https://revistas.usal.es/tres/index.php/1130-3743 <p><em>Teoría de la Educación. Revista Interuniversitaria&nbsp;</em>was founded in 1986. It is an international academic journal on Pedagogy that publishes original research articles,&nbsp;in open access,&nbsp;from a theoretical&nbsp;perspective and methodology of education, aiming at providing pedagogical knowledge to researchers and professionals to improve, through a discussion substantiated criticism, descriptions, explanations, understandings and applications of educational thought and action.</p> <p>The journal belongs to the Publication Services of the University of Salamanca. It is a biannual journal, publishing one issue per semester. The reception of articles is permanently open, welcoming original works in Spanish, English or Portuguese, admitting exceptionally proposals in other languages.</p> es-ES editor.teri@usal.es (Fernando GIL CANTERO) ivan@usal.es (Iván Pérez Miranda) Wed, 01 Jan 2025 18:20:07 +0100 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31485 This paper explores in what sense “critique” can be considered a basic educational concept, by investigating to what extent it is coextensive with the emergence of the possibility of world-disclosing and the (related) notion of the educable human in the Western tradition. In particular, the focus will be on the original separation that makes something like a world possible: the reference is to the partition between humans and animals, whose features will be outlined through a dialogue between Heidegger and Freire (strikingly similar in their assumptions on this topic). Against this backdrop, the point of emergence of this disseverance will be indicated as occurring in hunting, through which humans set themselves free from their intimacy with animality and accessed a dimension “beyond” and “above” nature. In their educational project, the Greeks still maintained an awareness of this ‘history,’ as is evident by the importance that hunting held in their myths about and their (philosophical) reflection on education. This idea will be investigated by also tracking the evolution of the gesture of hunting towards the horizon which presides over the creation of the school and the form of rationality and the epistemic attitude that it embodies. Finally, it is argued that in the face of contemporary (ecological) challenges, we must complement critique with post-critique, which may help us recover forgotten dimensions of our educational heritage. Stefano Oliverio Copyright (c) 2024 Stefano Oliverio https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31485 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31881 The concept of ‘Wild Pedagogies’ seems an oxymoron at first glance. Perhaps because in pedagogy we have inherited a certain preference for the cultivated, the planned, the civilised and the domesticated, it is not surprising that our perceptions conflict with the untamed or even the spontaneous, which are some of the attributes with which we have defined the “wild” as a simile of what is also lacking in education. However, by narrowing down a total of six databases (Education Research Information Center (ERIC), Dialnet, Scopus, Web of Science (WoS), Scielo and ProQuest), it was found that the links between pedagogy and wilderness have recently been updated in Environmental Education through the concept of “Wild Pedagogies”. A form that emerges among the Social Science literature in English and that seeks to give prominence to other more-than-human voices in order to break with the stereotypes that have been promoted by Western cultures and the status quo regarding the instrumentalisation of nature in times of predominantly anthropocentric paradigms. In doing so, its relational foundations prioritise less human-centred approaches and claim to give way to new ontologies in education. This work is situated within the educational-environmental context that gives shelter and theoretical significance to the original term, as well as being a proposal for reflection for the Theory of education as a bibliographical analysis that converges with the niche of reflections that are extracted from what are its six cornerstones until the year 2022: (#1) Co-Teaching; (#2) Complexity, the Unknown and Spontaneity; (#3) Locating the Wild; (#4) Time and Practice; (#5) Socio-Cultural Change; (#6) Building Partnerships and Human Community; and through 2024: (#7) Learning to Love, Care and Be Compassionate; and (#8) Expanding the Imagination. Judit Alonso Del Casar Copyright (c) 2024 Judit  ALONSO DEL CASAR https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31881 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31936 From the literature review emerges the premise that, to foster quality teaching, teachers must be aware of their approaches and conceptions of teaching and learning, as well as their pedagogical practices and corresponding outcomes. This awareness allows teachers to critically reflect on their practices, identify strengths and areas for improvement, and adapt their teaching strategies to better meet the individual and collective needs of students. This reflective text aims to highlight the importance of teachers’ teaching approaches and conceptions, as well as the impact they have on students’ learning approaches. In this holistic approach, it is proposed that teachers opt for more comprehensive and inclusive teaching approaches, capable of triggering deeper learning approaches in students. The importance of understanding students’ conceptions of their learning situations and acting to enhance teaching contexts where they experience deep learning approaches has also been