Studi sulla Formazione/Open Journal of Education
https://oajournals.fupress.net/index.php/sf
<div class="row"> <div class="col-md-3"> <p>ISSN 2036-6981 (online)</p> <p><img src="https://oajournals.fupress.net/public/site/images/apierno/etichetta_oa-2.png" /></p> </div> <div class="col-md-8">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 rigorous double blind review process 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. <div> </div> <div>Editor-in-Chief:</div> <div id="group"><strong>Alessandro Mariani</strong>, Università di Firenze, Italy</div> <div> </div> <div><strong>Studi sulla Formazione </strong>is indexed in:</div> <img src="https://oajournals.fupress.net/public/site/images/apierno/Classe_A2.png" width="156" height="47" /><img src="https://oajournals.fupress.net/public/site/images/apierno/DOAJ_logo.jpg" width="159" height="48" /><img src="https://oajournals.fupress.net/public/site/images/apierno/ebsco.png" width="120" height="44" /><img src="https://oajournals.fupress.net/public/site/images/apierno/logo_Ulrichs1.png" width="141" height="32" /></div> </div> <hr /> <h5>Call for Papers</h5> <h3>Italian School after Pandemic</h3> <p> </p> <p><img style="display: block; margin-left: auto; margin-right: auto;" src="https://oajournals.fupress.net/public/site/images/apierno/Screenshot_2022-09-28_at_17.24_.52_.png" width="242" height="342" /></p> <p>The emergency of Covid-19 has forced the school to transform and rethink itself according to infection prevention standards. At the gates of the new school year, the pedagogical community is invited to reflect on the points to be better qualified within the current school organization.</p> <p>The dossier of the second edition of the journal “Studi sulla Formazione” in 2022 will develop this topic. We welcome contributions by Italian and foreign scholars, ware interested in the topic. The academic authors should communicate the title and the short abstract of the article by 10 October 2022 and should send the final article (about 6.000-15.000 characters, spaces included) by 15 November 2022.</p> <div class="entry-content"> <p>For further details please visit our <strong><a href="https://journals.fupress.net/call-for-papers/?filter=458">CALL FOR PAPERS</a></strong> page.</p> <p>Download the full call for paper in pdf (<a href="https://journals.fupress.net/wp-content/uploads/2022/09/Call-for-papers-Studi-sulla-Formazione-n.22022-ita.pdf"><strong>ita</strong></a> – <a href="https://journals.fupress.net/wp-content/uploads/2022/09/Call-for-papers-Studi-sulla-Formazione-n.22022-eng.pdf"><strong>eng</strong></a>)</p> </div> <hr /> <h5>Call for Papers</h5> <h3>Models of Bildung for the 21<sup>st</sup> Century Society: Starting from Edgar Morin</h3> <p> </p> <p><img style="display: block; margin-left: auto; margin-right: auto;" src="https://oajournals.fupress.net/public/site/images/apierno/Morin.jpg" width="242" height="342" /></p> <p>The productive and important author Edgar Morin turns 100 in 2021. We want to celebrate him focusing on the most relevant aspects of his thought, related to the models of Bildung for the 21st century society.</p> <div class="entry-content"> <p class="p2">In particular, the authors should reflect on a reflective and critical pedagogy, facing dialectically with the problems, the emergencies and the difficulties in the present time and with the issues of the planetary citizenship.</p> <p class="p2">The dossier of the second edition of the journal “Studi sulla Formazione” in 2021 will develop this topic.</p> <p class="p2">We welcome contributions by Italian and foreign scholars, who are interested in the topic. The contributions can be written in English or Italian.</p> <p class="p2">The authors should communicate the title and the short abstract of the article by <strong>31 July 2021 </strong>and should send the final article (from <strong>20.000 to 30.000 characters</strong>, spaces included) by <strong>15 September 2021. </strong></p> <p>For further details please visit our <strong><a href="https://journals.fupress.net/call-for-papers/?filter=458">CALL FOR PAPERS</a></strong> page.</p> <p>Download the full call for paper in pdf (<a href="https://journals.fupress.net/wp-content/uploads/2021/07/Call-for-papers-Studi-sulla-Formazione_Edgar-Morin_ita.pdf"><strong>ita</strong></a> – <a href="https://journals.fupress.net/wp-content/uploads/2021/07/Call-for-papers-Studi-sulla-Formazione_Edgar-Morin_eng.pdf"><strong>eng</strong></a>)</p> </div> <hr /> <h5>Call for Papers</h5> <h3>From Merit to Competences: a Relevant Topic for Contemporary Pedagogy</h3> <p> </p> <p><img style="display: block; margin-left: auto; margin-right: auto;" src="https://oajournals.fupress.net/public/site/images/apierno/Screenshot_2021-03-18_at_17.47_.25_.png" width="241" height="337" /></p> <p>Merit and Competences are two categories which have animated economical, sociological and political research for a long time:they also closely concern education and Bildung. Pedagogy should reflect on these categories in an analytical and critical way.</p> <div class="entry-content"> <p class="p2">The dossier of the first edition of the journal “Studi sulla Formazione” in 2021 will develop this topic.</p> <p class="p2">We welcome contributions by Italian and foreign scholars, who are interested in the topic.