https://oajournals.fupress.net/index.php/sf/issue/feed Studi sulla Formazione/Open Journal of Education 2022-07-27T09:48:41+00:00 Alessandro Mariani studisullaformazione@scifopsi.unifi.it Open Journal Systems <p>Founded in 1998, Studi sulla Formazione aimed at those in the academic world who are dedicated to advancing the field of education through their research. Studi sulla Formazione provides a range of articles that speak to the major issues in education across all content areas and disciplines. The journal is published two times per year and edited through a&nbsp;<strong>rigorous double blind review process</strong>&nbsp;that utilizes a national and international editorial board and peer reviewers. SSF promotes to advance research in the field of education through a collection of quality, relevant, and advanced interdisciplinary articles.</p> <p>We are proud to announce that SSF has registered&nbsp;<strong>more than 1 milion of download</strong>&nbsp;in the last seven year.&nbsp;</p> <p>In response to feedback from the research community, Studi sulla Formazione is now making articles available online after the acceptance.&nbsp;</p> <p>As a free service, making the accepted manuscript available has a number of benefits for our authors, including;</p> <ul> <li class="show">Earlier opportunity for research to be read and cited</li> <li class="show">Authors can promote their work as soon as it is accepted by their peers - maintaining the momentum of the publication process</li> <li class="show">Improved opportunities for funding approval as researchers can list their work earlier.</li> </ul> https://oajournals.fupress.net/index.php/sf/article/view/13815 Editoriale 2022-07-27T09:48:01+00:00 Alessandro Mariani alessandro.mariani@unifi.it 2022-07-20T17:32:28+00:00 Copyright (c) 2022 Alessandro Mariani https://oajournals.fupress.net/index.php/sf/article/view/13725 La scuola inclusiva come principio di equità: un traguardo per una educazione democratica 2022-07-27T09:48:34+00:00 Guido Benvenuto guido.benvenuto@uniroma1.it <p>National and international educational policies, with due differences, have always considered the issue of social and cultural inequalities with particular attention to re-organize the regulatory framework and improving the quality of teaching in educational contexts. In recent years, particular attention and, at the same time, concern have animated the public and political debate, introducing into the pedagogical lexicon dimensions concerning justice, equity and merit concerning academic results, performance, the achievement of skills, and, therefore, the need and methods of evaluation. Therefore, a fundamental antinomy has arisen in education policies: a school that wants to be inclusive must guarantee progress and educational success to each one, and therefore cannot be selective, that is, allow itself to leave someone behind and pursue merit, intended as a reward and waste recognition. A society and a school that want to enhance the differences and consider the specific needs of each one must reconsider the aims of education and instruction, in the perspective of educating society, guaranteeing everyone the achievement of transversal skills goals and professionalizing.</p> 2022-07-20T13:53:41+00:00 Copyright (c) 2022 Guido Benvenuto https://oajournals.fupress.net/index.php/sf/article/view/13726 Il tema del merito di fronte ai problemi gravi dei nostri studenti in classe 2022-07-27T09:48:32+00:00 Luigi D'Alonzo luigi.dalonzo@unicatt.it <p>What worries and risks to become the problem of italian School for the near future is the social coexistence and which educational proposals favor the satisfaction of the needs of all students. The correct management of the class is, in fact, the fundamental condition in order to build our educational project aimed at supporting and enhancing the abilities of every student in the classroom.</p> 2022-07-20T13:59:27+00:00 Copyright (c) 2022 Luigi D'Alonzo https://oajournals.fupress.net/index.php/sf/article/view/13671 Capaci e meritevoli. Il valore democratico del merito 2022-07-27T09:48:30+00:00 Carla Xodo carla.xodo@unipd.it <p>In contemporary societies merit, one of the cornerstones of our Constitution, is losing its original moral connotation. The economy of the global market, which now tends to disregard politics, actually supports a kind of meritocratic ideology whose perspective, extensively discussed in these pages, fades over time to obtain the opposite effect. This article highlights the contradictions of meritocracy, without endorsing the incompatibility between democracy and merit that it raises as an opportunity for each and everyone through education.</p> 2022-07-20T14:05:38+00:00 Copyright (c) 2022 Carla Xodo https://oajournals.fupress.net/index.php/sf/article/view/13568 Successo formativo e accesso al lavoro: il lato oscuro della meritocrazia basata sulle competenze nel caso dei giovani affetti da una malattia cronica severa. 