Pub Date : 2019-12-30DOI: 10.6092/ISSN.1825-8670/10200
Scott D. Churchill
In order to fulfill our collective calling to understand and to heal human persons, psychologists need to be taught ways of listening, observing, and knowing others that respect and preserve the richness of human experience as it is lived. This article serves to introduce current and future researchers of the human condition to a perspective that values what is meaningful in human life. This paper is devoted to two goals: (a) to present pedagogical strategies for the teaching of phenomenological method to psychology students; and (b) to present an introduction to the methodology of phenomenological research. What are we actually doing when attempting to conduct this kind of «scientific» research? More importantly, how do we teach others to do what it has taken our whole career to learn? The history of the development of phenomenological method in psychology is traced from its roots at Duquesne in the early 1970s to its further implementation at the University of Dallas over the past 45 years. The «workshop» approach to teaching qualitative inquiry is explored, along with the phenomenological and hermeneutic principles underlying the analysis of verbal self-report data. Formulating a research question, distinguishing the research phenomenon from the situation interrogated, engaging in direct «intuitive contact» with the phenomenon, reflexivity with respect to one’s biases and presuppositions, the carrying-out of intentional analyses, and «deep listening» to the testimonies of others will be presented and illustrated with examples taken from research workshops over the past three decades.
{"title":"Explorations in Teaching the Phenomenological Method: Challenging Psychology Students to «Grasp at Meaning» in Human Science Research","authors":"Scott D. Churchill","doi":"10.6092/ISSN.1825-8670/10200","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10200","url":null,"abstract":"In order to fulfill our collective calling to understand and to heal human persons, psychologists need to be taught ways of listening, observing, and knowing others that respect and preserve the richness of human experience as it is lived. This article serves to introduce current and future researchers of the human condition to a perspective that values what is meaningful in human life. This paper is devoted to two goals: (a) to present pedagogical strategies for the teaching of phenomenological method to psychology students; and (b) to present an introduction to the methodology of phenomenological research. What are we actually doing when attempting to conduct this kind of «scientific» research? More importantly, how do we teach others to do what it has taken our whole career to learn? The history of the development of phenomenological method in psychology is traced from its roots at Duquesne in the early 1970s to its further implementation at the University of Dallas over the past 45 years. The «workshop» approach to teaching qualitative inquiry is explored, along with the phenomenological and hermeneutic principles underlying the analysis of verbal self-report data. Formulating a research question, distinguishing the research phenomenon from the situation interrogated, engaging in direct «intuitive contact» with the phenomenon, reflexivity with respect to one’s biases and presuppositions, the carrying-out of intentional analyses, and «deep listening» to the testimonies of others will be presented and illustrated with examples taken from research workshops over the past three decades.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"1-25"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47753097","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 : 2019-12-30DOI: 10.6092/ISSN.1825-8670/10081
Caterina Bembich
This article examines the theoretical implications associated with the study of the phenomenon of early school leaving amongst foreign-born students. Its aim to provide an overview of a theoretical framework able to describe and capture the different factors involved in this complex problem. This paper begins with a description of the phenomenon of early school leaving amongst foreign-born students, while the second part the article outlines the theoretical framework underlying the study of school dropout, according to a systemic and bioecological perspective of development. Here, different dimensions are analyzed, referring in particular to the ecological model as proposed by Bronfenbrenner (1995): time, interactional, personal, social and cultural dimensions are discussed. Drawing on a systemic, multifactorial, analytical approach, this reflection deepens the understanding of how different factors influence the academic pathways of foreign-born students, causing irregularity in the course of their studies and raising the risk of leaving school early.
