Studi sulla Formazione/Open Journal of Education <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> en-US <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="">CC-BY-4.0</a>)</strong>&nbsp;that allows others to share the work with an acknowledgment of the work's authorship and initial publication.</p> <p><a href="" rel="license"><img src="" alt="Creative Commons License"></a><br>This work is licensed under a <a href="" rel="license">Creative Commons Attribution 4.0 International License</a></p> (Alessandro Mariani) Mon, 06 Jul 2020 09:04:03 +0000 OJS 60 Un'emergenza inquietante a più volti <p>As highlighted by this contribution, the “COVID-19” pandemic has dramatically recalled and universally established some transdisciplinary frontiers that also impose a pedagogical and philosophical-educational reflection.</p> Alessandro Mariani Copyright (c) 2020 Alessandro Mariani Fri, 03 Jul 2020 00:00:00 +0000 Alcune riflessioni sulla didattica a distanza <p>The article briefly lists some consequences of the distance teaching experience as it was implemented during the lockdown, with particular reference to the Italian school. Both the problematic effects and the educational opportunities of this didactic methodology have been identified, according to the pedagogical perspective.</p> Daniela Sarsini Copyright (c) 2020 Daniela Sarsini Sun, 05 Jul 2020 00:00:00 +0000 Adolescenti al tempo del Covid-19: una riflessione sul significato di vivere “attimi della catastrofe adolescenziale” in uno spazio-tempo negato, nella separazione corporea dal gruppo dei pari e in una relazione scolastica digitale <p>In recent months we have had clear and evident what the risks related to the pandemic were and every media on earth has highlighted the risks of SARS-CoV-2 and COVID-19. It has been talked about incessantly and with an extraordinary attention to the worst scenarios, but very little - if not some isolated voice - has highlighted the risk and the damage of the closure on the development processes of boys and girls. For boys and girls and teenagers whose social life has been completely disrupted, we know that the consequences will be there and are worrying. The emotional and cognitive fragility typical of the developmental age, deprived of the relational dimension, forced to limitations in space-time, inserted into forced dynamics within the family nucleus, subjected to the cessation and cessation of any activity proper to routines and commitments functional to growth, is now at risk of many reactions. In this context, the school experimented with an unusual form of teaching, but there may be some very important innovative elements to be taken into account</p> Maria Rita Mancaniello Copyright (c) 2020 Maria Rita Mancaniello Fri, 03 Jul 2020 00:00:00 +0000 L’emergenza Covid-19 tra comunicazione e formazione <p>The global spread of the Covid-19 Virus has generated a cultural earthquake, that has healty, economical, professional, social consequences. The article, starting from a pedagogical perspective, reflects on some of the profound changes which have occurred in the last few months, immersing humanity in a situation more and more similar to the “postmodern condition”. The text inquires particularly into the authority and reliability of the medias; the changes of identity between local and global and the relationship between school (even from nursery) and technology.</p> Cosimo Di Bari Copyright (c) 2020 Cosimo Di Bari Fri, 03 Jul 2020 00:00:00 +0000 Pandemia Covid-19: una breve riflessione pedagogica Franco Cambi Copyright (c) 2020 Franco Cambi Fri, 03 Jul 2020 00:00:00 +0000 Un modello di mente sempre attuale Alessandro Mariani Copyright (c) 2020 Alessandro Mariani Sun, 05 Jul 2020 00:00:00 +0000 Il saluto del Sindaco del Comune di Vinci Giuseppe Torchia Copyright (c) 2020 Giuseppe Torchia Fri, 03 Jul 2020 00:00:00 +0000 Nella tradizione storiografica fiorentina Fulvio De Giorgi Copyright (c) 2020 Fulvio De Giorgi Fri, 03 Jul 2020 00:00:00 +0000 Oltre le discipline, sulle orme di Leonardo <p>The complex changes of the contemporary society require a multidisciplinary learning approach. These changes are not always perceived by our universities, which still have a large disciplinary and academic fragmentation. Most students continue to specialize in a single sector while innovation in the labour market requires a development of soft skills that goes beyond the disciplines. It is important that the education and training systems respond to these challenges with new study courses that train new professional figures by integrating the development of knowledge and competences at the same time.