emphasized, necessarily implying a student-centered approach. Awareness of teaching and learning approaches and conceptions is a fundamental pillar to ensure quality teaching and provide meaningful and enriching educational experiences for students. This research is justified by the need to promote excellence in teaching and learning through processes in which the successive transmission and acquisition of cognitive content occur in a sharing environment in the teacher-student relationship, fostering academic success and students’ concentration on more qualitative and meaningful learning. Some suggestions for educational practice are indicated. Abílio A. Lourenço, Sabina Valente, Sergio Dominguez-Lara, Celso Fulano Copyright (c) 2024 Abílio Afonso Lourenço, Sabina Valente, Sergio Domínguez-Lara, Celso Fulano https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31936 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31930 Constructed emotion theory focuses on the importance of early experiences in the constructions of emotions and in the meanings each person attributes to them. In this approach, school plays a leading role in emotional development. It is believed that both to prevent possible imbalances through a favorable classroom environment and that it transforms the emotions that interfere with development and learning. Emotionally competent teachers are essential for encouraging this emotional adjustment at school. The aim of this paper is to offer a framework for understanding constructed emotion theory to guide teacher training, to promote a paradigm in emotional matters in the classroom. To do so, a literature review was performed, the analysis of which is presented through constructed emotion theory´s basic lines, and which highlight people´s active participation in each of their emotional experiences. These approaches are then analyzed from the educational viewpoint that, as they are intended for the field of teacher training, they take shape in preparing teachers to take responsibility for their own emotions, developing an in-depth understanding of the processes involved in the construction of emotions with a broad and precise emotional language, and in knowing how to increase with it certain emotional processes. Preparing teachers to maintain affective adjustment in their professional practice will not only contribute to their emotional well-being, but will also be reflected in the relationships they establish with their students and in the environment, they create in the classroom. Therefore, the rationale for emotional teacher development programs be reviewed Cristina Picazo-Valencia, María Dolores García-Campos Copyright (c) 2024 Cristina Picazo Valencia, Maria Dolores García-Campos https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31930 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31888 The research question that has prompted this work is: what are the characteristics of the current lifestyle in Western societies that have led to the deficit of reflection in which we are immersed? My working hypothesis is that this decline in reflection proceeds from the constant state of alertness that contemporary society imposes. To demonstrate this, I have explored the factors that contribute to it and which, by converging, reinforce one another. These factors include: the hyperactivity inherent in digital life; the obligation that positive thinking imposes on us to achieve a happy and successful life; the pressure to increase our performance and strive for continuous improvement; the pandemic of narcissistic individualism; and changes in neural circuits due to cerebral plasticity caused by digital interruptions and the resulting changes in the structure of attention. The interplay of these factors is significantly influenced by the positivity–negativity dialectic, which is at the heart of the substitution of reflection with endless activity. None of this scenario is alien to the educational world, instead it permeates it from school to university. Therefore, the conclusion is a proposal to reclaim reflection in the educational realm and, along with it, cultural transmission and the ideal of an intellectual and contemplative life. Only in this way can we help our young people to overcome the isolation of individualism by integrating them into the community that is inherent in intellectual life. María-Dolores Conesa-Lareo Copyright (c) 2024 María-Dolores Conesa-Lareo https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31888 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31886 In September 2023, “An umbrella review of the benefits and risks associated with youths’ interactions with electronic screens” was published in Nature. This review aimed at understanding the influence of electronic screens on the health and educational outcome of children and adolescents from 0-18 years old. The authors concluded that current screen use guidelines may be too simplistic, that they mischaracterize the strength of the evidence or do not acknowledge the important nuances of the issue. As a result, they supported the trend of moving away from recommendations to reduce screen use and instead focus on the type of screen use. Our contribution focuses on answering the question of whether the results of this review are sufficient to challenge current screen use guidelines. To do so, we explain the current literature on screen use guidelines that the review generically referred to as well as the rationale behind them, and then we proceed to explain why the review’s findings are insufficient to challenge these guidelines. We demonstrate that some of the review's main conclusions are not consistent