https://reunir.unir.net/handle/123456789/9289 2024-11-08T21:13:53Z 2024-11-08T21:13:53Z Montilla, Francisca https://reunir.unir.net/handle/123456789/9294 2019-09-17T10:50:55Z

El Cardenal Segura, primer maestro de España Montilla, Francisca Si la Iglesia Católica no se gloriase hoy contando entre sus príncipes esclarecidos, de universal prestigio, al Cardenal Segura, sin duda España podría ofrecer al mundo los altos valores de un maestro privilegiado, consagrado exclusivamente a la formación de la juventud. El Cardenal Segura es pedagogo por naturaleza . Ha nacido educador, como nacen otros artistas o inventores. La herencia ofrece aquí un testimonio irrebatible. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-17T10:50:55Z No. of bitstreams: 1 5ElCardenalSegura.pdf: 6519007 bytes, checksum: 0961384f63472f7cd3e58ee720e4f65a (MD5); Made available in DSpace on 2019-09-17T10:50:55Z (GMT). No. of bitstreams: 1 5ElCardenalSegura.pdf: 6519007 bytes, checksum: 0961384f63472f7cd3e58ee720e4f65a (MD5)

Olivar Bertrand, Rafael https://reunir.unir.net/handle/123456789/9293 2019-09-17T09:47:46Z

Consideraciones sobre la didáctica de la historia Olivar Bertrand, Rafael De puro sabida se ha convertido ya en vulgar la afirmación de que las edades no se suceden unas a otras de un modo brusco , en fechas inamovibles, sino que alborean cuando las que se consideran anteriores dan sus frutos más sazonados. Quizá pudiera redondearse la frase añadiendo que ninguna edad muere del todo, y que en la Humanidad actual, bajo la costra de una civilización más o menos superficial, sería fácil encontrar tipos representativos de pasadas épocas. Los archivos médicos y jurídicos aportarían multitud de fichas para probar el último aserto , el cual , en definitiva, demostraría la unidad fundamental del espíritu del hombre , en el tiempo y en el espacio . . . Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-17T09:47:46Z No. of bitstreams: 1 4ConsideracionesSobreLaDidacticaDeLaHistoria.pdf: 6190979 bytes, checksum: d0e7a6a542b4dce261387145f09771ea (MD5); Made available in DSpace on 2019-09-17T09:47:46Z (GMT). No. of bitstreams: 1 4ConsideracionesSobreLaDidacticaDeLaHistoria.pdf: 6190979 bytes, checksum: d0e7a6a542b4dce261387145f09771ea (MD5)

Cultrera, Salvatore https://reunir.unir.net/handle/123456789/9292 2019-09-17T09:21:30Z

Educar y reeducar para reconstruir (nota de pedagogía filosófica y de psicología experimental) Cultrera, Salvatore Tras las ruinas acumuladas por la guerra a lo largo de los senderos de la civilización milenaria, generalmente nos detenernos doloridos delante de las obras de arte destruidas, de los puentes hundidos, de las ciudades devastadas, de los puertos que han quedado inútiles. Pero el estudioso que guarda en el fondo de su alma todos los fenómenos y acontecimientos históricos se ve obligado a comprobar la existencia de ruinas mucho más dolorosas (a las cuales la gente superficial no concede la debida importancia) y pérdidas más graves . Son aquellas que afectan al mundo moral : la disminución general del nivel moral , la debilitación ele la conciencia y del sentido moral. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-17T09:21:30Z No. of bitstreams: 1 3EducarYReeducarParaReconstruir.pdf: 5824225 bytes, checksum: b279fab6e2a4387a71a8cce78d6bbcc8 (MD5); Made available in DSpace on 2019-09-17T09:21:30Z (GMT). No. of bitstreams: 1 3EducarYReeducarParaReconstruir.pdf: 5824225 bytes, checksum: b279fab6e2a4387a71a8cce78d6bbcc8 (MD5)

Font Puig, Pedro https://reunir.unir.net/handle/123456789/9291 2019-09-17T08:48:11Z

La educación en el periodo de los Vedas posteriores al Rig y de la literatura védica hasta las Upanishads; inferencias pedagógicas Font Puig, Pedro The author reviews the conditions in which hindu education was developed from the period of the Vedas that came after the Rig up to the Upanishads. Firt of all he quotes the literary sources of education formed by the Yagur-Veda, Sama-Veda and Atharva-Veda with their corresponding Brāhmanas, Aranyakas and Sūtras, and then he refers to several aspects of the educative and social life. Such are for instance the attention that was dedied to old man and to child, especially if this one was male, the ceremonies to enter as a pupil or brahmacharin, the purifications of teacher and pupil before explaining some especial lessons and the essential principles according to which the educative practice was developed. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-17T08:48:11Z No. of bitstreams: 1 2LaEducacionEnElPeriodoDeLosVedas.pdf: 5454670 bytes, checksum: 31742db54f7ddf30e5b1ec3c80c4c89b (MD5); Made available in DSpace on 2019-09-17T08:48:11Z (GMT). No. of bitstreams: 1 2LaEducacionEnElPeriodoDeLosVedas.pdf: 5454670 bytes, checksum: 31742db54f7ddf30e5b1ec3c80c4c89b (MD5)

Hernández Rodríguez, Emilio https://reunir.unir.net/handle/123456789/9290 2019-09-17T08:33:32Z

Funcionalidad y evolución de los sistemas pedagógicos Hernández Rodríguez, Emilio This work begins the scientific study of the pedagocical systems, thas is to say, of the whole of institutions by which a community, especially by means of the word, tries to form the ideas, feelings and habits of its younger members. These pedagogical objects do not coincide with the so called educative tendencies, the deepest roots of which are in the prospective, in the historical one, or with the Scholar Organization in its juridical, political, economical aspects, which are exceedingly linked to a Geography and to an epoch. In spite of the worthy attempts of generalization made by Fundamental Pedagogies and Scholar Administrations, they have not succeeded in abstracting that which is more general in the pedagogical systems. In orden to resolve this problem it is necessary to approach in from different starting points. These points are the Scholar Organization. History of Education and Pedagogy and Sociology of Education. The contribution of all these matters will allow us to trace the object to its origin and survey the factors that act at present with a retrospective look and so we shall be able to overcome the single case and arrive to a generalization and establish constant relations between the pedagogical phenomena and the other categories of social facts, between the pedagogical, social system and the general, social system and arrive to the general theory of the mechanisms of education, considered in abstracto, that is to say, deprived of the fixed conditions of place and time. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-17T08:33:32Z No. of bitstreams: 1 1FuncionalidadYEvoloucion.pdf: 8987476 bytes, checksum: afcc74d0190f6d336212a4e65f4387c5 (MD5); Made available in DSpace on 2019-09-17T08:33:32Z (GMT). No. of bitstreams: 1 1FuncionalidadYEvoloucion.pdf: 8987476 bytes, checksum: afcc74d0190f6d336212a4e65f4387c5 (MD5)