Pub Date : 2021-03-31DOI: 10.6092/ISSN.1825-8670/12540
A. Augelli
{"title":"M. Giusti, L’identità dei luoghi. Per un’educazione interculturale e antirazzista . Tab Edizioni, Roma, 2020, pp. 164, ISBN 9788831352659","authors":"A. Augelli","doi":"10.6092/ISSN.1825-8670/12540","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/12540","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"137-138"},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48616444","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 : 2021-03-31DOI: 10.6092/ISSN.1825-8670/12368
D. Bruzzone, P. Triani, M. Dallari, E. Bottero, R. Farné, Massimiliano Tarozzi
{"title":"Ripartire dalla scuola","authors":"D. Bruzzone, P. Triani, M. Dallari, E. Bottero, R. Farné, Massimiliano Tarozzi","doi":"10.6092/ISSN.1825-8670/12368","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/12368","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45132808","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 : 2021-03-31DOI: 10.6092/ISSN.1825-8670/11628
M. Gambacorti-Passerini
The present contribution proposes a reflection on the meanings of the actions of educational professionals when trying to prevent mental distress in their students and promote their well-being. This focus derives from the suggestion — indicated by Basaglia’s work in linking mental health to the existential, educational, social and cultural elements of everyone’s life conditions — that education can offer an important contribution to the development of, and support for, mental wellbeing. It would thus follow that educational professionals play a potentially pivotal role in promoting mental health and in preventing possible disease, if they are aware of the possibilities and are appropriately trained. This paper, based on a phenomenological approach, refers to the words of schoolteachers and other educators collected in a qualitative educational research project and presents and explores possible ways of giving meaning to educational work in these areas.
{"title":"Educating to prevent youth (aged 16–24) mental distress: giving meaning to an educational effort","authors":"M. Gambacorti-Passerini","doi":"10.6092/ISSN.1825-8670/11628","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11628","url":null,"abstract":"The present contribution proposes a reflection on the meanings of the actions of educational professionals when trying to prevent mental distress in their students and promote their well-being. This focus derives from the suggestion — indicated by Basaglia’s work in linking mental health to the existential, educational, social and cultural elements of everyone’s life conditions — that education can offer an important contribution to the development of, and support for, mental wellbeing. It would thus follow that educational professionals play a potentially pivotal role in promoting mental health and in preventing possible disease, if they are aware of the possibilities and are appropriately trained. This paper, based on a phenomenological approach, refers to the words of schoolteachers and other educators collected in a qualitative educational research project and presents and explores possible ways of giving meaning to educational work in these areas.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"83-95"},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41661174","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 : 2021-03-31DOI: 10.6092/ISSN.1825-8670/11634
L. Zannini, K. Daniele
In the psychiatric field, since the first decades of the XX century, some phenomenologically-oriented authors pointed out the importance of gathering patients’ experience of illness and meaning making. In the current literature, a few interventions for people suffering from mental illness and their families/caregivers, aimed at supporting them in making meaning, are available. Yet, also relatives have to confront with the “loss” of mental health in their family, just like patients themselves. Relatives could therefore perceive the need to make meaning through narrating that loss. In this paper, we will report a few narrative-based interventions for relatives of patients suffering from mental health problems. We will conclude with some reflections, guided by phenomenological-existential pedagogy, which considers search for meaning as a fundamental educational practice, when caring for a wounded existence.
{"title":"Meaning making as a psychoeducational intervention to sustain families struggling with mental health issues","authors":"L. Zannini, K. Daniele","doi":"10.6092/ISSN.1825-8670/11634","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11634","url":null,"abstract":"In the psychiatric field, since the first decades of the XX century, some phenomenologically-oriented authors pointed out the importance of gathering patients’ experience of illness and meaning making. In the current literature, a few interventions for people suffering from mental illness and their families/caregivers, aimed at supporting them in making meaning, are available. Yet, also relatives have to confront with the “loss” of mental health in their family, just like patients themselves. Relatives could therefore perceive the need to make meaning through narrating that loss. In this paper, we will report a few narrative-based interventions for relatives of patients suffering from mental health problems. We will conclude with some reflections, guided by phenomenological-existential pedagogy, which considers search for meaning as a fundamental educational practice, when caring for a wounded existence.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"25 1","pages":"71-82"},"PeriodicalIF":0.0,"publicationDate":"2021-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48381392","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 : 2020-12-23DOI: 10.6092/ISSN.1825-8670/10908
Francesco Pigozzo, D. Martinelli
Citizenship education is a core topic of all transformative pedagogies. In this article, we build on the phenomenological and critical schools of pedagogical thought in order to highlight some key theoretical issues that remain unaddressed in both the academic discourse and in the educational practices and policies aimed at fostering a new paradigm of citizenship education that can really fit with the political needs of the twenty-first century globalised society. Even the Intercultural and GCE approaches, in fact, fail to highlight the need to develop a critical awareness of the contradictions and unsustainability of today institutional framework with regards to State sovereignty and the peoples’ right to self-determination, two major obstacles to the birth of multiscale citizenship and democracy.
