Pub Date : 2015-01-01DOI: 10.13128/STUDI_FORMAZ-17337
T. Fratini
Through a pedagogical lens, this article examines certain characteristics of fashion in an era of the new discontents of civilization. It discusses certain elements of the operation of fashion, especially in relation to the sense of Self and individual identity. The article argues that the current cumbersome place that fashion plays in the lives of individuals has profoundly negative effects on the identity of the contemporary subject. In the last part of the article, a portion is dedicated to the role of education in the face of the relentless pushing of fashion, strongly reaffirming, in accordance with the perspective of critical pedagogy and the model of Self care, a civil position of resistance in the face of the hegemony of prevailing conformism.
{"title":"Sul dominio della moda e i suoi effetti sulla persona nell'epoca odierna: considerazioni pedagogiche","authors":"T. Fratini","doi":"10.13128/STUDI_FORMAZ-17337","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-17337","url":null,"abstract":"Through a pedagogical lens, this article examines certain characteristics of fashion in an era of the new discontents of civilization. It discusses certain elements of the operation of fashion, especially in relation to the sense of Self and individual identity. The article argues that the current cumbersome place that fashion plays in the lives of individuals has profoundly negative effects on the identity of the contemporary subject. In the last part of the article, a portion is dedicated to the role of education in the face of the relentless pushing of fashion, strongly reaffirming, in accordance with the perspective of critical pedagogy and the model of Self care, a civil position of resistance in the face of the hegemony of prevailing conformism.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"147-159"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.13128/STUDI_FORMAZ-17332
M. T. Moscato
The paper reconstructs Antonio Banfi’s ideas and representations about religion and religious thought, on the basis of some texts that he wrote within 1925 and 1940. In the same time, the A. documents the pedagogical thesis of Giovanni Maria Bertin, who was a follower of Banfi, and who also started in Bologna University a pedagogical School, in the first Fifty years. In the Author’s opinion, Banfi’s ideas were very relevant in order to ground religious education from a pedagogical point of view, and Bertin, in his later books, until the middle Seventy years, don’t developed totally implied consequences in the Banfi ideas about religiosity.
本文以安东尼奥·班菲在1925年至1940年间撰写的一些文本为基础，重构了他关于宗教和宗教思想的观点和表述。与此同时，a .记录了Giovanni Maria Bertin的教学论文，他是班菲的追随者，在最初的五十年里，他也在博洛尼亚大学创办了一所教学学校。在作者看来，班菲的思想是非常相关的，以基础的宗教教育从教育学的角度来看，和伯坦，在他后来的书中，直到70年代中期，并没有发展完全隐含的后果班菲的思想关于宗教虔诚。
{"title":"Religiosità ed esperienza religiosa in Banfi. Per una fondazione pedagogica dell’educazione religiosa","authors":"M. T. Moscato","doi":"10.13128/STUDI_FORMAZ-17332","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-17332","url":null,"abstract":"The paper reconstructs Antonio Banfi’s ideas and representations about religion and religious thought, on the basis of some texts that he wrote within 1925 and 1940. In the same time, the A. documents the pedagogical thesis of Giovanni Maria Bertin, who was a follower of Banfi, and who also started in Bologna University a pedagogical School, in the first Fifty years. In the Author’s opinion, Banfi’s ideas were very relevant in order to ground religious education from a pedagogical point of view, and Bertin, in his later books, until the middle Seventy years, don’t developed totally implied consequences in the Banfi ideas about religiosity.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"81-116"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/STUDI_FORMAZ-17332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.13128/STUDI_FORMAZ-18012
G. Bandini
{"title":"Introduzione. Insegnamento della storia e educazione al pensiero critico","authors":"G. Bandini","doi":"10.13128/STUDI_FORMAZ-18012","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18012","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"7-10"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66180800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.13128/STUDI_FORMAZ-18028
F. Cambi
{"title":"Le frontiere educative della globalizzazione","authors":"F. Cambi","doi":"10.13128/STUDI_FORMAZ-18028","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18028","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"293-295"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.13128/STUDI_FORMAZ-17342
F. Cambi
{"title":"Due dossier di Giovanni Maria Bertin","authors":"F. Cambi","doi":"10.13128/STUDI_FORMAZ-17342","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-17342","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"211-213"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66180771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.13128/STUDI_FORMAZ-18015
M. V. Berkel
When teaching emotionally taxing and historically complex topics, many teachers rely on history textbooks. The Holocaust, being a mandatory subject in the Netherlands from the 1960s onwards, is such a topic. In most of the textbooks that I have analyzed from the period 1960-2010, representations of the Holocaust ignore the complexity of the Holocaust. Factual renditions are inaccurate, the historical context of Judaism is completely absent and the ‘perpetrator narrative’ is still the most dominant viewpoint of the Holocaust in most textbooks. In most cases, the Holocaust is seen as a by-product of World War Two, an event in itself but not as the most tragic part of Jewish life and culture in Europe. The richness of Jewish culture and the difficulties in the long-lasting relation between Jews and non-Jews in the Netherlands is mostly marginalized or not mentioned at all. Dutch society after 1945 was being reconstructed and entangled into the Cold War. The contradistinction to a new form of totalitarianism or the celebration of the heroic ‘active’ victims offered significant value to this resurrection of the nation. The Dutch continued to witness themselves as victims of the German occupation. It was not until the 1980s that the passive victims, in particular the Jews, gradually obtained more attention in public commemorations. In the textbooks however, representations of the Holocaust basically remain incomplete, unmethodical and serving the national narrative.