</p> <p class="p2">The authors should communicate the title and the short abstract of the article by <strong>31 December 2021 </strong>and should send the final article (about 20.000 characters, spaces included) by <strong>15 March 2022</strong>.</p> <p>For further details please visit our <strong><a href="https://journals.fupress.net/call-for-papers/?filter=458">CALL FOR PAPERS</a></strong> page.</p> <p>Download the full call for paper in pdf (<strong><a href="https://oajournals.fupress.net/index.php/sf/libraryFiles/downloadPublic/84">ita</a></strong> - <a href="https://oajournals.fupress.net/index.php/sf/libraryFiles/downloadPublic/85"><strong>eng</strong></a>)</p> </div> <hr />Firenze University Pressen-USStudi sulla Formazione/Open Journal of Education2036-6981<p>Authors retain the copyright and grant the journal right of first publication with the work simultaneously licensed under a <strong>Creative Commons Attribution 4.0 International Public License (<a href="https://creativecommons.org/licenses/by/4.0/">CC-BY-4.0</a>)</strong> that allows others to share the work with an acknowledgment of the work's authorship and initial publication.</p> <p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License"></a><br>This work is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a></p>Editoriale
https://oajournals.fupress.net/index.php/sf/article/view/14997
Franco Cambi
Copyright (c) 2023 Franco Cambi
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2023-12-312023-12-312625510.36253/ssf-14997Sulla mentalità fascista che ritorna
https://oajournals.fupress.net/index.php/sf/article/view/14993
Franco Cambi
Copyright (c) 2023 Franco Cambi
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2023-12-312023-12-3126229529610.36253/ssf-14993Sulla crisi dei saperi umanistici oggi: quattro noterelle
https://oajournals.fupress.net/index.php/sf/article/view/14994
Franco Cambi
Copyright (c) 2023 Franco Cambi
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2023-12-312023-12-3126230730810.36253/ssf-14994Nota sulla scomparsa di De Bartolomeis e una riflessione su un modello molto alto della pedagogia italiana post-bellica
https://oajournals.fupress.net/index.php/sf/article/view/14995
Franco Cambi
Copyright (c) 2023 Franco Cambi
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2023-12-312023-12-3126230931010.36253/ssf-14995Una breve riflessione sulla complessità della pedagogia oggi. Tra molte specializzazioni e visione unitaria/critica comune
https://oajournals.fupress.net/index.php/sf/article/view/14965
<p>The introductory note is an invitation to reflect on the complexity of pedagogical knowledge, which postulates the emergence of a unity consciousness capable of raising the question of the purpose of the educational action as well as of giving space and voice to different perspectives of analysis in constant interchange, in the awareness of the peculiarity of discursive structures.</p>Franco Cambi
Copyright (c) 2023 Franco Cambi
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2023-12-312023-12-312627910.36253/ssf-14965L’analisi pedagogica come oggetto. Spunti di riflessione della comunità scientifica fra teoria e prassi
https://oajournals.fupress.net/index.php/sf/article/view/14966
<p>The essay discusses the reasons behind the decision to hold a conference at the Collegio Ghisleri, Pavia, on 27 May 2023 and to publish in this journal the dossier that originated from this event, which was an occasion for exchange and discussion. The underlying idea was to gather together representatives (Presidents or their delegates) of national and international scientific societies, especially Italian and French, as well as researchers from different European countries (especially Italy, France and Germany) and from different scientific-disciplinary fields in order to put pedagogical analysis at the center of the debate as a subject of study, along with its impossible and hypercomplex objects, which are the result of constant transactions that necessarily take us beyond the institutional scientific-disciplinary boundaries. A problematization of the epistemic territory between theory and practice thus emerges, also starting from the dossier’s red threads and key themes.</p>Monica Ferrari
Copyright (c) 2023 Monica Ferrari
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2023-12-312023-12-31262111610.36253/ssf-14966Il CIRSE e la tradizione degli studi storico-educativi in Italia. Tendenze storiografiche tra presente e futuro
https://oajournals.fupress.net/index.php/sf/article/view/14967
<p>This article aims at presenting the origins and the evolution of the disciplinary field of history of pedagogy in Italy. It is a process to which the Centro Italiano per la Ricerca Storico-Educativa (CIRSE), founded in 1980, contributed and which continues to this day. After an introduction describing the scientific changes occurred in the two decades preceding the foundation of CIRSE – similar in some ways to what happened in France – this paper consists of four parts describing the definition process of the study of history of pedagogy initiated in the cultural context of the 1968 revolution; the methodological and epistemological renewal established on the basis of the scientific activities carried out by CIRSE; the different legislation steps that led to the development of an independent field history of pedagogy at university level; finally, the current potential of CIRSE in the promotion of networks and scientific collaboration among Italian universities.</p>Dorena Caroli
