Firenze University Press: E-Journals
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The Social Bases of Self-Respect. Political Equality and Epistemic Injustice
Get PDFThis paper investigates the limitations of the ideal of political equality under non-ideal circumstances and focuses specifically on the way in which structurally unjust social contexts endanger individuals’ perception of their own worth. Starting from Rawls’ definition of the social bases of self-respect as a primary good to be fairly distributed, the paper main goal is to provide normative arguments in favor of a power sensitive theory of political agency. A power sensitive theory, in fact, proves to be necessary as it sheds a light over the way in which power relationships affect the very possibility, for some members of the constituency, of fully enjoying the status of political reflexive agents. Against this background, in the paper I defend two main theses. First, I argue that the contemporary debate concerning the implementation of the ideal of equality within liberal democracies has been overlooking the epistemic dimension of the basis of political equality. Second, I claim that specifying the epistemic dimension of political equality has at least two important effects. a. It is important from the perspective of conceptual analysis, as it allows to properly distinguish between the normative job played by moral arguments on the one hand, and the epistemic aspects of political equality on the other hand. b. The specification of the epistemic aspects of political equality has at least on important normative upshot, namely the possibility to show that epistemic forms of injustice are detrimental to the very ideal of political equality as an essential feature of liberal conceptions of democracy
“Acconciar grotti” alla villa di Pratolino e nei giardini del castello dei Gondi a Noisy-le-Roi
Get PDFThe “Libro delle bestie di Firenze e fabbrica di Pratolino” of 1575 which is kept at the University of Pennsylvania in Philadelphia, includes the name of the Gondi as administrators of the accounts of the construction. In the same period in Noisy-le-Roi, on the hill north of the valley of Versailles and on the edge of the Marly forest, Alberto Gondi (1522-1602), Duke of Retz and Marshal of France, right arm of the Queen mother, commissioned the construction of a castle with large gardens, which was later destroyed. In Noisy, Alberto Gondi began the construction of a grotto represented in a series of engravings by Jean Marot (1619-1679), but the recent archaeological excavations carried out in 2017 by Bruno Bentz, show that the architectural plan was possibly inverted. In the creation of the grotto, evidence was found of Florentine
«You’ve Got to Do This like a Professional – Not like One of These Scratchers!». Reconstructing the Professional Self-Understanding of Tattoo Artists
Get PDFThis article investigates the professional self-understanding of tattoo artists, an occupational group that has been expanding rapidly in recent years. Despite ongoing discussions on health and safety risks, tattooing does still not require a recognised licence in most European countries. Tattooists respond to public prejudices concerning their potentially dangerous work practices by referring to their responsibility towards clients and the complexity of their work, which qualify them as professionals. In narrative interviews, tattooists stress that the high standards of artistic quality, craft skills and service orientation, which their customers expect, require their individual professionalisation. Their accounts reveal their notions of professionalism and the rhetorical strategies of boundary work, which they employ to construct their professional identity. The study provides an example of how the practitioners of a non-regulated professional group, whose work has been considered as unskilled and even deviant, adopt and interpret the concept of professionalism to legitimise their status as professionals
IDeAL: A methodology for constructing artefacts and promoting transversal skills in the classroom
Get PDFThe spread of approaches like making, tinkering, coding, robotics and 3D modelling in schools leads necessarily to a rethinking of teaching practices. At the same time, there is the opportunity to frame such practices in methodological approaches that promote the development of cognitive strategies in support of deeper learning processes. This article illustrates an iterative design methodology called IDeAL that proposes a learning path focused on the production of virtual and physical objects. The methodology provides useful tools to promote analytical skills and creative aptitudes necessary to foster the development of transversal competences. The aim of this article is to present and describe the teaching methodology, for meeting the interest of teachers and researchers in the sector. IDeAL: Una metodologia per costruire artefatti e promuovere le competenze trasversali in classeLa diffusione in ambito scolastico di pratiche di making, tinkering, coding, robotica e modellazione 3D porta ad un necessario ripensamento delle pratiche didattiche. Al contempo, si pone l’opportunità di inquadrare tali pratiche in percorsi metodologici che sappiano promuovere lo sviluppo di strategie cognitive a sostegno dei processi di apprendimento. Questo articolo illustra una metodologia progettuale chiamata IDeAL che propone un percorso di apprendimento incentrato sulla produzione di oggetti virtuali e fisici. La metodologia fornisce strumenti utili per promuovere capacità analitiche e attitudini creative necessarie per favorire lo sviluppo di competenze trasversali. Il contributo intende presentare e illustrare la metodologia, con l’auspicio che possa incontrare l’interesse di insegnanti e ricercatori del settore
