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This paper focuses on the educational ideals in Ortografía castellana (1609) by Mateo Alemán. He is best known as the author of Guzmán de Alfarache, the first picaresque novel recognized by that name. When studying the references to education and literacy, we first find the disagreement between past teachers and good teachers. The second chapter of the spelling "De la ignorancia de los maestros pasados y cuánto importa la enmienda de los presentes, facilitando el escribir ortógrafamente" presents a critical analysis of sixteenth century literacy teaching. By examining Alemán's pedagogical references, three prominent ideas are emphasized: adequacy of the material to the age and abilities of children, simultaneous learning of reading and writing, and a single typeface without excessive ornamentation for writing. [ABSTRACT FROM AUTHOR]

This paper presents an interpretation of twentieth-century pedagogical thought in Spain attending vitalist and synthetic perspectives. We propose an explanation of the changes in the theoretical knowledge of education that have led to the current situation. The research was conducted by studying some of the greatest exponents of General Pedagogy in Spain: Ramon Ruiz Amado, Rufino Blanco, Juan Zaragüeta, Juan Roura-Parella, Víctor García Hoz, Juan Tusquets and Alejandro Sanvisens. We expose and discuss their ideas, suggestions and influences and their place in the history of Spanish pedagogy is presented outlining two major trends: vitalist and synthetic. Results exposed as a set of convergences between the two schools of thought that we have studied, constituting a line of historical continuity. At the same time, this study shows how the tradition in this disciplinary ambit has been interrupted, and identifies significant divergences between general Pedagogy and some postmodern drifts in Educational Theory. [ABSTRACT FROM AUTHOR]

One of the social policies' main topics in modern societies is the university studies. It is not irrelevant to the policy maker that university students are the new voters. But the birth of the universities in the Middle Age was the result of students and teachers rebelliousness against the power of the State. The reason of this paradox is the difference between the objective of university education then and now. This paper is an approach to the libertarian point of view of university education. An explanation of the present inefficiency is analysed, mainly from a historical perspective, together with a mid-term forecasting. [ABSTRACT FROM AUTHOR]