Pub Date : 2020-12-23DOI: 10.6092/ISSN.1825-8670/11888
S. Finetti
{"title":"Michele Aglieri e Alessandra Augelli (a cura di), A scuola dai maestri. La pedagogia di Dolci, Freire, Manzi e don Milani, Franco Angeli, Milano, ISBN 9788835107408,126 pagine, 2020","authors":"S. Finetti","doi":"10.6092/ISSN.1825-8670/11888","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11888","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"89-91"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49513800","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.1825-8670/10467
Eleonora Zorzi, Sofia Marina Antoniello
A research-action path carried out in the second class of primary school is presented, to encourage the promotion of creativity declined in the different ways of thinking that are described within the theoretical framework of multiple intelligences. The hypothesis from which the research-action work starts is that creativity, in its plural forms, can promote a school of each and everyone, and for this reason, the Italian school must recognize it (again) space and dignity. Promoting creativity also becomes a cultural choice, for a society that returns to reflect on the ethical meaning of education.
{"title":"Promuovere creatività nelle intelligenze multiple: filoso-fare a scuola negli atelier","authors":"Eleonora Zorzi, Sofia Marina Antoniello","doi":"10.6092/ISSN.1825-8670/10467","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10467","url":null,"abstract":"A research-action path carried out in the second class of primary school is presented, to encourage the promotion of creativity declined in the different ways of thinking that are described within the theoretical framework of multiple intelligences. The hypothesis from which the research-action work starts is that creativity, in its plural forms, can promote a school of each and everyone, and for this reason, the Italian school must recognize it (again) space and dignity. Promoting creativity also becomes a cultural choice, for a society that returns to reflect on the ethical meaning of education.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"59-73"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43144584","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 : 2020-08-26DOI: 10.6092/ISSN.1825-8670/11184
F. Cappa
Il contributo indica qualcosa di essenziale del modo di Riccardo Massa di intendere l’educazione, la formazione degli educatori, il ruolo culturale e politico della formazione universitaria di chi dovrebbe affrontare “creativamente” uno dei mestieri piu delicati e complessi che si possano scegliere. Un tratto questo, presente fin dagli inizi della vicenda intellettuale di Massa, che era stato immediatamente riconosciuto gia alla meta degli anni Settanta del XX secolo da Piero Bertolini. Nella prospettiva di Massa e impossibile non riconoscere una consonanza e una sintonia profonda con il magistero, le ricerche e le imprese culturali e politiche di Bertolini che intrecciava la creativita educativa con una visione fenomenologicamente fondata della progettazione e dell’intenzione pedagogica. Per Bertolini e per Massa il punto cruciale del discorso pedagogico forse sarebbe meglio dire di un’autentica progettualita pedagogica, consiste nell’affermare con forza come fondamentale e irrinunciabile meta educativa da raggiungere il massimo di autonomia possibile per ciascun soggetto. Una progettualita generativa e creatrice di esperienze aperte, dunque, che lavora dialetticamente nell’alveo dei vincoli concreti e materiali per aprire mondi e svelare campi di esperienza inediti.Alla domanda dell'educatore: come devo fare? La risposta non puo che essere: imparare a stare in contatto, attento, con un processo che non smette di costruire “forme di esperienza”. Una poietica e non una poetica dell’educazione, poiche la poiesis indica un campo specifico d’esperienza in cui due forze si fronteggiano: quella dell’idea e quella della materia. Il formatore e colui che compie un gesto, che prende posizione in questo campo di forze e inaugura un processo che mira all’opera e non al vissuto. Ecco perche di fronte al grande tema della creativita pedagogica – che prova a rispondere alla domanda ‘come devo fare?’ – e importante tentare di indicare alcuni tratti del processo creativo che possano fondare una tale poietica dell’educazione.
