Pub Date : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-22190
Giuliano Franceschini
The article describes three approaches to scholastic evaluation: docimological, formative and organizational. The aim is to link the various forms of evaluation to the curriculum building from the point of view of general teaching, with particular attention to the methodological and epistemological aspects.
{"title":"Didattica generale e valutazione espansa: aspetti epistemologici e metodologici","authors":"Giuliano Franceschini","doi":"10.13128/STUDI_FORMAZ-22190","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-22190","url":null,"abstract":"The article describes three approaches to scholastic evaluation: docimological, formative and organizational. The aim is to link the various forms of evaluation to the curriculum building from the point of view of general teaching, with particular attention to the methodological and epistemological aspects.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"331-342"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181923","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 : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-22166
F. Cambi
Which kind of school can and must work for the social and cultural transfor-mations in effect? School should be democratic, open, critical and educational. This school has some challenges and tasks that should be re achieve: the knowledge more sophisticated, formae mentis more plural and dialectical, the self-care more important for every subjects.
{"title":"Quale scuola per il XXI secolo? Un’identità possibile","authors":"F. Cambi","doi":"10.13128/STUDI_FORMAZ-22166","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-22166","url":null,"abstract":"Which kind of school can and must work for the social and cultural transfor-mations in effect? School should be democratic, open, critical and educational. This school has some challenges and tasks that should be re achieve: the knowledge more sophisticated, formae mentis more plural and dialectical, the self-care more important for every subjects.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"21-28"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/STUDI_FORMAZ-22166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66182105","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 : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-20936
M. Fabbri
The article the theme of gift in a complex and globalized society: the author deals with the logic of reciprocity and conviviality, by in political and democratic point of view.
本文以复杂的全球化社会中的礼物为主题，从政治和民主的角度探讨了互惠与欢乐的逻辑。
{"title":"Il giro di vite. Essere al bivio di fronte ai doni del tempo e della storia","authors":"M. Fabbri","doi":"10.13128/STUDI_FORMAZ-20936","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20936","url":null,"abstract":"The article the theme of gift in a complex and globalized society: the author deals with the logic of reciprocity and conviviality, by in political and democratic point of view.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"15-25"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181615","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 : 2017-01-01DOI: 10.13128/Studi_Formaz-22188
F. Finazzi
In his pedagogical reflections, Dewey paid considerable attention to the curricu-lum as a means for the schools to accomplish progressive education. On several occasions he dealt with this subject in his writings, especially to compare tradi-tional education to the educational model, with all its features, which he upheld. His directions have not always been correctly grasped for various reasons. This paper intends to clarify his message on these issues, first of all presenting some of the principles about school maintained by him, secondly focusing on the prob-lems that a curriculum involves in his opinion and eventually putting forward a possible interpretative solution of some implicit meanings of Dewey’s message.
{"title":"Riflessioni sul curricolo a partire da Dewey. Qualche nota educativa","authors":"F. Finazzi","doi":"10.13128/Studi_Formaz-22188","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-22188","url":null,"abstract":"In his pedagogical reflections, Dewey paid considerable attention to the curricu-lum as a means for the schools to accomplish progressive education. On several occasions he dealt with this subject in his writings, especially to compare tradi-tional education to the educational model, with all its features, which he upheld. His directions have not always been correctly grasped for various reasons. This paper intends to clarify his message on these issues, first of all presenting some of the principles about school maintained by him, secondly focusing on the prob-lems that a curriculum involves in his opinion and eventually putting forward a possible interpretative solution of some implicit meanings of Dewey’s message.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"23 4 1","pages":"305-313"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181861","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 : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-20958
F. Cambi
