Krystyna Chałas | Professor Doctor Habilitated; John Paul II Catholic University of Lublin
This paper shows innovative high schools in three historical periods in Poland: between the World Wars, in the period of so-called real socialism and after 1980. The selected schools have had and still have a special contribution in the history of pedagogical thought. Each school is analyzed in those aspects:the leading pedagogical ideas, an outline of the practical innovative activity and the more important achievements of students. (…)
Beate Weyland | Associate Professor, Faculty of Education of the Free University of Bolzano
This article presents some findings from a research project carried out together with architect Sandy Attia between 2010‐2014 funded by the Department of Education of the Free University of Bolzano (Weyland, Attia, 2015). The research frames 10 case studies of schools built in the past decade (preschools, kindergartens and primary schools) in the context of the contemporary debate surrounding the relationship between architecture and pedagogy in the South Tyrol region of Italy. The focus of the research resides in the processes that lead up to the design and construction of a new or renovated school, analyzing the trajectories that each project takes in relationship to the projects’ final outcomes.
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.