</p> Giovanni Biondi Copyright (c) 2020 Giovanni Biondi Fri, 03 Jul 2020 00:00:00 +0000 La formazione giovanile di Leonardo tra Vinci e Firenze <p>Decades of research have led to the discovery of decisive documents and new interpretations that have allowed to update Leonardo’s youthful biography, the history of his family - in particular the role of the merchant and traveller grandfather - and the context of his training: in Vinci (emblematic name for its “knots”), in Bacchereto and in Florence (prior to when it was not previously believed). The youthful experiences are revealed in the early start to art and they develop thanks to the stories of distant countries, in the dream of flight, in the projects of deviation of the Arno and in the vision of the landscape in aerial perspective...</p> Alessandro Vezzosi Copyright (c) 2020 Alessandro Vezzosi Fri, 03 Jul 2020 00:00:00 +0000 Leonardo da Vinci e l’elemento femminile <p>In the life and works of Leonardo, drawings and paintings, the female element appears in a great variety of roles. The “mother” (from whom he was separated early) is the center of feelings of affection, joy, prophetic fear of the future. The “beautiful lady” appears in innovative and charismatic portraits, with Mona Lisa at the top. The female reproductive system is studied in anatomical drawings, which investigate the mystery of life in the womb.</p> Cristina Acidini Copyright (c) 2020 Cristina Acidini Fri, 03 Jul 2020 00:00:00 +0000 Leonardo e l'educazione <p>The article is a reflection on the educational features of Leonardo da Vinci’s thinking: from his experiences growing up, to his engagement as a master of painting, from his educational exercise of creating the Codes, culminating in his model of the modern mind, which is considered by critics as an important paradigm.</p> Franco Cambi Copyright (c) 2020 Franco Cambi Sun, 05 Jul 2020 14:08:44 +0000 Una mente ingegneristica <p>Engineering is certainly one of the many fields to which Leonardo da Vinci has given fundamental contributions. Here, it is briefly discussed why the Leonardo’s approach to engineering can still be seen as the educational model to which the Schools of engineering are inspired when designing their programs. Specifically, engineering students should first study science and then solve practical cases via rigorous techniques.</p> Alberto Tesi Copyright (c) 2020 Alberto Tesi Sun, 05 Jul 2020 14:11:17 +0000 Leonardo e la mente che studia sé stessa <p>Leonardo’s mind is considered here through his exploring and transdisciplinary attitude as a point of reference for any activity of research in any field and particularly for research on creativity itself. The focus is on different philosophical views of the mind and their corresponding scientific models, for what concerns patterns of problem solving in relation to models of creativity in crossing each frame. The empowerment of visual and kinesthetic capacity is emphasized as an essential tool for education.</p> Alberto Peruzzi Copyright (c) 2020 Alberto Peruzzi Sun, 05 Jul 2020 14:14:06 +0000 L’archivio digitale E-leo della Biblioteca leonardiana <p>E-leo. Archivio digitale di storia della tecnica e della scienza ( was conceived and developed by the Biblioteca leonardiana at Vinci, a research and documentary centre specialized on Leonardo da Vinci, with the aim of supplying a more advanced resource for the study and analysis of Leonardo da Vinci’s works and of promoting the library collection. The e-leo experiment stems from the very particular nature of this collection, which includes the entire published corpus of Leonardo da Vinci’s works, starting with the first edition of the Treatise on Painting of 1651.</p> Monica Taddei Copyright (c) 2020 Monica Taddei Sun, 05 Jul 2020 14:17:37 +0000 Calvino interprete della fiaba e rappresentante dello strutturalismo. <p>I termini “fiaba” e “fiabesco” sono associabili all’opera di Calvino fin dai suoi inizi e l’aspetto che più di ogni altro lo avvicina alla fiaba è quello di avere come compito del proprio narrare/narrarsi, l’umanità, l’identità personale: molte fiabe infatti hanno come protagonista un giovane, o addirittura un bambino e proprio da un bambino, dal Pin del <em>Sentiero</em>, partirà l’intera narrazione calviniaia. Della fiaba, inoltre, lo scrittore evidenzia la specificità educativa, non rintracciabile nel contenuto, o meglio, non soltanto, ma soprattutto nel solo fatto di sentirle raccontare e di raccontarle. La fiaba è forse il genere che resta dominante, anche all’interno dei diversi generi attraversati da Calvino: essa suscita il suo interesse sia per la rispondenza con la sua vena fantastica che appare evidente fin dal <em>Sentiero</em>, sia per gli studi degli strutturalisti, Propp e Greimas in particolare. L’articolo intende così rileggere la figura di Calvino attraverso queste due componenti, fiabesco da un lato e strutturalismo dall’altro, provando a evidenziare come l’immersione nei territori del fiabesco, con la pubblicazione delle <em>Fiabe italiane</em>, abbiano in qualche modo “contaminato” la sua scrittura successiva, alimentando quella vena fantastica che l’ha sempre caratterizzata, fino a quelle opere più marcatamente legate all’adesione allo strutturalismo e alla semiologia.