On the 21st of May, the newspaper La Vanguardia published an article about the application of the Pedagogy of Interiority that Dr. Maria Rosa Buxarrais and Dr Marta Burguet promote in the their book “Aprender a ser. Por una Pedagogía de la Interioridad”, published early this year.
The article can be read in full (in Catalan) here.
Yesterday, Maria Rosa Buxarrais and Marta Burguet — lecturers at the Faculty of Education and researchers of the Research Group in Moral Education (GREM) – are convinced that we should promote a pedagogy of interiority. «In the rushed world we live in, it is more necessary that ever to be aware of who were, of what we are. It is crucial to stop and undertake an attention exercise” – says Buxarrais. «In fact, being is something genuine. We all are from the moment we are born. But to learn to be we need tools and resources that allows us to unfold all the potential of what we already are, to help us understand why we are the way we ares», adds Burguet
The full note can be read here.
The article “Avorrir-se per aprendre i créixer” (“Getting bored in order to learn and grow up”), written by the supplement “Criatures” (“children”) of Newspaper Diari Ara has just been published online and in paper. In this article, experts like Dr Buxarrais are consulted on their views of child education.
The article is available online or it can be downloaded as a pdf (2 pages, 248 kB).
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orial Graó has recently published the book “Aprender a ser. Por una pedagogía de la interioridad” (ISBN: 978-84-9980-750-8 , 184 pag.), edited by Dr. Maria Rosa Buxarrais and Dr. Marta Burguet. This book offers a wide range of views on the importance of the basic lesson of learning to be that should take place in the school. It is a call for reflection and action that provides scientific and academic contributions from the disciplines of Ethics, Philosophy and Neuroscience. It emphasizes the necessary attention to the development of the emotional, psychological and spiritual aspects or the very being and, at the same time, the book presents practices in diverse educational contexts that promote the care to the inner self, from the attitudinal, emotional and spiritual points of view. Teaching this is part of the challeges teachers have nowadays in this accelerated and isolated society.
Table of contents
– El ser existencial, dimensión filosófica, by Margarita Mauri Álvarez.
– La cuna del yo: un viaje autoconsciente al cerebro, by David Bueno Torrens.
– El cuidado ético como camino hacia el ser, by Maria Rosa Buxarrais Estrada.
– Aprender a ser: educar la dimensión emocional en la escuela, by Luis Núñez Cubero and Clara Romero Pérez.
– ¿Qué aporta el trabajo del eneagrama en la conexión con la esencia del ser?, by José Luis Iriberri Díaz.
– La escuela que aprende a ser: de la intención a la acción, by Eulália París Pujol.
– Relaciones educativas desde el cultivo del espacio interior, by Marta Burguet Arfelis.
– El aula: gestión y ser, by Bartolomé Calero Rubio.
– El ser corporal, by Paula Gelpi Fleta.
– La interioridad, un horizonte de conocimiento profundo, by Berta Meneses Rodríguez.
– Habilidades para ser, en contexto, by Víctor Martínez Ruiz.
– “Escúchate, confía y ve más allá”, by Xavier Serret Juan and Josep Maria Llull Novell.
– Educar en y desde el ser en el ámbito de la gestión transformadora del conflicto, by Marta Ponce Mas.
– Educación de la interioridad: despliegue de la dimensión espiritual, by Fátima Ramos Brieva.
– El mayor descubrimiento, by Silvia Martínez Grau.
– Experiencias de una comunidad que busca crecer desde dentro, by María Ximena Coria and Verónica del Valle Gálvez.
Last December, from the 8th to the 11th, Dr. Buxarrais participated in the 42 Association for Moral Education Conference, which took place at Harvard Graduate School of Education, which is where this association was founded in 1976.
Dr Buxarrais presented a poster, coauthored by Dr Francisco Esteban (UB), entitled “Becoming a teacher: Ideas for university education and civic engagement”. This is the abstract:
In recent years university education has changed considerably. In brief, it could be said that it has adapted to the prevailing circumstances and that it is even proving to be an essential resource in the optimization of
professional, social, cultural and economic domains. The changes it has gone through have led to the achievement of quite significant results. However, at the same time we have also witnessed the emergence of concerns and misgivings about the nature of this education, above all in relation to the personal, ethical, and civic development of today’s student populace. What makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all.
This study focuses on those who are currently training to become teachers, more specifically undergraduates studying a degree in Primary Education in the universities of Catalonia. We employ a quantitative methodology based on a self-administered questionnaire conducted with a representative sample. Participants’ open-ended responses are recorded and codified. We construct three main categories: personal, authentic teacher; the teacher as story teller; and, the teacher as motivator of learning. Our results highlight important differences between these categories, extolling above all the authentic, personal teacher, who leaves a mark thanks to their character and way of being. This, together with other findings, allows us to offer some considerations for the university training of future teachers.
Also, as a senior researcher, Dr Buxarrais was invited by the conference organisers to participate as a mentor in the “Junior Scholar’s Reception” on the 9th. This AME conference popular event consists in a lunch that brings together a researcher with vast experience and a group of new researchers (students or reseearchers with less than ten years since their PhD) to talk about a topic, in this case “school curriculum” and answer their questions on the topic.
