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La evaluación como proceso en la educación superior : una apuesta desde la sistematización de experiencias significativas
Dado el lugar preponderante que ha ido ganando el desarrollo y fortalecimiento de competencias en los estudiantes que se preparan como futuros profesionales, así como la manera de evidenciar el avance de dichas competencias, la evaluación de los aprendizajes en la educación superior constituye un tema que reviste cada vez mayor relevancia. En este sentido, las nuevas tendencias y teorías sobre evaluación de los aprendizajes, abordan el rol central que esta tiene, como elemento constitutivo fundamental para la mejora de los procesos de enseñanza y aprendizaje, resignificando importantes interrogantes sobre el contexto y significado de la evaluación, como, por ejemplo, qué evaluar, cu...
Spanish Colonial Women and the Law: Complaints, Lawsuits, and Criminal Behavior
Women in early 18th century Spanish Colonial New Mexico had rights and privileges under Spanish law that were not enjoyed by other women in North America until the late 19th and early 20th century. Women were considered separate entities under the law and valuable members of Spanish society. As such, they could own property, inherit in their own name, and act as court witnesses. In particular they could make accusations and denunciations to the local alcalde mayor and governor, which they frequently did. The documents in this book show that Spanish Colonial women were aware of their rights and took advantage of them to assert themselves in the struggling communities of the New Mexican fronti...
El Catolicismo
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Caretas
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Philosophy Goes To School
Ten years ago Philosophy in the Classroom, by Lipman, Sharp, and Oscanyan, hailed the emergence of philosophy as a novel, although in some ways highly traditional, elementary school discipline. In this sequel, Matthew Lipman examines the impact that elementary school philosophy has had, and may yet have, upon the process of education. Going beyond his earlier work to describe the contribution that training in philosophy can make in the teaching of values, he shows the applications of ethics in civics education and the ways in which aesthetics can be incorporated into areas of the curriculum related to the development of creativity. Making reference to the contemporary educational scene, Lipman compares the K-12 Philosophy for Children curriculum to the many unsatisfactory solutions being offered in our current drive for educational excellence. He addresses the relationship of elementary school philosophy to educational reform in the areas of science, language, social studies, and writing. And he shows how philosophy can be instrumental in the difficult task of teaching values to children while avoiding both ideological indoctrination and mindless relativism.