</p> Susanna Barsotti Copyright (c) 2020 Susanna Barsotti Sun, 05 Jul 2020 14:22:41 +0000 La scuola come laboratorio di accoglienza. Un progetto-pilota di inclusione diffusa per alunni con disagio <p>The theme of inclusion in our education system is at the center of the transformation process involving our society and its educational institutions. The school and the local network are called to promote integration projects for students with discomfort from the migration path for an inclusive and welcoming school and citizenship. The contribution analyzes an intervention project in a high density school of students of chinese origin and, in particular, of students who experience a discomfort of "social withdrawal".</p> Caterina Benelli Copyright (c) 2020 Caterina Benelli Sun, 05 Jul 2020 14:25:45 +0000 Intercultural perspectives of Gregory Bateson's way of thinking <p>This article proposes a reading of some constructs extrapolated from the boundless work of Gregory Bateson in an educational and markedly intercultural key. In the light of the "new" educational needs of the children of a multicultural, liquid and interconnected society, a renewed ecological education aimed at citizenship is desirable. global. Bateson's teaching can represent an opportunity for reflection for those responsible for educational planning.</p> Lavinia Bianchi Copyright (c) 2020 Lavinia Bianchi Sun, 05 Jul 2020 00:00:00 +0000 An Island’s Lazy Eye. Interweaving Pedagogical Dimensions in Fire at Sea <p class="Corpo" style="margin-bottom: 2.0pt; text-align: justify; text-justify: inter-ideograph; line-height: 130%;"><span lang="EN-US">In this study, the two authors focus on the analysis of Gianfranco Rosi’s documentary film <em>Fire At Sea</em> in which a child, just as a contemporary Virgil, becomes the narrator of an emblematic historical context and peculiar socio-cultural dynamics. The setting of the island of Lampedusa and Rosi’s characters are symbolically used to reflect on the human tragedy in the Mediterranean Sea and question its relational outcomes on an existential level: meetings, clashes, rejection, indifference, recognition, care. This research aims to provide a double reading of this filmic narration by taking into account the dialogical relation between representation and ethics. The film is interpreted through the lens of children’s literature and of collective imagery analysis, thus exploring its narrative dimension from the point of view of philosophy of education and its axiological reflections.</span></p> Paolo Bonafede, Gabriele Brancaleoni Copyright (c) 2020 Gabriele Brancaleoni, Paolo Bonafede Sun, 05 Jul 2020 14:34:31 +0000 School, Hygienic care and education. The contribution of Achille Sclavo <p>In the late nineteenth and early decades of the twentieth century, a firm alliance between hygiene and education has been promoted as an important means of developing health in childhood. Hygienists, social reformers and educators were the main impetus for the development of a hygienic awareness while the school was at the center of the so-called pedagogisation of the body, that is a systematic educational action aimed at educating the body. Within this context, this article centers on the pedagogical efforts of Achille Sclavo (1861-1930), an internationally renowned hygienist, with the aims of reconstructing his pedagogy and educational work, thus discussing his views on hygienic education which were indicative of attitudes, beliefs, and ideas of his time. This is an attempt to shed light on an unknown aspect of his life and to offer an original perspective from which to explore the link between hygienic education and educational innovation.