La investigación trata del fracaso escolar en educación secundaria en Perú. La investigación es explicativa multifactorial con un diseño ex post factum de corte transversal. Propone un modelo teórico explicativo del fracaso escolar desde el paradigma ecológico-sistémico. La conclusión a la que se llega es que aun siendo el fracaso escolar consecuencia de múltiples factores, las variables más influyentes son el entorno sociocultural y socioeconómico en el que vive el estudiante. Para determinar la influencia de las variables intervinientes, se han utilizado instrumentos de tipo estadístico-matemático, realizando un análisis estadístico descriptivo, un análisis factorial y se ha aplicado un modelo de regresión β. Los resultados obtenidos han permitido realizar un estudio epidemiológico del fracaso escolar utilizando un modelo matemático de cajas, diseñado al efecto, p...

This article reflects on the concept of happiness throughout history, and its relationship with the three reference points of classical philosophy: the truth, the goodness and the beauty. It discusses whether the digital technologies are leading us to or move us away from happiness. The article tries to give an answer to questions such as, can we educate to develop a happy life? What is the influence of education to reach happiness? Can the effort and the well-done work be a source of happiness? The article deals also, in a critical manner, with the concept of happycracy and its meaning in relation to Positive Psychology, as well as the ideology and the different types of interest that underlie many current proposals to achieve a happy life.

El artículo trata de identificar y describir algunas certezas –aciertos-- y mitos o errores frecuentes en el imaginario colectivo de los docentes y de la sociedad, en general. Tanto las certezas como los mitos han sido contrastados con los teóricos de la educación y confirmados por mi propia experiencia pedagógica durante décadas de actividad docente, en EBR y en Educación Superior. Describo doce certezas y nueve mitos para insistir en los aspectos positivos de la intervención pedagógica y desvelar los errores en los que se incurre con el deseo de estar al día en innovaciones pedagógicas. La primera y segunda certezas son esenciales: “Sin comprensión no hay aprendizaje” --aprendizaje significativo-- y “a aprender se aprende haciendo lo que hay que aprender --aprendizaje funcional--”. En cuanto a los mitos en educación señalo, entre otros, “el valor pedagógico de...

If we analyze the demands of the university and the school until a few years ago, the university student was asked to acquire a series of knowledge of the specialty (most of them theoretical) to become a good professional. I learned the practice soon when I arrived at the company and at work, because I had a solid theoretical background. At the beginning of the 21st century, skills learning is required. The competences are complex skills-abilities that refer to the management of knowledge, skills (abilities-skills) and attitudes (values), in the realization of specific actions of a profession and with approved quality standards. The core of a competition is a capacity or potential that a person has to perform certain actions with accepted quality standards.

The present investigation seeks to determine the scholastic failure in secondary education in Peru between the years 2005-2010 and to identify the factors associated with this failure. This investigation is Non-experimental, multifactorial explanatory with a retrospective cross-sectional ex post facto design. It proposes a theoretical explanatory model of school failure from the ecological-systemic paradigm. The sample is 55% of high school students in Peru. To determine the influence of the intervening variables, statistical-mathematical instruments were used, performing a descriptive statistical analysis, a factorial analysis and a regression model β was applied. The conclusion reached is that, although school failure is the consequence of multiple factors, the most influential variables are the sociocultural and socio-economic environment in which the student lives. The results obtai...

This article is about faith and religious beliefs, their meaning and the rational possibility of religious fact. Arguments are raised and discussed for and against the act of faith. The possibility and characteristics of the act of faith are described and the appropriate and inadequate positions before the Absolute are analyzed. Reason and faith are the two wings with the human spirit rising towards the contemplation of the truth. The conclusion is that "Hidden God" might only be known through the experience of personal faith --Nihil intelligitur nisi diligitur-- (you only understand what you love) by Saint Augustine.

This article deals with gender ideology and the historical process that has brought it to life; it also considers the main ideologists of such ideology. It defines some concepts related to gender ideology, its purpose, and the international organisations and private entities that promote, foster and finance it in the world. It refers as well to the organisations opposed to this ideology and the reasons that they advocate for it. It offers some language clarification about gender ideology and includes some scientific information about the topic. Before conclusion, it presents collateral issues related to homosexuality. The conclusion is a word of warning to the readers about this ideology.

The article describes the appearance of COVID-19 in an unpredictable way on planet Earth and the consequences it has had for humanity, which was not prepared for a pandemic of this magnitude. It relates the psychological and material situation in which many children and young people --generation X, Y, Z -- lived before the pandemic and the consequences they have had to live in this experience of lockdown due to the quarantine imposed and what lessons can be drawn from the situation experienced. It also deals with the origin and form of spread of COVID-19, the possible political and economic interests that may have given rise to it, as well as the health policies implemented by different countries, and asks whether science is the solution. It concludes with a reflection on whether this threat can be reversed into an opportunity for humans to reflect and, after living this experience, lear...

If we analyze the demands of the university and the school until a few years ago, the university student was asked to acquire a series of knowledge of the specialty (most of them theoretical) to become a good professional. I learned the practice soon when I arrived at the company and at work, because I had a solid theoretical background. At the beginning of the 21st century, skills learning is required. The competences are complex skills-abilities that refer to the management of knowledge, skills (abilities-skills) and attitudes (values), in the realization of specific actions of a profession and with approved quality standards. The core of a competition is a capacity or potential that a person has to perform certain actions with accepted quality standards.