Copyright (c) 2023 Dorena Caroli
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2023-12-312023-12-31262172810.36253/ssf-14967Sistemi educativi, orientamento, lavoro. Nuove generazioni e ricerca pedagogica
https://oajournals.fupress.net/index.php/sf/article/view/14968
<p>Educational systems, orientation and work designate closely interconnected universes of discourse and practices. There is no inclusive and quality work where there are neither quality training nor orientation. Supply and demand in the workplace risk not matching where an educational, systemic culture of orientation and scientific work is lacking. This is, however, necessary to build young generations of pedagogists imbued with trust, rigor and orientation towards the future, with humility and initiative.</p>Pierluigi Malavasi
Copyright (c) 2023 Pierluigi Malavasi
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2023-12-312023-12-31262293310.36253/ssf-14968Riflessione epistemologica, analisi pedagogica e prospettiva intergenerazionale
https://oajournals.fupress.net/index.php/sf/article/view/14969
<p>This contribution, without any claim to exhaustiveness, focuses on the relationship between epistemological reflection, pedagogical analysis and intergenerational perspective. What does it mean to inherit in education? Does learning (also) mean inheriting? Pedagogy is called to interpret the multiple meanings underlying intergenerational relationships, which can be harbingers of unprecedented and fecund flowerings of the humanum.</p>Cristian Righettini
Copyright (c) 2023 Cristian Righettini
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2023-12-312023-12-31262353810.36253/ssf-14969Nel labirinto l’incontro: alle origini della SIPED
https://oajournals.fupress.net/index.php/sf/article/view/14970
<p>The essay retraces some of the main themes that led to the creation of the SIPED (Società Italiana di Pedagogia), founded in 1989 and still considered as the “common home” of Italian pedagogues. In particular, it highlights the pluralism (with respect to different ideological orientations, cultural perspectives and educational sectors: philosophical, historical, social, didactic, special, experimental and physical) that characterizes the Society as well as the cultural paradigms which, especially at the beginning, generated a discussion on the place and purpose of pedagogy within the broader field of education sciences.</p>Matteo Morandi
Copyright (c) 2023 Matteo Morandi
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2023-12-312023-12-31262394410.36253/ssf-14970Una ricerca senza oggetti per rimuovere limiti e aprire possibilità
https://oajournals.fupress.net/index.php/sf/article/view/14971
<p>The text reflects on the risk that the research of one’s object of study by scientific societies turns into the definition of disciplinary boundaries. In this sense, the search for identity through the definition of the objects of study reproposes the largely outdated subject-object paradigm on the one hand, while on the other it engages the conflicts with those who work on the same themes. Furthermore, recognizing oneself by agreeing on the objects of research distracts pedagogical societies from considering the real impact of one’s research, while the problem is not so much recognizing oneself within societies as it is being recognized and having a real impact on educational systems.</p>Pietro Lucisano
Copyright (c) 2023 Pietro Lucisano
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2023-12-312023-12-31262455010.36253/ssf-14971La formazione fra creatività ed emergenze
https://oajournals.fupress.net/index.php/sf/article/view/14972
<p>The following considerations give an account of the discussion which took place within the board of the SIREF, in the light of the intellectual and spiritual legacy that Professor Umberto Margiotta left us. And it is on this basis that we acknowledged the great thematic context of Meta-cognition as central, both in pedagogical analysis and in educational practices in general. This, in turn, brings to our attention, as an epistemic consequence, the issue of methodology, postulated in its quality as normative epistemology. It is, evidently, a theoretical-methodological scenario that mirrors its heuristics on Education, which today, more than ever, requires us to face its difficult emergencies with renewed creativity. It is precisely around the issue of creativity that we have identified the imaginary as an educational field of study. The imaginary intercepts all the challenges of the contemporary world: its dramatic drifts as well as its magnificent opportunities. All of this takes place in the light of an epistemological diaphanization of the instances of the contemporary and of its guidelines, and then of a metacognitive proposal.</p>Anita Gramigna
Copyright (c) 2023 Anita Gramigna
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2023-12-312023-12-31262515510.36253/ssf-14972Quali oggetti di studio e quali prospettive di ricerca per la pedagogia nel tempo delle transizioni umane e digitali?
