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New, more or better financial education and financial literacy programmes should lead to improved financial capability, knowledge and outcomes. Yet we do not even know which terminology is most suitable for those projects who all intend to give an answer to a question which is less than clear. What is meant by the term “financial education”? Why did the “demand” for financial education suddenly increase? Have the numerous tasks which consumers in a modern society have to fulfill created this new field for financial education? Are their specific needs of financial markets which need adapted consumers as competent players? Or has the general level of education fallen? Would more ignorance on financial products perhaps increase the likelihood of these markets to care more about consumers? Do we truly need financial education at all and if so, as this article argues, what kind of financial education would respond to it? Based on five years of empirical research, on existing papers and curriculars for financial education and another five years of our own experiences with practical financial education in schools and with clients of debt advice agencies we would like to promote financial education as a form of consumer protection where consumers are seen collectively as the true masters of the economy.

La directiva sobre los comités de empresas europeos (CEE) de 1994, reclamada insistentemente por las organizaciones sindicales, fue un factor determinante para el posterior desarrollo de la negociación colectiva de empresa transnacional, pero fue también una fuente de dificultades para dichas organizaciones, ya que establecía, a nivel europeo, un nuevo canal de representación que se les escapaba en parte. Ante la ausencia de un marco jurídico para la negociación colectiva de empresa transnacional, las federaciones sindicales europeas (FSE) establecieron sus propias reglas internas para retomar el control de esta dinámica y afirmar un derecho exclusivo de negociación y de firma de acuerdos transnacionales. Sin embargo, dicha dinámica se enfrenta a la persistencia de otras prácticas de negociación, entre otras las de los CEE de empresas transnacionales (ETN) alemanas, pero también de otros países, que desean seguir con el control de dichas negociaciones.

Este artículo estudia la definición de microcosmos que Bertoldo de Moosburg tematiza en su comentario a la Elementatio Theologica de Proclo. Sostiene que el concepto de microcosmos que elabora Bertoldo no proviene directamente de tratados herméticos sino de un texto de Asclepio modificado por Alberto Magno en algunas de sus obras más marcadamente neoplatónicas: sus Comentarios a la Metafísica de Aristóteles y al Liber de Causis. Bertoldo sigue en parte a Alberto, pero al mismo tiempo innova respecto a él, pues radicaliza algunas tendencias de su pensamiento y acentúa su neoplatonismo mediante la integración de nuevas fuentes.

New, more or better financial education and financial literacy programmes should lead to improved financial capability, knowledge and outcomes. Yet we do not even know which terminology is most suitable for those projects who all intend to give an answer to a question which is less than clear. What is meant by the term “financial education”? Why did the “demand” for financial education suddenly increase? Have the numerous tasks which consumers in a modern society have to fulfill created this new field for financial education? Are their specific needs of financial markets which need adapted consumers as competent players? Or has the general level of education fallen? Would more ignorance on financial products perhaps increase the likelihood of these markets to care more about consumers? Do we truly need financial education at all and if so, as this article argues, what kind of financial education would respond to it? Based on five years of empirical research, on existing papers and curriculars for financial education and another five years of our own experiences with practical financial education in schools and with clients of debt advice agencies we would like to promote financial education as a form of consumer protection where consumers are seen collectively as the true masters of the economy.