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    Así comenzamos : una experiencia de evangelización liberadora
    (Centro de Estudios y Publicaciones (CEP), 1973-02)
    "Así comenzamos" presenta la vida de un grupo de jóvenes de medio popular urbano junto con los cuales se ha hecho una experiencia educativa y pastoral, a nuestro juicio suficientemente significativa como para que sirva a los que estamos abocados en la misma tarea. En esta época de cambios sociales y culturales es más que nunca necesaria una búsqueda común basada en un intercambio de experiencias. Porque no hay una sana pedagogía ni tampoco una teología pastoral si no surge como fruto de una vida, de un reto, de una experiencia reflexionada. Esta publicación quiere ser una contribución en esta búsqueda. Desea situarse en aquel nivel donde la teoría se descubre a partir de la vida y donde ésta dialécticamente se enriquece con aquélla. Es una experiencia y la primera reflexión que surge de ella. Quisiera ser el inicio de un diálogo que tenga por objeto descubrir mejor esa veta de la cual hablamos más arriba, las condiciones de su eclosión y fortalecimiento, así como lo que ella ofrece y exige para la evangelización.
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    When students show some initiative: two experiments on the benefits of greater agentic engagement
    (Elsevier Ltd, 2022-08-01)
    Correlational and longitudinal research suggests that agentically-engaged students experience multiple educational benefits. Recognizing this, two experiments tested the causal capacity of manipulated agentic engagement to create three categories of benefits: a supportive learning environment; motivational satisfactions; and effective functioning (e.g., engagement, performance). Study 1 used the teacher–student laboratory paradigm to place 121 same-sex pairs of preservice teachers into the roles of teacher and student during a videotaped 12-min instructional episode. Teachers were randomly assigned to be autonomy supportive or not, while students were randomly assigned to be agentically engaged or not. MANOVAs on 10 self-reported and rater-scored dependent measures showed that manipulated agentic engagement enhanced both a supportive learning environment and greater motivational satisfaction but not more effective functioning. Study 2 used the same teacher-student paradigm to randomly assign 74 same-sex pairs into one of three conditions: agentic engagement to change the environment (as in Study 1); agentic engagement to change one's functioning (a new Study 2 manipulation); and a neutral control. The first manipulation again enhanced the supportive learning environment and motivational satisfaction but not effective functioning, while the second manipulation produced no benefits. Collectively, these findings confirm some limited causal benefits from agentic engagement and therefore provide guidance for future research, including the design and implementation of student-focused agentic engagement interventions.
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