https://oajournals.fupress.net/index.php/sf/article/view/14973
<p>The pandemic crisis period we have been going through has made it abundantly clear that the training system needs to be strengthened in terms of life skills. The aim of this paper is to demonstrate the importance of strengthening individuals’ life skills, which in the digital-human ecosystem in which we are immersed are increasingly digital soft skills. This awareness requires the promotion of Digital Wellbeing as an educational territory that has not yet been responsibly presided over.</p>Maria Luisa Iavarone
Copyright (c) 2023 Maria Luisa Iavarone
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2023-12-312023-12-31262576210.36253/ssf-14973L’analisi pedagogica e i suoi oggetti al tempo dell’Intelligenza Artificiale
https://oajournals.fupress.net/index.php/sf/article/view/14975
<p>The aim of this paper is to reflect on university teaching today, in order to understand what is needed to build a university truly able to intercept contemporary needs. Starting from an analysis of the concept of innovation, we will discuss the actual cultural challenges faced by the university, in particular the issues of fragmentation and datafication. In the last part, some goals for designing a “contemporary” university will be suggested: interdisciplinarity, quality and attention to students.</p>Pier Cesare Rivoltella
Copyright (c) 2023 Pier Cesare Rivoltella
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2023-12-312023-12-31262636710.36253/ssf-14975Questioni teoriche e prospettive di ricerca in pedagogia speciale: accomodamento, accessibilità, fruibilità, desiderio, autonomia e orientamento
https://oajournals.fupress.net/index.php/sf/article/view/14974
<p>It seems appropriate to link the term accessibility back to the right of all people to access the opportunities promoted in/by contexts that should arise from universal perspectives, the only ones capable of predisposing accessibility by overcoming separations and categorizations. The intersection of relevant concepts – accomodation, accessibility, usability, desire, autonomy and orientation – can give direction and meaning to research in school contexts by aiming to investigate practices and by generating a reflection aimed at understanding the change that those same practices promote on everyone’s learning.</p>Roberto Dainese
Copyright (c) 2023 Roberto Dainese
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2023-12-312023-12-31262697310.36253/ssf-14974La Società Italiana di Educazione Motoria e Sportiva: neurodidattica e ricerca nelle scienze motorie
https://oajournals.fupress.net/index.php/sf/article/view/14976
<p>The SIEMeS (Società Italiana di Educazione Motoria e Sportiva) is a pedagogical scientific society born in 2015. The purpose of the Society is to promote, coordinate and encourage scientific research in the field of physical and sport education, with special regard to the development and teaching of theories, techniques and methodologies for physical and sport education. The most important field of research developed by the SIEMeS concerns the neurodidactics of motor activities, which represents a well-defined and promising area within physical training and sport sciences; nowadays, neurodidactics allows us to use scientific evidences regarding the functioning of the brain in order to optimize the traditional teaching-learning process. The main areas of research developed by the scientific Society concern: embodied and situational learning, motor activities and enjoyment, the role of information technologies in teaching, new perspectives for the development of open skills oriented towards self-efficacy and self-esteem, and the use of practice variability in teaching.</p>Francesco Casolo
Copyright (c) 2023 Francesco Casolo
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2023-12-312023-12-31262758010.36253/ssf-14976La SIPSE: una società scientifica per la tutela, la conservazione e la valorizzazione del patrimonio storico-educativo
https://oajournals.fupress.net/index.php/sf/article/view/14977
<p>The article, starting from the analysis of the historical-educational heritage category, offers a state-of-the-art overview of the studies in this field and reconstructs the origins and functions of the Società Italiana per lo Studio del Patrimonio Storico-Educativo (SIPSE), born in 2017 in order to protect and enhance this heritage.</p>Anna AscenziElisabetta Patrizi
Copyright (c) 2023 Anna Ascenzi, Elisabetta Patrizi
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2023-12-312023-12-31262818810.36253/ssf-14977L’analisi pedagogica e i suoi oggetti: cornici teoriche, approcci euristici e prospettive di ricerca. Le coordinate del problematicismo pedagogico
https://oajournals.fupress.net/index.php/sf/article/view/14978
