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The Knowledge Society, along with the non‐stop growing technological evolution, entails university students acquiring new competences for them to be successful in society. These are called 21st‐century competences that come as high‐skill competences – higher‐order thinking capacities and teamwork competences – and information and communication technologies (ICT) competences – technological, pedagogical and ethical. This study aims to determine the link between ICT competences and high‐skill competences. A correlational study was conducted whose sample was formed by 983 students studying degrees at the Universidad de Valencia (Spain), selected by non‐probabilistic incidental sampling and collecting information with two questionnaires. The results indicate a positive and statistically significant relation between ICT competences with the other two considered sets: higher‐order thinking capacities and teamwork competences. Moreover, pedagogical competences are more related with the two high‐skill competence sets. This suggests the need for training plans that favour learning 21st‐century competences and for stressing pedagogical competences in ICT. Lay Description: What is already known about this topic: University students require new competences to face a changing society.21st‐century competences are made up of ICT competences, higher‐order thinking capacities and teamwork competences.The empirical relation between ICT competences with higher‐order thinking capacities and teamwork competences has been little addressed.Few empirical studies have determined the contribution of each of the competence dimensions in that relation. What this paper adds: There is a positive relation between ICT competences and higher‐order thinking capacities and teamwork competences.Pedagogical competences –ICT competences‐ are more closely related to the two sets of high‐skill competences.Problem solving and the two teamwork competences contribute more to the relation with ICT competences. Implications for practice and/or policy: University system have to development training plans in the 21st century competences for the university student.University system have to promote specific training in pedagogical competences ‐ICT competences‐ for university student. [ABSTRACT FROM AUTHOR]

It is widely known that people with Down syndrome have difficulties transitioning from a basic understanding of counting and cardinality to more advanced arithmetic skills. This is commonly addressed by resorting to the mechanical use of algorithms, which hinders the acquisition of mathematical concepts. For this reason some authors have recently proposed a shift in the focus of learning from arithmetic to more fertile fields, in terms of understanding. In this paper we claim geometry fits this profile, especially suited for initiating children with Down syndrome into mathematics. To support this we resort to historical, epistemological, and cognitive reasons: the work of Séguin and his intuition on the central role of geometry in the development of abstract thinking in the so-called idiot children, the ideas of René Thom about the role of continuum intuition in the emergence of conscious thinking, and finally the two strengths people with Down syndrome display: visual learning abilities and interest in abstract symbols. To support these ideas we present the main findings of qualitative research on elementary mathematics teaching to a group of seven children (3-8) with Down syndrome in Spain. The didactic method used, naturally enhance their naïve geometrical conceptions. [ABSTRACT FROM AUTHOR]

The intention of this paper is to analyse why people go to war, despite the, at first sight, divergence between benefits and costs. This paper provides a comparison of the willingness to go to war in different OECD countries using World Values Survey data. The empirical findings in the United States, Switzerland, Spain, Sweden and West Germany, using the willingness to fight as a dependent variable, indicate that such factors as pride, trust, and political ideology significantly influence individuals' willingness to go to war. [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]

In this paper an experiment was carried out to test the theory of mental models of Johnson-Laird, which classifies subjects according to their previous knowledge. The subjects of the experiment were high school students of Valencia (Spain), to whom a problem solving test was administered. The results found seem to confirm that an inverse relation between the number of mental models implied in the problem and the percentage of subjects that solve it correctly, as the theory predicts. Moreover, subjects of higher previous knowledge do not always solve problems significantly better. [ABSTRACT FROM AUTHOR]

During much time, anthropology has defined primitive societies as societies of mythopoetical thought. Just the opposite of those societies in which it governs the rational thought to the service of profitability and productivity. Myth constructs its discursive form with metaphors, analogies and other tools of the intellect. It represents and identifies the primitive society as a whole. Myth was the wild thought. This idea could also be applied to traditional societies. In these societies we found mythopoetical praxis and speeches, like in the example that is analyzed in this paper: the wild analogy of pasiegos in relationship with their cattle. We have to consider two questions on the analogical thought of pasiegos. First, the role of analogy in the origin of the culture and the dynamic of cultural change. Second, gender analogy: is the analogical universe of pasiegos masculine, feminine, or without gender? Additionally, under the consideration that «wild» is a pristine human thought, we ask ourselves how much of wild has the wild thought. First at all in its relation with rationalism: emerges analogy from rationalism? What relation analogy maintains with rationalism? Its origin is the result of a «natural» function? By the same token, we ask about the social nature of the savage. That is to say, how much of wild is the analogy. Whether or not the analogy is a historical and asocial function of human intellect. One final observation: The analogical complex of pasiegos is not entirely examined. We only analyze the homologous relations between the cows and the habitat. [ABSTRACT FROM AUTHOR]