{"id":1760,"date":"2021-06-14T09:16:35","date_gmt":"2021-06-14T07:16:35","guid":{"rendered":"https:\/\/blogs.uao.es\/congreso-palabra\/?page_id=1760"},"modified":"2021-06-21T12:52:32","modified_gmt":"2021-06-21T10:52:32","slug":"abstracts","status":"publish","type":"page","link":"https:\/\/blogs.uao.es\/congreso-palabra\/en\/abstracts\/","title":{"rendered":"Abstracts"},"content":{"rendered":"

July <\/span>7<\/span>–<\/span>9<\/span>, 20<\/span>21<\/span>\u00a0<\/span><\/p>\n

Universitat Abat Oliba CEU, Barcelona (Spain)<\/span>\u00a0<\/span><\/p>\n

Wednesday<\/b>, <\/b>7<\/b>th<\/b> July<\/b>\u00a0<\/span><\/p>\n

\u00a0<\/span>0<\/span><\/b>8<\/span><\/b>.<\/span><\/b>3<\/span><\/b>0<\/span><\/b> \u2013 Arrival and Accreditation<\/span><\/b>\u00a0<\/span><\/p>\n

\u00a0<\/span>09-00 – 10.00<\/span><\/b> \u2013\u00a0<\/b><\/span>Welcome Address<\/span><\/b> by Rafael Rodr\u00edguez-<\/span>Ponga<\/span> \u2013 <\/span>Rector of <\/span>Universitat Abat <\/span>Oliba<\/span> CEU, Spain<\/span>\u00a0<\/span><\/p>\n

Conference presentation <\/span><\/b>by Marcin Kazmierczak<\/span> \u2013 Director of the Conference<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span>Inaugural<\/span><\/b> Address<\/span><\/b> by<\/span> Carme Riera<\/span> \u2013 <\/span>Real Academia Espa\u00f1ola<\/span>\u00a0<\/span><\/p>\n

Confesar<\/span><\/span> lo i<\/span><\/span>nconfesable<\/span><\/span>: los <\/span><\/span>misterios<\/span><\/span> de la <\/span><\/span>creaci\u00f3n<\/span><\/span> literaria<\/span><\/span>\u00a0<\/span><\/em><\/p>\n

10.15 – 11.25<\/span><\/span>\u00a0\u2013 <\/span><\/span>Session 1<\/span><\/span>\u00a0<\/span><\/strong><\/p>\n

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  1. El valor <\/i>educativo<\/i> de la <\/i>resiliencia<\/i>. La <\/i>formaci\u00f3n<\/i> del <\/i>car\u00e1cter<\/i>en<\/i> las <\/i>novelas<\/i> de Harry Potter.\u00a0<\/i>Mar\u00eda Jos\u00e9 Cots\u00a0 \u2013 Colegio Bell-lloc del Pla Infantil de Girona, Spain. <\/span>Thanks to the discoveries of neuroscience, we know that the brain has three basic qualities: plasticity, resilience and the ability to learn from narratives or stories. Resilience is the brain’s capacity to overcome suffering; suffering such as sadness, anger and fear are emotions that have to be recognized, identified and managed intelligently, as D. Goleman states. Educational theories consider this development fundamental for the formation of character and personality in young people. The human being understands through stories and narratives, the brain is capable of understanding stories and this is what has allowed it to deal with the world and its interpretation, however primitive it may be. Can the story of Harry Potter become an educational example to reflect on resilience, character formation and existential sense?\u00a0<\/span><\/li>\n
  2. La <\/span><\/i>capacidad<\/span><\/i> de <\/span><\/i>resiliencia<\/span><\/i> en<\/span><\/i> Rodion<\/span><\/i> Rask\u00f3lnikov<\/span><\/i> de <\/span><\/i>Crimen<\/span><\/i> y <\/span><\/i>Castigo<\/span><\/i>, <\/span><\/i>por<\/span><\/i>\u00a0<\/span>Fedor<\/span><\/i> Dostoievsky.\u00a0<\/span><\/i>Lola <\/span>Esteva<\/span> de <\/span>Llobet<\/span> \u2013 Instituto <\/span>Santamarca<\/span>,<\/span> Spain. The capacity of resilience in Rodion Raskolnikov is identified in two moments: we will analyze the two moments of his extreme poverty and the individual moments of his situation. We will also analyze the action of his behavior that lead him to a crime of which he denies that it was not him. We will modulate the effects of the trauma and its consequences, the factors of his personality and temperament that allow to consolidate a theoretical body with the phenomena of resilience and capacity to overcome the effects of the crime and to face the consequences and the overcoming of adversity and also the opportunity to understand the mechanisms of risk that all this entails. Fyodor Dostoevsky manages to bring down the pride of his character and reconcile him with the expiation of the crime. He expresses with unquestionable skill the dialectic between good and evil, confession as liberation from guilt, the redemptive power of suffering. The solution is given by Sonia. Christ was crucified and also carried his cross, without Christ there is no salvation or redemption. It is necessary to repair the heart and restore harmony with other men and with God. That is why Sonia gives him a wooden cross. If the crime is fatal, salvation is no less profound.<\/span><\/span><\/li>\n
  3. Justicia<\/span><\/i>, <\/span><\/i>misericordia<\/span><\/i> y <\/span><\/i>castigo<\/span><\/i> en<\/span><\/i> la <\/span><\/i>Comed\u00eca<\/span><\/i> de Dante.\u00a0<\/span><\/i>Arturo Gonz\u00e1lez de Le\u00f3n <\/span>Berini<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, Spain. There is no better word to educate today than that of the poets. In an age where the emotive takes precedence over the rational, it is appropriate to read the work of the so-called \u00abSommo Poeta\u00bb, so that students may become \u00abmore perfect in their artistic taste and more acute in their zeal for virtue\u00bb (Benedict XV). In this paper, I will discuss the nuclear concepts of justice, mercy and punishment in the Catholic worldview synthesized by Dante at the zenith of medieval Christianity. Through his allegories and symbolic images, I will show how the study of the divine government of the world makes intelligible our own personal life.\u00a0<\/span><\/span><\/li>\n
  4. Elementos pedag\u00f3gicos y educativos en el relato contempor\u00e1neo mediante la resiliencia en la figura del antih\u00e9roe.\u00a0<\/span><\/i>Montse Vidal <\/span>Mestre<\/span> \u2013<\/span> Universidad Internacional de Catalu\u00f1a<\/span>, <\/span>Espa\u00f1a<\/span>\u00a0and\u00a0<\/span>Alfonso Freire S\u00e1nchez <\/span>\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. The story has a pedagogical, moralizing and knowledge-transmitting purpose. Its inclusion as a core element within the transmedia audiovisual narrative strategy (ENAT) has undergone substantial changes, both in its structure and in the media and formats in which it is reproduced. The changes are embodied, in part, in the figure of the contemporary antihero, who is characterized by a conceptual break with the values of the traditional hero. The objective of this research is to detect and relate resilience as a pedagogical and educational element in the journey of the antihero in contemporary stories that constitute current transmedia narratives.\u00a0<\/span><\/span><\/li>\n
  5. Una lectura <\/span><\/i>resiliente<\/span><\/i> de la Biblia en tiempos de postmodernidad.\u00a0<\/span><\/i>Jordi Saura <\/span>Matallana<\/span> \u2013 Universidad Nacional de <\/span>Educaci\u00f3n<\/span> a <\/span>Distancia\u00a0<\/span>(UNED), <\/span>Spain. The life of any person is full of both happy and adverse moments. This duality is even more relevant in our sociocultural context, influenced by a postmodernity that leaves young people helpless and without resources in the face of the slightest setback. It becomes essential, then, to offer them tools to face these difficulties and to be able to overcome them. In this paper, based on the privileged role of the school in promoting resilient competencies in students, we explore the didactic possibilities offered by the Bible on this issue. To this end, we point out those symbolic-literary elements of the biblical text that are a source of learning, personal growth and, ultimately, resilient archetypes.<\/span><\/span><\/li>\n<\/ol>\n

    Moderator<\/span><\/i>: <\/span>Jordi Saura <\/span>Matallana<\/span> \u2013 Universidad Nacional de <\/span>Educaci\u00f3n<\/span> a <\/span>Distancia<\/span> (UNED), <\/span>Spain<\/span><\/p>\n

    1<\/span><\/b>1<\/span><\/b>.<\/span><\/b>25 <\/span><\/b>–<\/span><\/b> 11.<\/span><\/b>55<\/span><\/b> \u2013<\/span>\u00a0Coffee Break<\/b><\/p>\n

    1<\/span><\/b>1<\/span><\/b>.<\/span><\/b>55-13.05<\/span><\/b> \u2013 <\/span>Session<\/span><\/b> 2<\/span><\/b>\u00a0<\/span><\/p>\n

