Aspectos del desarrollo musical del niño en la historia de la psicología del siglo xx

La educación musical es una de las asignaturas más gravemente pendientes de nuestro sistema educativo y, habría que decirlo, de nuestro sistema social. Esa laguna afecta igualmente a la investigación psicopedagógica, tanto la referida a los mecanismos “naturales” de transmisión cultural como a los “artificiales” de la instrucción dirigida a la adquisición de determinadas habilidades musicales. Este artículo brinda una panorámica de las diversas aproximaciones que se han hecho desde la psicología occidental al desarrollo musical del niño, panorámica que sin duda será de utilidad para comprender las diversas prácticas pedagógicas que se derivan de una u otra escuela.     

In defence of a pedagogy of the heart: theory and practice in the use of imaginal knowledge

This article outlines one of the theoretical approaches to pedagogy of the heart, drawing specifically on the work of Hillman and his concept of imaginal knowledge. Imaginal knowledge, as opposed to evidence-based and critical pedagogy, illuminates the imagination and moves the heart towards humanistic action. In this paper, we argue that this is an area neglected in the education of professionals. The paper provides a number of methodological strategies for integrating education of the heart with critical and evidence-based knowledge. These strategies deal with how to evoke the imagination and move the heart and then progress to issues of classroom communication and the management of emotions. The context is the teaching of supporting sciences to health professionals in the university sector.     

Bridging the Normative Gap in Graduate Criminal Justice Curricula: Teaching Theories of Justice

Feminist criminology is a vital and growing area of scholarship, but it is not making its way into the classroom. This paper assesses the reasons why such material is not used frequently, makes a case for why it should be used, particularly in a liberal arts curriculum, and offers suggestions for how it can be used.     

Sexual consent in K–12 sex education: an analysis of current health education standards in the United States

In the USA, universities have recently developed policies and programmes on sexual consent education. But waiting until students enroll in higher education may be too late to begin this work. To examine the extent that K–12 health education standards promote sexual consent education, we conducted a pilot study and found that only two of eighteen states explicitly mentioned sexual consent in their health education standards. Using a small sample (n = 4 states), we then identified four themes as making implicit reference to sexual consent: communication skills, decision making, personal space and interpersonal relationships. Finally, in a robust sample (n = 18 states), we conducted a content analysis of published standards regarding these themes related to sexual consent. Our analysis suggests that sexual consent is likely not discussed in sex education at K–12 schools. We recommend the more explicit inclusion of sexual consent in health education curricula via the identified themes that already exist in most or all standards, emphasising the importance of teaching young people about the nuances of sexual consent and its communication before they become sexually active.     

‘You Never Know,Things Might Have Once Existed’: Young Readers Engaging with Postmodern Texts that Blur the Boundaries between Fact and Fiction

This article considers children’s engagement with the Ologies, a series of postmodern texts that blur the boundaries between fact and fiction. It follows on from a text-based analysis of the series published in this journal (22(3) 2015). Data collected from 9–12 year olds demonstrate how actual readers took up the invitation offered by the text and were able to identify the tension between realism and fantasy, oscillate between different genres, stop to play games and use the tactile to make meaning. In addition, they willingly brought their own knowledge of the world to the text and were able to tease out meanings through dialogic interaction. We argue that the meaningful discussion that ensued is due to the multi-layered nature of the books which offers agency to the pupils with little adult interference.     

Intermanual transfer of shapes in preterm human infants from 33 to 34 + 6 weeks postconceptional age

This study investigated the ability of preterm infants to learn an object shape with one hand and discriminate a new shape in the opposite hand (without visual control). Twenty-four preterm infants between 33 and 34 + 6 gestational weeks received a tactile habituation task with either their right or left hand followed by a tactile discrimination task in the opposite hand. The results confirmed that habituation occurred for both shapes and both hands. Infants subsequently held the novel shape longer in the opposite hand. The results reveal that preterm infants are capable of intermanual transfer of shape information. In spite of the immaturity of the corpus callosum in preterm infants, its development seems to be sufficient to allow some transfer of information between both hands.