La Ética Del Aprendizaje Servicio en La Universidad: Una Interpretación Desde El Pragmatismo

Geraldo, José Luis González; Olmeda, Gonzalo Jover; Martín, Miquel Martínez

doi:10.13042/bordon.2017.690405

Cited by 15 publications

(15 citation statements)

References 3 publications

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“…With regard to the second objective, the results lead us to conclude that the ECO method helps to transform students, providing them with a more well-rounded and socially-aware education, as other studies indicate [ 3 , 11 , 22 ]. An education in which the development of competencies is especially present.…”

Section: Discussionmentioning

confidence: 55%

“…The ECO method helps develop civic and social commitment in students, providing them with a more socially-responsible education. This aspect is shared by other studies [ 22 , 72 – 74 ], which stress the need to go further, and urge the university to commit to the development of innovative practices with society, transferring its knowledge, strategies and values.…”

Section: Discussionmentioning

confidence: 83%

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Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

2020

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This study presents the results of research focused on university teachers' perceptions of the implementation of ECO (Explore, Create, and Offer) methodology. Through teachersŕ esponses, the objective was to learn about the impact ECO has on both teaching and learning. The sample consists of 22 teachers from four academic fields; they implemented ECO methodology during the 2018-19 academic year with 1,350 undergraduate students and 175 Master's-level students. The participating teachers belong to five universities:

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Section: Discussionmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 83%

Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

2020

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“…The methodology called service-learning has different labels, which could be interpreted as different trends based on terminological, historical, social or even epistemological issues. Even so, and accepting a broad conceptualization of the servicelearning, the philosophy behind all of them points towards a common theoretical denominator (see González-Geraldo et al, 2017). In this regard we have been able to integrate the different aspects to produce a general map of the spread of service-learning in Europe.…”

Section: Discussion and Final Considerationsmentioning

confidence: 99%

“…It was born out of the New School pedagogical movement occasionally also called active schooling where experiential constructivist methodologies were particularly important following various studies. The thinking of William James and John Dewey and their premise of "Learning by Doing" was especially influential (Tapia, 2012;González-Geraldo et al, 2017). Paulo Freire also played an important role, as at that time the North American tradition of experiential learning combined with the Latin American social experience.…”

Section: Service-learning: Concept and Pedagogymentioning

confidence: 99%

Service-Learning in Europe. Dimensions and Understanding From Academic Publication

et al. 2021

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Service-learning began within the framework of the New School in which constructivist experiential methodologies were particularly important following various studies, such as those by John Dewey and his “Learning by Doing” approach. From then on, this pedagogical practice has spread all over the world at varying rates. In Europe it was slower to spread than in the Americas. In this regard it is especially interesting to look at the current state of the matter. The object of this study was to analyze the academic publication in Europe since the year 2000 with a detailed bibliographic review of publications with roots in Europe. We examined the main databases and used an analysis matrix with various content levels. We found that service-learning has different names in Europe, and that there have been uneven epistemological advances depending on the countries examined. We also noted that, in general, it was about higher education that most literature had been published. One of our significant conclusions was the exponential growth of contributions over the last 20 years, particularly in Spain, which produced the most academic literature on this topic. We believe that service-learning faces the challenge of effective consolidation based on educational quality criteria, and which includes combining elements of virtuality, reality, and academic rigor.

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“…En esta misma línea, numerosas investigaciones consideran las metodologías activas, y en especial el Aprendizaje y Servicio como favorecedoras de un aprendizaje ético, con compromiso y sentido social, favoreciendo a su vez sentimientos de pertenencia e identidad social (Gallardo 2017;Geraldo, Olmeda y Martín, 2017;Martínez-Odria, 2007). La formación de ciudadanos críticos, comprometidos con el entorno, con autonomía y responsabilidad ante las complejas situaciones sociales, económicas, políticas y medioambientales favorece especialmente el ODS 4, por el cual la educación ha de contribuir a la mejora de la calidad de vida de las personas, de su entorno y de la comunidad global a la que llamamos mundo.…”

Section: Educación Para La Ciudadanía Global Y Currículounclassified

Inclusión de los Objetivos de Desarrollo Sostenible en el Currículum de Educación Primaria y Secundaria en Escuelas Rurales de Zaragoza

Gracia¹,

Coma²,

Blasco-Serrano³

2019

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Descriptores: Currículum; Educación básica; Educación rural; Valores sociales; Justicia social.Education cannot be kept out of social and political reality. It is a fact that the current world scenario is having a considerable impact on the redefinition of the concept of Education. Global Citizenship Education (GCED) implies adapting the elements of the curriculum to promote the development of values of equity and justice in the teaching-learning processes. This article analyzes, the incorporation of the GCED and the Sustainable Development Goals (SDG) in the academic curriculum, as well as the dynamics and actions that are carried out in the centers and in the classrooms. A quantitative methodology has been used, developing a non-experimental descriptive study through a social survey. The results show how educational centers, are committed to introducing actions related to the GCED and/ or the SDGS into their center projects. The study shows the lack of experiences involving cross-cutting and global projects and the introduction of the SDGS in a more explicit manner.

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La Ética Del Aprendizaje Servicio en La Universidad: Una Interpretación Desde El Pragmatismo

Cited by 15 publications

References 3 publications

Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions

Service-Learning in Europe. Dimensions and Understanding From Academic Publication

Inclusión de los Objetivos de Desarrollo Sostenible en el Currículum de Educación Primaria y Secundaria en Escuelas Rurales de Zaragoza

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