</p> Giambattista Bufalino Copyright (c) 2020 Giambattista Bufalino Sun, 05 Jul 2020 00:00:00 +0000 Teaching Narrative Structures to Students majoring in Pre-School and Primary Education <p>In the context of teaching English as a second language to young and very young learners, future teachers need to find indirect ways to teach. Narrative structures in children’s literature and short films could be some tools to develop creativeness in future teachers. This research paper is based on the methodology used to teach students, majoring in Pre-school and Primary Education, through narrative structures and their practical application. This study is designed to prove that teaching narrative structures is a very effective tool to develop English language teaching strategies for the above-mentioned students.</p> Mireia Canals-Botines Copyright (c) 2020 Mireia Canals-Botines Sun, 05 Jul 2020 14:41:36 +0000 Sistema nazionale di istruzione e parità scolastica: aspetti giuridici e pedagogici: aspetti giudirici e pedagogici <p>This paper examines the changes introduced in the national education system after private schools obtained offical recognition. Starting from the analysis of the legal aspects that characterize schools which are offically recognized and those which are not according to the Italian legal system, the paper also considers the pedagogical and didactic implications linked to the establishment of a “mixed system” in which several, individual and institutional, public and private, bodies are responsible for the education and training of the younger generations. This plurality of bodies poses the need to ensure the same degree of effectiveness and efficiency of the school service to the entire education system, by identifying well-defined organization performances and learning results, in full respect of cultural, pedagogical, philosophical and confessional differences connected to the various school models existing today.</p> Davide Capperucci Copyright (c) 2020 Davide Capperucci Sun, 05 Jul 2020 14:49:38 +0000 Negotiating epistemic authority in parent-teacher conferences: non-native parents reclaiming agency against the backdrop of linguistic and cultural differences <p>In this paper we analyze the degree of participation, epistemic management, and authority performance during Parent-Teacher Conferences with non-native parents. Studies focusing on ethnic minority communities illustrate the dominance of the teacher’s epistemic authority (see Lareau and Weininger, 2003; Garcia-Sanchez and Orellana, 2007).&nbsp; Describing differences in mastering both the expert and the institutional knowledge, Howard and Lipinoga (2010) illustrate how immigrated parents remain relatively silent during the report phase of the encounter. This paper reports data from eight parent-teacher conferences with non-native parents. We show how parents’ practices to accomplish and receive assessment confirm in part what has already been identified by the literature, but also adds new communicative “nuances”. We contend that also non-native parents could be able to challenge the teachers’ authority by questioning them and making the information from their territory of knowledge (i.e. the “child-at-home”) relevant. We advance that a detailed analysis of how the management of knowledge and the negotiation of epistemic authority occur in parent-teacher conferences will also help in critically rethinking some “pedagogical certainties” concerning school-family communication and their possible outcomes.</p> Chiara Dalledonne Vandini, Davide Cino Copyright (c) 2020 Chiara Dalledonne Vandini, Davide Cino Sun, 05 Jul 2020 14:52:29 +0000 Ordine e disordine: un’apparente antinomia nell’educazione motoria e sportiva. Interviste a confronto <p>Underlining the importance of the organization of structures and stimuli in sport and physical education, but also recognizing the value of entropy in complex systems, the present study is aimed at investigating the perception of some apparent pedagogical antinomies within the sporting context of football. The methodology adopted is qualitative and hermeneutical, with the aim of describing and interpreting (through semi-structured interviews) some perceptions, beliefs and expectations particularly related to the sport of football but understood as representations of wider social phenomena. Specifically, the questions of the interviews investigated the following antinomical variations of the “order-disorder”: “Respect for the rules-Athletic creativity”, “Enhancement of the individual skills-Importance of teamwork”, “Physical training-Motivational coaching”, “Men’s football-Women’s football”. Furthermore, a fifth category of analysis relating to “Resilient behaviours” was identified and highlighted, since this reflection emerged “spontaneously” in each of the six interviews.