Acceso usuarios
Henar Rodríguez Navarro, José Ramón Flecha García 
The main issue dealt with in this theoretical paper is the explanation of the starting scientific and democratic revolution both in the educative field and in the educative research. In addition, evidence-based arguments are included to provide validity of some affirmations. The first section argues that the social sciences are the daughters and an essential part of democracy. A few historical arguments about the way in which the dominant classes have slowed down the scientific progress and the development of people that make it possible. In the second section, it is analyzed the opposition of feudal universities to this unstoppable beginning of what could be called the scientific and democratic revolution. At the same time, we deal with its ambivalent character requiring to be supported and to be criticized so that it can be improved. In the third section, we expound the way in which this progress has provide some conditions that makes it possible to overcome the strong gender-based violence happening in our institutions of higher education and makes it also possible that women who were persecuted are now transforming our universities. Influences and criticism to our university feudalism, made by social movements such as the named �Spanish Revolution�, appear in the fourth section. In the fifth and last section, we offer a proposal to promote the scientific, democratic, and revolutionary approach of the university.
