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Maria Rita Mancaniello, Istruzione e formazione nelle realtà penitenziarie italiane al tempo del coronavirus: una riflessione sulla didattica a distanza. Tra limiti e opportunità
Ricercatrice di Pedagogia generale e sociale – Università degli Studi di Firenze
Corresponding author: email@example.com
Submitted: 2020-09-14 | Accepted: 2019-10-11 | Published Online: 2019-10-12 | DOI: 10.13128/Studi_Formaz-12060
In the last few months characterized by educational and working activities in ‘remote’, the educational programs in penitentiary institutions have been deeply injured and ignored by the media and the general public. Like the majority of people in the whole world, also the prison population has endured a strong deprivation of contact, which has been particularly dramatic and confusing in a life condition with a temporary or permanent deprivation of freedom. In this particular historical period there is the need for actions for the penitentiary population, which should be planned and accomplished with the aim to guarantee the continuity of social-educational activities provided by the law and all the opportunities granted to the civil society, such as distance learning and education. The lack of such actions together with the consequences of a prolongued isolation can be a deep damage for the imprisoned individual and a limitation of his rights, according to which the aim of imprisonement is mainly the re-education.
training in prison - Coronavirus and lockdown - distance learning - rights guarantee
Mauro Ceruti, Anna Lazzarini, La pedagogia di Maria Montessori nello specchio dell’epistemologia della complessità
Ordinario di Logica e filosofia della scienza – IULM
Corresponding author: firstname.lastname@example.org
Associata di Pedagogia generale e sociale – Università di Bergamo
Corresponding author: email@example.com
Submitted: 2020-09-01 | Accepted: 2020-10-15 | Published Online: 2020-10-16 | DOI: 10.13128/ssf-12014
The scientific revolutions of the early decades of the Twentieth century challenged the principles of the classical paradigm of science and nature. Maria Montessori deeply understood these revolutions, and realized the need for a new paradigm, able to overcome the thinking by dichotomies (object/subject, mind/body, organism/environment, species/ecosystem, nature/culture, res cogitans/res extensa). She anticipated in her theory and in her pedagogical and social action the features of a relational, systemic and evolutionary epistemology, which would later have developed starting from the last decades of the century: an epistemology of complexity, within a planetary humanistic horizon. This is the epistemological and humanistic horizon in which, with courage and imagination, Maria Montessori introduced her idea of a "cosmic child" and "cosmic education", and in whose mirror today we can reinterpret and regenerate her idea.
Complexity - System - Autonomy - Cosmic Child - Humanism