Pub Date : 2017-01-01DOI: 10.13128/STUDI_FORMAZ-22194
I. Messuri
The text deals with the theme of professional skills from the point of view of training and counseling, and the utopia topic as the commitment to protect to the rules im-posed by political and economic crises. Evidence shows the importance of projects like process by which we recognise ourselves in the direction of well-being.
{"title":"Progettualità utopica e identità lavorative","authors":"I. Messuri","doi":"10.13128/STUDI_FORMAZ-22194","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-22194","url":null,"abstract":"The text deals with the theme of professional skills from the point of view of training and counseling, and the utopia topic as the commitment to protect to the rules im-posed by political and economic crises. Evidence shows the importance of projects like process by which we recognise ourselves in the direction of well-being.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"10 8 1","pages":"375-386"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181991","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-22198
F. Cambi
Scuola-città Pestalozzi rientra a pieno titolo tra le scuole-pilota che si sono imposte tra attivismo e postattivismo con un loro stigma pedagogico e che le ha rese punti-diriferimento dell’organizzazione scolastico-didattica della scuola dell’obbligo. Lì sta insieme alla più antica “scuola serena” di Lombardo Radice o delle scuole della Montessori. Sta accanto, già ieri, all’Asilo italo-svizzero di Rimini o della Rinnovata di Milano, alle scuole per l’infanzia di Reggio Emilia (oggi canone diffuso in Italia, ufficializzato coi Programmi, e ormai studiato in tutto il mondo), anche le scuole steineriane pur più discusse e altre ancora. Il ruolo delle scuole pilota è darsi come simbolo/esempio/modello. Tre aspetti chiave del rinnovamento delle pratiche d’istruzione nelle società politicamente e socialmente e economicamente più evolute, che reclamano e più conoscenze e più socializzazione, come ben vide Dewey già nel 1899. La scuola fondata da Codignola fu scuola-pilota a più livelli. Come realizzazione della scuola-laboratorio-e-comunità di Dewey, di cui Codignola stesso fu alfiere nell’Italia post-seconda guerra mondiale. Come risposta antifascista alla ricostruzione della scuola italiana dopo il ‘45. Come fondazione di una istituzione aperta a rinnovare la stessa società civile. E in questi principi aurei Scuola-città Pestalozzi ha trovato il suo DNA originario e autorevole. Così tale istituzione ha svolto un ruolo di accompagnamento della scuola italiana nel suo sviluppo sociale e culturale, testandone i nuovi bisogni e i modelli di risposta più avanzati, restando così tra le scuole-pilota un caso tipico e singolare: di costante trasformazione agita tra gli stimoli sociali e pedagogici e di una ferma fedeltà agli ideali laico-progressisti, connessi al suo di esser laboratorio aperto e democrazia vissuta insieme.
