in Education, Philosophy and Humanities at several European institutions. La formación ética y para la ciudadanía está siendo objeto de debate desde la implantación del espacio europeo de educación superior. Resulta interesante que así sea, pues se trata de un tipo de formación que forma parte de la misión formativa de la universidad, tal y como su historia se ha encargado de demostrarnos. Este tipo de formación no puede ser analizada sólo desde la pedagogía que requiere, las competencias que se deben fomentar o el tipo de estudiantes y profesionales que la contemporaneidad necesita. Su buen desarrollo también necesita adentrarse en qué entiende el profesor universitario por dicha formación, en qué estado cree que se encuentra y cómo concibe a sus estudiantes al respecto. Este trabajo presenta el estudio del caso de profesores de diferentes universidades europeas de las áreas de educación, filosofía y humanidades.Ethics and Citizenship education has become the focus of considerable debate since the launch of the European Higher Education Area. That this is the case is interesting, as it is a type of education that forms part of the educational mission of universities, as its history plainly demonstrates. Ethics and Citizenship education cannot be analysed solely in terms of its pedagogical requirements, the skills and competencies that it seeks to develop, or the type of students and professionals that the world needs today. Its success also requires that we explore what university lecturers understand by this type of education, the context it currently finds itself in, and how students perceive such an education. This paper presents a case study conducted on university lecturers in Education, Philosophy and Humanities at several European institutions.ResumenLa formación ética y para la ciudadanía está siendo objeto de debate desde la implantación del espacio europeo de educación superior. Resulta interesante que así sea, pues se trata de un tipo de formación que forma parte de la misión formativa de la universidad, tal y como su historia se ha encargado de demostrarnos. Este tipo de formación no puede ser analizada sólo desde la pedagogía que requiere, las competencias que se deben fomentar o el tipo de estudiantes y profesionales que la contemporaneidad necesita. Su buen desarrollo también necesita adentrarse en qué entiende el profesor universitario por dicha formación, en qué estado cree que se encuentra y cómo concibe a sus estudiantes al respecto. Este trabajo presenta el estudio del caso de profesores de diferentes universidades europeas de las áreas de educación, filosofía y humanidades.

Without you none of this would have happened: a consideration of university teaching

Teaching in university has been widely debated in the past few years. However, this issue should not be limited solely to psychological and pedagogical matters. This paper examines university teaching in terms of its relational and human dimension which, as we would expect, also has an important impact on learning and student development. The communitarian critique of the principles of liberalism stresses the importance of this dimension of the teaching task and raises questions that need to be addressed in order to ensure that a university continues to be a unique life experience and an important social institution.Teaching in university has been widely debated in the past few years. However, this issue should not be limited solely to psychological and pedagogical matters. This paper examines university teaching in terms of its relational and human dimension which, as we would expect, also has an important impact on learning and student development. The communitarian critique of the principles of liberalism stresses the importance of this dimension of the teaching task and raises questions that need to be addressed in order to ensure that a university continues to be a unique life experience and an important social institution.

La propuesta de educación moral de Kohlberg y su legado en la universidad: actualidad y prospectiva

La teoria del desarrollo del juicio moral de Kohlberg ha tenido una gran importancia en la practica educativa. Este articulo aborda el legado e influencia de Kohlberg en el contexto educativo actual, especialmente en el universitario. Ademas tratara de senalar las posibles criticas y malas interpretaciones que de dichas ideas se hayan realizado. Esto se llevara a cabo mediante el analisis y discusion de bibliografia relevante sobre el autor. En el caso del modelo pedagogico vigente en la universidad hay dos aspectos que beben de la fuente kohlberiana: el incremento de las metodologias que abordan dilemas eticos y la idea de acercar la universidad a la realidad, fomentando que sea un servicio a la comunidad. El articulo concluye senalando las posibles contrariedades que se derivan de ello. Asi se discute el planteamiento actual de la formacion universitaria en terminos de competencias, la busqueda de la utilidad como tendencia de la pedagogia universitaria y la importancia de entender la formacion cultural ligada a la educacion moral y al sistema vital de las ideas de una comunidad.

Becoming a teacher: the thoughts of undergraduates training to work in Primary Education and ideas for their university education

ABSTRACT What makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all. This study focuses on those who are currently training to become teachers, more specifically undergraduates studying a degree in Primary Education in the universities of Catalonia. It adopts a quantitative methodology based on a self-administered questionnaire conducted with a representative sample. Participants’ open-ended responses are recorded and codified. Three main categories are constructed: personal, authentic teacher; the teacher as story teller; and, the teacher as motivator of learning. Results highlight important differences between these categories, extolling above all the authentic, personal teacher, who leaves a mark thanks to their character and way of being. This, together with other findings, raises various considerations for the university training of future teachers.ABSTRACTWhat makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all. This study focuses on those who are currently training to become teachers,...

Why Moral Education is Motivating by Nature

Moral education has been a constant in Western thought, a proprium of our history (Jaeger, 1957). Morality is a human condition, an ontological question. It is what makes it possible for us to be able to give value to what happens around us and to what happens to ourselves.