Our aim is to establish a reflexive analysis about the way in which the New Education's movement understands morality and the way it is meant to be taught, as well as its particular entail with civic education. We offer a synthesis of the investigation, which has its base on some not vey spread primary sources of authors and institutional organs of the movement. With it we clarify the meaning and the ways through which pedagogical currents shaped, in the beginning of the 20th century, a new way of conceiving the practice of these formative areas. We also identify the perspectives of methodological renovation that in this moment arose. These contributions, the result of which are summarized in the final epigraph, have had an important historical influence and help to show, even nowadays, speeches and practices that need to be taken into consideration.
This paper undertakes a historical overview of the pedagogical considerations and references that characterize the basic educational reform in Spain in 1970. To do so, the text offers a description and interpretation of technical, political and legal documentation. Additionally, it clarifies the contexts, orientations, innovations and shortcomings of the legislation, known as the Villar Palasi law. Basically, the author attempts to demonstrate the characteristics of the scientific rationality or technical model of the law and its reform. The article also addresses the lack of agreement between the pedagogy being defended, the social and cultural context, and the specific policies that needed to be introduced in order for the reform to achieve its objectives. And finally, this work tries to clarify the significance of this General Education Act in the educational history of Spain.
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