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Laudato si'+10. Un rinnovato impegno pedagogico per l'ecologia integrale, con e per l'altro in istituzioni giuste
No full textIl presente contributo intende riflettere in via esplorativa sul patto educativo tra la prospettiva dell'ecologia integrale, delineata dall'Enciclica Laudato si' e un paradigma epistemologico della pedagogia di tipo ontologico-ermeneutico, per rintracciare fertili percorsi transdisciplinari e ponti euristici utili tanto alla teoresi pedagogica quanto alla progettazione di strategie educative efficaci. La pedagogia dispone di teorie e studi empirici, istanze epistemologiche e metodi di ricerca utili per elaborare un corpus di conoscenze adeguato ed efficace per comprendere, progettare ed agire in un contesto complesso e per molti versi inedito. Saper dialogare verso l'esterno tanto quanto verso l'interno del proprio campo epistemico è a tutti gli effetti un elemento distintivo della pedagogia come scienza, una caratteristica che assume un'importanza rilevante nel mondo attuale, molteplice e interrelato. La natura complessa e poliedrica del campo di studi pedagogico, che si affianca a numerosi altri saperi, non ne costituisce una debolezza, bensì una peculiarità. La capacità di autoanalisi, di apertura verso altre discipline e di visione d'insieme lo rende un sapere critico, riflessivo e capace di affrontare le problematiche più disparate. Nella sua attività di ricerca, la progettazione educativa sostenibile incrocia le agenzie formative scolastiche ed extrascolastiche, le dinamiche fisico-biologiche dell'ambiente, le relazioni sociali e i processi economici, gli universi culturali e valoriali, la promozione dell’humanum, qualità primaria che ci identifica come responsabili attenti e custodi amorevoli del creato. Il concetto di sostenibilità educativa si pone innanzitutto come un'ipotesi di ricerca in ambito pedagogico, fungendo da guida euristica con funzione regolativa. Rappresenta una chiave di lettura dei sistemi formativi, caratterizzata da una forte attualità storica e da una capacità di adattarsi alla modellizzazione. Pensare agli aspetti formativi rispetto al rapporto tra ecologia integrale, sostenibilità e impegno ontologico della pedagogia significa in primo luogo sottolineare l'importanza dei concetti di limite e misura, ma anche di cura, affettuosa sollecitudine, testimonianza e contemplazione, per dare significato ad un nuovo rapporto con la Terra, o più semplicemente con il contesto d'esperienza, che possa porre un freno a concezioni predatorie dell'ecosistema
Un’etica pedagogica per le transizioni: digitali, ecologiche e sociali
No full textIn the face of digital, ecological and social transitions, this article proposes a pedagogical reflection on how to address them through a phenomenological-hermeneutic ethical approach. It considers how pedagogy can foster transdisciplinary dialogue between different disciplines, highlighting the importance of training professionals who are able to mediate between technological innovation and humanistic knowledge, promoting inclusive education. It emphasises the importance of storytelling as a means of transmitting ecological and social values, while reflecting on the need to implement socio-cultural training processes oriented towards well-being and the quality, including aesthetic quality, of the training experience. The article offers a critical and proactive view of education as an ethically oriented key to a humanised approach to emerging transitions
Thinking dispositions and epistemic cognition: Combined influences when reading to learn
No full textThis theoretical paper explores the evolving concept of critical thinking in the context of contemporary education. Critical thinking has long been a central educational goal, emphasizing the ability to evaluate information critically and make informed judgments. This study examines the interplay between three key constructs: thinking dispositions (i.e., habits of mind influencing reasoning), intellectual virtues (i.e., admirable traits of character supporting reasoning), and epistemic cognition (i.e., processes through which individuals understand, evaluate, and justify knowledge claims and beliefs), particularly in reading comprehension. By analyzing extant research and theoretical frameworks, including the AIR model, we argue that fostering sophisticated thinking dispositions and intellectual virtues—such as actively-openminded thinking (AOT) and intellectual humility (IH)—enhances epistemic reading practices. We propose a profile-oriented approach, using the AIR model of epistemic cognition to illustrate how individuals with varying levels of AOT/IH would approach a task involving the comprehension of multiple texts. Educational relevance statement: Our focus is on the ways that people's thinking dispositions and intellectual virtues may interact to inform different epistemic approaches to complex learning scenarios, even in individuals with high levels of competence. We propose a profile-oriented approach to complex learning situations, using the AIR model of epistemic cognition to illustrate how individuals with varying levels of actively-openmindedness and intellectual humility would approach a task involving the comprehension, evaluation, integration, and use of multiple texts
Embodied concepts in Parkinson's disease: Insights from fruits versus animals semantic fluency impairments
No full textObjective: Initial findings indicate that semantic memory retrieval of different categories, such as fruits and animals, is variably impacted in Parkinson's disease (PD). Importantly, theories of embodied cognition propose that these variances may stem from compromised motor processing in PD patients. Indeed, the conceptual representation of the fruits category may involve aspects of manipulability and graspability, which are less relevant for the animals category. We aimed to assess semantic memory retrieval of fruits versus animals category as assessed by semantic fluency (SF) in PD by using the Parkinson's Progression Marker Initiative database. Method: We conducted a cross-sectional study on 104 healthy controls (HC), 264 patients with sporadic de novo PD (S-PD), and 57 patients with genetic PD (G-PD). Additionally, we carried out explorative analysis concerning possible differences between S-PD and G-PF on SF. Results: We found lower fruits SF performance in PD (S-PD plus G-PD) compared to HC; however, this score could not classify the two groups. Crucially, no difference for the animals class was found. When analyzing separately S-PD and G-PD, we found that fruits SF in S-PD was lower compared to HC and was negatively associated with S-PD diagnosis. Remarkably, no difference for the animals class was found. We did not find significant SF differences in the G-PD. Moreover, SF scores, regardless of the category, were uncorrelated with dopamine integrity measures and motor symptoms scales. Conclusions: The findings reveal distinct patterns of category dissociation in S-PD and G-PD, suggesting a potential link between category dissociation and motor embodiment processes in PD. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
Dalla teoria alla classe: una ricerca empirica sulla valutazione formativa e pratiche riflessive dei docenti.