with its own findings and that they fail to explain the relationship between their findings and the discreditation of current guidelines. Absence of evidence is not evidence of absence and investigators should be careful in questioning public health recommendations based on incomplete evidence. Catherine L'ecuyer, José Víctor Oron Semper, Irene Montiel, Alfonso Osorio, Jesús López-Fidalgo, M. Angustias Salmerón Ruiz Copyright (c) 2024 Catherine L'Ecuyer, José Víctor Oron Semper, Irene Montiel Juan, Alfonso Osorio, Jesús López-Fidalgo, M. Angustias Salmerón Ruiz https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31886 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31921 The integration of augmented reality (AR), virtual reality (VR), and mixed reality (MR) in education holds great promise for the advancement of teaching and learning models that cater to the needs of 21st-century students. AR and VR-based learning offer efficiency and total immersion, while MRI merges the real world with the virtual world for overlapping experiences. However, there is a scarcity of studies examining the pedagogical factors and potential benefits of collaborative learning in these environments. This work aims to conduct a systematic literature review to explore the impact of collaborative experiences facilitated by AR, VR, and MR. For the selection of studies, the rapid systematic review has been prepared following the protocols of the PRISMA 2020 declaration. In this review, were analyzed 62 studies centered on collaborative learning through AR, VR or MR, comprising 7 theoretical revisions, 21 experimental studies and 34 observational studies. It has been followed the criteria exposed in the Guidance for Quality criteria Assessment Tool of the National Heart, Lung, and Blood Institute (NHLBI, 2020). Technical limitations and the lack of instructional design hinder the usability of VR/AR in education. Real-world sessions and adequate interaction are suggested for monitoring and manipulating virtual content. Integrating MR technologies in higher education can enhance educational practice, but challenges remain. Further research is needed to assess their effectiveness in collaborative learning. By understanding the challenges and opportunities presented by these technologies in teaching scientific subjects, policymakers and educators can develop effective strategies to leverage current trends and foster meaningful educational change. Joel Manuel Prieto Andreu Copyright (c) 2024 Joel Manuel Prieto Andreu https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31921 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31771 The situation of young people living at risk of social exclusion becomes more complicated when they leave the socio-educational institutions they have been a part of during their childhood and adolescence. The majority lack emotional and financial support from their parents, finding themselves in a state marked by loneliness and a sense of abandonment. Recognizing this reality, the qualitative research presented in this article here has been oriented towards designing a proposal that allows for the reconstruction and strengthening of the relationships of these young individuals in three dimensions: the relationship with oneself, the relationship with peers, and the relationship with adults. The hypothesis is based on the implementation and activation of three pedagogical dynamics – mutual aid, self-awareness strategies, and accompaniment processes by adults – which favor in young people the inclusion in the community, the reconstruction of identity, and the design of normalized life projects away from marginalization. Over twenty months, fieldwork was conducted with a group consisting of nine boys and two girls aged between seventeen and twenty-one. Forty-three sessions and eight individual tutorials were carried out. The analysis of the information has highlighted the formative impact of the experience. The results point to progress in the emergence of cooperative behaviors, reconciliation with the past, the creation of future projects away from marginalization, interest in academic training, and the development of social awareness. Xus Martín García Copyright (c) 2024 Xus Martín García https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31771 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31926 In the present study, the changes that the field of Pedagogy has undergone are addressed, from a traditional paradigm focused on the school environment to the present moment. The objective of this research is to describe the employment situation of Pedagogy professionals, examining the correlation between their academic training and the opportunities and labor challenges they face. The methodology of this study focuses on a sample that exceeds a thousand Spanish pedagogues. The participants provided information through a questionnaire, about their current employment situation, fields of action, professional trajectory, and the degree of interaction with various curricular tools and practices. The results show that the labor insertion of professionals in Pedagogy is comparable to that of related degrees and describes a wide range of possibilities. The fields of social and labor Pedagogy, which have been experiencing notable growth in recent decades, acquire special relevance. Additionally, the study reveals gender inequalities with respect to job opportunities and shows a statistically significant correlation between the labor insertion rate and the unemployment rate by provinces and, finally, describes significant differences between the type of tools used in each area. The discussion