{"title":"The Bioecological Model as a Perspective to Interpret Foreign-born Students' Early School Leaving: a Multifactorial Approach","authors":"Caterina Bembich","doi":"10.6092/ISSN.1825-8670/10081","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10081","url":null,"abstract":"This article examines the theoretical implications associated with the study of the phenomenon of early school leaving amongst foreign-born students. Its aim to provide an overview of a theoretical framework able to describe and capture the different factors involved in this complex problem. This paper begins with a description of the phenomenon of early school leaving amongst foreign-born students, while the second part the article outlines the theoretical framework underlying the study of school dropout, according to a systemic and bioecological perspective of development. Here, different dimensions are analyzed, referring in particular to the ecological model as proposed by Bronfenbrenner (1995): time, interactional, personal, social and cultural dimensions are discussed. Drawing on a systemic, multifactorial, analytical approach, this reflection deepens the understanding of how different factors influence the academic pathways of foreign-born students, causing irregularity in the course of their studies and raising the risk of leaving school early.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"53-65"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44100700","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 : 2019-12-30DOI: 10.6092/ISSN.1825-8670/10082
E. Borgna
{"title":"Ha ancora senso la fenomenologia? Considerazioni di uno psichiatra","authors":"E. Borgna","doi":"10.6092/ISSN.1825-8670/10082","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10082","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45524374","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 : 2019-12-30DOI: 10.6092/ISSN.1825-8670/10088
Fabio Filosofi, P. Venuti
Teachers’s attitudes towards disability and inclusion may affect the promotion of an inclusive perspective and the implementation of inclusive practices and strategies in order to promote a culture of diversity. This paper presents an explorative and descriptive study that aims to investigate teachers’ attitudes towards the representation of disability within school textbooks and instructional materials. This study found that teachers would favor a wider representation of disability in instructional materials. However, despite being aware of the limits of representation within the school textbook, teachers continue to primarily rely on it as a source of materials and rarely adapt it to make it more inclusive. The study also found that teachers are aware of socio-cultural and contextual limitations that prevent a more inclusive approach to representation in school materials.
{"title":"Primary School Teachers' Attitudes towards the Representation of Disability within the School Textbook","authors":"Fabio Filosofi, P. Venuti","doi":"10.6092/ISSN.1825-8670/10088","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10088","url":null,"abstract":"Teachers’s attitudes towards disability and inclusion may affect the promotion of an inclusive perspective and the implementation of inclusive practices and strategies in order to promote a culture of diversity. This paper presents an explorative and descriptive study that aims to investigate teachers’ attitudes towards the representation of disability within school textbooks and instructional materials. This study found that teachers would favor a wider representation of disability in instructional materials. However, despite being aware of the limits of representation within the school textbook, teachers continue to primarily rely on it as a source of materials and rarely adapt it to make it more inclusive. The study also found that teachers are aware of socio-cultural and contextual limitations that prevent a more inclusive approach to representation in school materials.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"81-95"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48257820","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 : 2019-12-30DOI: 10.6092/ISSN.1825-8670/10112
S. Premoli, Andrea Prandin
Assessing family care work is an extremely complex task, full of risks (because it concerns people’s life). It requires sensitivity, great self-awareness and awareness of one's own prejudices and of one’s own idea of family. In order to make an assessment professionals must have a curious attitude, capable of constantly seeking connections between interacting subjects, and these subjects include the observer him/herself, his/her thoughts and epistemology. This paper presents the reflections emerging from a high level inservice training course aimed at care and education professionals, based on narrative and reflective methodologies.
{"title":"“Were You a Monster Today?” Making Assessments with Families: Thoughts and Practices","authors":"S. Premoli, Andrea Prandin","doi":"10.6092/ISSN.1825-8670/10112","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/10112","url":null,"abstract":"Assessing family care work is an extremely complex task, full of risks (because it concerns people’s life). It requires sensitivity, great self-awareness and awareness of one's own prejudices and of one’s own idea of family. In order to make an assessment professionals must have a curious attitude, capable of constantly seeking connections between interacting subjects, and these subjects include the observer him/herself, his/her thoughts and epistemology. This paper presents the reflections emerging from a high level inservice training course aimed at care and education professionals, based on narrative and reflective methodologies.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"67-79"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47284609","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 : 2019-07-30DOI: 10.6092/ISSN.1825-8670/9603
Michela Cortini, T. Galanti, Stefania Fantinelli
Focus group technique is often described as a subaltern procedure for collecting and analysing data, underestimating the FG great value; today this method has such a big scientific reputation that it is widely applied in different social research areas such as marketing, education, communication. This theoretical study aims at deeply analyze the matter about the right number of participants for a focus group; this methodological consideration can provide useful elements in order to balance risks and benefits when planning qualitative research in social context. In addition to the numerosity matter there are some elements to carefully consider for an effective focus group research: the sensitivity of themes, the scope of the research, the recording setting, the social category of both participants and researcher, the client.
