International Catholic Journal of Education


educational justice

Notas para la renovación de la educación jesuita después de visitar las innovaciones en marcha en Catalunya

Juan Cristóbal García-Huidobro SJ | Doctorado en currículum y formación de profesores, Boston College, USA.

Based on a visit of almost two months to the Jesuit primary and secondary schools of Catalonia at the end of 2016, this text offers a critical-constructive analysis of their pedagogical innovations up to that moment. The text has 10 sections. The first six sections comprise an analysis of the innovation process from the general to the particular. The last four sections offer comprehensive reflections on the change process and propose key challenges for the renewal of Jesuit education in Catalonia and elsewhere: (a) more focus on educators and their professional growth; (b) going beyond methodological innovations by deepening on the educational vision and its curricular enactments; (c) recovering the Christian-humanist paradigm in the present cultural context; and (d) giving curricular and pedagogical attention to the diversity of social, cultural and religious contexts.

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Continuidade e renovação: ideologia e utopia de uma novidade pedagógica

Joaquim Machado de Araújo . Alberto Filipe Araújo | Centro de Investigação para o Desenvolvimento Humano da Universidade Católica Portuguesa (CEDH), Porto, Portugal; Centro de Investihação em Educação (CIEd) da Universidade do Minho, Braga, Portugal

This article discusses the relation between utopia and education in the dimension of desirable possibility, affirms the necessity of ethical limits to a perfectionist perspective, identifies the complementarity of utopia and ideology, and highlights the importance of the “new” for establishing an alternative proposal to the current pedagogy. Then, it analyse the novelty of the “tailored learning” within the scope of the educational vision of the New Education, distinguishing the model and its concretizations. Finally, it affirms the need to update this idea of educational justice adjusting it to the current time and the narrative identity of the community in which the school is inserted

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