{"title":"The Citizenship Issue between Education and Politics: Critical Reflections and Constructive Proposals for the Pedagogical Debate","authors":"Francesco Pigozzo, D. Martinelli","doi":"10.6092/ISSN.1825-8670/10908","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10908","url":null,"abstract":"Citizenship education is a core topic of all transformative pedagogies. In this article, we build on the phenomenological and critical schools of pedagogical thought in order to highlight some key theoretical issues that remain unaddressed in both the academic discourse and in the educational practices and policies aimed at fostering a new paradigm of citizenship education that can really fit with the political needs of the twenty-first century globalised society. Even the Intercultural and GCE approaches, in fact, fail to highlight the need to develop a critical awareness of the contradictions and unsustainability of today institutional framework with regards to State sovereignty and the peoples’ right to self-determination, two major obstacles to the birth of multiscale citizenship and democracy.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"27-58"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46560543","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 : 2020-12-23DOI: 10.6092/ISSN.1825-8670/11723
M. Tripi
{"title":"Philippe Meirieu, Una scuola per l'emancipazione. Libera dalle nostalgie dei vecchi metodi e da suggestioni alla moda, Armando Editore, Roma, ISBN 9788869926679, 280 pagine, 2020","authors":"M. Tripi","doi":"10.6092/ISSN.1825-8670/11723","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11723","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"87-88"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42550467","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 : 2020-12-23DOI: 10.6092/ISSN.1825-8670/10747
D. Cino
The present paper aims to take an interpretative stand towards some implicit and explicit pedagogical models informing the “good parenting” and, specifically here, “mothering” philosophy. After critically assessing the term “parenting”, the contribution will stress how the social categories of “risk” and “protection” fostered the construction of a moral discourse on what it means to be a good parent and, specifically, a good mother, stressing potential problematic implications that these definitions come with. Informed by this framework, it will be highlighted the role played by the web, and specifically here parenting online platforms, in reinforcing or questioning the good parenting framework. Three different Italian platforms will then be discussed (the website Pianeta Mamma, the parenting forum Al Femminile, and the blog/social media accounts of Mammadimerda), looking at whether and how the subject(s) of the enunciation and the platforms’ affordances contribute to the social construction of contrasting pedagogical models about parenting as an epistemic object.
{"title":"Fare e disfare la “buona” maternità online: costruzioni e decostruzioni di un modello pedagogico","authors":"D. Cino","doi":"10.6092/ISSN.1825-8670/10747","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10747","url":null,"abstract":"The present paper aims to take an interpretative stand towards some implicit and explicit pedagogical models informing the “good parenting” and, specifically here, “mothering” philosophy. After critically assessing the term “parenting”, the contribution will stress how the social categories of “risk” and “protection” fostered the construction of a moral discourse on what it means to be a good parent and, specifically, a good mother, stressing potential problematic implications that these definitions come with. Informed by this framework, it will be highlighted the role played by the web, and specifically here parenting online platforms, in reinforcing or questioning the good parenting framework. Three different Italian platforms will then be discussed (the website Pianeta Mamma, the parenting forum Al Femminile, and the blog/social media accounts of Mammadimerda), looking at whether and how the subject(s) of the enunciation and the platforms’ affordances contribute to the social construction of contrasting pedagogical models about parenting as an epistemic object.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"75-86"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43679980","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 : 2020-12-23DOI: 10.6092/ISSN.1825-8670/9891
L. Mohebi, Fatima Bailey
Daryl Bem´s self-perception theory is a useful framework to create a better understanding of how the pre-service teachers develop and express their views and perceptions in an educational context. This study offers a synthesis of the main elements of Bem´s self-perception theory and compares it with the cognitive dissonance theory as valuable frameworks for educational policy and management. The self-perception concept is based on the assumption that people are what they do. In this sense, the relationship between self-perception and behaviour is of paramount importance. This study develops an overview of important self-perception psychological experiments and some applications of the theory to the field of educational policy design and management.
{"title":"Exploring Bem’s Self Perception Theory in Educational Context","authors":"L. Mohebi, Fatima Bailey","doi":"10.6092/ISSN.1825-8670/9891","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9891","url":null,"abstract":"Daryl Bem´s self-perception theory is a useful framework to create a better understanding of how the pre-service teachers develop and express their views and perceptions in an educational context. This study offers a synthesis of the main elements of Bem´s self-perception theory and compares it with the cognitive dissonance theory as valuable frameworks for educational policy and management. The self-perception concept is based on the assumption that people are what they do. In this sense, the relationship between self-perception and behaviour is of paramount importance. This study develops an overview of important self-perception psychological experiments and some applications of the theory to the field of educational policy design and management.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43283762","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 : 2020-12-23DOI: 10.6092/ISSN.1825-8670/10815
M. Ødegård
This article is part of the project “Teachers’ Skillful Coping with Disruptive Behavior in Norwegian and American Classrooms”. Questions raised are how disruptive behavior could affect teachers’ being-with-students and how moods could influence how they cope with such behavior. I argue that classroom practices are characterized by “shared attunement” and that there is an interdependence between teachers and students. Another argument is that disruptive behavior could influence teachers’ moods negatively. I also explore how teachers could navigate these moods when they encounter student-behavior they perceive as challenging. The analysis in the article has its roots within the field of psychology. It is interested in crossing this with phenomenology in the context of how teachers cope with disruptive behavior in classrooms.
{"title":"Mood, Being-with-others and Disruptive Behavior in the Classroom: A Psychological Perspective Encounters Phenomenology","authors":"M. Ødegård","doi":"10.6092/ISSN.1825-8670/10815","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10815","url":null,"abstract":"This article is part of the project “Teachers’ Skillful Coping with Disruptive Behavior in Norwegian and American Classrooms”. Questions raised are how disruptive behavior could affect teachers’ being-with-students and how moods could influence how they cope with such behavior. I argue that classroom practices are characterized by “shared attunement” and that there is an interdependence between teachers and students. Another argument is that disruptive behavior could influence teachers’ moods negatively. I also explore how teachers could navigate these moods when they encounter student-behavior they perceive as challenging. The analysis in the article has its roots within the field of psychology. It is interested in crossing this with phenomenology in the context of how teachers cope with disruptive behavior in classrooms.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"11-25"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48511950","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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