In this paper, we have focused on Music Education as a driving force for learning within Primary Education. To delve into the topic, we have deemed it appropriate to undertake an initial theoretical exploration of the influence of cognitive processes on Music Education, with particular emphasis on solfège as a fundamental resource.

This article presents the reflections made by the authors based on different research projects carried out regarding the situation of music education in Colombia. Initially, it exposes the diverse proposals for music education and the complexity of their development.

Search experience and approach to digital materials applicable to Music education.

Individual and Society presents thirteen articles that, from different approaches, countries, theoretical frameworks, and fields, highlight.

In this thought process, the other is represented as similar but also as different, and as satisfactory or unsatisfactory, depending on the qualities that the self attributes to it, akin to collaboration or rivalry.

Traditionally in science teaching, an approach focused solely on the transmission of knowledge dominated under the traditional model of receiving finalized knowledge. This approach placed all its concern on the content, underlying a careless view of the teaching process itself, with the understanding that teaching is a simple task that requires no special preparation.

Coll offers interesting contributions on topics such as: the epistemological status of educational psychology, trends in the training of professionals in this field, new professional practices, some problems related to the accumulation and incommensurability of psychological knowledge, and the continuity of academic and research groups.