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    1. La belleza del dolor: una aproximaci\u00f3n a los cuentos de Oscar Wilde como m\u00e9todo para educar en la fortaleza.\u00a0<\/span><\/i>Mariano <\/span>B\u00e1rtoli<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. During the years he spent in prison, Oscar Wilde wrote two very intimate works in which he reflects the state of his heart and soul: The Ballad of Reading Jail and De profundis (completed in 1897 and published in 1905). In the latter, written to Alfred Douglas, he states: \u00abYou came to me to learn the Pleasure of Life and the Pleasure of Art. Perhaps I have been chosen to teach you something that is far more wonderful, the meaning of pain and its beauty.\u00bb Certainly, the letter has a well-defined addressee, however, we believe that Wilde offers us all, and in a special way through his stories, a great teaching about pain and its meaning that is interesting to discover, not only because of the depth in itself hidden in them, but also because it can be a suitable means for the education of fortitude. Through Wilde’s teaching on pain, it is possible to find firm reasons to endure it and even to face it with fortitude, which is precisely what the virtue of fortitude communicates to us.\u00a0<\/span><\/span><\/li>\n
    2. Autoformaci\u00f3n y resiliencia: a prop\u00f3sito de Agota <\/span><\/i>Kristof <\/span><\/i>(En un mundo <\/span><\/i>empalabrado<\/span><\/i> siempre somos analfabetos).\u00a0<\/span><\/i>Raquel <\/span>Cerc\u00f3s<\/span> i <\/span>Raichs<\/span>\u00a0and\u00a0<\/span>Conrad<\/span> Vilanou<\/span> \u2013 <\/span>Universitat<\/span> de Barcelona, <\/span>Spain. It is evident that we live in a world rich in languages and tongues. Such a situation determines that human education is an open work, never completely finished, because there are always languages and tongues to be known. Hence, the human being can be considered a kind of illiterate, as the Hungarian writer Agota Kristoff (1935-2001), who took refuge in Switzerland in 1956, wrote in a short autobiographical account, published posthumously (2004). The example of this author, who had to learn French in order to survive in Switzerland, shows how learning languages strengthens and prepares us to face and overcome extreme life situations.\u00a0<\/span><\/span><\/li>\n
    3. Literatura y resiliencia en las cr\u00f3nicas de la Primera Vuelta al Mundo.\u00a0<\/span><\/i>Rafael Rodr\u00edguez-Ponga <\/span>\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span><\/li>\n
    4. Un violinista sobre el tejado: <\/span><\/i>t<\/span><\/i>radici\u00f3n y resiliencia en la historia de <\/span><\/i>Reb<\/span><\/i> Tevye.\u00a0<\/span><\/i>Teresa <\/span>Pueyo<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. Fiddler on the roof<\/em> is a famous musical about the Jewish community of Anatevka, a small town in early 20th century Russia. The story follows the life of Reb Tevye, a humble milkman, whose faith and rootedness in tradition give him the strength to face the difficulties of his life and the bewilderment he feels in the face of the unstoppable social change of his time. Reb Tevye’s life, in its simplicity, is a model for the emptiness of postmodern life, uprooted and atomized.\u00a0<\/span><\/span><\/li>\n
    5. Deseo, violencia y crisis: el caso de Macbeth.\u00a0<\/span><\/i>Miguel \u00c1ngel Belmonte <\/span>\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. In Shakespeare we find numerous examples that serve to understand the functioning of appetites, especially their disorders and the consequences they entail. We believe that an interpretation of Macbeth supported by some elements of Girardian anthropology can be useful to understand not only human desire in general, but especially the challenges facing contemporary education and culture.\u00a0<\/span><\/span><\/li>\n<\/ol>\n

      \u00a0<\/span>Moderator<\/span><\/i>: <\/span>Miguel \u00c1ngel Belmonte <\/span>\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span>13<\/span><\/b>.<\/span><\/b>05<\/span><\/b>–<\/span><\/b>1<\/span><\/b>4<\/span><\/b>.<\/span><\/b>45<\/span><\/b> \u2013<\/span><\/b> Lunch<\/span><\/b>\u00a0<\/span><\/p>\n

      \u00a0<\/span>14.<\/span><\/b>45<\/span><\/b>-15.<\/span><\/b>45<\/span><\/b> \u2013<\/span> Keynote Address<\/span><\/b>\u00a0by de<\/span> Francisco Esteban <\/span>\u2013 <\/span>Universitat<\/span> de Barcelona, Spain<\/span>\u00a0<\/span><\/p>\n

      La <\/span><\/i>resiliencia<\/span><\/i> necesaria<\/span><\/i> para la <\/span><\/i>universidad<\/span><\/i> de hoy<\/span><\/i>\u00a0<\/span><\/p>\n

      Moderator<\/span><\/i>: Marina Fern\u00e1ndez<\/span>\u00a0\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span><\/p>\n

      \u00a015.45-16.55 \u2013<\/strong><\/span>Session 3\u00a0<\/strong><\/p>\n

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      1. Entre <\/span><\/i>pr\u00edncipes<\/span><\/i>, <\/span><\/i>zorros<\/span><\/i> y baobabs. <\/span><\/i>Prejuicios<\/span><\/i> y <\/span><\/i>sabidur\u00eda<\/span><\/i> en<\/span><\/i> \u00abEl <\/span><\/i>Principito<\/span><\/i>\u00ab.\u00a0<\/span><\/i>Enrique <\/span>Ba<\/span>n\u00fas<\/span> \u2013 Universidad de Piura, Peru. Antoine de Saint-Exup\u00e9ry’s \u00abLe petit prince\u00bb enjoys a consolidated prestige as a book of wide acceptance and sure effect in teaching at different levels. Even for many university students it is a rediscovery of a text that already in the first reading helped to understand many things. In the second reading it often leads to the conclusion that it is \u00abmore than a children’s book\u00bb, that it has much more depth and, again, leads to discoveries applicable to one’s own life, especially in the relationship with others. The paper uses the experiences of reading in the context of university courses in two countries (Spain and Peru), in the context of faculties of Humanities but also of Communication or Law or in General Studies, in specific courses of Literature or – especially lately – Interculturality, over some thirty years, with surprisingly similar results.\u00a0<\/span><\/span><\/li>\n
      2. Belleza y <\/span><\/i>a<\/span><\/i>rte: el p\u00f3rtico de la educaci\u00f3n.\u00a0<\/span><\/i>Javier <\/span>Barraycoa<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. To interpret or perceive beauty is to grasp the balance and harmony that is in things and that which leads us to a feeling of emotional well-being, to purely cultural joy as an incident of imagination in the act of creation, enriched and strengthened by our own experiences in admiration for the beauty of nature and the subjective product of creative imagination. Beauty is perhaps the most profound function of mental reasoning that provokes us to experience lived reality and fit it to the concepts of a modern world.\u00a0<\/span><\/span><\/li>\n
      3. Digitalizaci\u00f3n, <\/span><\/i>e<\/span><\/i>ducaci\u00f3n y <\/span><\/i>s<\/span><\/i>ociabilidad <\/span><\/i>h<\/span><\/i>umanas.\u00a0<\/span><\/i>Joan <\/span>D\u2019Avila<\/span> Juanola<\/span> Cadena <\/span>\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. Resilience appears as a protective factor in times of crisis, allowing the person who has had to face certain difficulties to mature. Current Western education is in a compromised situation, as it is culturally framed in a welfare society in which the pandemic has shaken its foundations. Good educational practices derive from good educational theory, which, in turn, is based on good anthropology. The critical times the world is going through must be used to reinforce, beyond pedagogical techniques, those essential principles of the human being that must be given special attention. The digitalization of human relationships is intended to save people from the isolation they experience, to a greater or lesser degree, due to established restrictions. It is worth reflecting on whether it will be able to replace real relationships without side effects.\u00a0<\/span><\/span><\/li>\n
      4. Educaci\u00f3n<\/span><\/i> para la <\/span><\/i>vida<\/span><\/i> plena y <\/span><\/i>pedagog\u00eda<\/span><\/i> de las <\/span><\/i>alturas<\/span><\/i>: dos <\/span><\/i>pensamientos<\/span><\/i>, <\/span><\/i>una<\/span><\/i> misma<\/span><\/i> meta.\u00a0<\/span><\/i>M\u00aa Victoria Moreno Garc\u00eda<\/span>, Luc\u00eda Pro Velasco and M\u00aa Luisa Pro Velasco<\/span> \u2013 <\/span>Universidad Cat\u00f3lica de \u00c1vila<\/span>, <\/span>Spain. The main objective of this paper is to relate the thinking of Martin Seligman and Viktor E. Franklen regarding the conception of education. An education for life, whose purpose is the integral formation of the person, in all its dimensions (bio-psycho-socio-transcendental). For Seligman the main goal will be to achieve full happiness through the development of virtues and personal strengths, Frankl will propose the goal of the meaning of personal life and for this it will be necessary to discover one’s own mission in life.\u00a0<\/span><\/span><\/li>\n
      5. Vocaci\u00f3n y resiliencia. El ejemplo de <\/span><\/i>Benvenuto<\/span><\/i> Cellini.\u00a0<\/span><\/i>Jos\u00e9 Mar\u00eda <\/span>Forment<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. Benvenuto Cellini was one of the great sculptors of the 16th century. Already in his time his works were admired in Rome, in Paris and in his hometown, Florence. His popularity, however, has always been kept alive throughout the history of art thanks to the autobiography he wrote towards the end of his life.\u00a0\u00a0 \u00a0This autobiography of Cellini is an essential work for a first-hand knowledge of the artistic intrigues of the time. The work is also fascinating for the subjugating personality of the artist. The lecture tries to show how the author’s self-esteem is an essential factor of his personality that helps him to emerge strengthened from all the difficulties in which he finds himself and is an energetic example for today’s reader.\u00a0<\/span><\/span><\/li>\n<\/ol>\n