<p>The contribution analyzes the specificity of the theoretic point of view in Pedagogy and its heuristic-methodological approaches, developing them according to the Pedagogical Problematicism.</p>Maurizio Fabbri
Copyright (c) 2023 Maurizio Fabbri
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2023-12-312023-12-31262899410.36253/ssf-14978L’oggetto della pedagogia: la differenza generazionale
https://oajournals.fupress.net/index.php/sf/article/view/14979
<p>Taking into account the historical interdisciplinary epistemological matrix of the science of education, while at the same time considering the social and cultural importance of pedagogical questions as well as the scarce academic and public resonance of the scientific, theoretical and historical research of pedagogues, the article first highlights the need to determine the specific object of pedagogy. It then proposes, on the basis of a tradition that goes back to Friedrich Schleiermacher and a series of educational philosophers such as Siegfried Bernfeld, Walter Benjamin, Hannah Arendt, Alexander Mitscherlich and Micha Brumlik, to consider (inter)generational relationships in their multiple variations (parent-child, teacher-pupil, teacher-student and adolescent-adult relationships) as the core of the science of education.</p>Rita Casale
Copyright (c) 2023 Rita Casale
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2023-12-312023-12-31262959910.36253/ssf-14979Educational sciences in France. History and current events
https://oajournals.fupress.net/index.php/sf/article/view/14980
<p>French educational sciences stem from a long history that began in the late 19th century when Republican education policy needed scientific support. At that time they use the expression “Science of Education” (<em>Science de l’éducation</em>: singular in French). It soon became clear that this reference to an unique science of education was not appropriate and the discipline disappeared from universities for a long time until they were recreated as educational sciences (<em>Sciences de l’éducation</em>: plural in French) in 1967. The article examines the content of these educational sciences, now challenged by neuroeducation, regarded as a new “true and unique” scientific approach to education. This essay questions the place of pedagogy in “educational sciences”, on the one hand, and the heterogeneity and epistemological value of this new discipline, its numerous and diverse contributions to the knowledge of educational phenomena, on the other. An agreement with UNESCO’s conception of pluralistic and multi-stakeholder educational research is also expressed here.</p>André D. Robert
Copyright (c) 2023 André D. Robert
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2023-12-312023-12-3126210110610.36253/ssf-14980Pédagogie, pédagogies: perspectives philosophiques, historiques et pratiques contemporaines pour les sciences de l’éducation en France
https://oajournals.fupress.net/index.php/sf/article/view/14981
<p>In France, the emergence of the science of education at the end of the 19th century, and of educational sciences as a university discipline in 1967, is consubstantial with the discipline’s interest in pedagogical analysis. This article presents the three main areas in which pedagogy is studied in France today: a first domain of research related to philosophy and sociology, a second field of research focusing on the history of pedagogies and pedagogues, and a third trend dealing with the study of contemporary pedagogies.</p>Céline ChauvignéBruno RobbesMarie Vergnon
Copyright (c) 2023 Céline Chauvigné, Bruno Robbes, Marie Vergnon
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2023-12-312023-12-3126210711410.36253/ssf-14981L’histoire de l’éducation en France. Des dynamiques transdisciplinaires dans un champ de recherche éclaté
https://oajournals.fupress.net/index.php/sf/article/view/14982
<p>This article outlines the main characteristics and trends of the history of education in France since the 2000s. It also provides an overview of the work done by the Association Transdisciplinaire pour les Recherches Historiques sur l’Éducation (ATRHE), founded in 2011, to assume the plurality of scholars’ disciplinary affiliations and stimulate new research dynamics.</p>Renaud d’Enfert
Copyright (c) 2023 Renaud d’Enfert
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2023-12-312023-12-3126211512110.36253/ssf-14982Recensioni
https://oajournals.fupress.net/index.php/sf/article/view/14996
La Redazione
Copyright (c) 2023 La Redazione
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2023-12-312023-12-3126231131510.36253/ssf-14996La Pedagogia di Aldo Braibanti nei prolegomeni acratici
https://oajournals.fupress.net/index.php/sf/article/view/14561