Le indagini di storia dell’infanzia, ormai diffuse in tutto il mondo e nutrite di paradigmi anche tra loro assai diversi, ci hanno indicata la sua “scoperta” e la sua evoluzione e teorica e sociale, fissando proprio nella metà dell’Ottocento l’avvio definitivo di una nuova storia dell’infanzia: storia di riconoscimento di specificità e di diritti, di cure e di tutele, di conoscenza più fine di quel “pianeta” fino ad allora poco compreso e in modo non scientifico. Sono stati diversi saperi a operare tale cambiamento a far emergere una nuova sensibilità politico-sociale. La medicina igienistica, la psicologia dell’età evolutiva, la psichiatria infantile e poi la biologia, la pedagogia, l’antropologia hanno rinnovato radicalmente la conoscenza del bambino. Il socialismo, i movimenti progressisti, i partiti più impegnati a ridurre e cancellare ingiustizie e alienazioni nella società hanno operato nel sociale e nel politico. Gli effetti sono stati netti. È nata una visione dell’infanzia regolata da principi di tutela e di cura appunto, che è cresciuta, si è imposta e che oggi abbiamo di fronte come compito e come guida. Contemporaneamente però è rimasta attiva nel mondo anche un’altra immagine d’infanzia: sfruttata e in vari modi. Presente proprio nelle società più tradizionali dove è sottoposta al lavoro, violentata e privata di cure e di diritti. Ed è un’infanzia ancora assai diffusa. Un po’ in tutto il mondo. Un’infanzia “alienata” fu detto e a ragione. Oggi nel tempo della Globalizzazione queste due infanzie si fronteggiano, stanno faccia a faccia e siamo coinvolti tutti nella loro sfida, da orientare verso i diritti e contro ogni violenza. Anche se ben sappiamo che tale sfida sarà operativamente lunga e difficile. Ma proprio per questo da potenziare e progettare in modo esplicito e fermo. Con forte impegno, ben sapendo che tra Cure-e-Diritti da un lato e Alienazione-e-Violenza dall’altro non c’è né deve esserci scelta: c’è un obbligo di civiltà. Oggi, domani, sempre.
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Pub Date : 2017-01-01DOI: 10.13128/Studi_Formaz-22169
S. Calabrese
The hypothesis formulated by Simon Baron-Cohen and his collaborators on the onset of autistic syndromes and their link with an excess of the so-called S brain is reflected in the work of Lewis Carroll, a formal logic and mathematics profes-sor deeply inclined to visual and spatial descriptions, interested in affordances and systemic circuits, and devoid of empathic tendencies in creating his charac-ters. In the future, this finding may serve as a test for predicting autism spectrum disorders and support the elaboration of narrative artefact for therapeutic purpos-es in relation to people with autism.
{"title":"Alice, incorreggibilmente contro fattuale","authors":"S. Calabrese","doi":"10.13128/Studi_Formaz-22169","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-22169","url":null,"abstract":"The hypothesis formulated by Simon Baron-Cohen and his collaborators on the onset of autistic syndromes and their link with an excess of the so-called S brain is reflected in the work of Lewis Carroll, a formal logic and mathematics profes-sor deeply inclined to visual and spatial descriptions, interested in affordances and systemic circuits, and devoid of empathic tendencies in creating his charac-ters. In the future, this finding may serve as a test for predicting autism spectrum disorders and support the elaboration of narrative artefact for therapeutic purpos-es in relation to people with autism.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"51-60"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66182154","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 : 2017-01-01DOI: 10.13128/Studi_Formaz-22178
Francesco Bossio
Human formation is a pivotal category of pedagogical thought: the educational process - understood in a broad sense as both intentional educational actions and spontaneous existential events - activates the dialectic of training in order to lead the subject to the conquest of a proper human dimension of existence. Each season of life has its own peculiarities and characteristics. The last age, the senes-cence, represents the end of the entire path, in which the elderly can complete with the last brushstrokes the symbolically canvas (perhaps a chef d’oeuvre) repre-senting the whole course of his existence.
{"title":"Percorsi esistenziali e dinamiche educative nella senescenza. L’autobiografia come ermeneutica formativa","authors":"Francesco Bossio","doi":"10.13128/Studi_Formaz-22178","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-22178","url":null,"abstract":"Human formation is a pivotal category of pedagogical thought: the educational process - understood in a broad sense as both intentional educational actions and spontaneous existential events - activates the dialectic of training in order to lead the subject to the conquest of a proper human dimension of existence. Each season of life has its own peculiarities and characteristics. The last age, the senes-cence, represents the end of the entire path, in which the elderly can complete with the last brushstrokes the symbolically canvas (perhaps a chef d’oeuvre) repre-senting the whole course of his existence.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"165-178"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66182235","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 : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-20948
R. Mancini
Social and scientific evolution has led always more markedly to a significant metamorphosis of humanism. Not by chance the idea of humanitas - so dear to pedagogical literature and clearly of Christian imprint - has always detected and established absolute values on which to build individual and collective dignity and identities. In this sense, it seems necessary to establish new horizons, to build a humanism able to respect, at the same time, the Singularity. A new humanism where every human being has the right to expand its deterministic complexity, such as to make significant, and often necessary, its distinction. The holism is characterized as multifactorial knowledge, capable of not neglecting any human peculiarity, as it owns and promotes the unity in the multiplicity. A sort of Plotinian education but, however, careful not to become itself only a commemorative and celebratory figure.