        Moderator<\/span><\/i>: <\/span>Jos\u00e9 Mar\u00eda <\/span>Forment<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span>\u00a0<\/span><\/p>\n

        \u00a0<\/span>16.<\/span><\/b>55 \u2013 17.25<\/span><\/b>\u2013 Coffee Break<\/span><\/b><\/p>\n

        \u00a0<\/span>17.2<\/span><\/b>5-1<\/span><\/b>8.3<\/span><\/b>5<\/span><\/b>\u2013 <\/span><\/b>Session<\/span><\/b> 4<\/span><\/b>\u00a0<\/span><\/p>\n

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        1. El <\/span><\/i>complejo<\/span><\/i> de <\/span><\/i>Tel\u00e9maco<\/span><\/i> en<\/span><\/i> la <\/span><\/i>teleserie<\/span><\/i> Euphoria.\u00a0<\/span><\/i>Jorge <\/span>Mart\u00ednez-Lucena<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. Euphoria<\/em> (Sam Levinson, 2019-) is an HBO teleseries that portrays the contemporary Western teenage world. In its particular stories we see the influx of drugs, of a liquid sexuality that multiplies through networks and the absence of adults -submerged most of them in the same narcissistic vortex as their children. However, in the second season, which, because of the COVID_19 pandemic, was reduced to only two extremely intimate special episodes, we can observe that both Rue and Jules are not a pair of anti-oedipal narcissists devoted to fighting against tradition and the law, but rather two young people in full search, immersed in what the Lacanian psychoanalyst Massimo Recalcati has called the Telemachus complex – as something historically subsequent to the Oedipus complex and the Narcissus complex.\u00a0<\/span><\/span><\/li>\n
        2. El <\/span><\/i>pensamiento<\/span><\/i> visual y la <\/span><\/i>flexibilidad<\/span><\/i> l\u00f3gica<\/span><\/i> como<\/span><\/i> elementos<\/span><\/i> claves <\/span><\/i>en<\/span><\/i> la <\/span><\/i>educaci\u00f3n<\/span><\/i> de <\/span><\/i>ni\u00f1os<\/span><\/i>\/as, <\/span><\/i>adolescentes<\/span><\/i> y <\/span><\/i>j\u00f3venes<\/span><\/i> gitanos.\u00a0<\/span><\/i>Sergio Rodr\u00edguez <\/span>L\u00f3pez-Ros<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. Up to 30% of the engineers in Silicon Valley, in the United States, are of Indian origin. And India is today one of the largest producers of technologies. People of gypsy culture, due to the common Indian cultural matrix, have a greater facility for visual thinking, inductive logic and categorical flexibility. Such elements, together with the consideration of the basic nucleus of socialization that specifically constitutes the gypsy families, makes that any successful pedagogical strategy must contemplate these elements, always in dialogue with the school institution.\u00a0<\/span><\/span><\/li>\n
        3. Los j\u00f3venes y la empresa del futuro: <\/span><\/i>d<\/span><\/i>esarrollo sostenible y <\/span><\/i>e<\/span><\/i>ducaci\u00f3n.\u00a0<\/span><\/i>C<\/span>armen Ruiz-Vi\u00f1als and<\/span> Joaqu\u00edn Solana Oliver \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. The work will be dedicated to the study of the attitudes of students in their last year of high school, to the contents of the studies in business management. University degrees in business administration and management tend to occupy the first positions in the demand of students because they offer good chances of finding employment. On the other hand, there is a growing social demand for professions that allow them to have an impact on the improvement of society in line with the Sustainable Development Goals or projects such as the recent \u00abGreen Deal\u00bb of the European Union. The environment, innovation and sustainable economy are essential vectors in the training of the next generations and the article presented here is dedicated to the study of the opinions and expectations of young people who are about to start their university education.\u00a0<\/span><\/span><\/li>\n
        4. Compliance<\/span><\/i> en el sector educativo: un gran impacto positivo.\u00a0<\/span><\/i>Ariadna Torrijos<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. <\/span><\/span>Changes in the education sector are palpable. The methodological innovation in which it is immersed and the necessary adaptation to new regulations or unexpected events such as Covid-19, require a thorough review of control systems at many levels. Adapting to unforeseen events, establishing action protocols and overcoming adversities are professional needs that a good Compliance system must cover, offering tools to act, at all times, from the highest standards of legality and ethics, preventing and overcoming the difficulties to which any center can be subjected.<\/span><\/li>\n
        5. Autoexplotaci\u00f3n<\/span><\/i> y fortaleza: una mirada a la educaci\u00f3n desde el paradigma economicista.\u00a0<\/span><\/i>Stefano <\/span>Abbate<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. The modern production system raises serious questions about the fungibility of man and the subordination of education to the labor system. The current form of work and the ruthless competition among equals promotes the well-known phenomenon of self-exploitation (B. Chul-Han) which is disguised as positivity and seduction so that the worker does not resist the pressure to produce. In this sense, education itself submits to the logic of docility in order to create a \u00abhuman material\u00bb fungible to the labor market. In this context, the virtue of fortitude lies not so much in conforming to the productive system as in preserving a sphere for non-productivity, leisure and contemplation.\u00a0<\/span><\/span><\/li>\n<\/ol>\n

          Moderator<\/span><\/i>: <\/span>Stefano <\/span>Abbate<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span>\u00a0<\/span><\/p>\n

          \u00a0<\/span>1<\/span><\/b>8.3<\/span><\/b>5<\/span><\/b>\u2013<\/span><\/b> End of the first day of the Conference<\/strong><\/p>\n

           <\/p>\n

          Thursday<\/b>, <\/b>8<\/b>th<\/b> July<\/b>\u00a0<\/span><\/p>\n

          \u00a0<\/span>09-00 – 10.00\u2013 Keynote Address<\/span><\/b> by Michel <\/span>Boyanc\u00e9<\/span> \u2013 <\/span>Emeritus Dean of IPC, <\/span>Facult\u00e9s<\/span> Libres<\/span> de Philosophie et de <\/span>Psychologie<\/span>, France<\/span>\u00a0<\/span><\/p>\n

          Human Resilience, Given or Built?<\/span><\/i>\u00a0<\/span><\/p>\n

          Moderator<\/span><\/i>:\u00a0 <\/span>Pawel<\/span> Kazmierczak<\/span> \u2013<\/span> Jesuit University <\/span>Ignatianum<\/span>, <\/span>Poland<\/span>\u00a0<\/span><\/p>\n

          \u00a0<\/span>10.00 – 11.2<\/span><\/b>0 \u2013 <\/span><\/b>Session<\/span><\/b> 5<\/span><\/b>\u00a0<\/span><\/p>\n