</p> Elena Falaschi Copyright (c) 2020 Elena Falaschi Sun, 05 Jul 2020 14:55:31 +0000 Didattica generale: ambiti di intervento e struttura epistemologica <p>In this article we present some definitions of didactics and analyze the relationship between general didactics and specialized didactics. The aim is to provide a reference framework useful for reading the epistemological structure of the didactic discourseAfter a first section dedicated to the definition of teaching as a science of education, we move on to a second section dedicated instead to the analysis of the relationship between general teaching and specialized teaching. The article concludes with a reflection on the importance of critical teaching, understood as an analysis of the relationships between internal factors and factors external to the training event.</p> Giuliano Franceschini Copyright (c) 2020 Giuliano Franceschini Sun, 05 Jul 2020 15:00:10 +0000 Education methods of Brazilian jiu-jitsu with biomechanics <p>Jiu-jitsu is a martial art that can be used by men and women of all ages in the world and is trained by many people. Jiu-Jitsu (guidance), the ancestor of Jiu-Jitsu, is the technique used by Samurai at the last moment. They demonstrate that drinking is inefficient when losing weapons at close range and enemy opponents. Berries and clicks are more effective for survival. Jiu-Jitsu, now famous around the world, was shown in Brazil by Mitsuyo Maeda (Conde Koma) in Japan. Brazilian Jiu-Jitsu moves to a position that is advantageous for his bare hands and uses opponents and cookers to control the opponent. Brazilian Jiu-Jitsu has the advantage that small people can beat large ones. Adjust the ground technology such as moderating, strangling, and clicking to use the technology more efficiently than defeat with power. It has been established that jiu-jitsu can be useful for martial arts and self-defense techniques as time goes by, but few papers have spelled it out, especially in Korea. Also, many Jiu-Jitsu stands in Korea and claim that the best way of raising their organization is the best, and many Jiu-Jitsu practitioners in South Korea teach from the Jiu-Jitsu teaching method Was given a one-sided training. Therefore, in this paper, we grasped the vitality principle of Jiu-Jitsu and examined the appropriate training method.</p> sangwoo Jeon Copyright (c) 2020 sangwoo Jeon Sun, 05 Jul 2020 15:03:23 +0000 Beatrix Potter’s Contribution to Children’s Literature between Reality and Narrative Representation <p>The paper intends to deepen the artistic and authorial contribution of the British illustrator Beatrix Potter not only to works, poetics and stylistic elements, but also, in parallel, to the existential level since, over the years and in the socio-cultural context in which she lived, she embodied a model of an independent woman, able to emerge from the conflict between social norms and aspirations and to become an emblem of a culture of resistance and otherness that finds its natural and happy expression and continuation in the wide and varied sphere of children’s literature. Therefore, in conclusion, the key elements are enucleated, which are open and can be deepened, aimed at underlining, in the author’s human and literary testimony, the character of originality and the innovative scope of the work.</p> Chiara Lepri Copyright (c) 2020 Chiara Lepri Sun, 05 Jul 2020 15:39:27 +0000 Cura e virtù: una filosofia dell’educazione all’etica <p style="margin: 0px; text-align: justify; line-height: 13pt;"><span style="margin: 0px; padding: 0cm; border: 1pt windowtext; color: black; font-size: 12pt;" lang="EN-GB">The essay presents and sustains the following theses: a) care is an ontologically constitutive phenomenon of the human condition; b) the essence of care expresses itself in postures of being which can be defined as virtues; c) if acting according to virtue is essentially ethical because it responds to the need to search for the best way to be in the world, then care is ethical in its essence; d) ethical education can be interpreted as education to the ethics of virtue in the horizon of care.</span></p> <p style="margin: 0px; text-align: justify; line-height: normal;">&nbsp;</p> Luigina Mortari, Federica Valbusa Copyright (c) 2020 Luigina Mortari, Federica Valbusa Sun, 05 Jul 2020 15:43:58 +0000 Philosophy for Children ed educazione emotiva. Un bilancio critico <p><em>Philosophy for Children</em> aims, among other things, to educate emotions through enhancing «caring thinking». The goal of this paper is to critically assess the Lipman-Sharp’s theory of the emotions. It’s firstly shown that P4C approach to emotion education rests on a theory that identifies emotions and evaluative judgments, then it’s argued that it brings about an overintellectualization of the emotions. To conclude, it is suggested that P4C would benefit from theories of emotions that recognize a greater role to the body.