{"title":"Tracce per una creatività pedagogica","authors":"F. Cappa","doi":"10.6092/ISSN.1825-8670/11184","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11184","url":null,"abstract":"Il contributo indica qualcosa di essenziale del modo di Riccardo Massa di intendere l’educazione, la formazione degli educatori, il ruolo culturale e politico della formazione universitaria di chi dovrebbe affrontare “creativamente” uno dei mestieri piu delicati e complessi che si possano scegliere. Un tratto questo, presente fin dagli inizi della vicenda intellettuale di Massa, che era stato immediatamente riconosciuto gia alla meta degli anni Settanta del XX secolo da Piero Bertolini. Nella prospettiva di Massa e impossibile non riconoscere una consonanza e una sintonia profonda con il magistero, le ricerche e le imprese culturali e politiche di Bertolini che intrecciava la creativita educativa con una visione fenomenologicamente fondata della progettazione e dell’intenzione pedagogica. Per Bertolini e per Massa il punto cruciale del discorso pedagogico forse sarebbe meglio dire di un’autentica progettualita pedagogica, consiste nell’affermare con forza come fondamentale e irrinunciabile meta educativa da raggiungere il massimo di autonomia possibile per ciascun soggetto. Una progettualita generativa e creatrice di esperienze aperte, dunque, che lavora dialetticamente nell’alveo dei vincoli concreti e materiali per aprire mondi e svelare campi di esperienza inediti.Alla domanda dell'educatore: come devo fare? La risposta non puo che essere: imparare a stare in contatto, attento, con un processo che non smette di costruire “forme di esperienza”. Una poietica e non una poetica dell’educazione, poiche la poiesis indica un campo specifico d’esperienza in cui due forze si fronteggiano: quella dell’idea e quella della materia. Il formatore e colui che compie un gesto, che prende posizione in questo campo di forze e inaugura un processo che mira all’opera e non al vissuto. Ecco perche di fronte al grande tema della creativita pedagogica – che prova a rispondere alla domanda ‘come devo fare?’ – e importante tentare di indicare alcuni tratti del processo creativo che possano fondare una tale poietica dell’educazione.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"107-113"},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49321664","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 : 2020-08-26DOI: 10.6092/ISSN.1825-8670/11322
Marco Dallari
Sacred means separate. Often the terms sacred and religious are used as synonyms, but instead, the distinction must be underlined because the sacred precedes history and religions are instead produced and contained by it. The sphere of the sacred, imbued with mystery and capable of arousing, with its epiphanies, wonder and fear, is explored with the languages of philosophy, of science, in particular of psychology and psychoanalysis, and of religion which, with its precepts and commandments, often makes the reserve of silence and the vertigo of the openness typical of sacredness unintelligible. Probably the most suitable languages to represent the sacred are those able to inhabit the aesthetic dimension. Music, plastic and visual arts, poetic writings, thanks to the margin of further significance and meaning that characterizes them, and to the hermeneutical procedures that impose on those approaching them, can protect the margin of mystery that characterizes the sacred.
{"title":"Wonder and Heartthrob. The Aesthetic Dimension of the Sacred","authors":"Marco Dallari","doi":"10.6092/ISSN.1825-8670/11322","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11322","url":null,"abstract":"Sacred means separate. Often the terms sacred and religious are used as synonyms, but instead, the distinction must be underlined because the sacred precedes history and religions are instead produced and contained by it. The sphere of the sacred, imbued with mystery and capable of arousing, with its epiphanies, wonder and fear, is explored with the languages of philosophy, of science, in particular of psychology and psychoanalysis, and of religion which, with its precepts and commandments, often makes the reserve of silence and the vertigo of the openness typical of sacredness unintelligible. Probably the most suitable languages to represent the sacred are those able to inhabit the aesthetic dimension. Music, plastic and visual arts, poetic writings, thanks to the margin of further significance and meaning that characterizes them, and to the hermeneutical procedures that impose on those approaching them, can protect the margin of mystery that characterizes the sacred.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"75-105"},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46497282","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 : 2020-08-26DOI: 10.6092/ISSN.1825-8670/10874
A. Petrella
In the face of the Coronavirus emergency and subsequent restrictive measures, social and educational services too had to reorganise and deal with the challenges related to social distancing and telework. Therefore, services have elaborated alternative strategies that, thanks to the use of new technologies, allowed the most fragile citizens and families to benefit from support and helping relationships. The article analyses some experiences collected by social workers in the framework of two national programmes (P.I.P.P.I. and Guaranteed Minimum Income) addressed to vulnerable families, and tends to define the paradigm of smart welfare in the fields of social care and to highlight strengths and weaknesses of different local practices. Despite some home-care interventions have been promptly converted into online services, aspects related to the use and accessibility of telecommunications and to the possibility to guarantee adequate care plans seem still to be an open question.
{"title":"Distant but connected? Smart Welfare in Socio-educational Services in the Time of COVID-19","authors":"A. Petrella","doi":"10.6092/ISSN.1825-8670/10874","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10874","url":null,"abstract":"In the face of the Coronavirus emergency and subsequent restrictive measures, social and educational services too had to reorganise and deal with the challenges related to social distancing and telework. Therefore, services have elaborated alternative strategies that, thanks to the use of new technologies, allowed the most fragile citizens and families to benefit from support and helping relationships. The article analyses some experiences collected by social workers in the framework of two national programmes (P.I.P.P.I. and Guaranteed Minimum Income) addressed to vulnerable families, and tends to define the paradigm of smart welfare in the fields of social care and to highlight strengths and weaknesses of different local practices. Despite some home-care interventions have been promptly converted into online services, aspects related to the use and accessibility of telecommunications and to the possibility to guarantee adequate care plans seem still to be an open question.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"57-73"},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46265226","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 : 2020-08-26DOI: 10.6092/ISSN.1825-8670/10422
Marzia Saglietti
Social educators’ professional vision has been rarely “viewed” as a social organized way of seeing and understanding pedagogical events. Drawing on several episodes coming from consultancies in the socio-educational field (involving children’s homes and socio-educational centers for children and vulnerable families), in this article I analyze many prob-lematic issues connected with the lack of awareness pertaining social educators’ professional vision: what I call the adoption of “medical epistemologies”, the (double) adoption of other professional visions, the educators’ epistemic rigidity constraining themselves as “executors of other sights”, with various practical implications in terms of interprofessional relationships and communication. This material constitutes an arena of discussion pertaining epistemologi-cal, theoretical and methodological implications, and can be useful for a more mature and aware pedagogical observation. In the conclusions, I propose the adoption of a bi-univocal and participative approach to the observation phase, a recursive relationship with educational plans and activities and an informed choice over epistemological, theoretical-methodological references and the adoption of a knowledgeable theory of change. These steps can prove to be useful instruments in order to understand social educators’ professional vision(s).