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          1. The Christian Faith as the Source of Resilience according to Hans <\/span><\/i>Urs<\/span><\/i> von Balthasar.\u00a0<\/span><\/i>Pawel<\/span> Kazmierczak<\/span> \u2013 Jesuit University <\/span>Ignatianum<\/span>, <\/span>Poland. The<\/span>\u00a0<\/span>paper<\/span>\u00a0argues\u00a0<\/span>that<\/span>\u00a0<\/span>the<\/span>\u00a0living Christian\u00a0<\/span>faith<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>educators<\/span>\u00a0<\/span>helps<\/span>\u00a0<\/span>them<\/span>\u00a0<\/span>to<\/span>\u00a0deal\u00a0<\/span>with<\/span>\u00a0<\/span>their<\/span>\u00a0<\/span>own<\/span>\u00a0<\/span>anxiety<\/span>, and\u00a0<\/span>thus<\/span>\u00a0<\/span>develop<\/span>\u00a0<\/span>the<\/span>\u00a0Christian\u00a0<\/span>virtue<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>fortitude<\/span>.\u00a0<\/span>Their<\/span>\u00a0<\/span>courageous<\/span>\u00a0<\/span>attitude<\/span>, in\u00a0<\/span>turn<\/span>,\u00a0<\/span>is<\/span>\u00a0a\u00a0<\/span>powerful<\/span>\u00a0factor in\u00a0<\/span>nurturing<\/span>\u00a0<\/span>their<\/span>\u00a0<\/span>students<\/span>\u2019\u00a0<\/span>resilience<\/span>. In\u00a0<\/span>order<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>elucidate<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>relationships<\/span>\u00a0<\/span>between<\/span>\u00a0<\/span>the<\/span>\u00a0Christian\u00a0<\/span>faith<\/span>,\u00a0<\/span>anxiety<\/span>\u00a0and\u00a0<\/span>courage<\/span>\u00a0I\u00a0<\/span>avail<\/span>\u00a0<\/span>myself<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>splendid<\/span>\u00a0<\/span>treatment<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>subject<\/span>\u00a0<\/span>provided<\/span>\u00a0<\/span>by<\/span>\u00a0Hans\u00a0<\/span>Urs<\/span>\u00a0<\/span>von<\/span>\u00a0<\/span>Balthasar<\/span>\u00a0in\u00a0<\/span>his<\/span>\u00a0<\/span>book<\/span>\u00a0<\/span>The<\/span>\u00a0Christian and\u00a0<\/span>Anxiety<\/span>.\u00a0<\/span>The<\/span>\u00a0<\/span>method<\/span>\u00a0<\/span>employed<\/span>\u00a0in\u00a0<\/span>the<\/span>\u00a0<\/span>present<\/span>\u00a0<\/span>text<\/span>\u00a0combines a\u00a0<\/span>theological<\/span>\u00a0<\/span>interpretation<\/span>\u00a0<\/span>with<\/span>\u00a0a\u00a0<\/span>philosophical<\/span>\u00a0<\/span>inquiry<\/span>\u00a0<\/span>into<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>phenomena<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>anxiety<\/span>\u00a0and\u00a0<\/span>courage<\/span>.<\/span><\/span>\u00a0<\/span><\/span><\/span><\/li>\n
          2. Asian Age and Gold Standard of our Time: Rachel Chu and Identity Issues in the Global World. \u00a0<\/span><\/i>Irina <\/span>Kuzmina \u2013<\/span> Kyryna<\/span> Formations Ltd<\/span>, <\/span>France and Latvia. <\/span><\/span>The international scientific journal Foreign Affairs<\/em> is full of publications on the highly complicated and newly special relationship between the good old global standard-setter USA and the much older so called rising China. <\/span>The Asian Age has become the common denomination of our century with more and more important technological and financial players from the Asian world : the Indian subcontinent, East Asia, Hong Kong, Singapore etc. These elements often represent the multi-faceted Asian, oriental world.<\/span>On\u00a0the\u00a0other\u00a0hand,\u00a0it\u00a0is\u00a0interesting\u00a0to\u00a0explore\u00a0the\u00a0increasing\u00a0presence\u00a0of\u00a0(post)-Communist\u00a0China, imperial\u00a0Japan, South\u00a0Korea\u00a0and\u00a0their\u00a0self-sufficient,\u00a0\u00e9tanche\u00a0cultures\u00a0with\u00a0millenia\u00a0<\/span>\u00a0<\/span>roots on the currently changing and somewhat crumbling Western, often Anglocentric stage.\u00a0<\/span><\/span><\/li>\n
          3. Organization of PhD Students Training in Ukraine: Characteristics and Peculiarities. <\/span><\/i>Olena<\/span> Protsenko<\/span> \u2013 <\/span>Borys<\/span> Grinchenko<\/span> Kyiv University, <\/span>Ukraine. The article analyzes the approaches of development of PhD students training in Ukraine in the context of education reform. The content of educational and scientific programs of PhD training in Ukrainian universities is analyzed; the main directions of their training are characterized; the main forms, methods of their training are determined. The peculiarities of PhD students training in Ukraine, based on the results of comparative analysis, are characterized.\u00a0<\/span><\/span><\/li>\n
          4. Crisis and <\/span><\/i>Bibliotheraphy.\u00a0<\/span><\/i>Sylwia<\/span> J. <\/span>Wojciechowska<\/span> \u2013 Jesuit University <\/span>Ignatianum<\/span>, <\/span>Poland. Covid-19 has\u00a0<\/span>caused<\/span>\u00a0a\u00a0<\/span>re-definition<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>our<\/span>\u00a0<\/span>lives<\/span> and a <\/span>significant <\/span>destabilization <\/span>of <\/span>our <\/span>mental <\/span>state<\/span>. R<\/span>esearch <\/span>shows\u00a0<\/span>that<\/span>\u00a0<\/span>we<\/span>\u00a0<\/span>tend<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>conceive<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>challenging<\/span>\u00a0<\/span>reality<\/span>\u00a0in\u00a0<\/span>terms<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>war<\/span> and <\/span>battle<\/span>:\u00a0<\/span>indeed<\/span>,\u00a0<\/span>we<\/span> are <\/span>struggling<\/span>\u00a0<\/span>against<\/span>\u00a0<\/span>depression<\/span>, <\/span>ever<\/span>\u00a0<\/span>lower<\/span>\u00a0<\/span>spirits <\/span>and a <\/span>lack <\/span>of <\/span>inspiring <\/span>human <\/span>interactions<\/span>.\u00a0 I<\/span>f<\/span>\u00a0so,\u00a0<\/span>how<\/span>\u00a0can\u00a0<\/span>we<\/span>\u00a0<\/span>counteract<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>depressive<\/span>\u00a0<\/span>tendencies<\/span>?\u00a0<\/span>Along<\/span>\u00a0<\/span>other<\/span>\u00a0<\/span>researchers<\/span>, I <\/span>would <\/span>argue <\/span>that <\/span>both <\/span>children <\/span>and <\/span>adults <\/span>may <\/span>find <\/span>some <\/span>consolation <\/span>in l<\/span>iterature<\/span>, and <\/span>particlurly<\/span>\u00a0in\u00a0<\/span>the<\/span> canonical <\/span>works<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>outstanding<\/span>\u00a0<\/span>poets<\/span>\u00a0and\u00a0<\/span>prose<\/span>\u00a0<\/span>writers<\/span>\u00a0<\/span>who<\/span>\u00a0<\/span>help<\/span>\u00a0<\/span>us<\/span>\u00a0<\/span>all<\/span>\u00a0render\u00a0<\/span>the<\/span>\u00a0<\/span>experience<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>unforeseen<\/span>\u00a0and\u00a0<\/span>unexpected<\/span>\u00a0<\/span>if<\/span>\u00a0<\/span>not<\/span>\u00a0familiar,\u00a0<\/span>then<\/span>, at\u00a0<\/span>least<\/span>,\u00a0<\/span>somewhat<\/span>\u00a0<\/span>bearable<\/span>.<\/span><\/span><\/span><\/span><\/li>\n
          5. Building the Concepts of Oneself as a Learner – the Role of Language. <\/span><\/i>Dorota<\/span> Zdybel<\/span> \u2013 Jesuit University <\/span>Ignatianum<\/span>, <\/span>Poland. Although<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>term<\/span> \u00ab<\/span>resilience\u00bb<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>rather<\/span>\u00a0<\/span>used<\/span>\u00a0<\/span>to<\/span>\u00a0describe a\u00a0<\/span>person\u2019s<\/span>\u00a0<\/span>emotional<\/span>\u00a0and\u00a0<\/span>personalty<\/span>\u00a0<\/span>traits<\/span>,\u00a0<\/span>the<\/span>\u00a0<\/span>intellectual<\/span>\u00a0<\/span>dimension<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>becoming<\/span>\u00a0<\/span>an<\/span>\u00a0<\/span>resilient<\/span>\u00a0<\/span>learner<\/span>\u00a0has a\u00a0<\/span>high<\/span>\u00a0<\/span>value<\/span>.\u00a0<\/span>The<\/span>\u00a0<\/span>presentation<\/span>\u00a0argues\u00a0<\/span>that<\/span>\u00a0positive\u00a0<\/span>image<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>one\u2019s<\/span>\u00a0<\/span>own<\/span>\u00a0<\/span>mind<\/span>\u00a0<\/span>is<\/span>\u00a0a crucial\u00a0<\/span>precondition<\/span>\u00a0<\/span>for<\/span>\u00a0<\/span>perceived<\/span>\u00a0<\/span>self-efficacy<\/span>\u00a0<\/span>defined<\/span>\u00a0as a\u00a0<\/span>system<\/span>\u00a0<\/span>of<\/span>\u00a0personal\u00a0<\/span>beliefs<\/span>\u00a0and\u00a0<\/span>emotional<\/span>\u00a0<\/span>reactions<\/span>\u00a0(<\/span>particularly<\/span>\u00a0<\/span>fears<\/span>\u00a0and\u00a0<\/span>doubts<\/span>)\u00a0<\/span>related<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>one\u2019s<\/span>\u00a0<\/span>own<\/span>\u00a0<\/span>ability<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>organize<\/span>\u00a0a\u00a0<\/span>learning<\/span>\u00a0<\/span>task<\/span>.\u00a0<\/span>Thus<\/span>,\u00a0<\/span>achieving<\/span>\u00a0a\u00a0<\/span>high<\/span>\u00a0<\/span>level<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>perceived<\/span>\u00a0<\/span>self-efficacy<\/span>\u00a0in\u00a0<\/span>early<\/span>\u00a0<\/span>years<\/span>\u00a0<\/span>enables<\/span>\u00a0<\/span>children<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>became<\/span>\u00a0<\/span>independent<\/span>,\u00a0<\/span>self-regulated<\/span>\u00a0<\/span>learners<\/span>,\u00a0<\/span>aware<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>one\u2019s<\/span>\u00a0<\/span>own<\/span>\u00a0<\/span>potential<\/span>\u00a0and\u00a0<\/span>resilient<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>barriers<\/span>,\u00a0<\/span>challenges<\/span>\u00a0<\/span>or<\/span>\u00a0<\/span>even<\/span>\u00a0<\/span>failures<\/span>\u00a0<\/span>inevitably<\/span>\u00a0<\/span>occurring<\/span>\u00a0in\u00a0<\/span>the<\/span>\u00a0<\/span>students<\/span>\u2019\u00a0<\/span>life<\/span>.<\/span><\/span>\u00a0<\/span><\/span><\/span><\/li>\n
          6. The Italian School at the Time of COVID-19 – Implications for Students at the Personal and Didactic Level.<\/em> <\/span>Bogdan <\/span>S<\/span>ta\u0144kowski<\/span> \u2013 Jesuit University <\/span>Ignatianum<\/span>, <\/span>Poland. <\/span><\/span>The author takes up the problem of education in Italy in the time of COVID-19. The objective of this article is to understand the impact of COVID-19 on the progress of school and the lives of children and adolescents. To pursue this cognitive objective, the author conducted an analysis of the relevant literature published between February 2020 and January 2021, mainly in Italian. The author has also formulated three research questions that will help investigate the above problem. The article is written with the help of the analytical method and takes into consideration the literature on the subject dedicated to children and adolescents. The analysis of the literature allowed the author to formulate final conclusions, which were developed in close correlation with the accepted research questions.\u00a0<\/span><\/li>\n<\/ol>\n