{"title":"Riflessioni minime sull’esperienza di Scuola Città Pestalozzi 4settant’anni dopo (e oltre) la sua fondazione","authors":"F. Cambi","doi":"10.13128/STUDI_FORMAZ-22198","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-22198","url":null,"abstract":"Scuola-città Pestalozzi rientra a pieno titolo tra le scuole-pilota che si sono imposte tra attivismo e postattivismo con un loro stigma pedagogico e che le ha rese punti-diriferimento dell’organizzazione scolastico-didattica della scuola dell’obbligo. Lì sta insieme alla più antica “scuola serena” di Lombardo Radice o delle scuole della Montessori. Sta accanto, già ieri, all’Asilo italo-svizzero di Rimini o della Rinnovata di Milano, alle scuole per l’infanzia di Reggio Emilia (oggi canone diffuso in Italia, ufficializzato coi Programmi, e ormai studiato in tutto il mondo), anche le scuole steineriane pur più discusse e altre ancora. Il ruolo delle scuole pilota è darsi come simbolo/esempio/modello. Tre aspetti chiave del rinnovamento delle pratiche d’istruzione nelle società politicamente e socialmente e economicamente più evolute, che reclamano e più conoscenze e più socializzazione, come ben vide Dewey già nel 1899. La scuola fondata da Codignola fu scuola-pilota a più livelli. Come realizzazione della scuola-laboratorio-e-comunità di Dewey, di cui Codignola stesso fu alfiere nell’Italia post-seconda guerra mondiale. Come risposta antifascista alla ricostruzione della scuola italiana dopo il ‘45. Come fondazione di una istituzione aperta a rinnovare la stessa società civile. E in questi principi aurei Scuola-città Pestalozzi ha trovato il suo DNA originario e autorevole. Così tale istituzione ha svolto un ruolo di accompagnamento della scuola italiana nel suo sviluppo sociale e culturale, testandone i nuovi bisogni e i modelli di risposta più avanzati, restando così tra le scuole-pilota un caso tipico e singolare: di costante trasformazione agita tra gli stimoli sociali e pedagogici e di una ferma fedeltà agli ideali laico-progressisti, connessi al suo di esser laboratorio aperto e democrazia vissuta insieme.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"14 1","pages":"423-425"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66182512","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-22462
F. Cambi
{"title":"Non dimenticare Foucault: una riflessione su Sorvegliare e punire","authors":"F. Cambi","doi":"10.13128/Studi_Formaz-22462","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-22462","url":null,"abstract":"","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"421-422"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66182519","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-22168
Emma Beseghi
Alice in Wonderland, published in 1865, is 150 years old and continues to be one of the most popular masterpieces that is appreciated by children and adults. The article explores the polysemy of the text, its fine hermeneutical approaches, the symbolic ramifications of its visual reinterpretations – especially in the illustra-tions. This novel continues to fuel our imagery and, at same time, it continues to discuss the biographers of Carroll on the complex personality of this author. In particular, the article emphasizes the original and unexpected turn that Alice in Wonderland gave to children’s literature, through the storytelling of a point of view – “another look” – that definitely belongs to childhood.
{"title":"Il sogno di Alice","authors":"Emma Beseghi","doi":"10.13128/STUDI_FORMAZ-22168","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-22168","url":null,"abstract":"Alice in Wonderland, published in 1865, is 150 years old and continues to be one of the most popular masterpieces that is appreciated by children and adults. The article explores the polysemy of the text, its fine hermeneutical approaches, the symbolic ramifications of its visual reinterpretations – especially in the illustra-tions. This novel continues to fuel our imagery and, at same time, it continues to discuss the biographers of Carroll on the complex personality of this author. In particular, the article emphasizes the original and unexpected turn that Alice in Wonderland gave to children’s literature, through the storytelling of a point of view – “another look” – that definitely belongs to childhood.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"37-50"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66182138","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-22195
Marcella Terrusi
Children’s literature is rich in carachters that share a common light and winged destiny. Between them classic icons as Peter Pan, The Little Prince, Cosimo Pio-vasco di Rondo, Mary Poppins, Nils Holgersson, Viperetta. Referring to the con-cept of neotenia and the junghian archetype of Puer Aeternus the essay proposes a reflection about symbols and metaphors of childhood and lightness as combined in those classics. The neverending dialectic among Puer and Senex, the perspec-tive of the Lightness as lirical quality are the keywords of this work.