{"title":"Qual è la professional vision degli educatori? Problemi, pratiche ed implicazioni (inter)professionali","authors":"Marzia Saglietti","doi":"10.6092/ISSN.1825-8670/10422","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10422","url":null,"abstract":"Social educators’ professional vision has been rarely “viewed” as a social organized way of seeing and understanding pedagogical events. Drawing on several episodes coming from consultancies in the socio-educational field (involving children’s homes and socio-educational centers for children and vulnerable families), in this article I analyze many prob-lematic issues connected with the lack of awareness pertaining social educators’ professional vision: what I call the adoption of “medical epistemologies”, the (double) adoption of other professional visions, the educators’ epistemic rigidity constraining themselves as “executors of other sights”, with various practical implications in terms of interprofessional relationships and communication. This material constitutes an arena of discussion pertaining epistemologi-cal, theoretical and methodological implications, and can be useful for a more mature and aware pedagogical observation. In the conclusions, I propose the adoption of a bi-univocal and participative approach to the observation phase, a recursive relationship with educational plans and activities and an informed choice over epistemological, theoretical-methodological references and the adoption of a knowledgeable theory of change. These steps can prove to be useful instruments in order to understand social educators’ professional vision(s).","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"43-56"},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42971510","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 : 2020-08-26DOI: 10.6092/ISSN.1825-8670/10503
R. Morani
{"title":"Adalinda Gasparini e Claudia Chellini. Setole e spine. La crescita segreta del maschile e del femminile, Trento: Erickson, ISBN 9788859019251, 119 pagine, 2019","authors":"R. Morani","doi":"10.6092/ISSN.1825-8670/10503","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10503","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"129-131"},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49344562","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 : 2020-08-26DOI: 10.6092/ISSN.1825-8670/11355
S. Finetti
{"title":"Fausta Sabatano e Gennaro Pagano, Libertà marginali. La sfida educativa tra devianza, delinquenza e sistema camorristico, Edizioni Angelo Guerini e Associati srl, Guerini Scientifica, Milano, ISBN 9788881074280, 192 pagine, 2019","authors":"S. Finetti","doi":"10.6092/ISSN.1825-8670/11355","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11355","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"125-128"},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45552852","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 : 2020-08-26DOI: 10.6092/ISSN.1825-8670/11035
Tom Feldges, Sonia Pieczenko
While developing the ambiguity of the concept of boredom, we discuss a psychological, neuroscientific and an educational-phenomenological approach to boredom in educational settings. Analysing these various perspectives with the help of a recently developed taxonomy of four different boredom types, we argue that the classification conflates antecedent and resultant states with actual boredom. Although such classifications may still be helpful for practical purposes, we argue that approaches that are mostly driven by an aim to control and avoid boredom do not allow for a critical questioning of the potential role that boredom plays in education, and that it does not cater for a critical self-reflection on traditional aspects of the educational provision.
{"title":"Boredom in Educational contexts: a critical review","authors":"Tom Feldges, Sonia Pieczenko","doi":"10.6092/ISSN.1825-8670/11035","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11035","url":null,"abstract":"While developing the ambiguity of the concept of boredom, we discuss a psychological, neuroscientific and an educational-phenomenological approach to boredom in educational settings. Analysing these various perspectives with the help of a recently developed taxonomy of four different boredom types, we argue that the classification conflates antecedent and resultant states with actual boredom. Although such classifications may still be helpful for practical purposes, we argue that approaches that are mostly driven by an aim to control and avoid boredom do not allow for a critical questioning of the potential role that boredom plays in education, and that it does not cater for a critical self-reflection on traditional aspects of the educational provision.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798548","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 : 2020-08-26DOI: 10.6092/ISSN.1825-8670/11359
Elena Madrussan
What does define the Novum? Starting from this matter, raised by the article of Boselli edited on this Journal, the Author inquiries about the possibility of considering the a-priori a reliable scientific and cultural suggestion
{"title":"Is the Novum the Whole","authors":"Elena Madrussan","doi":"10.6092/ISSN.1825-8670/11359","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/11359","url":null,"abstract":"What does define the Novum? Starting from this matter, raised by the article of Boselli edited on this Journal, the Author inquiries about the possibility of considering the a-priori a reliable scientific and cultural suggestion","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"24 1","pages":"115-119"},"PeriodicalIF":0.0,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48048122","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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