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L’ira come disvalore: Senofonte contro Omero
Full text linkABSTRACTAnger as a disvalue: Xenophon versus HomerThe paper analyzes the attestations of ὀργή, ὀργίζομαι and χαλεπαίνω in the corpus of Xenophon and compares the concept of anger that emerges with that found in the Homeric poems, particularly the Iliad. In Xenophon, anger is generally to be rejected, as it impairs clear judgment, leads to relational conflicts, and results in serious errors. Anger is considered acceptable only in situations of extreme necessity – specifically, as a means to rouse and motivate soldiers to action. The framework within which Xenophon operates is that of the qualities required in a man who holds power. This reversal of Homeric ethics forms part of a broader search for new educational models, a pursuit shared by other slightly earlier or contemporary authors such as Thucydides, Isocrates, and Plato
Multivariate Analysis Methods to Distinguish Adolescents’ Attitudes on Digital Consumption and Skills, Opinions on Technologies, and Adults’ Views
Full text linkAbstractDo the type and amount of owned digital devices, time spent using them, and household habits in daily life allow us to distinguish groups of students that differ in personal features, perception of their digital skills, opinions on technologies, and communicating choices made by their parents or the adults that have a relevant role in their lives? The study here presented analyzed the results of a questionnaire administered to students of a high school in Reggio Emilia (Italy) as part of a mixed-methods research and, using multivariate analysis techniques (Multidimensional Scaling and Cluster Analysis), provides a clustering of around 300 students that replied to the survey. Four clusters emerged, differing in the number of owned devices and the time spent using them. This classification suggests four students’ behaviors towards technologies: device-oriented, strengthsoriented, meaning-oriented, and use-oriented
La géographie francophone au défi du monde contemporain
Full text linkFrancophone Geography Facing the Challenge of the Contemporary Worl
Artificial intelligence and Quality Education: The Need for Digital Culture in Teaching
No full textINTELLIGENZA ARTIFICIALE E ISTRUZIONE DI QUALITÀ: LA NECESSITÀ DELLA CULTURA DIGITALE NELL’INSEGNAMENTOAbstractThis paper critically explores the concept of «quality education» as defined by SDG 4, emphasizing inclusivity and equity, particularly in the context of digital transformation. Quality education, in this sense, goes beyond knowledge acquisition to fostering lifelong learning, accessible to all. The integration of artificial intelligence (AI) in education is examined through a socio-pedagogical interdisciplinary lens, highlighting how it reshapes traditional pedagogical models. This shift requires digital literacy and a digital culture, addressing the «digital divide» and promoting inclusivity while raising challenges that necessitate rethinking existing educational frameworks. The rise of digital culture presents a critical pathway for addressing the educational mismatch of contemporary society. By fostering a value-oriented digital culture, educational models must emphasize ethical engagement, critical thinking, and digital citizenship. This transition requires a multi-level approach, acknowledging students’ increasing agency in a bottom-up digital culture. Moving towards Education 4.0 necessitates a rethinking of traditional pedagogies, with teachers adopting new mindsets, roles, and competencies
Two Constitutions, an Omitted Justinian Code and a Thematic Codification
Full text linkAbstractThe present article focuses on two constitutions, and one Justinian Novel, all dealing with a prohibition on the alienation of ecclesiastical immovable property. The two constitutions, the first of which was issued by emperor Leo I in 470, the second by emper-or Anastasius between 491 and 518, were both incorporated into Justinian’s Codex repeti-tae praelectionis (issued in 534), viz. as C.I. 1.2.14 (Leo I) and C.I. 1.2.17 (Anastasius) resp. In the preface to his Nov. 7 – promulgated 15 April 535 – the emperor Justinian explicitly refers to both constitutions, but completely ignores their incorporation into the Justinian Code. The article investigates this curious state of affairs, and explains how Justinian solved this apparent enigma. Finally, the article concludes that the ensemble consisting of C.I. 1.2.14 and Nov. 7 make up a thematical Codification, restricted to the provisions ofthe ban on the alienation of ecclesiastical immovable property as laid down in Leo’s consti-tution and Justinian’s Novel
Indagine esplorativa sulla percezione dei docenti neoassunti circa l’impiego dell’intelligenza artificiale nella didattica: punti di forza, ostacoli e prospettive
Full text linkEXPLORATORY SURVEY ON NEWLY RECRUITED TEACHERS’ PERCEPTIONS OF THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING: STRONG POINTS, OBSTACLES AND PERSPECTIVESAbstractThis exploratory study investigates teachers’ perceptions regarding the use of artificial intelligence (AI) in education, which many studies view as an opportunity to innovate and enhance teaching practices and to support a more inclusive, student-centered approach. The questionnaire «Teachers’ trust in AI-based EdTech» by Nazaretsky et al. (2022) was administered to newly hired teachers and to in-service teachers who serve as mentors to new hires. The aim was to understand how teachers perceive AI and to identify its benefits and challenges in educational settings. For instance, whether AI can be seen as valuable support for personalized learning and classroom management, or whether its use may be hindered by a lack of adequate teacher training. Exploring teachers’ perceptions of AI can serve as a starting point for developing training programs aimed at fostering teachers’ informed engagement with AI in education
Per un nuovo paradigma educativo tra intelligenza artificiale, curricolo e cittadinanza digitale. Una prima riflessione
No full textFOR A NEW EDUCATIONAL PARADIGM BETWEEN ARTIFICIAL INTELLIGENCE, CURRICULUM AND DIGITAL CITIZENSHIP. A FIRST REFLECTIONAbstractThe present research work will attempt to clarify some of the phases of the new educational paradigm in its initial state of progress. Digital, albeit with difficulty, has become the protagonist of the classrooms in our schools more in recent years. Will artificial intelligence become part of the curriculum to aim at training «new aware citizens»? The conditions seem favorable but it is necessary to create a solid team of teachers who work for the training of other teachers and that there is greater awareness of this new challenge which will bring a substantial change in our lives, without forgetting the ethical challenges that accompany the new dimension of artificial intelligence. Precisely on this point, Europe appears to be the first continent to want to regulate the spread of artificial intelligence also in the educational field
Ricordo di Ferdinando Zuccotti
Full text linkAbstractA brief tribute to Ferdinando Zuccotti, focusing on his complex personality as a man and a scholar. The text highlights more than one trait in common with Aldo Dell’Oro’s personality and recognises the extreme generosity that characterised Him in life, even if this aspect is still the least appreciated by those who owe him so much
An Unlikely ‘Traitor’ in the ‘War’ against Covid-19: Dr Anthony Fauci
Full text linkAbstractDuring the COVID-19 pandemic, Dr Anthony Fauci, the Director of the US National Institute of Allergy and Infectious Diseases, received much public praise but he was also vilified by right-wing conspiracy theorists as a traitor. This accusation has been ‘trending’ on the internet and in print publications and political statements for over two years. This article offers an explanation for its longevity by investigating the hypothesis that Fauci’s public persona fills a slot in the war metaphor scenario of the pandemic. On the basis of a US-UK media corpus, I chart the emergence and escalation of conspiracist accusations against Fauci in 2020-2022 and analyse their semantic-conceptual structure, using methods of cognitive scenario theory. The article concludes that the traitor-accusation was not just a polemical addition to the conspiracist war scenarios of the pandemic but was used to ‘prove’ their ‘truth’, and that Fauci’s vilification case is therefore of general significance for the analysis of conspiracy theories and war metaphors