{"title":"Eterni, fanciulli, alati: neotenia e leggerezza di classici angelici della letteratura per l’infanzia","authors":"Marcella Terrusi","doi":"10.13128/Studi_Formaz-22195","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-22195","url":null,"abstract":"Children’s literature is rich in carachters that share a common light and winged destiny. Between them classic icons as Peter Pan, The Little Prince, Cosimo Pio-vasco di Rondo, Mary Poppins, Nils Holgersson, Viperetta. Referring to the con-cept of neotenia and the junghian archetype of Puer Aeternus the essay proposes a reflection about symbols and metaphors of childhood and lightness as combined in those classics. The neverending dialectic among Puer and Senex, the perspec-tive of the Lightness as lirical quality are the keywords of this work.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"20 1","pages":"387-408"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66182463","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 : 2016-07-01DOI: 10.13128/STUDI_FORMAZ-18568
Barbara De Serio
This paper looks at the professional profile of the Montessori-trained teacher, as educated at the college devised by Maria Montessori and founded in the 1950s by one of her closest pupils, Adele Costa Gnocchi. The Montessori assistant was a professional figure specially trained to aid the birth process and the “mental” needs of the protagonists involved, referring specifically to the child. In this respect, the paper also looks at the subject of education from birth, starting with Montessori’s earliest ideas on new-born children and their creative capabilities. The purpose is to recover the scientific foundations on which the pedagogical practices usually applied by childhood services are based, with the awareness that these consolidated practices need strengthening and a scientific foundation – including on an historical level – in order to contribute to qualifying services for early childhood. Through specific methodological qualification, above all with regard to Montessori’s methods, as well as by placing more valid historical importance on the paths they began, early childhood services may even be able to move in the direction of possible institutionalised training.
{"title":"The profile of the Montessori assistant: historical paths and new education projects","authors":"Barbara De Serio","doi":"10.13128/STUDI_FORMAZ-18568","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-18568","url":null,"abstract":"This paper looks at the professional profile of the Montessori-trained teacher, as educated at the college devised by Maria Montessori and founded in the 1950s by one of her closest pupils, Adele Costa Gnocchi. The Montessori assistant was a professional figure specially trained to aid the birth process and the “mental” needs of the protagonists involved, referring specifically to the child. In this respect, the paper also looks at the subject of education from birth, starting with Montessori’s earliest ideas on new-born children and their creative capabilities. The purpose is to recover the scientific foundations on which the pedagogical practices usually applied by childhood services are based, with the awareness that these consolidated practices need strengthening and a scientific foundation – including on an historical level – in order to contribute to qualifying services for early childhood. Through specific methodological qualification, above all with regard to Montessori’s methods, as well as by placing more valid historical importance on the paths they began, early childhood services may even be able to move in the direction of possible institutionalised training.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"171-185"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181703","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 : 2016-07-01DOI: 10.13128/Studi_Formaz-18562
Giancarla Sola, Andreas Dörpinghaus, Egbert Witte, Rita Casale, Jutta Breithausen
The article ‒ in its five paragraphs, respectively signed by Giancarla Sola, Andreas Dorpinghaus, Egbert Witte, Rita Casale, Jutta Breithausen ‒ represents an endeavor to reconstruct the concept of “Bildung” in Germany. It does this primarily by moving from the meaning that this word has acquired both in the history of Bildung and in the German and “Mittel”-European history. At this glance toward the past, but also threw in the future, as well as in the present, follows an interconnection of relations between Bildung, Empirie and Erfahrung. This last concept places the idea of “experience” in connection with its hermeneutic comprehension. Therefore, the article also thematizes the dialectical legacy of Hegel and Humboldt in the context of the history of German Philosophy and Pedagogy. Then, the article considers the metamorphosis of Bildung after Nationalsozialismus ‒ from 1945 onwards ‒, analyzing the social-economic and political-legal context through the use of a "critics" capable of digging in the relationship between Bildung and Kultur. The article does that focusing, in its final part, on the concept of Widerstreit ‒ "resistance" –, related to a Skepsis understood also as a possible interpretative category of modernity. Thus, the article, in its overall unity, sizing its axial figure ‒ centered on the cultures of Bildung ‒ placing it on the intersecting planes represented by Philosophy and Pedagogy.