2022-07-27T09:48:28+00:00 Natascia Bobbo natascia.bobbo@unipd.it <p>Academic successes and work accesses are defined in our society by a meritocratic system which should guarantee the advancement in some strategic positions only to those who possess a high level of key and specific competences, regardless of their identity or origin. At the same time, the acceleration of industrial, cultural, and productive transformations continues to raise the required performance levels. This contribution aims to deepen what could be the commitment that critical pedagogy can express towards those chronic ill adolescents and young who, despite some measures useful to compensate the meritocratic rules, rarely manage to reach a high level of marketable skills, exposing themselves to the risk of becoming poor adults.</p> 2022-07-20T14:12:10+00:00 Copyright (c) 2022 Natascia Bobbo https://oajournals.fupress.net/index.php/sf/article/view/13657 Merit, competence and human capital 2022-07-27T09:48:27+00:00 Andrea Cegolon andrea.cegolon@unimc.it <p>Contemporary pedagogy is called to measure itself against two categories, merit and competence, which have become central to the third millennium's cultural debate and educational policies. If merit is considered the only weapon against privilege, education based on skills is considered the only lever of social equalization. But the concept of merit, which has now entered the common language, lends itself to an interpretative ambiguity because the economic meaning tends to prevail over the pedagogical one. The article identifies a clarifying passage by connecting merit to competence using the theory of human capital considered in the evolution from Becker to Heckman.</p> 2022-07-20T14:16:57+00:00 Copyright (c) 2022 Andrea Cegolon https://oajournals.fupress.net/index.php/sf/article/view/13595 La reading literacy tra educazione democratica ed educazione mercatoria. Una possibile rilettura deweyana 2022-07-27T09:48:25+00:00 Fabrizio Chello fabrizio.chello@unisob.na.it <p>The paper proposes an analysis of the recent debate on reading literacy in education, highlighting the opposing positions that identify functional reading as a tool either for democratic participation or for conforming to the market-meritocratic logic. Against this oppositional view, the article reconstructs the origin of reading literacy in order to explore, with Dewey, the possibility of rethinking functional reading in the light of a democratic vision of education and schooling.</p> 2022-07-20T14:21:45+00:00 Copyright (c) 2022 Fabrizio Chello https://oajournals.fupress.net/index.php/sf/article/view/13608 Learnin to learn: grounding the future of education 2022-07-27T09:48:23+00:00 Eugenia Giovanna Campanella eugeniagiovannacampanella@gmail.com Patrizia Giordano patrizia.giordano@polimi.it <p>The paper is a dialogue with Gregory Bateson and Alvin Toffler, prophetic thinkers that in the middle of the 20<sup>th</sup> century envisaged, and called for, the education of the future. We owe to Bateson the idea of “learning to learn”, on which he began to reflect in the 1940’s and kept thinking throughout his life. The idea was later taken up by Toffler in Future Shock (1970), where he wrote that “the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” The idea of learning to learn – as well as of metacognition – is widespread today, to the point of being considered one of the key competences needed in our time; however, it is still poorly understood and far from being applied as a guiding principle of educational practice in schools. The historical moment we are experiencing with the COVID-19 pandemic brings the urgent need for change in education, shifting from a paradigm based on merit to a paradigm based on competences. Urgency is an occasion but also a risk: the conditions of students with learning difficulties or in state of poverty might worsen and, overall, inequality might increase. A different, equal and deeply human scenario for the education of the future finds connections with ideas sown in the 20<sup>th</sup> century and ready to germinate. Facing a future world of which we only know how different it will be from the present world, metacognition and learning to learn appear as the solid ground on which to build the future of education.</p> 2022-07-20T14:34:11+00:00 Copyright (c) 2022 Eugenia Giovanna Campanella, Patrizia Giordano https://oajournals.fupress.net/index.php/sf/article/view/13588 Osservare e valutare le competenze trasversali per valorizzare il successo formativo nella scuola 2022-07-27T09:48:37+00:00 Jessica Niewint Gori j.niewint@indire.it Sara Mori s.mori@indire.it <p>This this work intents to focus on the debate discussing the relationship between merit and skills. Enhancing the role of feedback and extend the assessment of transversal skills to improve students' educational success and the development of personal development. The tools proposed promote group work and feedback in the educational process and help teachers developing and applying design-based lesson units.