Evaluating online games/activities by a group of elderly in a robotic experience aimed at supporting their independent living
Get PDFInformation and Communication Technologies (ICT), particularly robotics and domotics, are progressively spreading in the contemporary society and their use is increasing in the field of geriatrics too. Even if the implementation of new technologies dedicated to older people is mainly aimed at caring for them and monitor their health, ICT can also sustain continuing learning and develop new practices of socialization. This paper reports the results of an explorative questionnaire survey conducted with a sample of older people who had some familiarity with technologies. Our aim was to investigate their perception about usability and their enjoyment of some online digital games/activities, analyzing the perceived potentialities of those devices for elders’ socialization. Valutazione di giochi/attività online da parte di un gruppo di anziani, in un progetto di robotica a supporto del loro vivere indipendenteLe Tecnologie dell’Informazione e della Comunicazione (TIC), in particolare robotica e domotica, si stanno progressivamente diffondendo nella società contemporanea e il loro utilizzo sta aumentando anche in ambito geriatrico. Anche se lo sviluppo di tecnologie dedicate agli anziani è principalmente finalizzato all’assistenza e al monitoraggio della loro salute, le TIC possono anche favorire l’apprendimento continuo e nuove forme di socializzazione. Il presente contributo espone i risultati di un’indagine esplorativa basata su questionari, condotta con un campione persone di anziane, con familiarità con le tecnologie, per raccogliere la percezione di usabilità e il gradimento di alcuni giochi/attività online, analizzando il potenziale percepito di questi dispositivi per la socializzazione
Developing instrumental, transversal and vertical skills through transformative methodologies
Get PDFThe article deals with the concept of capability and soft skills and how these competencies are becoming central for instructors and educators in formal and informal adult education settings. The article starts questioning how higher education classrooms can become a space to promote employability using collaborative development and action inquiry. Supportare l’apprendimento di competenze strumentali, trasversali e verticali tramite metodi trasformativiL’articolo parte descrivendo la differenza tra capacità e competenze trasversali e di come queste stanno diventando centrali nel dibattito sull’innovazione dei sistemi di higher education e del rapporto tra formazione, mondo del lavoro e competenze sociali. Il contributo descrive come i setting formativi possono diventare uno spazio per promuovere l’occupabilità usando metodologie trasformative
Virtual worlds and augmented reality: The enhanced reality lab as a best practice for advanced simulation and immersive learning
Get PDFe-REAL is enhanced reality for immersive simulation. It is a system where physical and digital objects co-exist and interact in real time, in a real place and not within a headset. e-REAL allows for an advanced simulation within a multisensory scenario, based on challenging situations developed by visual storytelling techniques. The e-REAL immersive setting is fully interactive with 3D holographic visualization, talking avatars, electronically writable surfaces and more: people can take notes, cluster key-concepts or fill questionnaires directly on the projected surfaces. Learners rapidly circle between deliberate practice and direct feedback within a simulation scenario until mastery is achieved. So far, the early findings show that visualization, if linked in interactive ways to the learners, allows for better neural processes related to learning and behavior change. Mondi virtuali e realtà aumentata: l’Enhanced Reality Lab come best practice per la simulazione avanzata e l’apprendimento immersivoe-REAL è realtà potenziata per la simulazione immersiva. E’ un sistema dove oggetti fisici e virtuali coesistono e interagiscono in tempo reale, in un luogo reale e non all’interno di un visore. e-REAL consente una simulazione avanzata all’interno di uno scenario multisensoriale, basato su situazioni sfidanti progettate attraverso tecniche di storytelling visuale. Il setting immersivo di e-REAL è pienamente interattivo con visualizzazioni olografiche in 3D, avatars parlanti, superfici sulle quali è possibile scrivere elettronicamente e altro ancora: le persone possono prendere note, raggruppare concetti-chiave, compilare questionari direttamente sulle superfici proiettate. L’applicazione della tecnica denominate Rapid Cicle Deliberate Practice (RCDP), basata su feedback diretti e mirati, consente di migliorare le performance già nel corso della simulazione. I primi risultati mostrano che la visualizzazione interattiva potenzia i processi neurali associati all’apprendimento e al cambiamento comportamentale
Digital technologies and museums: augmented reality, learning and audience development