{"title":"Der Begriff der Bildung in Deutschland. Zwischen Philosophie und Pädagogik","authors":"Giancarla Sola, Andreas Dörpinghaus, Egbert Witte, Rita Casale, Jutta Breithausen","doi":"10.13128/Studi_Formaz-18562","DOIUrl":"https://doi.org/10.13128/Studi_Formaz-18562","url":null,"abstract":"The article ‒ in its five paragraphs, respectively signed by Giancarla Sola, Andreas Dorpinghaus, Egbert Witte, Rita Casale, Jutta Breithausen ‒ represents an endeavor to reconstruct the concept of “Bildung” in Germany. It does this primarily by moving from the meaning that this word has acquired both in the history of Bildung and in the German and “Mittel”-European history. At this glance toward the past, but also threw in the future, as well as in the present, follows an interconnection of relations between Bildung, Empirie and Erfahrung. This last concept places the idea of “experience” in connection with its hermeneutic comprehension. Therefore, the article also thematizes the dialectical legacy of Hegel and Humboldt in the context of the history of German Philosophy and Pedagogy. Then, the article considers the metamorphosis of Bildung after Nationalsozialismus ‒ from 1945 onwards ‒, analyzing the social-economic and political-legal context through the use of a \"critics\" capable of digging in the relationship between Bildung and Kultur. The article does that focusing, in its final part, on the concept of Widerstreit ‒ \"resistance\" –, related to a Skepsis understood also as a possible interpretative category of modernity. Thus, the article, in its overall unity, sizing its axial figure ‒ centered on the cultures of Bildung ‒ placing it on the intersecting planes represented by Philosophy and Pedagogy.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"55-85"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/Studi_Formaz-18562","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181627","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 : 2016-01-01DOI: 10.13128/STUDI_FORMAZ-20200
F. Cambi
The article reads again the text of Raffaele Laporta L’assoluto pedagogico, noting its epistemological actuality and exemplariness to build a model of pedagogical theory.
本文重读拉波尔塔的《论教育学》文本，指出其认识论的现实性和范例性，以构建教育学理论的典范。
{"title":"L’assoluto pedagogico vent’anni dopo","authors":"F. Cambi","doi":"10.13128/STUDI_FORMAZ-20200","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20200","url":null,"abstract":"The article reads again the text of Raffaele Laporta L’assoluto pedagogico, noting its epistemological actuality and exemplariness to build a model of pedagogical theory.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"23-26"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/STUDI_FORMAZ-20200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181274","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 : 2016-01-01DOI: 10.13128/STUDI_FORMAZ-20209
Tiziana Chiappelli
The paper offers a critical perspective and an analysis of what is the state of art about the link and possibilities offered by national law and the real opportunity for migrants to exercise an active and effective participation in Italian public life.
{"title":"Migrant women and partecipatory processes","authors":"Tiziana Chiappelli","doi":"10.13128/STUDI_FORMAZ-20209","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20209","url":null,"abstract":"The paper offers a critical perspective and an analysis of what is the state of art about the link and possibilities offered by national law and the real opportunity for migrants to exercise an active and effective participation in Italian public life.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"171-207"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181417","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 : 2016-01-01DOI: 10.13128/STUDI_FORMAZ-20213
M. Zedda
Leopardi’s pedagogy contains other authors’ influences, it is therefore necessary to deal with the problem of sources. Rousseau’s works (Emil in particular) are very relevant to this kind of study. Leopardi and Rousseau consider some pedagogical questions from a similar point of view. It’s the case of childhood, of educator, of experience, of criticism against official educative theories.
{"title":"La pedagogia di Leopardi. Le fonti e l’influenza rousseauiana.","authors":"M. Zedda","doi":"10.13128/STUDI_FORMAZ-20213","DOIUrl":"https://doi.org/10.13128/STUDI_FORMAZ-20213","url":null,"abstract":"Leopardi’s pedagogy contains other authors’ influences, it is therefore necessary to deal with the problem of sources. Rousseau’s works (Emil in particular) are very relevant to this kind of study. Leopardi and Rousseau consider some pedagogical questions from a similar point of view. It’s the case of childhood, of educator, of experience, of criticism against official educative theories.","PeriodicalId":30519,"journal":{"name":"Studi sulla Formazione","volume":"19 1","pages":"271-288"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.13128/STUDI_FORMAZ-20213","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66181475","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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