https://reunir.unir.net/handle/123456789/9229 Sat, 02 Nov 2024 11:13:19 GMT 2024-11-02T11:13:19Z https://reunir.unir.net/handle/123456789/9235 Sobre la extensión y comprensión de la segunda enseñanza Artigas, José La hora de rebeldía y exigencia social que vivimos; presenta un vértice grato en la conquista, cada vez más afianzada, que de los diversos establecimientos de cultura han venido haciendo las masas. La más sumaria inspección es suficiente y sobrada para comprobar que, según los siglos han ido revelándose, con una u otra regularidad, cambiando el ritmo, ha ido sin cesar aumentando el número de alumnos en los diversos estadios en que tradicionalmente se ha venido dividiendo el proceso de la educación. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-13T09:35:42Z No. of bitstreams: 1 6SobreLaExtensionYComprension.pdf: 3804727 bytes, checksum: 725846b3a3c4f13cb3d40061d25157c4 (MD5); Made available in DSpace on 2019-09-13T09:35:42Z (GMT). No. of bitstreams: 1 6SobreLaExtensionYComprension.pdf: 3804727 bytes, checksum: 725846b3a3c4f13cb3d40061d25157c4 (MD5) https://reunir.unir.net/handle/123456789/9235 https://reunir.unir.net/handle/123456789/9234 Revisión de una prueba psicológica de dominio de vocabulario: escala Bellevue Fernández Huerta, José In this article the author shows the results he obtained when revising and adapting the additional test of vocabulary in its form of collective test which Wechsler included in the Bellevue scale to find out the adult intelligence. He does not confine himself to show those results; on the contrary after outlining the problematic about the fundamental criterions of measurement of the vocabulary wealth he interprets the mean and differential values he obtained to continue determining the corelation existing to oter linguistic tests whether intellectual or mnemonic. Through an analytic study Doctor Fernández Huerta reaches the definite test which has a greater internal consistency than the provisional one. That definite test becomes fundamentally integrated by the translation of the most discriminatives original English words. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-13T09:29:20Z No. of bitstreams: 1 5RevisionDeUnaPruebaPsicologica.pdf: 6837216 bytes, checksum: 0f71525f3bf58dda0b45e80f3cd751c9 (MD5); Made available in DSpace on 2019-09-13T09:29:20Z (GMT). No. of bitstreams: 1 5RevisionDeUnaPruebaPsicologica.pdf: 6837216 bytes, checksum: 0f71525f3bf58dda0b45e80f3cd751c9 (MD5) https://reunir.unir.net/handle/123456789/9234 https://reunir.unir.net/handle/123456789/9233 Informe sobre la enseñanza secundaria agrícola en Inglaterra y Gales Simancas Lacasa, José Luis G. The author tries to give a whole idea of the organization and character of the agricultural secondary teaching in England and Wales, its principal direction being contained in the rapport drawn by the Loveday Commision in 1945. It is to be noted the English trend to suppress the exclusively technical or professiontal secondary schools in a strict sense. The agricultural secondary teaching tries to prepare those wo will later on occupy positions of responsibility in the agricultural industry so that they may be clever, useful members in the rural community. In the first place the Loveday Commision studied the adaptation of a plan of agricultural studies to the existing schools: Secondary Grammar School, Secondary Technical School and Secondary Modern School and in second place the creation of two types of agricultural technical secondary Schools: Agricultural Technical School and Rural Junior Polytechnic. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-13T09:19:44Z No. of bitstreams: 1 4InformeSobreLaEnseñanzaSecundaria.pdf: 8863056 bytes, checksum: 840eb933d2653b00d96d1287cb9bdf54 (MD5); Made available in DSpace on 2019-09-13T09:19:44Z (GMT). No. of bitstreams: 1 4InformeSobreLaEnseñanzaSecundaria.pdf: 8863056 bytes, checksum: 840eb933d2653b00d96d1287cb9bdf54 (MD5) https://reunir.unir.net/handle/123456789/9233 https://reunir.unir.net/handle/123456789/9232 El pensamiento pedagógico del Padre Poveda Galino, María Ángeles D. Pedro Poveda Castroverde (1876-1936) can be considered as the founder of a feminine pedagogy through his foundation called the «Theresian Institution». The following items of his doctrine are studied in this article: A preliminary supposition where the position of woman in our society according to the author's opinion is considered. The fundamental principle on which this pedagogy is based and which is only but the «Christian Humanism». This humanism is not to be literally understood but as a pedagogical application of the Incarnation. Feminine modality, where the characters of the woman educated in this school are enumerated: sound thought and Theresian frame of mind in which the notes of simplicity and spontaneity excel. Means of education.—Family life with its two characters, love and joy, is enhanced among many other means. Summing up. Rev. Father Poveda fulfilled the demands of modern education trying to reinforce the possibilities of the feminine mind and having account of its principal defects to correct them. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-13T09:05:25Z No. of bitstreams: 1 3ElPensamientoPedagogicoDelPadrePoveda.pdf: 6223664 bytes, checksum: 977471d8d9afc89c4d59a5764bfac618 (MD5); Made available in DSpace on 2019-09-13T09:05:25Z (GMT). No. of bitstreams: 1 3ElPensamientoPedagogicoDelPadrePoveda.pdf: 6223664 bytes, checksum: 977471d8d9afc89c4d59a5764bfac618 (MD5) https://reunir.unir.net/handle/123456789/9232 https://reunir.unir.net/handle/123456789/9231 La educación en las Upanishads Font Puig, Pedro Doctor Font y Puig continues his study of the Hindu sources with a clear, precise design of historifying the most important pedagogical sources. So he does an analytical study of the Upanishads pointing out some apparently contradictory but easily convertible notes. That is why the extension of wisdom to other casts than the Brahmanic one is only possible when the new individuals have the peculiar conditions which can be demanded or supposed to the brahmans. Having account of the high rank that the Upanishads acknowledge to the teaching function we can easily understand their individual system and the great importance of dialogue though at the same time they warn us against the abuse of dialogue owing to the tiredness that the abundance of words may produce. The author takes notice of the disharmony of several passages caused by the interference of the intellectual plan with the political and moral ones. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-13T08:47:52Z No. of bitstreams: 1 2LaEducacionEnLasUpanishads.pdf: 7064062 bytes, checksum: 91132f433a09c529b3a9ab9376da2a52 (MD5); Made available in DSpace on 2019-09-13T08:47:52Z (GMT). No. of bitstreams: 1 2LaEducacionEnLasUpanishads.pdf: 7064062 bytes, checksum: 91132f433a09c529b3a9ab9376da2a52 (MD5) https://reunir.unir.net/handle/123456789/9231 https://reunir.unir.net/handle/123456789/9230 El silencio en el maestro García Hoz, Víctor Only by analyzing the idea of silence we can include this attitude among the virtues of those who perform the teaching function. The doctor García Hoz defines silence as the absence of every useless word. The idea of silence is justified in the teaching function if we consider the value it has for the intellectual and moral education. In the first aspect it is generally acknowledged the superiority of direct, silent learning and the necessity of training the pupil to learn by his own. In the second aspect silence is an excellent means to avoid punishments and an efficient auxiliary in the administration of the same. Silence puts order into education and social relationships; now and then the teacher shall be silent to see in what way the pupil can confront truth. The author ends by remembering that S. John Baptist de la Salle recommends the habit of silence in the training of teachers. Submitted by Administrador Re-UNIR Re-UNIR (reunir@unir.net) on 2019-09-13T08:40:33Z No. of bitstreams: 1 1ElSilencioEnElMaestro.pdf: 6604536 bytes, checksum: cd62c18c41e58ef1fc15279c25d04af6 (MD5); Made available in DSpace on 2019-09-13T08:40:33Z (GMT). No. of bitstreams: 1 1ElSilencioEnElMaestro.pdf: 6604536 bytes, checksum: cd62c18c41e58ef1fc15279c25d04af6 (MD5) https://reunir.unir.net/handle/123456789/9230