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In this paper I argue that the future of psychological research on educational processes would benefit from an interdisciplinary approach that enables psychologists to locate their objects of study within the cultural, social, and historical contexts of their research. An examination of anthropological accounts of the characteristics of education in small, face-to-face, pre-industrial societies raises the question of why major challenges have confronted contemporary psycho-educational research that seeks to implement major, qualitative changes in modern educational practices by transforming them to have the properties of education in those same face-to-face societies. The paper concludes with a description of a multi-institutional, multi-disciplinary system of education that responds to these challenges while offering a model for educating psychology students in a multi-generational system of activities with potential widespread benefits. [ABSTRACT FROM AUTHOR]

This paper presents some episodes that illustrate how the teaching of history and the social sciences in Colombia has been a source of conflict among intellectuals, academics and the state. This body of knowledge is presented as an attractive field that can be capitalized on by different approaches to knowledge and power. The change in the names and periodic invocations of social actors who seek to recover their relevance in relation to the educational needs of the country actually highlight chapters of such tensions, in which professional historians have played a leading role. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze what historical knowledge teachers are assessing and how they are assessing it in compulsory education in Spain. For this purpose, 359 exams and 3127 questions have been used in the Region of Murcia (Spain) in the courses in which history is mainly taught: 3rd Cycle of Primary Education, and 1st, 2nd and 4th Cycles of Compulsory Secondary Education. We have analyzed the type of exercises, the content evaluated, the cognitive skills required to answer the questions, and the presence of concepts about history of first and second order. The results show the predominance of questions that require rote-learning of conceptual-factual knowledge, with a great lack of procedures. [ABSTRACT FROM AUTHOR]

This paper presents the "question" of evil in direct relation to modernity. The proposed theses hold that evil cannot be studied by searching for its origins, but by inscribing it within specific historical and cultural coordinates. In this case, the coordinates are located in the modern world and a Modernity that launched the promise of progress and in fact opened the door to anthropological correction, disguising it as a necessary gesture for re-founding humanity itself. [ABSTRACT FROM AUTHOR]

This paper analyzes the link between the concepts of employability, education, and social equality. A large portion of society has limitations when entering or remaining in the job market. This difficulty in being "employable", understood as the "ability to obtain or keep a job", stands out in groups of individuals which have greater economic disadvantages. These individuals are caught in an environment that hinders studying and acquiring employability competences. This perpetuates and deepens social inequality in time. [ABSTRACT FROM AUTHOR]

It has been suggested that given the impossibility of constructing pedagogical theories that can predict with some reliability what will happen once some pedagogical strategy is applied, pedagogical research can only help teachers construct tacit knowledge. Accepting this argument, but relegating it to the specific domain of scientific theories that seek to answer questions of the kind "what works in pedagogy?", or causal questions, this paper explores the possibility of doing research that attemtps to construct philosophical theories that respond to questions of the kind "what we do and what we get in pedagogy, what are they about?", and "what is derirable or right to do in pedagogical practive?" While both types of questions must be dealt with in pedagogical research, just like "what works?" questions, I will nevertheless conclude that research can only help construct theories that answer "what are things about?" questions. Questions about norms or ethics have to be dealt with in the same manner as causal ones: Working on particular local experiences, helping teachers to develop sophisticated capacities for reflection in support ot a flexible action. This kind of research is illustrated with an example. [ABSTRACT FROM AUTHOR]

This paper shortly describes the main characteristics of the Pequeños Científicos program in its different action dimensions. It describes the program objectives, the strategies used in it and the preliminary results that have been obtained. [ABSTRACT FROM AUTHOR]