raises the need for deeper research focused on the interrelation between university education in Pedagogy and the contemporary labor reality of graduates. Although university education continues to be a crucial element, its adaptation to the current labor reality suggests changes in the current study plans of the Faculties of Education. Pablo José Sánchez-Morales, Zuleima Ortiz-Municio, Francisco Rivas-Ruiz Copyright (c) 2024 Pablo José Sánchez Morales, Zuleima Ortiz Municio, Francisco Rivas Ruiz https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31926 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/32141 The text addresses various themes related to education, human dignity, deliberative democracy, and art from a philosophical and critical perspective. Firstly, it discusses whether people considered vulgar can create quality artistic works. It mentions that Romanticism promoted the idea that sincerity and spontaneous expressiveness replace virtue in art, leading to the conquest of the vulgar and pathological at the expense of human dignity. The history of culture is described as a modulation of dignity, arguing that great works of art should not only be formally perfect but also invite to a dignified life and reconcile the viewer with the nobility and beauty of humanity. In contemporary art. There is a common critique: that many current manifestations are mere imitations of Romanticism without their own vital force. It is noted that art should present the constitutive limits of the individual and coexistence in a favorable light, rather than perpetuating the expressiveness of Romanticism. Exemplarity in art is seen as a reflection of human dignity, mentioning authors like Tolstoy, Goethe, and Dostoevsky as examples of those who, through their works, invite a dignified life. Regarding liberal democracy, it is described as a deliberative system where ethical truths evolve over time and are susceptible to criticism and reform. A distinction is made between eschatological (ultimate) and mundane (penultimate) truths, advocating for healthy relativism in political practice. Liberal democracy is presented as the least imperfect system, based on the deliberation of potentially relative truths. The text also addresses the importance of educating the heart, following Plato and Aristotle, highlighting the need to instill correct feelings such as modesty and shame. Education is seen as a process of civilization that must go beyond obedience to authority and be based on respect earned through the exemplary exercise of parenthood and teaching. Exemplarity is described as a creative and innovative force, with the case of Rosa Parks as an example of how an exemplary action can change the social context. Exemplarity, however, is conflictive because it challenges existing customs and opens judgments in individuals’ consciences. Finally, the importance of philosophy in forming concepts such as dignity is emphasized, although it is acknowledged that there is a gap between abstract philosophical enunciations and concrete cases of reality, entrusted to prudence and the educated heart. Philosophy can illuminate and guide, but it cannot relieve people from feeling, thinking, and making decisions in each particular situation. Javier Gomá Lanzón Copyright (c) 2024 Javier Gomá Lanzón https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/32141 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/31847 The text discusses the value and challenges of intellectual life, emphasizing that it is a human good accessible to everyone, not just professionals. The author argues that intellectual life enriches the inner life, allowing for a deeper understanding of life and a full and human existence. This enrichment does not depend on visible acknowledgments like publications or professional achievements, but rather develops internally. Vanity is one of the main dangers of intellectual life, as it can lead to errors and deviations from the path of real learning. The importance of maintaining contact with reality and being part of academic or non-academic communities that help correct mistakes and advance knowledge is highlighted. Despite its solitary nature, intellectual life requires interaction with others to enrich understanding and knowledge. The author recommends building bridges with people from different backgrounds, even outside the academic environment, to foster a more diverse and rich learning experience. Regarding corruption in intellectual life, the author warns about the danger of using intellect to gain power or status rather than seeking knowledge for its own sake. The topic of privation is also addressed, and how it can clarify a person’s true motives and values. The love of learning is presented as a tool for self-knowledge and personal development. The author criticizes the equalization of all intellectual experiences, such as playing video games and studying, and advocates for an educational hierarchy that distinguishes between different types of knowledge. Finally, the Catherine Project, an initiative of St. John’s University, is mentioned. This project promotes intellectual life through conversations about great books, demonstrating the interest and need for spaces for intellectual development beyond traditional institutions. Zena Hitz Copyright (c) 2024 Zena Hitz https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/31847 Wed, 01 Jan 2025 00:00:00 +0100 https://revistas.usal.es/tres/index.php/1130-3743/article/view/32164 Varios Autores Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-nd/4.0/ https://revistas.usal.es/tres/index.php/1130-3743/article/view/32164 Wed, 01 Jan 2025 00:00:00 +0100