{"title":"Verso una pedagogia olistica. Riflessioni preliminari","authors":"R. Mancini","doi":"10.13128/STUDI_FORMAZ-20948","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20948","url":null,"abstract":"Social and scientific evolution has led always more markedly to a significant metamorphosis of humanism. Not by chance the idea of humanitas - so dear to pedagogical literature and clearly of Christian imprint - has always detected and established absolute values on which to build individual and collective dignity and identities. In this sense, it seems necessary to establish new horizons, to build a humanism able to respect, at the same time, the Singularity. A new humanism where every human being has the right to expand its deterministic complexity, such as to make significant, and often necessary, its distinction. The holism is characterized as multifactorial knowledge, capable of not neglecting any human peculiarity, as it owns and promotes the unity in the multiplicity. A sort of Plotinian education but, however, careful not to become itself only a commemorative and celebratory figure.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"181-189"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/STUDI_FORMAZ-20948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181297","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 : 2017-01-01DOI: 10.13128/Studi_Formaz-20950
E. Mignosi
The article reflects on kindergartens’ specificity, focusing on the intersubjective perspective. By this perspective, the developement and the construction of the Self can’t be separated from the perception of the “other” and it is a process working, since birth, through an “embodied relationship”. According to the infant research and the neurosciences studies, the article analyzes the quality of the relationships between adults and children and explores how it can affect personality development, self-image, and learning processes. Finally, the professional skills necessary for educators in kindergartens are deepened, looking at the needs of the children during their first years.
{"title":"Intersoggettività e “prospettiva in seconda persona”: una nuova cornice sulle relazioni educative nei nidi d’infanzia","authors":"E. Mignosi","doi":"10.13128/Studi_Formaz-20950","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-20950","url":null,"abstract":"The article reflects on kindergartens’ specificity, focusing on the intersubjective perspective. By this perspective, the developement and the construction of the Self can’t be separated from the perception of the “other” and it is a process working, since birth, through an “embodied relationship”. According to the infant research and the neurosciences studies, the article analyzes the quality of the relationships between adults and children and explores how it can affect personality development, self-image, and learning processes. Finally, the professional skills necessary for educators in kindergartens are deepened, looking at the needs of the children during their first years.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"201-214"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181311","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 : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-22182
Rossella Certini
The essay tells about the autobiography of three authors for childhood: Mark Twain, Rudyard Kipling e Roald Dahl. Autobiographies are not used here as edu-cational or “take care” tools ut they are used as tools to interpret the novel for children and teens. They bind author and reader, within the narrative link, crucial to understanding the contents of the stories. They are full of writer’s experiences, emotions, affections, fears, thieves, names, faces... These are elements that enrich the story and tell us something more about the author’s motivations. Autobiog-raphies make the works of the authors more appealing and interesting. An erratic autobiography, a read autobiography, and a cultured for boys (Boy). The essay offers diverse and diversified perspectives for crossing the most famous works of the three authors who, starting from their existential “adventures”, interweave the intense work of narrative and writing.
{"title":"Autobiografia e letteratura per ragazzi. Tre grandi autori si raccontano","authors":"Rossella Certini","doi":"10.13128/STUDI_FORMAZ-22182","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-22182","url":null,"abstract":"The essay tells about the autobiography of three authors for childhood: Mark Twain, Rudyard Kipling e Roald Dahl. Autobiographies are not used here as edu-cational or “take care” tools ut they are used as tools to interpret the novel for children and teens. They bind author and reader, within the narrative link, crucial to understanding the contents of the stories. They are full of writer’s experiences, emotions, affections, fears, thieves, names, faces... These are elements that enrich the story and tell us something more about the author’s motivations. Autobiog-raphies make the works of the authors more appealing and interesting. An erratic autobiography, a read autobiography, and a cultured for boys (Boy). The essay offers diverse and diversified perspectives for crossing the most famous works of the three authors who, starting from their existential “adventures”, interweave the intense work of narrative and writing.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"1 1","pages":"219-229"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/STUDI_FORMAZ-22182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181783","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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