<p>The article aims to analyse the pedagogical contribution of <em>Impresa dei prolegomeni acratici</em> written by Aldo Braibanti. Against the power’ policies of his time, Braibanti emphasise the necessity of a “decentralisation” by forms of social and cultural influence. In this regard, the braibantian instance moves towards a “pedagogical revolution”, substantiated by an education to acracy and supported by an authentic ideal of freedom.</p>Ilaria Barbieri Wurtz
Copyright (c) 2023 Ilaria Barbieri
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2024-01-162024-01-1626212313610.36253/ssf-14561Posture, psichicità e formazione
https://oajournals.fupress.net/index.php/sf/article/view/14990
<p>Abstract</p>Gaetano Bonetta
Copyright (c) 2023 Gaetano Bonetta
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2023-12-312023-12-3126213715110.36253/ssf-14990Andare in mille pezzi per ritrovare una forma
https://oajournals.fupress.net/index.php/sf/article/view/14570
<p>Il seguente contributo propone una riflessione inerente all'educazione alla letterarietà e all’accompagnamento dell’infanzia alla frequentazione di storie.</p> <p>La complessità dell'esperienza della lettura viene analizzata e approfondita attraverso un parallelismo con una metafora letteraria radicata nel nostro immaginario già a partire dal racconto del mito di Osiride raccontatoci da Plutarco, fino ad arrivare a classici contemporanei, passando attraverso versioni di fiabe, albi illustrati, canzoni e serie televisive: la metafora dello smembramento.</p>Gabriele Brancaleoni
Copyright (c) 2023 Gabriele Brancaleoni
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2024-01-102024-01-1026215317110.36253/ssf-14570Formarsi alla felicità: qualche riflessione teorica e pratica
https://oajournals.fupress.net/index.php/sf/article/view/14986
<p>Happiness has become an increasingly complex ideal in recent years, declining between the individual and society. It must become a personal practice cultivated with commitment on the part of each individual; it must also give rise, in a social dimension, to a fair and supportive community. On an individual and societal level, happiness increasingly represents a task to be pursued with determination, on a theoretical and practical level.</p>Franco Cambi
Copyright (c) 2023 Franco Cambi
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2023-12-312023-12-3126217318310.36253/ssf-14986La “paideia” nell’epoca attuale dell’incertezza
https://oajournals.fupress.net/index.php/sf/article/view/14992
<p>The article presents pedagogical reflections on the notion of paideia, framing it in a historical and theoretical key and questioning its topicality: in an age marked by uncertainty, it needs to be re-evaluated and offers important stimuli for shaping the contemporary human being, also in relation to psychoanalysis.</p>Franco Cambi
Copyright (c) 2023 Franco Cambi
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2023-12-312023-12-3126218518910.36253/ssf-14992Fostering Musical Education through COIL Methodology
https://oajournals.fupress.net/index.php/sf/article/view/14765
<p>This study focuses on a design proposal for the teaching of musical and artistic subjects in Primary Education teacher training through the COIL (Collaborative Online International Learning) methodology. Firstly, a description of the theoretical basis and the educational context of the proposal is given, followed by a presentation of the application of the project, the tools and materials used. Then, the implementation of this proposal with the students is presented, as well as other questions that emerged during the design process. Finally, the results obtained after its implementation and reflected in the evaluation survey of the participating students are shared. The objective is to enrich the data on the benefits of the application of this methodology at university level.</p>Davide CapperucciRossella CertiniMatteo MaienzaLaura Mondéjar MuñozAlejandro Soria Vílchez
Copyright (c) 2023 Matteo Maienza, Davide Capperucci, Rossella Certini, Laura Mondéjar Muñoz, Alejandro Soria Vílchez
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2023-12-312023-12-3126219120510.36253/ssf-14765Dal digital divide all’inclusione digitale: compiti pedagogici per ridurre le disuguaglianze sociali con le nuove tecnologie
https://oajournals.fupress.net/index.php/sf/article/view/14988
<p>The spread of digital technologies in the daily lives of subjects has produced various transformations on the cultural, social and pedagogical levels: these transformations are often summarized schematically and risk producing "false myths." These include the idea that technologies represent, in themselves, useful tools capable of promoting inclusion. The paper reflects on the dangers of exclusion generated by the digital and the pedagogical challenges to be pursued to promote more conscious and more critical uses that can truly promote inclusion on a social level.</p>Cosimo Di Bari