            \u00a0<\/span>Moderator<\/span><\/i>: <\/span>Bogdan <\/span>S<\/span>ta\u0144kowski <\/span>\u2013 Jesuit University <\/span>Ignatianum<\/span>, <\/span>Poland<\/span>\u00a0<\/span><\/p>\n

            \u00a0<\/span>11.20-11.5<\/span><\/b>0<\/span><\/b> \u2013<\/span>\u00a0Coffe Break<\/b><\/p>\n

            \u00a0<\/span>11.50-13<\/span><\/b> .1<\/span><\/b>0<\/span><\/b> \u2013 <\/span>Session<\/span><\/b> 6<\/span><\/b>\u00a0<\/span><\/p>\n

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            1. Care for C<\/span><\/i>hildren’s<\/span><\/i> Resilience in the Context of Family and School Cooperation. <\/span><\/i>Anna <\/span>B\u0142asiak<\/span> y<\/span>\u00a0 <\/span>Ewa<\/span> Dybowska<\/span> \u2013 Jesuit University <\/span>Ignatianum<\/span>, <\/span>Poland. Contemporary reality brings children under severe stress, psychological and mental problems, anxiety, constant changes, tensions and fears. It requires adapting to the manifestations of life’s uncertainty and its unpredictability. Resilience is the ability to regenerate quickly, adapt, and respond flexibly and achieve one\u2019s goals despite adversities. It is also one of the processes that enable the optimal functioning of the child and its well-being in the face of dynamic processes brought by the unpredictable changing reality. Children’s resilience is a process shaped and supported by the interaction of individual, family and non-family factors (mainly schools). In this context, the aim of this paper is to present possible interactions and also cooperation between family and school. The cooperation of the school and the family, based on dialogue, partnership and collaboration and taking into account the three-subject dimension (not excluding the child – student), assumes a common goal: the integral development of the child and its educational success. Upbringing is most effective when it is consistent, that is, all participants involved in upbringing process, act in a similar way. Hence, cooperation should also aim at working out a common educational front (unanimity) that will help shape a resilient child. Parents\u2019 education is an element of school-family cooperation, which can be used to promote resilience among parents by imparting knowledge and shaping resilience awareness and competence as a specific art of living in the midst of adversities and challenges. Cooperation should be based primarily on the principle of subsidiarity, subjectivity and \u00abtogether with the child\u00bb. It should also be expressed in the following functions (which involve building and strengthening resilience): stimulating and dynamizing development changes, consolidating already achieved development achievements, providing support in situations of regression and development crisis, guiding to new solutions and assistance in difficult and crisis situations. Cooperation should be adapted to the capabilities and needs of all participants in the upbringing process.\u00a0<\/span><\/span><\/li>\n
            2. Resilience as Told by Parents and Teachers in the Time of COVID-19. <\/span><\/i>Giuseppina<\/span> D\u2019Addelfio<\/span> \u2013 <\/span>Universit\u00e0 degli Studi di Palermo<\/span>, <\/span>Italy. The paper presents a phenomenological research aimed at exploring some \u201cthemes\u201d of the lived-experience of parents and teachers during the COVID-19 pandemic. Through open-ended survey questions, distributed in several schools (kindergarten, primary and middle schools) throughout Italy, parents and teachers were given the opportunity to account their perspectives, reflect on some aspects of their educational role during the pandemic, and express their understanding of school-family partnership. In particular, parents and teachers were asked to narrate strategies with which they think they have generated protective as well as supportive environments and helped to reshape everyday life, thus promoting resilience. <\/span><\/span><\/li>\n
            3. Educational Approaches Supporting Sources of Resilience in School Children and Adolescents. <\/span><\/i>M\u00e1ria<\/span> Poto\u010d\u00e1rov\u00e1<\/span> \u2013 Comenius University Bratislava, <\/span>Slovakia. The paper deals with the professional analysis of the processes of education and socialization in relation to the phenomenon of resilience. Resistance in children and adolescents is determined by several factors. Above all, it depends on specific tasks in individual developmental periods, the period of children of older school age and adolescence is particularly interesting. The ability to resilience is also responsible for specific life experiences with early childhood relationships. Educational approaches, methods, means and various practices used in parents’ parenting styles have a direct impact on resilience. In this article, we will analyze the position of children of older school age (10 -15 years) and adolescents (15 – 20 years) in relation to resilience from the point of view of the individual, his family but also the school environment, resp. from the aspect of school socialization and the influence of peer relations. Against the background of today’s societal problems, we point out the position of adolescents in society and the difficulties they have to cope with on the threshold of adulthood. Attention in this issue is focused on various types of threats to resilience in adolescents – evident in the process of achieving personal and social identity, in the behavioral manifestations of maladaptation, in non-adaptation to social limits and social norms.\u00a0<\/span><\/span><\/li>\n
            4. Teaching Spiritual Resilience in the Middle Ages.\u00a0<\/span><\/i>Dominika <\/span>Ruszkiewicz<\/span> \u2013 Jesuit University <\/span>Ignatianum<\/span>, <\/span>Poland. The aim of my presentation is to show how medieval manuals of behaviour, The Book of the Knight of La Tour-Landry in particular, taught young people to build their character through developing resilience competences, such as emotional and intellectual competences. Particular attention will be paid to spiritual resilience, understood as the capacity to cope successfully with hardship and difficulty using religious resources. The theoretical background for the analysis will be St Thomas Aquinas\u2019s virtue-based moral theory outlined in the Summa theologiae (the Secunda pars).\u00a0<\/span><\/span><\/li>\n
            5. Adding Depth to Literary Genres through Music and Movement.\u00a0<\/span><\/i>Inga <\/span>Sieminski<\/span> \u2013 Washington Montessori Institute (WMI)<\/span>, USA. While the word is a powerful human tool for cognitive development, an elemental style of music can contribute other modalities to deepen literary content. Emerging from primal musical instincts, this approach begins with language and unites with movement, dance, and play. These multi-sensory entry points enable differentiated learners of all abilities to demonstrate their understanding. While research has clearly articulated children\u2019s inherent quality of resilience, an awareness of their own resourcefulness needs to be nurtured, together with the development of skills for embodied emotional expression. The practice of individual and interactive singing, saying, dancing, and playing activates personal agency and grounds the potential for resilience in an educational environment.<\/span><\/span><\/li>\n
            6. Resilience and the challenge of Aging in the Old Man and the Sea by<\/span><\/i> Ernest Hemingway.\u00a0<\/span><\/i>Natalia <\/span>Kazmierczak<\/span> \u2013<\/span> Universidad CEU <\/span>Cardenal<\/span> Herrera, Spain and <\/span>Marcin <\/span>Kazmierczak<\/span> \u2013<\/span> Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, Spain. <\/span><\/span>This paper proposes an analysis of The Old Man and the Sea <\/em>by E. Hemingway from the perspective of contemporary studies into the phenomenon of resilience. Old age, poverty and abandonment constitute the basic elements of the main character\u2019s distressing and traumatic situation. It is against these odds he will have to brace himself to battle, using a number of resources which can be perfectly described in terms of pillars or factors of resilience, such as internal locus of control, executive functions, positive thinking, optimism, self-esteem and, particularly, affective connections, which, according to the majority of the experts in resilience, is the most decisive one. Surprisingly, in spite of the seemingly absolute loneliness in the middle of the immensity of the sea, he still finds in his inner self the ability to establish affective connections \u2013with a young apprentice who admires him and who awaits him on the shore, with his particular vision of Transcendence and even with the enormous fish which he had to chase for hours and now has to struggle dramatically to protect from the sharks\u2013. In this way, Hemingway\u2019s hero becomes a paradigm of resilient behavior in the face of the universal challenge of aging and may undoubtedly produce catharsis<\/em> in the reader.\u00a0<\/span><\/li>\n<\/ol>\n

              Moderator<\/span><\/i>: <\/span>Marcin <\/span>Kazmierczak<\/span> \u2013<\/span> Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, Spain <\/span><\/p>\n

              \u00a0<\/span>13.10-14.5<\/span><\/b>0<\/span><\/b> \u2013<\/span><\/b> Lunch<\/span><\/b>\u00a0<\/span><\/p>\n

