CIVAE 2024 is an international conference whose mission is to provide a platform for collaboration between teachers, researches and artists from different artistic disciplines - music, dance, theater, poetry, drawing, painting, sculpture, photography, cinema, philology, history, architecture, journalism, literature, philology, language learning... - with the aim to highlight the value of the arts in education and promote their development from an interdisciplinary approach.

The problem of knowledge, as Aristotle commented in metaphysics, is inscribed in human nature. We all desire to know and understand our reality, the world and God who transcends it. From ancient times it has been a study that, linked to the mystery and complexity of human existence, has required multiple approaches. Furthermore, modern philosophy has given – we could say excessively – a central place to the problem of what can be known and how it is known. From this centrality, the development of German idealism and even existentialism, phenomenology, scientific positivism and analytical philosophy can be understood as a response to what has been presented with a totalizing character and that has opened new forms of address the problem of man's relationship with reality. We live in a time where culture increasingly denies the truth and the very desire to seek it. Furthermore, we are confused by the diversity of approaches and what is true in the different areas of our existence and being in the world. Person and Knowledge acknowledges the importance of asking the questions that exist behind knowledge in its various modalities and aspects. This book is an in-depth discussion between researchers which both enriches the respective visions and moves towards a more comprehensive understanding of human knowledge and its relationship with the human person.

Psychology has historically been an urban science. However, rural psychology has experienced significant growth in recent decades. Rurality has historically been observed and analyzed through the “lenses” of the urban, sub-dimensioning its own characteristics and its psychological richness. Following a cultural approach, it can be understood that subjectivity is the result of the internalization of cultural artifacts and that it depends on the contextual frameworks in which its development takes place. Therefore, it is possible to think that ruralness has the potential to generate processes of subjectivation that are specific and typical of its social and cultural context. On the other hand, there is a need to explore development processes in rural contexts to counterbalance the urbanization of psychology taught in universities and research centers. This book brings together works from philosophy, anthropology, cultural psychology, cognitive psychology, social psychology, developmental psychology, and education. Each chapter examines the processes of subjectivation and development in rural areas. Likewise, the role of the social and cultural context in cognitive, affective, and identity development is explored. Subjectivity & Development in Rural Contexts is an invaluable resource for educators, psychologists, teachers, researchers, undergraduate and graduate students, and anyone who wants to know more about subjectivity and psychological development in ruralness.