</p> 2022-07-20T00:00:00+00:00 Copyright (c) 2022 Jessica Niewint Gori, Sara Mori https://oajournals.fupress.net/index.php/sf/article/view/13569 Educare al merito per promuovere l’etica della responsabilità nella scuola delle competenze 2022-07-27T09:48:41+00:00 Rosaria Capobianco rosaria.capobianco@unina.it <p>The essay, starting from the analysis of the terms: <em>merit</em>, <em>meritocracy</em> and <em>meritoriousness</em>, reflects on the important role of the school that must educate the new generation to be able to recognize the many <em>traps of meritocracy</em>. The school, in fact, must educate to meritoriousness, in order to create the society of the <em>common good</em>, which supplants the dichotomous society of <em>winners</em> and <em>losers</em>. Through the transversal teaching of <em>Civic Education </em>it is possible to promote a conscious and inclusive education on merit.</p> 2022-07-20T00:00:00+00:00 Copyright (c) 2022 Rosaria Capobianco https://oajournals.fupress.net/index.php/sf/article/view/13582 Per una “meritocrazia inclusiva”, oltre le disuguaglianze sociali: il ruolo-chiave dell’educazione prescolare 2022-07-27T09:48:40+00:00 Paola Caselli paola.caselli1982@gmail.com <p>The paper focuses on the issues of merit, explored in its complex polysemy, meritocracy, and skills, placing them in relation to those of – educational, social, economic, cultural – poverty and social disadvantage, which afflict, with considerable aggravation especially in the era of Sars-Cov-2 pandemic, even Italy. The essay consists of three paragraphs. In the first two, a reference framework is outlined, on the one hand relating to the polysemic concepts of merit, and meritocracy; on the other, to the situation of poverty and social inequalities in Italy. The third paragraph, which represents the heart of the paper, is linked to the abovementioned frameworks: it highlights the key role that a widespread, accessible, and high-quality Early Childhood Education and Care (ECEC) play, both in supporting children’s development, both promoting a democratic and inclusive society; a society characterized by effective “merit dynamics”, open to all, so as to promote skills development and, above all, social ascent and redemption.</p> 2022-07-20T00:00:00+00:00 Copyright (c) 2022 Paola Caselli https://oajournals.fupress.net/index.php/sf/article/view/13590 Sul paradigma della competenza in educazione. La prospettiva di Philippe Perrenoud 2022-07-27T09:48:22+00:00 Maria Francesca D'Amante mariafrancesca.damante@uniroma3.it <p>This essay develops some reflections about the concept of competence, that for many years seems to have been redefining education and its cultural identity. Within a culture of learning objectives, school education oscillates between the pre-eminence of knowledge and the primacy of competence, permeating the school curriculum and redetermining the logical structure of educational planning. In an attempt to identify interesting clues to address the issues raised by this question, the focus is on Perrenoud’s research.</p> <p><strong>&nbsp;</strong></p> 2022-07-20T14:56:21+00:00 Copyright (c) 2022 Maria Francesca D'Amante https://oajournals.fupress.net/index.php/sf/article/view/13805 Notarella su Merito e Competenze nell’attuale risveglio, anche pedagogico, dell’Unione Europea 2022-07-27T09:48:20+00:00 Franco Cambi studisullaformazione@scifopsi.unifi.it <p>Due to the current war in Ukraine, the E.U. must decisively rethink its values and educational models: it is necessary to develop them on the economic and socio-political levels, putting the principle of democratic citizenship at the center.</p> 2022-07-20T15:02:55+00:00 Copyright (c) 2022 Franco Cambi https://oajournals.fupress.net/index.php/sf/article/view/13486 Contesti di crescita e sviluppo della persona: l’interdisciplinarietà come orizzonte pedagogico attuale 2022-07-27T09:48:19+00:00 Paola Bastianoni bstpla@unife.it <p>Interdisciplinarity is a new challenge in pedagogical epistemic knowledge that increasingly guides dialogue with other knowledge and theoretical approaches. In this article we are going to discuss what is the close interdependence and bidirectionality between human development and context in the light of an integrated reflection between pedagogical and psychological knowledge that increasingly know how to dialogue in the tension to an integrated and competent knowledge in the reading of complexity.