</p> Ariele Niccoli Copyright (c) 2020 ariele niccoli Sun, 05 Jul 2020 20:26:09 +0000 Gabinetti anatomici, fantocci e manuali: la formazione della levatrice nella storia sociale dell’educazione <p>The&nbsp;intention behind&nbsp;this article is to shed light on the evolution of practices and theories related to the history of obstetrics, making particular reference to&nbsp;the&nbsp;places, devices and educational materials&nbsp;which became increasingly necessary to cope with the professionalization of&nbsp;individuals&nbsp;assigned to childbirth:&nbsp;female midwives and male surgeons. The approach here proposed intends to enhance the interdisciplinary intertwining and the multiple connections that,&nbsp;especially&nbsp;by relating the history of pedagogy with the history of obstetrics, fosters a broader vision of the implications relating to changes that have occurred over time.</p> Rossella Raimondo Copyright (c) 2020 Rossella Raimondo Sun, 05 Jul 2020 20:30:03 +0000 Media Education e formazione docenti: contestualizzare le esperienze videoludiche dei propri studenti <div>This paper tries to find a possible link between experience, education and videogames through Dewey's book "experience and education" wrote in 1938. This American philosopher, politician and pedagogist believed that there was a fixed point in education: an “organic” link between education and personal experience; however, this link could be not be translate into a "logical syllogism": education is equal to experience. Dewey believed that it is not correct to trust that any authentic education comes automatically from experience and that all experiences are genuinely or equally educational. In this theoretical context, even videogames, like other media, could contribute to generate a positive experience “flow" in a learner, if and only if, videogames contribute to play a definable didactic-educational experience. Similarly, it is not enough for gamers to play videogames to increase skills in terms of media education or education technology. This work tries to identify characteristics that videogames should have to aim teaching-learning process.</div> Michele Domenico Todino, Giuseppe De Simone, Stefano Di Tore Copyright (c) 2020 Giuseppe De Simone, Michele Domenico Todino, Stefano Di Tore Sun, 05 Jul 2020 20:38:47 +0000 Cultura ed educazione nel secondo dopoguerra. L’esempio de «Il Politecnico» <p>This article intends to propose a pedagogical reading of Italian culture post-WWII period, through the usage of the Marxist categories “ideology” and “praxis”. The Italian Resistance, a demotic movement aimed at building the new Italy from scratch, is a clear example of “praxis pedagogy”, in which theory and practice coexhist, fulfilling one another. The end of the Resistance’s spirit and the beginning of a national Reconstruction policy produce the return to old values, bringing out an ideological, conformistic and adaptive pedagogy, of which the stance of Vittorini’s magazine “Il Politecnico” and the largest part of the Italian cultural environment of the time are the most significant example.</p> Giovambattista Trebisacce Copyright (c) 2020 Giovambattista Trebisacce Sun, 05 Jul 2020 20:37:19 +0000 Rileggendo i Minima moralia a cinquantun anni dalla scomparsa di Adorno. Nota pedagogica <p>The Adornian theories are still a relevant theoretical and educational model, even fifty years after his death. The article develops exactly this aspect in many directions and it lingers on one of the masterpieces of the master of Frankfurt, <em>Minima moralia</em>, making use of hermeneutic critical thinking.</p> Franco Cambi Copyright (c) 2020 Franco Cambi Sun, 05 Jul 2020 20:43:03 +0000 Il Muro di Berlino: per una lettura pedagogica <p>The article reflects on the year 1989 and on the end of the tragic role of the Berlin Wall and deals particularly with the strategies of involved in its building. Since 1962, the Wall started to take on a role of a different way of thinking, in both East and West, because it expresses an overcoming of the “two Europes”, and of the growth of&nbsp; a new and dialectical perspective between the two different visions of values: theoretical pedagogy had been a relevant interpreter in building this dialogue.</p> Franco Cambi Copyright (c) 2020 Franco Cambi Sun, 05 Jul 2020 20:47:00 +0000 Recensioni Copyright (c) 2020 Sun, 05 Jul 2020 20:47:42 +0000