No full textInverse FE Analysis of Combined Tension–Torsion Tests Performed with a 90 m Hopkinson Bar
No full textIn this work, the results coming from the recently developed Split Hopkinson Tension–Torsion Bar have been post-processed according to finite element model updating approach. The aim is to assess the elastoplastic constitutive behaviour of the material subjected to a multiaxial state of stress in the framework of large deformations. The experimental test consists in the application of a simultaneous tensile and torsional load to a hollow cylindrical-shaped sample; pure tension and pure torsion tests have been conducted as well. Both displacement (elongation and twist angle) and load (axial force and torque) values are measured. In the tests with the Split Hopkinson Tension–Torsion Bar, an average strain rate of 100/s was reached. In addition, analogous tests with similar load-torque ratios were performed with a quasi-static multiaxial machine. The experimental test was replicated in an Abaqus/Explicit FEM model, where the constitutive parameters are iteratively varied until an adequate match was obtained with the experimental observations in terms of force–displacement law. In particular, a power law was used for the strain hardening description, combined with the classical von Mises yield criterion. The material of the sample was AA7075T6, whose Johnson–Cook strain rate sensitivity parameters were borrowed from the literature. A reasonably good matching was achieved between the numerical and experimental load–displacement and torque-rotation, meaning that the classical von Mises plasticity describes quite well the plastic behaviour of the material; the model was also able to capture the effect of the non-proportional loading path applied in the combined tension–torsion test
Protective Equipment in Football: A Review of History, Evolution, Materials, and Contemporary Use
No full textFootball (soccer) is the world’s most widely played sport, but it carries a high incidence
of traumatic injuries, particularly to the head, face, and lower limbs. Once regarded as
a low-equipment discipline, the role of protective devices has expanded substantially in
recent decades, both in injury prevention and in return-to-play strategies. This review
provides a comprehensive overview of the historical evolution, typology, and materials
of football protective equipment, with additional focus on regulatory frameworks, cultural
acceptance, and illustrative cases from elite athletes. Shin guards remain the only
mandatory device, yet the use of facial masks, headgear, braces, and orthoses is increasing,
particularly following high-profile injuries. Advances in carbon fiber composites,
thermoplastics, viscoelastic foams, and additive manufacturing have enabled lightweight,
customized devices that balance protection with comfort and adherence. Beyond biomechanics,
psychological reassurance, esthetics, durability, and hygiene strongly influence
player compliance and perception. Despite this progress, critical challenges remain. Football
lacks standardized testing protocols, clear certification pathways, and longitudinal
studies on long-term outcomes. Evidence is particularly limited for youth athletes and
newer categories of equipment. Looking ahead, the integration of wearable technologies,
systematic hygiene and durability testing, and sustainable materials could transform protective
gear into multifunctional tools for safety, monitoring, and performance optimization.
Protective equipment in football has thus evolved into a multidisciplinary field at the
intersection of medicine, engineering, psychology, and regulation. Future advances will
depend on stronger collaboration between clinicians, researchers, governing bodies, and
manufacturers to ensure safe, effective, and widely accepted protective solutions at all
levels of the game
Exploring AI in Socio-Educational Practices: A Three- Dimensional Approach through Capabilities, Affordance- in-Practice and Sentiment
No full textThe TEACH-AI (Transformative Educational Approaches for Civic and Human-
centered AI) research project, conducted by the CREDDI research group at eCampus
University, aims to explore the perception, knowledge and use of Generative AI in
Italian socio-educational services, aligning with a growing body of research on the
relationship between AI and the socio-pedagogical sector.To initiate the research, the PAIR (Participatory AI for Inclusive Relationships)
questionnaire was developed and validated, with the goal of investigating training
needs within socio-educational contexts. The validation process involved an initial
content evaluation by 15 academic experts and Third Sector professionals and then
online administration to a sample of about 300 workers from 20 social cooperatives
distributed across different geographical areas in Italy.
The tool allows to detect three key dimensions useful for developing the analysis
and measuring the impact of AI in socio-educational contexts: Capability, which refers to the competence in using AI in both personal and professional experience;
Affordance-in-Practice, which analyzes the frequency of AI application in the work
context; and Sentiment, which records positive or negative emotions towards AI, from a socio-cultural perspective