</p> 2022-07-20T15:08:13+00:00 Copyright (c) 2022 Paola Bastianoni https://oajournals.fupress.net/index.php/sf/article/view/13513 Formazione in letteratura per l’infanzia e “temi difficili”. La parola metaforica e la complessità letteraria 2022-07-27T09:48:17+00:00 Milena Bernardi milena.bernardi@unibo.it <p>Starting from the complex vision of critical studies in children's literature, the contribution examines the issue of "difficult themes" in children's books. As it has often emerged during many training experiences with figures involved in the educational relationship - such as educators, teachers, librarians, artists, etc. - these themes are considered <em>difficult </em>by adults, who often react with resistance and refusal. The expression "difficult themes" is used to summarise the variety of experiences that could be lived facing death, fear, pain, abandonment:&nbsp; adults often prefer to escape and deny, subtracting meaning and deepness from stories that otherwise would be capable of recounting the sphere of the negativity of existence. Indeed, the best children's literature, historically, assigns to the narrative word the subversive possibility to bring the young readers closer to those painful themes. The contribution explores this strong contradiction through the analysis of the text as a metaphorical narration that creates plastic, yet tolerable images, even of painful experiences. The process of muting the words needed to talk about “difficult themes” demands a reflection on the quality of the relationship between childhood and adults, while children's literature expresses the symptoms of deep-rooted uncertainties about who children really are.</p> 2022-07-20T15:13:40+00:00 Copyright (c) 2022 Milena Bernardi https://oajournals.fupress.net/index.php/sf/article/view/13806 Le parole perdute. La lingua della pedagogia tra potere, disinformazione e necessità di cambiamento 2022-07-27T09:48:35+00:00 Mario Caligiuri studisullaformazione@scifopsi.unifi.it <p>The rapid social transformations make even the words used to describe reality outdated. Because of its responsibilities in the social system, pedagogy before other sceinces should question itself about what is happening. Given the national educational results especially in Southern Italy, the educational institutions rather than being a solution. The essay, proposes to start again from the knowledge of words on the part of school and university teachers. This could be the indispensable renewal of the pedagogical sector that uses outdated cultural categories and words, within a university system identified as one of the national symbols of the absence of merit. Therefore, it concludes with a call for parliaments to deal with education first and the economy second. Therefore, it concludes with an invitation to Parliaments to deal firstwith education and then with economy.</p> 2022-07-20T00:00:00+00:00 Copyright (c) 2022 Mario Caligiuri https://oajournals.fupress.net/index.php/sf/article/view/13451 La manualistica liceale storica e la questione ambientale: un’occasione mancata? 2022-07-27T09:48:13+00:00 Domenico Francesco Antonio Elia domenico.elia@uniba.it <p>This contribution adopts the definition of «environmental artefact» (Macry 1995, p. 66) to analyze the pages of upper school textbooks of history dealing with environmental issues. The history school syllabuses used in these institutes include some study of the relationships between climate and economy. However, they seem less inclined to investigate those «local processes of alteration and contamination» (Bevilacqua 2011, p. 53) that have put the socio-economic order of our planet in crisis. Including these historical processes in school textbooks would promote more environmental sensitivity in the new generations.</p> 2022-07-20T15:32:51+00:00 Copyright (c) 2022 Domenico Francesco Antonio Elia https://oajournals.fupress.net/index.php/sf/article/view/13808 Didattica per l’educazione o didattica per l’istruzione? Il dilemma dell’educazione contemporanea 2022-07-27T09:48:12+00:00 Giuliano Franceschini giuliano.franceschini@unifi.it <p>Equality and inclusion seem to be the two terms destined to dominate the post-pandemic pedagogical and didactic lexicon, alongside those of competence and learning that instead characterized the neoliberal period of education, from the last decade of the twentieth century to today. In particular, we will focus our attention on the differences between didactics for instruction, oriented to learning outcomes, and didactics for education, aimed instead at the integral development of the person and the community. Subsequently we will try a possible synthesis between the two canons, focusing our attention on the characteristics of an authentically inclusive teaching.</p> 2022-07-20T15:42:03+00:00 Copyright (c) 2022 Giuliano Franceschini https://oajournals.fupress.net/index.php/sf/article/view/13418 Sostenere pratiche inclusive nei momenti di passaggio: gli esiti di un’analisi sistematica della letteratura sulla continuità educativa 0-6 condotta in ambito europeo. 