Copyright (c) 2023 Cosimo Di Bari
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2023-12-312023-12-3126220722210.36253/ssf-14988Filosofia dell’esperienza e didattica attiva: l’attualità di Esperienza e Educazione (1938), John Dewey
https://oajournals.fupress.net/index.php/sf/article/view/14987
<p>J. Dewey writes Experience and education with a dual purpose: to respond to the criticisms of supporters of traditional schools; reiterate the basic concepts of activism for teachers who have decided to practice active teaching.. Furthermore, the writing takes place shortly before the outbreak of the Second World War, for this reason it becomes important to understand when an experience becomes an educational experience, that is, socially and individually desirable. The question is resolved by intertwining the philosophy of experience with active teaching, creating what Dewey defines as collateral learning, such as learning to learn, respect for others, love for nature, etc. These and other elements make Experience and education an absolutely current text, still able to function as an updating tool for teachers, educators and pedagogists.</p>Giuliano Franceschini
Copyright (c) 2023 Giuliano Franceschini
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2023-12-312023-12-3126222323310.36253/ssf-14987Vicissitudini dell’identità sessuale in adolescenza: note pedagogiche
https://oajournals.fupress.net/index.php/sf/article/view/14750
<p>The article proposes to carry out some considerations on the theme of sexual identity in adolescence in the present time of our western society, according to some pedagogical notes. Sexual identity is assumed to be the fulcrum of personal identity, which develops throughout the life cycle and is affected by a series of determinants. Taking up the Laufer concept of definitive sexual organization, it is argued that the vicissitudes of sexual identity in the adolescent period are linked to the first infantile educational relationships, as well as to the adolescent's ability to oppose the pathological pressures of the social group and of today's to consume. Overall, these pressures configure a new social superego or set of social pathologies against which it is difficult for the individual to rebel. In the article there follows a reference to the theme of bullying in adolescence, which much depends on deep-level anxieties about the sexual identity of bully and victim, and which tends towards the exclusion and marginalization of those who do not embody the ideal of power in the group of membership. Finally, the topic of a wide-ranging sex education is addressed, capable of speaking to the adolescent mind with clear explanations open to complexity, and which focuses on the ability to develop deep human relationships throughout life. as the basis of a model of formation of the person and of a pedagogical ideal of emancipation which remains substantially topical. In this light, a mention is made of the psychic pain that still afflicts many homosexual adolescents in our society and of the naturalness of homosexuality.</p> <p> </p>Tommaso Fratini
Copyright (c) 2023 Tommaso Fratini
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2023-12-312023-12-3126223524410.36253/ssf-14750Crescere e vivere in plurimi livelli di realtà: il ruolo dell’educazione transdisciplinare nell’età infantile e adolescenziale
https://oajournals.fupress.net/index.php/sf/article/view/14828
<p><strong>Abstract</strong></p> <p> </p> <p>Children and adolescents grow up in a hyper-technological society and the question that arises for those involved in educational development is what is happening in the brains of children and adolescents who grow up in virtual and augmented reality and in artificial intelligence. , to understand what reality is for them today and how they can develop a mind capable of relating to the multiple dimensions of reality. The reflection proposes the transdisciplinary approach as essential for understanding the changes of the young generations immersed in technologies, to interpret the new mental forms, the educational needs and what training is necessary for a harmony between real and virtual.</p>Maria Rita Mancaniello
Copyright (c) 2023 Maria Rita Mancaniello
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2023-12-312023-12-3126225927010.36253/ssf-14828Sul concetto di Dasein
https://oajournals.fupress.net/index.php/sf/article/view/14912