{"title":"Focus Group Discussion: how many Participants in a Group?","authors":"Michela Cortini, T. Galanti, Stefania Fantinelli","doi":"10.6092/ISSN.1825-8670/9603","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9603","url":null,"abstract":"Focus group technique is often described as a subaltern procedure for collecting and analysing data, underestimating the FG great value; today this method has such a big scientific reputation that it is widely applied in different social research areas such as marketing, education, communication. This theoretical study aims at deeply analyze the matter about the right number of participants for a focus group; this methodological consideration can provide useful elements in order to balance risks and benefits when planning qualitative research in social context. In addition to the numerosity matter there are some elements to carefully consider for an effective focus group research: the sensitivity of themes, the scope of the research, the recording setting, the social category of both participants and researcher, the client.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"29-43"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45999513","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 : 2019-07-30DOI: 10.6092/ISSN.1825-8670/9494
Marta Milani
The article is the outcome of a theoretical reflection on the nature of the interpretative category of ‘intercultural competence’ and on how it can be promoted at school. The author, starting from a revision work of the pedagogical scientific literature related to the concepts of pedagogy and intercultural competence, then review some actions (at educational, curricular and institutional levels) that the Institutes can carry out to favor the full inclusion and the well-being of students as well as all the actors involved in the school system. These actions include: the student mobility and the school internationalization, the establishment of partnerships with organizations and institutions that (at various levels) deal with the intercultural education in the territory, activities emphasizing the multiple perspectives, in general, the enhancement of relationality.
{"title":"Pedagogy and Intercultural Competence: Implications for Education","authors":"Marta Milani","doi":"10.6092/ISSN.1825-8670/9494","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9494","url":null,"abstract":"The article is the outcome of a theoretical reflection on the nature of the interpretative category of ‘intercultural competence’ and on how it can be promoted at school. The author, starting from a revision work of the pedagogical scientific literature related to the concepts of pedagogy and intercultural competence, then review some actions (at educational, curricular and institutional levels) that the Institutes can carry out to favor the full inclusion and the well-being of students as well as all the actors involved in the school system. These actions include: the student mobility and the school internationalization, the establishment of partnerships with organizations and institutions that (at various levels) deal with the intercultural education in the territory, activities emphasizing the multiple perspectives, in general, the enhancement of relationality.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"93-108"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44704193","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 : 2019-07-30DOI: 10.6092/ISSN.1825-8670/9583
M. Sottocorno
{"title":"Cristina Palmieri, Maria Benedetta Gambacorti-Passerini, Il lavoro educativo in salute mentale. Una sfida pedagogica, Guerini e Associati, Milano, ISBN 9788881074235, 199 pagine, 2019","authors":"M. Sottocorno","doi":"10.6092/ISSN.1825-8670/9583","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9583","url":null,"abstract":"","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":"23 1","pages":"115-117"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46627939","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 : 2019-07-30DOI: 10.6092/ISSN.1825-8670/9651
L. Cavana, Rita Casadei
This issue is connected within the context of a seminar ( Waza Gengo ), which aimed to highlight the relationship that exists between traditional Japanese performing arts and the body as a tool-resource for learning, knowledge and experimentation. The contribution opens with a brief reference to the mentioned Seminar and some paragraphs to emphasize the relevance – in the considered areas – of both the exercise of awareness, as well as the of unity mind-body. The following paragraphs, more specifically, underline the importance of the gesture - harmony and presence, movements and postures - exercisable through the unity mind-body education, for a well rounded human education. The two parts of the current issue are connected to a survey on corporeity and comprehensive knowledge led by Prof. Ikuta Kumiko, in Japan, named Waza Gengo : link that the aforesaid seminar wanted to highlight on the base of correlation found between the East and West studies.
{"title":"Theory and Practice of Awareness and Gesture’s Intelligibility: Suggestions from a Seminar","authors":"L. Cavana, Rita Casadei","doi":"10.6092/ISSN.1825-8670/9651","DOIUrl":"https://doi.org/10.6092/ISSN.1825-8670/9651","url":null,"abstract":"This issue is connected within the context of a seminar ( Waza Gengo ), which aimed to highlight the relationship that exists between traditional Japanese performing arts and the body as a tool-resource for learning, knowledge and experimentation. The contribution opens with a brief reference to the mentioned Seminar and some paragraphs to emphasize the relevance – in the considered areas – of both the exercise of awareness, as well as the of unity mind-body. The following paragraphs, more specifically, underline the importance of the gesture - harmony and presence, movements and postures - exercisable through the unity mind-body education, for a well rounded human education. The two parts of the current issue are connected to a survey on corporeity and comprehensive knowledge led by Prof. Ikuta Kumiko, in Japan, named Waza Gengo : link that the aforesaid seminar wanted to highlight on the base of correlation found between the East and West studies.","PeriodicalId":38147,"journal":{"name":"Encyclopaideia","volume":" ","pages":"15-27"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46107933","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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