              \u00a0<\/span>14.50-15.5<\/span><\/b>0 <\/span><\/b>\u2013<\/span>\u00a0Keynote Adress\u00a0<\/strong>by<\/span> Rafa<\/span>el<\/span> F<\/span>ayos<\/span> Febrer<\/span> \u2013 <\/span>Universidad CEU <\/span>Cardenal<\/span> Herrera<\/span>, Spain<\/span><\/p>\n

              Aproximaciones<\/span><\/i> a la <\/span><\/i>virtud<\/span><\/i> de la <\/span><\/i>fortaleza<\/span><\/i> desde<\/span><\/i> el <\/span><\/i>pensamiento<\/span><\/i> educativo<\/span><\/i> de Romano <\/span><\/i>Guardini<\/span><\/i>\u00a0<\/span><\/p>\n

              Moderator<\/span><\/i>: <\/span>Maite<\/span> Signes \u2013\u00a0<\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, Spain<\/span>\u00a0<\/span><\/p>\n

              \u00a0<\/span>15.50-17<\/span><\/b>.<\/span><\/b>1<\/span><\/b>0 <\/span><\/b>\u2013<\/span> Session<\/span><\/b>\u00a07<\/span><\/b>\u00a0<\/span><\/p>\n

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              1. Propuestas<\/span><\/i> para el <\/span><\/i>fomento<\/span><\/i> de la <\/span><\/i>resiliencia<\/span><\/i> del <\/span><\/i>alumnado<\/span><\/i> en<\/span><\/i> el <\/span><\/i>contexto<\/span><\/i> educativo.\u00a0<\/span><\/i>Laura Amado<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Espa\u00f1a;\u00a0<\/span>Sonia <\/span>Jarque<\/span> \u2013 <\/span>Universitat<\/span> de Barcelona, <\/span>Espa\u00f1a;\u00a0<\/span>Marta Oporto <\/span>\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Espa\u00f1a<\/span>\u00a0and\u00a0<\/span>Marina <\/span>Fern\u00e1ndez<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. In the last decade, the promotion of resilience in the educational context is a topic that has gained great relevance. The present communication aims to deepen the conceptualization of resilience applied to the school context and to propose psychoeducational strategies to foster resilience in students.\u00a0<\/span><\/span><\/li>\n
              2. Actualidad de la psicolog\u00eda individual de Alfred Adler: la importancia del sentido de pertenencia en el desarrollo infantil.\u00a0<\/span><\/i>M\u00aa Dolores Barroso <\/span>\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span><\/li>\n
              3. \u00bfC\u00f3mo educar para la sociedad que viene?\u00a0<\/span><\/i>Alberto <\/span>Filipe<\/span> Ara\u00fajo<\/span> y<\/span> Jos\u00e9 Augusto Ribeiro <\/span>\u2013 Universidade do Minho, Portugal. Contemporary societies are being confronted with global challenges, such as: ecological problems, the relationship between knowledge and technology and the emergence of new inequalities, among others. In view of this, it is imperative to reflect on how to educate for a different future, how to develop resilience in the face of new problems and challenges. It is a matter of discussing to what extent the current crisis can be an opportunity to promote new ways of thinking, to become aware of limits and possibilities, as well as to build bridges between specialized knowledge and the development of essential competencies that allow the reading of the world and its encounter with these problems of humanity.\u00a0<\/span><\/span><\/li>\n
              4. Uso de la EVALOE-SSD como instrumento de desarrollo profesional por dos maestras de Ecuador para mejorar la competencia oral del alumnado.\u00a0<\/span><\/i>L\u00eda Hermida and<\/span>\u00a0Marta <\/span>Gr\u00e0cia<\/span> \u2013 <\/span>Universitat<\/span> de Barcelona, <\/span>Spain. This research work was carried out in an Ecuadorian context with the objective of contributing to teacher development through the use of the Oral Language Teaching Assessment Scale in School Context – Decision Support System (EVALOE-SSD). Two teachers participated with their groups of students. The teachers systematically used EVALOE-SSD for 6 months and introduced changes in their classes. The results indicate a perception of enrichment on the part of the teachers and an improvement in oral proficiency on the part of the students.\u00a0<\/span><\/span><\/li>\n
              5. Estudio<\/span><\/i> preliminar experimental de <\/span><\/i>la<\/span><\/i> resiliencia<\/span><\/i> y <\/span><\/i>la<\/span><\/i> inteligencia<\/span><\/i> emocional <\/span><\/i>en<\/span><\/i> el<\/span><\/i> e<\/span><\/i>scenario<\/span><\/i> COVID 19.\u00a0<\/span><\/i>Francisco Pardo, <\/span>Valent\u00edn<\/span> Gallart<\/span>\u00a0and Jaime <\/span>Vilarroig<\/span> \u2013 <\/span>Universidad<\/span> CEU <\/span>Cardenal<\/span> Herrera<\/span>, <\/span>Spain. <\/span><\/span>The research conducted is a study on the self-perception of resilience and the relationship with emotional intelligence, engagement, among other variables. The methodology used was non-probabilistic purposive sampling. A total of 340 students from different universities and degrees participated in the study. The results obtained indicate that there is no significant difference in the self-perception of resilience based on the gender of the student, the group of those students older than 25 years of age seem to have a higher self-perception of resilience than those younger than 25 years of age, and university tenure does not seem to be a differential indicator of the self-perception of resilience, as for the management of emotions it has been found that in 52% there is an expected correspondence between those who do believe they know how to manage their emotions and do believe they are resilient, while in the remaining 48% they have shown an internal inconsistency between how much they believe they manage their emotions and how much they see themselves as resilient. Of these 48%, in most of them the mean perception of the degree of resilience is higher than the mean perception of control of emotions, i.e., they see themselves as more resilient than capable of managing their emotions. Regarding engagement with studies and in relation to resilience, data have been obtained that indicate that, of all the students, 63.5% are expected to correspond between those who are excited about their studies and those who believe themselves to be resilient, while the remaining 36.5% indicate an inconsistency between both variables. Of this 36.5%, the majority see themselves as more resilient than excited about their studies. In relation to the average grade versus the expected grade, the students in which the degree of resilience coincides with the expected variation (more resilient, they expect to get a higher grade, less resilient, they expect to get a lower grade) were extracted. Of the total number of students, 60% differ between the perception of resilience and the expected average grade, i.e. 60% of students have a perception of their own resilience that does not coincide with the grade they think they are going to get. Therefore, the dissonance between self-perception of resilience and variables that would help to understand whether the student is resilient is evident in the study.<\/span><\/li>\n
              6. Phubbing<\/span><\/i>: Claves para <\/span><\/i>su<\/span><\/i> acompa\u00f1amiento<\/span><\/i> educativo <\/span><\/i>e<\/span><\/i>n<\/span><\/i> el<\/span><\/i> Plan<\/span><\/i> de <\/span><\/i>Acci\u00f3n<\/span><\/i> Tutorial <\/span><\/i>Universitario.\u00a0<\/span><\/i>Marta <\/span>Oporto<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Espa\u00f1a;\u00a0<\/span>Marina Fern\u00e1ndez<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Espa\u00f1a;\u00a0<\/span>Josep<\/span> Gustems<\/span> \u2013 <\/span>Universitat<\/span> de Barcelona<\/span>, <\/span>Espa\u00f1a<\/span>\u00a0and\u00a0<\/span>Caterina <\/span>Calderon<\/span> \u2013 <\/span>Universitat<\/span> de Barcelona, <\/span>Spain. Currently, university students use ICTs in their studies, training and leisure activities. Inappropriate use can affect their academic performance and psychological well-being, even developing Internet addiction, hindering their social interaction (phubbing). The objectives of this study are twofold: a) to describe the phenomenon of addictive use of the Internet in the university population and its impact on academic performance, personality, self-esteem and psychological discomfort b) to propose lines of educational support in the Tutorial Action Plan, adequately guiding students in their passage through university and their subsequent labor insertion.\u00a0<\/span><\/span><\/li>\n<\/ol>\n

                \u00a0<\/span>Moderator<\/span><\/i>: <\/span>Marta Oporto <\/span>\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span>\u00a0<\/span><\/p>\n

                17<\/span><\/b>.<\/span><\/b>1<\/span><\/b>0<\/span><\/b> – 17.40<\/span><\/b>\u2013 Coffee Break<\/span><\/b><\/p>\n

                1<\/span><\/b>7<\/span><\/b>.<\/span><\/b>40<\/span><\/b>-1<\/span><\/b>8<\/span><\/b>.<\/span><\/b>40<\/span><\/b>\u2013 Keynotes\u2019 Round Table<\/span><\/span>\u00a0<\/span><\/span><\/b><\/p>\n

                Subject<\/span><\/i>:<\/span> La <\/span>transversalidad<\/span> de la <\/span>resiliencia<\/span>: <\/span>una<\/span> mirada<\/span> poli\u00e9drica<\/span>\u00a0<\/span><\/p>\n

                Participants<\/span><\/i>:<\/span>\u00a0Keynote Speakers of the Conference\u00a0<\/span><\/p>\n

                Moderator<\/span><\/i>: <\/span>Marcin <\/span>Kazmierczak<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, Spain<\/span>\u00a0<\/span><\/p>\n