Get PDFThis study aims to establish whether new digital technologies can provide a more effective museum experience by widening the access for a greater number of visitors and triggering specific learning processes, also through a deeper engagement. To this end, a review of some significant nationally and internationally researches on the effectiveness of digital tools for museums is provided. They describe the technologies with the greatest impact in terms of audience development and knowledge dissemination. This extensive review shows evidences and findings about the possibility given by new technologies and digital and immersive environments (3D models and printing, virtual and augmented reality) to enhance the user experience in museum context. Furthermore, digital and immersive environments offer new, and so far under-explored, ways of learning, as they are able to transfer knowledge triggering the emotional involvement of the audience. Digital technologies need to be integrated into a strategic design aiming to define innovation plans, digital projects management approaches and specific guidelines for creating an effective storytelling. Tecnologie digitali nei musei: realtà aumentata, apprendimento e audience developmentL’obiettivo del presente studio è quello di stabilire se le nuove tecnologie possano rendere più efficace l’esperienza museale, favorendo una maggiore fruizione dei visitatori e specifici processi di apprendimento, anche attraverso un più ampio coinvolgimento. A tal fine viene presentata una rassegna di alcune significative ricerche ed esperienze, a livello nazionale e internazionale, sull’efficacia degli strumenti digitali per i musei, descrivendo le tecnologie di maggiore impatto in termini di audience development e diffusione della conoscenza. Dalla ricognizione effettuata emergono stabili riscontri sul fatto che sia possibile rendere molto più efficace l’esperienza museale attraverso le nuove tecnologie e che gli ambienti digitali e immersivi (modelli e stampa 3D, realtà virtuale e aumentata) offrono nuove e poco esplorate modalità di apprendimento, in quanto capaci di trasmettere i contenuti aumentando il coinvolgimento emotivo dei visitatori. Le tecnologie necessitano di essere integrate in una pianificazione strategica che punti a definire un piano di innovazione e pianificazione di progetti digitali e specifiche linee guida nell’impiego per creare uno storytelling efficace
A professional development project to support the evaluation culture in the school
Get PDFThis contribution illustrates a professional development project on school evaluation and self-evaluation. In order to support the National Evaluation System, Invalsi has launched the Valu.E project, which aims to improve evaluation skills in schools. This work presents two project actions: Valu.E for schools, aims at strengthening the skills of school staff through the implementation of decentralized forms of training and intervention. Defining the expertise of the evaluator is aimed at identifying a set of skills and knowledge necessary to acquire professional expertise and at implementing e-learning training programmes. For both training actions the teaching methodology is discussed, in order to promote the acquisition of skills in experiential and laboratory contexts. Un progetto di sviluppo professionale a supporto della cultura della valutazione nella scuolaIl presente contributo illustra un percorso di formazione degli adulti sui temi della valutazione e autovalutazione delle scuole. A sostegno del Sistema Nazionale di Valutazione l’Invalsi ha avviato il progetto Valu.E, finalizzato al miglioramento delle capacità di valutazione delle scuole. Questo lavoro presenta due azioni progettuali: Valu.e for schools è dedicato al rafforzamento delle competenze del personale scolastico attraverso la realizzazione di interventi decentrati di formazione e supporto; Definire la competenza esperta del valutatore mira all’individuazione di un set di abilità e conoscenze che consentano di acquisire una competenza professionale esperta e alla realizzazione di percorsi formativi tramite e-learning. Per entrambe le azioni formative è discussa la metodologia didattica, volta a favorire l’acquisizione di competenze in contesti esperienziali e laboratoriali
Problem solving and computational thinking. Building synergies between conceptualization and coding starting from primary school
Get PDFCoding and computational thinking are two terms increasingly present in the scholastic debate of last years. The recent Italian guidelines and new scenarios (MIUR, 2018) have given to computational thinking an important role today in school. However, it is often confusing the teaching of coding (that is, the teaching of a specific programming language) with the teaching of computational thinking, that requires to take into account the relationships between this, problem solving and competences. In fact, coding is only one of the moments of computational thinking, which must be preceded by a moment of conceptualization, linked to the analysis and decomposition of the problems subject to codification. The article proposes reflections and useful hints for working on computational thinking starting from the first year of primary school, through a re-edition in the form of an educational game of the famous Logo language. Problem solving e pensiero computazionale. Costruire sinergie tra concettualizzazione e codifica a partire dalla scuola primariaCoding e pensiero computazionale sono ormai due termini sempre più presenti nel dibattito scolastico già da alcuni anni e le recenti Indicazioni nazionali e nuovi scenari (MIUR, 2018) hanno dato ancor più risalto al ruolo che dovrebbero avere nella scuola odierna. Spesso però si confonde l’insegnare il coding, ossia uno specifico linguaggio di programmazione, con l’insegnare il pensiero computazionale, trascurando i rapporti che vi sono tra questo, il problem solving e l’esercizio di competenze. Il coding è infatti solo uno dei momenti del pensiero computazionale, che va preceduto da un momento di concettualizzazione, legato all’analisi e alla scomposizione dei problemi oggetto di codifica. L’articolo propone riflessioni e spunti operativi utili per lavorare sul pensiero computazionale a partire dal primo anno della scuola primaria, attraverso una riedizione in forma di gioco didattico del celebre linguaggio Logo