CRIS

Permanent URI for this communityhttps://scripta.up.edu.mx/handle/20.500.12552/1

Browse

Search Results

Now showing 1 - 5 of 5

Some of the metrics are blocked by your
consent settings
Cybernetic insights on active learning in higher education
(Emerald, 2026)
Salinas-Navarro, David Ernesto
;
Vilalta-Perdomo, Eliseo Luis
;
Herron, Rebecca Michell
Purpose: This study examines the active learning pedagogical approach, incorporating core concepts of cybernetic theory, and investigates how cybernetics can inform pedagogical strategies in higher education. Design/methodology/approach: An adapted conceptual systematic review was conducted using top-cited articles and systematic literature reviews on the definition of active learning. A nine-dimensional coding frame was developed from first- and second-order cybernetics, including agentive, adaptive, homeostatic, and ethical elements, to systematically interpret the literature. Findings: Active learning implicitly embodies cybernetic principles such as feedback loops, self-organisation, and recursive interactions. However, crucial aspects such as homeostasis (balancing cognitive load) and ethics (equity and inclusion) remain underexplored. The coding frame demonstrates the explanatory value of cybernetics while identifying systemic gaps in current pedagogy. Research limitations/implications: The study is conceptual and based on secondary sources in English-language higher education literature. Future empirical research should validate the coding frame across diverse educational levels and cultural contexts. Practical implications: The coding frame provides educators with a systemic tool to design adaptive, balanced, and inclusive active learning environments by integrating feedback, regulation, and ethical considerations. Social implications: By highlighting equity and well-being as neglected dimensions, the study supports the development of more inclusive and socially responsive pedagogies. Originality/value: This is the first study to systematically apply cybernetic theory to study active learning, offering a novel systems-based perspective that bridges educational theory and practice. © The authors © Emerald.
Some of the metrics are blocked by your
consent settings
El derecho a la educación en México. Una valoración filosófica de sus fundamentos y logros
(Universidad Panamericana, 2025-07-18)
Esparza, Gustavo
;
Aguirre-Hernández, Jorge
El objetivo del presente artículo es estudiar el derecho a la educación para identificar los criterios que permiten definir los términos de su cumplimiento. A través de una interpretación hermenéutica del Artículo 3° constitucional, se hace notar el contraste que existe entre la administración pública de la educación y el sentido final hacia el que apunta el ejercicio de una educación de calidad. Haremos notar que el pleno cumplimiento de este derecho humano implica la satisfacción de tres dimensiones: material, humana y pedagógica. Los resultados generales que se alcanzan son: 1) existe una definición puntual de la educación como derecho fundamental en nuestra constitución, 2) los principios y planteamientos que se establecen no consideran con suficiencia principios como los pedagógicos, 3) en buena medida esta ausencia de dichos criterios se refleja en el pobre desempeño en pruebas internacionales. Nuestra propuesta es promover un principio de progresividad constitucional al Art. 3°, para con ello garantizar un mejor cumplimiento del derecho a la educación.
Some of the metrics are blocked by your
consent settings
La educación como pilar para la reinserción social. Educación en contexto de encierro en el ámbito de la república Argentina
(Universidad Panamericana, Escuela de Pedagogía, 2024)
Palacin Guido, Adrián
;
Gabriela Álvarez, María
El presente artículo desarrollará qué se entiende por «derecho a la educación» y cómo está regulado específicamente en los contextos de encierro, teniendo en cuenta cómo opera el estímulo educativo reglado en el artículo 140 de la Ley 24.660 y su importancia en el proceso de reinserción social de los internos. Se hará una comparación entre lo que sanciona la Ley de Educación Nacional y los instrumentos internacionales en materia de derechos humanos –con jerarquía constitucional–, que respaldan este derecho y con lo que realmente sucede en el sistema penitenciario. Asimismo, se analizará la jurisprudencia argentina en la que se reconoce el derecho a la educación de las personas privadas de libertad y su importancia para el sistema de progresividad que regula la ley de ejecución penal. Por otro lado, se analizará cómo, en la práctica, ha perdido virtualidad la reducción que regula el artículo 140, al haberse introducido un grupo de delitos impedidos de acceder a los institutos liberatorios, mediante la Ley 27.375. El objetivo central recae en la necesidad de remarcar que la educación, en contextos de encierro, es fundamental para la reinserción social y que el Estado tiene la obligación de garantizar este derecho.
35 126
Some of the metrics are blocked by your
consent settings
Los fines de la educación en la «Pedagogía estructurativa» de José Vasconcelos
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Macías Barba, María del Pilar
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
A century after the founding of the Ministry of Public Education of Mexico, it is appro-priate to return to the educational approach of its founder, José Vasconcelos, to identify the congruence and greatness of its civilizing purpose based on instruction, work, culture, and art—a truly comprehensive educational project. The purpose of this article is to present the concept of education that underlies the Pedagogía Estructurativa of José Vasconcelos and to propose five aims of education that arise from it and that keep a harmonious, hierarchi-cal, and systemic relationship. This proposal is the result of the selection, organization, and analysis of Vasconcelos’s work and mainly of the analysis of his book De Robinsón a Odiseo: Pedagogía Estructurativa. This article is divided into three parts. The first part integrates the concept of education. The second part identifies the educable areas or dimensions of the per-son. The third part proposes the classification of the five aims of education of Vasconcelo’s thought, namely physical, professional, intellectual, ethical, and aesthetic education. Each educational level presupposes and complements the previous one, achieving a transcen-dental individual development while attending to the spiritual and material well-being of the community. Thus the value of Vasconcelos’s humanist ideology is shown. Vasconcelos conferred his humanism on the Ministry of Public Education while conveying his passion for the spiritual regeneration of Mexicans through the fight against «ignorance and misery, our true enemies» (Vasconcelos, 1920a, p. 52).
10 53
Some of the metrics are blocked by your
consent settings
La pedagogía de Emile Durkheim
(Universidad Panamericana, Escuela de Pedagogía, 2020-07-02)
Carmona Sánchez, Luis Alberto
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The article seeks to expose the pedagogical approach contributed by the French David Emilie Durkheim (1958-1917), from the sociology of education, to make effective the project that the French Third Republic had to forge on the new society and the new social being that he intended. For this purpose, the conceptual foundations that shape the author’s sociological approach to pedagogy and education are examined, as well as its relationship with the unified theoretical-practical project of a new society and new social being, which is presented in four aspects. : I. The context: definition and the Third French Republic; II. The condition: pedagogy; III. The means: education; IV. The purpose of pedagogy: the society. The article provides a theoretical and interpretative review of Durkheim’s contribution to the field of sociology of education, highlighting the political connotation that his ideas contained in this field, and the methodological teaching considered current, which suggests the theoretical and practical development of pedagogy, first of all by understanding the social dynamics and the particular moral demands of each society rather than the nonconceptual and ahistorical importation of inflexible pedagogical models
39 296

CRIS

Browse

Filters

Settings

Sort By

Results per page

Search Results