                \u00a0<\/span>1<\/span><\/b>8<\/span><\/b>.<\/span><\/b>40<\/span><\/b>\u2013<\/span><\/b>End of the s<\/span><\/b>econd d<\/span><\/b>ay of the Conference\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n

                 <\/p>\n

                Friday, 9<\/b>th<\/b> July<\/b>\u00a0<\/span><\/p>\n

                \u00a0<\/span>09-00 – 10.00\u2013 Keynote Address<\/span><\/b> by <\/span>Anna <\/span>For\u00e9s<\/span> \u2013 <\/span>Universitat de Barcelona<\/span>, Spain<\/span>\u00a0<\/span><\/p>\n

                Respuestas resilientes en los tiempos y\u00a0 contextos actuales\u00a0<\/span><\/i><\/p>\n

                Moderator<\/span><\/i>:<\/span> Franciele<\/span> Corti<\/span> \u2013 Universitat Abat <\/span>Oliba<\/span> CEU, Spain<\/span><\/p>\n

                10.00 – 11.<\/span><\/b>00<\/span><\/b> \u2013 Keynote Address <\/span><\/b>by Eduard Sala\u2013<\/strong>C\u00e1ritas<\/span> Diocesana<\/span> de Barcelona<\/span>, Spain<\/span>\u00a0<\/span><\/p>\n

                Acompa\u00f1arnos<\/span><\/span> en<\/span><\/span> la <\/span><\/span>fragilidad<\/span><\/span>: <\/span><\/span>procesos<\/span><\/span> de <\/span><\/span>superaci\u00f3n<\/span><\/span> cuando<\/span><\/span> el<\/span><\/span> viento<\/span><\/span> sopla<\/span><\/span> en<\/span><\/span> contra<\/span><\/span>\u00a0<\/span><\/em><\/span><\/p>\n

                Moderator<\/span><\/i>: Laura Amado<\/span> \u2013 Universitat Abat <\/span>Oliba<\/span> CEU, Spain<\/span>\u00a0<\/span><\/p>\n

                \u00a0<\/span>11.<\/span><\/b>0<\/span><\/b>0-11.<\/span><\/b>3<\/span><\/b>o <\/span><\/b>\u2013<\/span> Coffee Break<\/span><\/b>\u00a0<\/span><\/p>\n

                \u00a0<\/span>11.<\/span><\/b>3<\/span><\/b>0-12.<\/span><\/b>4<\/span><\/b>0<\/span><\/b> \u2013 <\/span>S<\/span><\/b>chool Principals\u2019 participating in ANDREIA project Round Table<\/span><\/b>\u00a0<\/span><\/p>\n

                  \n
                1. Ra\u00fcl Adames \u2013 Colegio Abat Oliba Loreto<\/span><\/li>\n
                2. Silvana Ballb\u00e8 \u2013 Escola Roureda<\/span><\/li>\n
                3. Yolanda Gonz\u00e1lez – Escola Montseny<\/li>\n
                4. Mar\u00eda Jos\u00e9 Guardiola \u2013 CEIP Santo Negro<\/span><\/li>\n
                5. S\u00edlvia Ortiz \u2013 Institut Escola Baldomer Sol\u00e0<\/span><\/li>\n<\/ol>\n

                  Moderator<\/em>: Marisa<\/span> V\u00e1zquez<\/span> \u2013 Universitat Abat Oliba CEU, Spain\u00a0<\/span><\/p>\n

                  \u00a0<\/span>12.<\/span><\/b>4<\/span><\/b>0-14.30\u2013<\/span><\/b> Lunch<\/span><\/b>\u00a0<\/span><\/p>\n

                  \u00a0<\/span>14.30-15.<\/span><\/b>4<\/span><\/b>0 <\/span><\/b>\u2013<\/span>\u00a0Session 8<\/span><\/b>\u00a0<\/span><\/p>\n

                    \n
                  1. La escuela como espacio de fomento de la resiliencia para hacer frente a los retos educativos actuales. <\/span><\/i>Franciele<\/span> Corti<\/span>, Rafael<\/span> Rodr\u00edguez-<\/span>Ponga<\/span> y <\/span>Andrea<\/span> de Carlos<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, Spain. <\/span><\/span>Data extracted from interviews with tutors from schools participating in the project Fostering resilience in primary education: innovation and continuous teacher training (ANDREIA) (PID2019-111032RB-I00) provide a review of the main challenges that learners face today. Teachers reveal a worrying educational trend towards the smoothing of children’s difficulties, with overprotection, low frustration tolerance, lack of effort and difficulty in interpersonal relationships being some of the most frequently mentioned effects. These empirical data are contrasted with the latest theoretical publications of Fundaci\u00f3 Bofill on the state of the question and the challenges facing schools in Catalonia. Therefore, the need for the school to be a place in which resilience should be fostered and developed is reflected.<\/span><\/li>\n
                  2. Narraciones<\/span><\/i> y <\/span><\/i>poes\u00edas<\/span><\/i> matem\u00e1ticas<\/span><\/i>. <\/span><\/i>Una<\/span><\/i> herramienta<\/span><\/i> de <\/span><\/i>r<\/span><\/i>esiliencia<\/span><\/i> m<\/span><\/i>atem\u00e1tica.\u00a0<\/span><\/i>C\u00e1ndida<\/span> Filgueira<\/span>\u00a0and\u00a0<\/span>M\u00aaCarmen<\/span> Escribano<\/span> \u2013 Universidad San Pablo CEU, <\/span>Spain. <\/span><\/span>Mathematics appears frequently in stories, poems and narratives in children’s and young people’s literature. Poems and stories about spatial relationships, shape and size come to mind, and it is in mathematics that the pillars of logic and creativity lie. Thus, the aim is to develop a reflection on children’s and young people’s literature related to mathematics as a resilient tool to face the teaching of this discipline by creating new learning situations to develop meaningful links between \u00abmathematical\u00bb literature and resilience.<\/span><\/li>\n
                  3. El buen trato en la acci\u00f3n docente: fundamentos y propuestas.\u00a0<\/span><\/i>Marisa V<\/span>\u00e1<\/span>zquez, Maite Signes<\/span> and<\/span> Cintia <\/span>Carreira<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. <\/span><\/span>In the teaching-learning process, teachers are entrusted with the task of student achievement in terms of the competences that are part of their training. These competences not only refer to knowing and doing, but also to being. We will set out the anthropological bases of the teacher who facilitates being in his or her students, based on attitudes and behaviours that favour student resilience in the school environment. To do so, we will draw on relevant authors on the subject such as Cyrulnick, Barudy, For\u00e9s, Vanistendael, among others.<\/span>\n
                    <\/div>\n<\/li>\n
                  4. El <\/span><\/i>mitema<\/span><\/i> del <\/span><\/i>h\u00e9roe<\/span><\/i> fundador<\/span><\/i> y la <\/span><\/i>educaci\u00f3n<\/span><\/i> en<\/span><\/i> la <\/span><\/i>resiliencia.\u00a0<\/span><\/i>Jaime<\/span> Vilarroig<\/span>\u00a0and\u00a0<\/span>Juan Manuel <\/span>Monfort<\/span> \u2013 Universidad CEU <\/span>Cardenal<\/span> Herrera, <\/span>Spain. The myth of the founding hero consists of the story of a hero who after a series of difficulties manages to extract order from chaos, as for example happens with the founding of a city. The myth is present in all cultures: Gargoris and Habis, Prometheus and the theft of fire, Romulus and Remus, Krakus and the dragon of Wawel, Manco Capac in Cuzco, and the more recent and closer ones of the Basque Aitor or the Tombatossals of Castell\u00f3n. These myths, backbones of culture and omnipresent elements in the education of children, are clear examples of strength and resilience that should not be forgotten.\u00a0<\/span><\/span><\/li>\n
                  5. Detecci\u00f3n de necesidades docentes en torno a la resiliencia y propuestas de formaci\u00f3n desde el proyecto ANDREIA.\u00a0<\/span><\/i>Cintia <\/span>Carreira<\/span>, Maite Signes<\/span>\u00a0and<\/span>\u00a0Marisa V\u00e1zquez<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. <\/span><\/span>This article presents the actions carried out during the first phase of the R&D ANDREIA research project \u00abFostering resilience in primary education: innovation and continuous teacher training\u00bb in relation to the development of a training course for teachers. Thus, the needs detected after conducting an interview with teachers from twenty-four primary schools are collected. The results obtained allow us to assess the current knowledge on resilience of active teachers and their theoretical and practical training deficiencies. In order to respond to these deficiencies with the intention of solving them, the lines of work offered in the aforementioned course are specified, such as, among others, a definition of resilience in which its pillars and associated competencies are contemplated, and the awareness of the figure of the teacher as a resilience tutor. In short, by generating a solid common body of theoretical knowledge and educational resources, the conclusion is reached that it is possible to empower teachers in resilient competencies and motivate them so that they can transfer their life experiences and discoveries to their students, thus contributing to the education of resilient people.<\/span><\/li>\n<\/ol>\n

                    Moderator<\/span><\/i>: <\/span>Cintia<\/span> Carreira <\/span>\u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span>\u00a0<\/span><\/p>\n

                    \u00a0<\/span>15.<\/span><\/b>4<\/span><\/b>0-17.00<\/span><\/b>\u00a0<\/span><\/b>\u2013<\/span> Session<\/span><\/b> 9<\/span><\/b>\u00a0<\/span><\/p>\n

