nº 22, abril-junio 1948https://reunir.unir.net/handle/123456789/93402024-03-25T12:51:53Z2024-03-25T12:51:53ZA propósito de los "Pueblos Pestalozzi"Bovet, Pierrehttps://reunir.unir.net/handle/123456789/93452019-09-24T12:29:22ZA propósito de los "Pueblos Pestalozzi"
Bovet, Pierre
La idea de fundar pueblos equipados especialmente con todo
lo que un niño victima de la guerra necesita para recuperar
la salud del cuerpo y del alma, para orientarse en la vida y
dar en ella, bajo una dirección perspicaz y amiga, sus primeros
pasos en la profesión para la que le han descubierto mayores
aptitudes -esa hermosa idea de los «Pueblos Pestalozzi»-,
ha tenido en varios países una acogida realmente emocionante.
El primero de esos pueblos, construido en Suiza, en Trogen,
en respuesta a la generosa iniciativa del señor Walter Corti,
tiene émulos en Italia, en Alemania y en otros sitios más, tanto
que ya ha sido posible constituir una Asociación Internacional
de los «Pueblos Pestalozzi» .
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Referencias a las bellas artes en las obras pedagógicas de Luis Vivesde Urmeneta, Fermínhttps://reunir.unir.net/handle/123456789/93442019-09-24T12:22:08ZReferencias a las bellas artes en las obras pedagógicas de Luis Vives
de Urmeneta, Fermín
Pese a la multiplicidad de estudios monográficos que se
han elaborado para comentar las doctrinas de Luis Vives, muy
poco es lo que se ha escrito acerca de la trascendencia que la
Estética reviste en el sistema pedagógico vivesiano.
Acerca de la doctrina estética de Vives sólo conocemos los
breves párrafos a ella dedicados -aunque únicamente con referencia
a sus teorías sobre el arte literario- por Menéndez y Pelayo,
en su extensa Historia de las Ideas Estéticas en España.
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Sobre calificación escolarFernández Huerta, Joséhttps://reunir.unir.net/handle/123456789/93432019-09-24T12:17:09ZSobre calificación escolar
Fernández Huerta, José
One of the problems that has frequently appeared in this century is that of the qualification of the school children, a problem that has been resolved in different ways according to the basic hypothesis on which they were founded. If they are founded on the polyfactorial theory the only admissible solution will consist in independently resolving each specification of children's culture, but if they are founded on the substantial unity of the human being we shall be obliged to resolve them by summing up all the aspects of the school life in only one appreciation. In this article it is tried to show one of the several sistems which may exists to verify the hylomorphical doctrine. Before amply treating the problems and solutions which are connected to the attendance, behaviour and learning there is that of the complete union in only one note. A statistical study of the results in a complete course of study allows the author to attain conclusions enough to justify this study.
Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-24T12:17:09Z
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La nueva ley de educación inglesa (1944) y el plan de Londres (1947) para su realizaciónBenito y Durán, A.https://reunir.unir.net/handle/123456789/93422019-09-24T12:04:07ZLa nueva ley de educación inglesa (1944) y el plan de Londres (1947) para su realización
Benito y Durán, A.
Professor Benito Duran begins his study by pointing out the crisis of the English education which was originated by an incorrect amplification of the complete educational work. In order to study the London County Plan to a great extent in its legal and structural aspects the author carefully examines the principal sections of the English Law of Education of 1944 to present both the previous problems and the very development of the «London School Plan, 1947». He points out some groups of problems to end by enhancing the psycho-pedagogical neutrality of the plan, its social trend and its evident merits and indecisions.
Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-24T12:04:07Z
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Los niños difícilesGalino, María Ángeleshttps://reunir.unir.net/handle/123456789/93412023-01-25T10:12:32ZLos niños difíciles
Galino, María Ángeles
With growing acuteness modern Pedagogy presents the problem of children who have an irregular conduct. The conception of «niño difícil», i. e. the child whom Americans call child-problem coincides with that of illicit reaction or lack of adjustment. In this article the author studies the causes of lack of adjustment which are summed up in two large groups: a) constitutional causes; and b) environment influences principally those of a familiar type. In the first case the relationships between the educability of the subject and the different biotypical clasifications are pointed out. In the second group the origin of children's conflicts with respect to the «parents-children» position is studied. In both cases it is presented the problem of conditioning educational activity to the position of the individual in whom the causes of internal conflict or constitutional causes as well as the external causes are frequently involved.
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