{"title":"Holocaust representation in Dutch history textbooks 1960-2010","authors":"M. V. Berkel","doi":"10.13128/STUDI_FORMAZ-18015","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18015","url":null,"abstract":"When teaching emotionally taxing and historically complex topics, many teachers rely on history textbooks. The Holocaust, being a mandatory subject in the Netherlands from the 1960s onwards, is such a topic. In most of the textbooks that I have analyzed from the period 1960-2010, representations of the Holocaust ignore the complexity of the Holocaust. Factual renditions are inaccurate, the historical context of Judaism is completely absent and the ‘perpetrator narrative’ is still the most dominant viewpoint of the Holocaust in most textbooks. In most cases, the Holocaust is seen as a by-product of World War Two, an event in itself but not as the most tragic part of Jewish life and culture in Europe. The richness of Jewish culture and the difficulties in the long-lasting relation between Jews and non-Jews in the Netherlands is mostly marginalized or not mentioned at all. Dutch society after 1945 was being reconstructed and entangled into the Cold War. The contradistinction to a new form of totalitarianism or the celebration of the heroic ‘active’ victims offered significant value to this resurrection of the nation. The Dutch continued to witness themselves as victims of the German occupation. It was not until the 1980s that the passive victims, in particular the Jews, gradually obtained more attention in public commemorations. In the textbooks however, representations of the Holocaust basically remain incomplete, unmethodical and serving the national narrative.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"47-65"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66180847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.13128/STUDI_FORMAZ-18023
A. Lazzarini
The text aims at analyzing the complex and refined anthropology of childhood that takes shape in the pages of Walter Benjamin. This anthropology of childhood is deeply rooted in his memories of child “around 1900” and is patiently reconstructed from the picture books, from the games and the vintage toys, from the images and the characters that fill fantastic stories and fairy tales, from domestic and family rituals, from the world of objects and atmospheres of the bourgeois interieur, Above all, this anthropology brings to light images. These images have a peculiar feature, a distinctive sign: they seem brought together by the idea and the experience of the threshold, a crucial figure in the epistemology of Benjamin.
{"title":"Da bambini intorno al Millenovecento. Frammenti d’infanzia nelle riflessioni di Walter Benjamin","authors":"A. Lazzarini","doi":"10.13128/STUDI_FORMAZ-18023","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18023","url":null,"abstract":"The text aims at analyzing the complex and refined anthropology of childhood that takes shape in the pages of Walter Benjamin. This anthropology of childhood is deeply rooted in his memories of child “around 1900” and is patiently reconstructed from the picture books, from the games and the vintage toys, from the images and the characters that fill fantastic stories and fairy tales, from domestic and family rituals, from the world of objects and atmospheres of the bourgeois interieur, Above all, this anthropology brings to light images. These images have a peculiar feature, a distinctive sign: they seem brought together by the idea and the experience of the threshold, a crucial figure in the epistemology of Benjamin.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"183-206"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66180999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.13128/Studi_Formaz-17339
Barbara Todini
What is a general methodology of science? What is a general theory of method? The article examines the two questions and summarizes the passages that connect – not only in a separate but also in a unified way – recognition, understanding, reasoning and abduction. Then induction, deduction, explanation and interpretation, in order to come finally to the meaning of fact. The general theory of method not divides the natural sciences, but blend them in an unitary project.
{"title":"Parallelismo tra la dialettica socratica e l'e-learning","authors":"Barbara Todini","doi":"10.13128/Studi_Formaz-17339","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-17339","url":null,"abstract":"What is a general methodology of science? What is a general theory of method? The article examines the two questions and summarizes the passages that connect – not only in a separate but also in a unified way – recognition, understanding, reasoning and abduction. Then induction, deduction, explanation and interpretation, in order to come finally to the meaning of fact. The general theory of method not divides the natural sciences, but blend them in an unitary project.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"187-202"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/Studi_Formaz-17339","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.13128/STUDI_FORMAZ-17330
M. Gennari
What is a general methodology of science? What is a general theory of method? The article examines the two questions and summarizes the passages that connect – not only in a separate but also in a unified way – recognition, understanding, reasoning and abduction. Then induction, deduction, explanation and interpretation, in order to come finally to the meaning of fact. The general theory of method not divides the natural sciences, but blend them in an unitary project.
{"title":"Per una teoria generale (disgiunta ma unificata) del metodo","authors":"M. Gennari","doi":"10.13128/STUDI_FORMAZ-17330","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-17330","url":null,"abstract":"What is a general methodology of science? What is a general theory of method? The article examines the two questions and summarizes the passages that connect – not only in a separate but also in a unified way – recognition, understanding, reasoning and abduction. Then induction, deduction, explanation and interpretation, in order to come finally to the meaning of fact. The general theory of method not divides the natural sciences, but blend them in an unitary project.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"59-63"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.13128/STUDI_FORMAZ-18029
F. Cambi
{"title":"Pedagogia e scienze umane. Quattro noterelle","authors":"F. Cambi","doi":"10.13128/STUDI_FORMAZ-18029","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18029","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"18 1","pages":"265-267"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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