La educación (especial) : ¿Hija de un dios menor en el mundo de la ciencia de la educación?

En este trabajo se pone el énfasis en la singularidad de la persona humana como portadora de cultura; lo que lleva a plantear cuestiones que avanzan problemáticas educativas cuando se alude a educación (especial). La convicción de que ha de cambiar la pedagogía, de manera que asuma en sus planteamientos generales la atención a la diversidad de singularidades, se halla implícita, llevando a abandonar necesariamente el epígrafe de especial como algo connotativo de la educación (especial). Se apuesta por un modelo competencial que se confronte con el tradicional modelo de déficit, de manera que se promueva el compromiso docente por la cultura de la diversidad, por el discurso intercultural que se accione en la atención de lo singular y original de cada uno.This work is enfatized the singularity of human person as carrier of culture. This takes to think some questions that promote educatives problems when it is to mention (Special) Education. The conviction that is the Pedagogy that it is change is implied for attention of diversity. This situation abandones the «Special» word about connotation of (Special) Education The model of competency is accepted in face to face with model to deficiency. It is promoved the engagement of teachers for diversity culture, for intercultural discurse that is actioned your for attention of human person and your singularity and originality

LOMCE, a dismal picture that fails to respond to diversity

En este artículo planteo que la LOMCE no debe entenderse como algo aislado en las ‘políticas’ del Partido Popular. Por el contrario, al igual que en sanidad, justicia, seguridad ciudadana, etc., son políticas que han sido elaboradas con una misma finalidad: un cambio de rumbo ideológico puesto que hay que construir otra ciudadanía, otra sociedad, un ser humano con pensamiento neoliberal. Y en concreto, en cuanto a la Respuesta a la Diversidad, la LOMCE desmonta todo un modelo comprensivo e inclusivo de escuela que hablaba de solidaridad, cooperación, respeto, justicia, democracia, etc., por un modelo elitista, segregador y discriminatorio, matando las ilusiones de aquellas personas que confiábamos en que era posible construir una escuela sin exclusionesIn this paper I will argue that LOMCE, as well as health, justice and citizenship security are social policies of the Popular Party which share the same main aim: an ideological turn over to a neoliberal society and citizenship. Furthermore, I shall focus on diversity issues and analyse how LOMCE breaks out the inclusive and comprehensive educational model of solidarity, cooperation, respect, justice and democracy and offers an elitist, segregationist and discriminatory alternative. Thus, it erases all possible expectations and aspirations to a school without exclusio

Cortando las amarras de la escuela homogeneizante y segregadora

El autor plantea un encendido alegato en favor de una escuela que reconozca y acepte que la diversidad es una de las características más genuinas de los seres humanos. En una sociedad plagada de contradicciones que nos alejan de nuestra condición humana (incumplimiento sistemático de los Derechos Humanos, de-gradación del medio ambiente, conflictos bélicos, pobreza, racismo, xenofo-bia...), se propone una auténtica revolución en donde la escuela tiene que participar con un protagonismo estelar. Esta revolución dice que el amor, y no el fuego o la rueda, ha sido el gran descubrimiento de la Humanidad. Amor que nos hermana en una misma tierra y en un mismo cielo, amor que no sabe de divisiones en blancos y negros, opresores y oprimidos, varones y mujeres, fieles e infieles, «nosotros» y los «otros»._________________________The author make a passionate declaration in defence of a kind of school which accepts that diversity is one of the most characteristic features of human beings. In a society full of contradictions which keeps us away from our human condition (systematic nonobservance of Human Rights, environment degradation, wars, poverty, racism, xenophobia . ..) an a uthentic revolution is proposed, a revolution in which educa tion must ha ve a star role. This revolution means that love, and not fire or the wheel, has been the great discovery of Humankind. Love, which joins us to a same earth and a same sky; love, which does not know anything of a division between black people and white people, oppressor and oppressed, male and female, faithful and infidels, «we» and "the others"

Fuerza y violencia en el marco de la épica griega

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Mediating Effects of Social Support in the Association Between Problems in Childhood and Adolescence and Well‑Being in Adult Domestic Adoptees

Research concerning adulthood and adoption has gained popularity in recent years, but there are very few studies involving positive variables of adjustment. Adopted people are believed to have more behavioral and emotional problems in childhood than the general population. Previous research suggests overall continuity of functioning in later life. However, certain variables might change that continuity. Through Structural Equation Modeling analyses, this paper assesses the mediating role of social support in the well-being of 70 adult adoptees. Findings showed a well-fitted model, where problems in adolescence had a direct effect on well-being in adulthood. Additionally, we found two mediating effects: (a) social support mediated the relationship between problems in adolescence and well-being later in life; and (b) problems in adolescence mediated the relationship between problems in childhood and well-being. The main implication of these results is that social support helps develop good levels of adjustment and well-being in adulthood. Taking all this into account, it is important for adoption professionals to encourage families to support their children and to provide additional support for those adoptees needing it

Sobre los origenes y el carácter de la compra venta en el mundo griego

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