o It offers a breakdown of which should be the objectives that should be considered in such education or an analysis of the programs that have undertaken it. We think that the diversity of historical sex education approaches offer two great perspectives: one, that of those that bet on abstinence, with all its variants, or holistic calls (comprehensive); Both, however, can be considered “technical” options; There is another perspective, which could be called “personalist”, another way of understanding emotional and sexual education: here is attempting to expose and justify the latter. The personalist model considers affective-sexual education as a means, with this it is necessary to say that the objective is beyond the model in question. The goal is on the person: we are talking about educating a person. You do not want to educate yourself in a given behavior, but help grow. (Abstract)
Summary: Summary: Education and values. Dialogue. Tolerance. Freedom. Solidarity. Justice. Ecology, value and task. Peace and non-violence.
Summary: Postmodernity awakens the educational problem in all contexts, but especially in families, ambiguity, who start looking for quality in other areas, and end up becoming dependent clients of the school. All this generates a context of risk and vulnerability whose effects are legacies to children. Hence the need to assume educational responsibility in families (chapter 5 and 8), which necessarily implies rescuing confidence in its educational function, breaking with the myth of overvaluation of cognitive (school) and focus on the transmission of values (properly family). Educating in values is to transmit that essential human configuration so that the new generations will be becoming cultural and responsible beings. For minimize, the family must be based on lessons of affective proximity, personal care and cordial coexistence, and for them parents must have four basic criteria in the family reception process: touch or pedagogical sensitivity, listening attentive, humor and Interpersonal Communication. (Editorial) Summary: Chapter I Educate in Alterity – Ortega P. Chapter II. Educate is to answer the other – Pedro Ortega Ruiz. CHAPTER III. The pedagogy of alterity as a paradigm of intercultural education – Pedro Ortega Ruiz. CHAPTER IV. The pedagogy of alterity: educational issues and proposals – Ramón Miguez Vallejos. Chapter V. Ethics of family life and transmission of moral values - Ramón Minguez Vallejos. CHAPTER VI – Approach to the concept of liability in Lévinas: Educational implications – Eduardo Romero Sánchez.