La presente investigación trata de determinar el fracaso escolar en la Educación Secundaria en Perú entre los años 2005-2010 e identificar los factores asociados a dicho fracaso. Es una investigación no experimental, explicativa multifactorial con un diseño ex post facto retrospectivo de corte transversal. Propone un modelo teórico explicativo del fracaso escolar desde el paradigma ecológico-sistémico. La muestra es el 55% de los estudiantes de secundaria del Perú. Para determinar la influencia de las variables intervinientes se han utilizado instrumentos de tipo estadístico-matemático realizando un análisis estadístico descriptivo, un análisis factorial y se ha aplicado un modelo de regresión β. La conclusión a la que se llega es que, aun siendo el fracaso escolar consecuencia de múltiples factores, las variables más influyentes son el entorno sociocultural y socioec...

This article is about faith and religious beliefs, their meaning and the rational possibility of religious fact. Arguments are raised and discussed for and against the act of faith. The possibility and characteristics of the act of faith are described and the appropriate and inadequate positions before the Absolute are analyzed. Reason and faith are the two wings with the human spirit rising towards the contemplation of the truth. The conclusion is that "Hidden God" might only be known through the experience of personal faith --Nihil intelligitur nisi diligitur-- (you only understand what you love) by Saint Augustine.

This article reflects on the concept of happiness throughout history, and its relationship with the three reference points of classical philosophy: the truth, the goodness and the beauty. It discusses whether the digital technologies are leading us to or move us away from happiness. The article tries to give an answer to questions such as, can we educate to develop a happy life? What is the influence of education to reach happiness? Can the effort and the well-done work be a source of happiness? The article deals also, in a critical manner, with the concept of happycracy and its meaning in relation to Positive Psychology, as well as the ideology and the different types of interest that underlie many current proposals to achieve a happy life.

The article describes the appearance of COVID-19 in an unpredictable way on planet Earth and the consequences it has had for humanity, which was not prepared for a pandemic of this magnitude. It relates the psychological and material situation in which many children and young people --generation X, Y, Z -- lived before the pandemic and the consequences they have had to live in this experience of lockdown due to the quarantine imposed and what lessons can be drawn from the situation experienced. It also deals with the origin and form of spread of COVID-19, the possible political and economic interests that may have given rise to it, as well as the health policies implemented by different countries, and asks whether science is the solution. It concludes with a reflection on whether this threat can be reversed into an opportunity for humans to reflect and, after living this experience, lear...

El artículo trata de la situación educativa, económica y social en la que vivían millones de jóvenes en el mundo antes de la pandemia del COVID-19 y de las consecuencias que esta ha tenido en ellos, sobre todo en el aspecto educativo, después de más de un año sin poder recibir clases de forma presencial. Se indica que la crisis sanitaria, económica y social ha tenido mayor incidencia en los estudiantes con menos recursos económicos, tecnológicos y de conexión digital. Esta es la que se llama generación del Covid-19. La pandemia ha mostrado las desigualdades económicas, sociales y tecnológicas existentes en la sociedad y la dificultad para adaptarse a las situaciones creadas por la pandemia, tanto en padres, como docentes y estudiantes. Para que el aprendizaje se produzca es necesario el autoaprendizaje regulado por el estudiante, la mediación ajustada del docente, así co...

The great newness of our time is that the world has not only changed but is in a situation of accelerated change. The society that was coming has already arrived, the future has arrived, and it is called uncertainty. Students need to develop competencies such as creativity, autonomy, flexibility, and entrepreneurship. We do not know what society will be like in 20 or 30 years, so we ask ourselves: How are we going to educate today's students for a society that does not yet exist? The answer is given by Morin, (1999): Knowledge is being able to navigate the ocean of uncertainty supported by archipelagos of certainties (p. 43). What are these certainties? A set of values-attitudes and abilities-skills that help students to make decisions in their lives that allow them to learn and keep learning throughout their lives, becoming honest and solidary citizens. This challenge must be assumed by...

This article aims to identify and describe some common beliefs—truths—and myths or misconceptions in the collective imagination of teachers and society in general. Both these beliefs and myths have been compared with those of educational theorists and confirmed by my own pedagogical experience over decades of teaching in primary and higher education. I describe twelve beliefs and nine myths to emphasize the positive aspects of pedagogical intervention and reveal the errors made in the desire to stay current with pedagogical innovations. The first two beliefs are essential: “Without understanding there is no learning”—meaningful learning—and “learning is acquired by doing what needs to be learned”—functional learning. Regarding myths in education, I would point out, among others, "the pedagogical value of the lecture," the belief that "memorization exams measure learning...

El artículo trata sobre la ideología de género y de la secuencia histórica que la ha hecho posible, así como de los ideólogos principales. Define conceptos relacionados con la ideología de género, sus fines y los organismos internacionales y entidades o grupos económicos que la promueven, alientan y financian  en el mundo. Trata también de las organizaciones que se oponen y de las razones que esgrimen para oponerse a tal ideología. Intenta clarificar el lenguaje sobre la ideología de género, así como dice la ciencia sobre el tema. Antes de concluir, trata temas colaterales relacionados con la homosexualidad. Concluye con un aviso a navegantes, poniendo en guardia a los lectores sobre la ideología de género.

El presente artículo tiene como propósito dar a conocer el carisma y la misión de la universidad Marcelino Champagnat que está expresado en la misión-visión y en los valores que propone. Los valores más que pensarlos hay que vivirlos, pero para esto hay que conocerlos y apreciarlos. En la vida diaria, dentro de nuestra universidad, hablamos de valores, oímos expresiones como Super petram edificabo, saber, ser, servir, etc. ¿Qué significado tienen tales expresiones para nuestra mística educativa, más allá del significado literal? Esta reflexión intenta dar respuesta a esta pregunta.