<p>The article examines the concept of <em>Dasein</em> in its relationship with the category of <em>Bildung</em>. From the philosophical-pedagogical investigation emerges that there is a possibility to think about a <em>Daseinsbildung</em> (i.e., a <em>Dasein</em> of <em>Bildung</em>: the existent being of self-formation) and a <em>Bildungsdasein</em> (i.e., a <em>Bildung</em> of <em>Dasein</em>: the self-formation of existent being in humans). The link between <em>Dasein</em> and <em>Bildung</em> consists in a culture of education and instruction. These don’t have an end in themselves but rather in the <em>Bildung</em> of the human being, closely connected with its <em>Dasein</em>.</p>Mario Gennari
Copyright (c) 2023 Mario Gennari
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2023-12-312023-12-3126224524810.36253/ssf-14912Lou Andreas von Salomé e il fiabesco nel Weihnachtsmärchen
https://oajournals.fupress.net/index.php/sf/article/view/14916
<p style="font-weight: 400;">The article aims to examine the fairy tail Weihnachtsmärchen - that is the Fiaba per il Natale, in Italian translation -, written in 1907 by Lou Andreas von Salomé, one of the most effervescent and libertarian intellectual figures in late Nineteenth and early Twentieth century in Europe. Through the codes of the imaginary and the fantastic typical of the fairy tale, Salomé constitutes an ontology and a poetics of childhood in which delicacy, enchantment and wonder preserve the mystery of life, which, in the metaphor of Christmas remembered in the story, sustains the existence of the child in his thoughtful walk in the world.</p>Paolo Levrero
Copyright (c) 2023 Paolo Levrero
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2024-01-162024-01-1626224925710.36253/ssf-14916Las adaptaciones literarias a novela gráfica como recurso didáctico: propuesta para un análisis cualitativo
https://oajournals.fupress.net/index.php/sf/article/view/14989
<p>The aim of this paper is to study literary adaptations of classic works to the graphic novel. In addition, a number of criteria are set to determine the validity and suitability of a specific work as a didactic resource. First, we start from the success of the genre in recent years, both among the general public and in the educational sphere. Second, we offer an overview of the adaptations of classics into graphic novels and their relevance in the classroom. Finally, we present a list of criteria for an objective and exhaustive analysis of each of the works. The purpose is to offer the educational community a practical tool to analyze and qualitatively evaluate a given work before proceeding to carry out a project.</p>María Moya GarcíaDavide Capperucci
Copyright (c) 2023 María Moya García, Davide Capperucci
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2023-12-312023-12-3126227128210.36253/ssf-14989La Lingua dei Segni Italiana (LIS) nella scuola: la prospettiva bilingue ed embodied come risorsa inclusiva per alunni sordi e udenti a partire dai contesti educativi zero-sei
https://oajournals.fupress.net/index.php/sf/article/view/14723
<p>Presence of deaf pupils in school, starting from nursery and kindergarten, constitutes a great opportunity to reflect on the inclusion processes and to conceive and experiment pedagogical and methodological-didactic innovations that are enriching for all children, as it involves different interrelated areas, first of all the linguistic-communicative one, essential for cognitive, emotional and relational development, and central to the teaching-learning processes. It also sheds new light on the specifics of human communication, deepening the role of body and space in the intersubjective relationship, adopting a multimodal and embodied perspective. Therefore it promotes, in parallel, new ways of mediation and conducting activities by educators and teachers , not only in pre-school contexts, but also in every eduacational level. In the article I will therefore try to show why, as far as deaf children are concerned, the pedagogical perspective cannot be separated from developmental psychology, psycholinguistics, neurosciences and the historical-cultural perspective. I will then deepen the possible methodological choices if a bilingual perspective is adopted and the achievable objectives for both deaf and hearing children.</p>Elena Mignosi
Copyright (c) 2023 Elena Mignosi
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2023-12-312023-12-3126228329310.36253/ssf-14723Caso e formazione. Note di pedagogia leopardiana
https://oajournals.fupress.net/index.php/sf/article/view/14991
<p>Leopardi has examined the influence of the case on human life. Fortune and circumstances have a great influence on everything: health, genius, courses of life, study and education. Therefore, it’s not easy to foresee results of a formative programme. This Leopardi’s position completes his theory of custom and balances its theoretic importance.</p>Michele Zedda
Copyright (c) 2023 Michele Zedda
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2023-12-312023-12-3126229530310.36253/ssf-14991