                      \n
                    1. Educar<\/span><\/i> en<\/span><\/i> resiliencia<\/span><\/i>: Nueva <\/span><\/i>pedagog\u00eda.\u00a0<\/span><\/i>Ra\u00fcl<\/span> Adames<\/span>\u00a0and Xavier Roca \u2013 <\/span>Colegio<\/span> Abat<\/span> Oliba<\/span> Loreto<\/span>, <\/span>Spain. In recent times, schools have detected the importance and need to \u00abEducate in resilience\u00bb in order to prepare our students to face present and future adversities of today’s world. This demand requires a new pedagogy that manages to connect with students and provide them with tools that allow them to adopt this ability to recover from the onslaught of their daily lives.<\/span>\u00a0<\/span><\/li>\n
                    2. Aprender<\/span><\/i> a <\/span><\/i>aprender<\/span><\/i> como<\/span><\/i> forma peculiar de <\/span><\/i>aprovechar<\/span><\/i> la <\/span><\/i>experiencia<\/span><\/i> de <\/span><\/i>los<\/span><\/i> fracasos.\u00a0<\/span><\/i>Marta Blanco Navarro \u2013 <\/span>Escuela<\/span> Universitaria<\/span> CEU de <\/span>Magisterio<\/span> Vigo<\/span>, <\/span>Spain. This article focuses on the question of the educational principle of action as a means of personality development. In a climate of self-improvement and reflection, prepared educators can guide children and young people to be able to learn from the experience of failure in their lives. Specifically, we analyze to what extent the methodology of doing-doing proposed by Tom\u00e1s Morales and, collected in his work Forge of Men, can contribute to the development of the key personal, social and learning to learn competence, integrating the Sustainable Development Goal (SDG) of Health and Well-being. Key words: integral education, active methods, personal, social and learning to learn competencies, Sustainable Development Goals (SDGs), self-improvement.This article focuses on the question of the educational principle of action as a means of personality development. In a climate of self-improvement and reflection, prepared educators can guide children and young people to be able to learn from the experience of failure in their lives. Specifically, we analyze to what extent the methodology of doing-doing proposed by Tom\u00e1s Morales and, collected in his work Forge of Men, can contribute to the development of the key personal, social and learning to learn competence, integrating the Sustainable Development Goal (SDG) of Health and Well-being. Key words: integral education, active methods, personal, social and learning to learn competencies, Sustainable Development Goals (SDGs), self-improvement.<\/span><\/span><\/li>\n
                    3. La <\/span><\/i>competencia<\/span><\/i> oral <\/span><\/i>en<\/span><\/i> educaci\u00f3n<\/span><\/i> secundaria<\/span><\/i> obligatoria.\u00a0<\/span><\/i>Marta <\/span>Gr\u00e0cia<\/span> \u2013 <\/span>Universitat<\/span> de Barcelona, <\/span>Espa\u00f1a;\u00a0<\/span>Laura Amado, Marta Oporto, Marina <\/span>Fern\u00e1ndez<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, Espa\u00f1a;\u00a0<\/span>Pamela Castillo, Ana Luisa Adam-<\/span>Alcocer<\/span>, Sonia <\/span>Jarque<\/span>, <\/span>\u00c0ngels<\/span> Morillo<\/span> \u2013 Universitat de Barcelona, Spain. We focus on oral competence in secondary education. The Conversational Methodology is proposed as a teaching resource to promote the development of students’ oral competence, as well as other competences. Four teachers from a high school and their students in 1st and 3rd ESO participated. The teachers attended a professional development session at the beginning and, during one trimester, continued the training through the use of the digital application EVALOE-SSD, self-evaluating and introducing changes in their classes. The results show an approach to the Conversational Methodology and an improvement in the students’ oral competence.\u00a0<\/span><\/span><\/li>\n
                    4. El <\/span><\/i>fomento<\/span><\/i> de la <\/span><\/i>resiliencia<\/span><\/i> en<\/span><\/i> adolescentes<\/span><\/i> a <\/span><\/i>trav\u00e9s<\/span><\/i> del <\/span><\/i>videojuego.\u00a0<\/span><\/i>Diego Rodr\u00edguez-<\/span>Ponga<\/span> \u2013 Universidad San Pablo CEU<\/span>, <\/span>Spain. This is leading to a huge reduction in the frustration threshold, which calls into question the integration of these young people into the labor market and their ability to start a family. At the same time, video games have become one of the main forms of expression for adolescents. Can encouraging the appropriate use of video games contribute to reducing these self-esteem problems? Can parents and teachers help them learn to be patient, work hard and develop logical strategies in their daily lives thanks to video games?\u00a0<\/span><\/span><\/li>\n
                    5. Clases<\/span><\/i> virtuales<\/span><\/i> en<\/span><\/i> cursos<\/span><\/i> de <\/span><\/i>primaria<\/span><\/i> y COVID-19: la <\/span><\/i>voz<\/span><\/i> del <\/span><\/i>profesorado.\u00a0<\/span><\/i>Katherine Villalobos Mu\u00f1oz \u2013<\/span> Universitat<\/span> de Barcelona, <\/span>Spain. The suspension of face-to-face classes and the transition to distance education has been one of the greatest challenges in education and has prompted the search for new ways of teaching. In this paper, we present the first results of an ethnographic study on remote education and more specifically, the perception of a group of Chilean primary school teachers in relation to the change of teaching modality, distance learning and pedagogical interactions. The data analyzed show concerns about the monitoring of learning, changes in the interaction with students and a greater work overload.\u00a0<\/span><\/span><\/li>\n
                    6. An\u00e1lisis<\/span><\/i> de <\/span><\/i>virtudes<\/span><\/i> aparecidas<\/span><\/i> en<\/span><\/i> relatos<\/span><\/i> creativos<\/span><\/i> universitarios<\/span><\/i> en<\/span><\/i> castellano<\/span><\/i>. <\/span><\/i>Estudio<\/span><\/i> de <\/span><\/i>caso<\/span><\/i> desde<\/span><\/i> la <\/span><\/i>Universitat<\/span><\/i> Abat<\/span><\/i> Oliba<\/span><\/i> CEU.\u00a0<\/span><\/i>Miguel <\/span>\u00c1ngel<\/span> Barbero<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain. The writing of a creative story is a challenge for the university student because it confronts him with a not infrequently \u00abfeared\u00bb blank page. It challenges their ability to express themselves and in a certain way forces them to say something interesting. In this article an analysis is made of the virtues that appeared when this exercise was requested to students of 1st Grade of Early Childhood and Primary Education at the Universitat Abat Oliba – CEU of Barcelona. From it, a sort of \u00abmap\u00bb of virtues of the group is constructed.\u00a0<\/span><\/span><\/li>\n<\/ol>\n

                      \u00a0<\/span>Moderator<\/span><\/i>: <\/span>Miguel <\/span>\u00c1ngel<\/span> Barbero<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span>\u00a0<\/span><\/p>\n

                      \u00a0<\/span>17.00<\/span><\/b>\u201317.30 Coffee Break<\/span><\/b><\/p>\n

                      \u00a0<\/span>1<\/span><\/b>7.30<\/span><\/b>-1<\/span><\/b>8<\/span><\/b>.3<\/span><\/b>0<\/span><\/b>\u2013 Closing Adress<\/span><\/b>\u00a0<\/span><\/b> by\u00a0<\/span>Jorge <\/span>Barudy<\/span>\u00a0<\/span><\/p>\n

                      Las bases psicol\u00f3gicas y neurobiol\u00f3gicas de la resilencia infanto-juvenil<\/em><\/p>\n

                      \u00a0<\/span>Chairperson<\/span><\/i>:\u00a0 <\/span>Alessandro<\/span> Mini<\/span> \u2013 <\/span>Universitat<\/span> Abat<\/span> Oliba<\/span> CEU, <\/span>Spain<\/span><\/p>\n

                      Moderator<\/span><\/i>: Bogdan Sta\u0144kowski \u2013 Jesuit University Ignatianum, Poland\u00a0<\/span><\/p>\n

                      \u00a018.30\u2013\u00a0<\/span><\/b>End of the third day of the Conference<\/span><\/b>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

                      July 7–9, 2021\u00a0 Universitat Abat Oliba CEU, Barcelona (Spain)\u00a0 Wednesday, 7th July\u00a0 \u00a008.30 \u2013 Arrival and Accreditation\u00a0 \u00a009-00 – 10.00 \u2013\u00a0Welcome Address by Rafael Rodr\u00edguez-Ponga \u2013 Rector of Universitat Abat Oliba CEU, Spain\u00a0 Conference presentation by Marcin Kazmierczak \u2013 Director of the Conference\u00a0 \u00a0Inaugural Address by Carme Riera \u2013 Real Academia Espa\u00f1ola\u00a0 Confesar lo inconfesable: […]<\/p>\n","protected":false},"author":107,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-1760","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nAbstracts - XII Congreso Internacional "Palabra en la Educaci\u00f3n"<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.uao.es\/congreso-palabra\/en\/abstracts\/\" \/>\n<meta property=\"og:locale\" content=\"es_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Abstracts - 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