Author(s)

Luis Antonio García Hernández¹, Alfonso Conde Lacárcel^2*, José María Sola Reche³

¹Faculty of Law, University of Xalapa-Veracruz, México.
²Faculty of Educational Sciences, University of Granada, Granada, Spain.
³Faculty of Educational Sciences, University of Alicante, Alicante, Spain.

The immediate background of this paper is a research, conducted at the law schools of the Ana-huac, Euro Hispano, Xalapa and Veracruz universities, every in the city of Xalapa, Veracruz, Mexico. With the aim of “Analyzing the axiological universe of the subjects of teaching-learning process, to understand the difficulties and shortcomings in order to help establish conditions that enable them to learn, acquire and prioritize their own values”. We have conducted a research design, quasi-experimental mixed descriptive quantitative and qualitative tools to enrich the collection of information; the qualitative part was collected through review of official documents provided by the universities, quantitative by process by Casares (1995) with its Test Exchange. Some features, resulting from the analysis of data obtained as answers for the valuation process that students exert at different stages of their comprehensive training as persons can be described as highly satisfactory results being the categories in each of its factors reported values above 50 percentage points in the degrees of positive satisfaction, which results in a highly significant evaluative process. Reason why we conclude that both education processes implemented by universities studied and the values assumed by students, are significantly to the role of the educational project raised by the institutions in the curriculum, in its mission and vision and the values assumed for them as distinctive notes of their training plan.

Civic Values, Higher Education, Quality of Education

Hernández, L. , Lacárcel, A. and Reche, J. (2015) Training for Peace, Justice and Values Education of Students of the Faculty of Law: A Challenge for the University?. Open Journal of Social Sciences, 3, 121-127. doi: 10.4236/jss.2015.311015.