2022-07-27T09:48:10+00:00 Arianna Lazzari arianna.lazzari2@unibo.it Chiara Dalledonne Vandini chiara.dalledonne2@unibo.it Lucia Balduzzi lucia.balduzzi2@unibo.it <p>The article illustrates the findings of a systematic literature review carried out within the Erasmus+ project START (Sustaining Warm and Inclusive Transitions across the Early Years) focusing on transitions from early childhood education and care to primary school. To date, most literature reviews conducted on this topic examined the findings derived from studies published in English and conducted in Anglosaxon countries, thus overlooking the findings of research carried out in EU Member States and published more frequently in original languages. The systematic literature review presented in this paper attempts to address such gap by analysing the findings of studies conducted in the context of EU Member States, which offer a particularly relevant and rich contribution in relation to children’s, families’ and professionals’ experiences and perspectives during transitions. By shedding light on the findings derived from such publication sources, this literature review offers valuable insights in terms of investigating the multiple understandings and approaches underlying transition practices across a variety of policy contexts, educational systems and pedagogical traditions typical of EU Member States.</p> 2022-07-20T15:48:57+00:00 Copyright (c) 2022 Arianna Lazzari, Chiara Dalledonne Vandini, Lucia Balduzzi https://oajournals.fupress.net/index.php/sf/article/view/13809 Mobile Learning and Artificial Intelligence to improve teaching-learning process in ICT global market age 2022-07-27T09:48:08+00:00 Michele Domenico Todino mtodino@unisa.it Giuseppe Desimone gdesimone@unisa.it Simon Kidiamboko gdesimone@unisa.it <p>Opportunities offered through mobile devices in education are debated in the pedagogical scientific community in last years, since they were realized that contemporary society has undergone significant changes, in conjunction with a noteworthy spread of technological tools. More in details, PCs, tablets, smartphones, have become part of every individual’s life in a pervasive way, becoming indispensable and, in some ways, they are conditioning each life, thus they are conditioning education and the teaching-learning process. Among various opportunities offered by Media Education. More in details, in this work it is a broad range exploration of some relations that M-Learning and Artificial Intelligence have with ITC global market and Sub-Saharan higher education.</p> 2022-07-20T15:56:30+00:00 Copyright (c) 2022 Cosimo Di Bari https://oajournals.fupress.net/index.php/sf/article/view/13810 Idana Pescioli, una pedagogista con e per la scuola... progressista 2022-07-27T09:48:07+00:00 Franco Cambi cambi.franco40@gmail.com <p>Idana Pescioli was a committed pedagogue for schools and childhood and gave us a progressive and democratic vision of both, which still remains as relevant today.</p> 2022-07-20T16:09:06+00:00 Copyright (c) 2022 Franco Cambi https://oajournals.fupress.net/index.php/sf/article/view/13811 La violenza sulle donne: da ieri a oggi. Riflessioni 2022-07-27T09:48:05+00:00 Franco Cambi cambi.franco40@gmail.com <p>Violence against women is an aspect-base of male-dominated civilization that continues in its practices of subjugation. But we have come to a turning point that must also rethink in the light of new principles-values the relationship between the sexes.</p> 2022-07-20T16:14:46+00:00 Copyright (c) 2022 Franco Cambi https://oajournals.fupress.net/index.php/sf/article/view/13812 Il ruolo della pedagogia nella guerra attuale 2022-07-27T09:48:04+00:00 Daniela Sarsini daniela.sarsini@unifi.it <p>The paper reflects on the contribution that pedagogy can, and must, make to politics to reaffirm the values of peace and democracy: this is a particularly urgent task at the present time and for future scenarios.</p> 2022-07-20T16:19:59+00:00 Copyright (c) 2022 Daniela Sarsini https://oajournals.fupress.net/index.php/sf/article/view/13813 Educare, istruire e formare attraverso Dante “Pop” 2022-07-27T09:48:03+00:00 Cosimo Di Bari cosimo.dibari@unifi.it <p>Dante Alighieri’s works throughout the 20th century and in recent decades have been at the center of a process of “remediation” and, through various communication channels, have also arrived in popular culture: the article reflects on the risks and opportunities of this “crossmediality” from an educational perspective, emphasizing in particular the potential for promoting Media Education pathways.</p> 2022-07-20T16:25:42+00:00 Copyright (c) 2022 Cosimo Di Bari https://oajournals.fupress.net/index.php/sf/article/view/13814 Recensioni 2022-07-27T09:48:02+00:00 Franco Cambi studisullaformazione@scifopsi.unifi.it 2022-07-20T16:30:12+00:00 Copyright (c) 2022