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Educazione civica, una nuova sfida nella società post-secolare
Get PDFRecent change in the Constitution (articles 9 and 41) represents a challenge, questioning human and social sciences, on several points: the interdependence between human, technology, other living species and the environment; diversity and social inclusion; social inequality and justice in a new horizon that connects schools with the society at large. The intergenerational dimension that is added to gender, which is now intended in intersectional ways, contributes to value diversity, putting to the fore also a principle of future sustainability. From a cultural viewpoint, what is human or technological and what is natural is being renegotiated along a continuum, foreboding uncertainty, divisions and contrasts, in a post-secular society.A new social contract is needed, with third spaces of human sociability and knowledge, after pandemic times. This allows civic education to gain an important role in overcoming traumatic experiences, at different ages in the life-cycle, with a relational approach, as envisaged by Unesco in Reimagining our futures together (2021). It invites to treasure and sustain diversity, laicité, participation and pluralism at school, considered a vital and collaborative social institution and a centre of society, bringing together services that support the well-being of individuals, families, and communities, even in uncertain times, as we are in this interdependent.La recente modifica della Costituzione (artt. 9 e 41) rappresenta una sfida che interpella le scienze umane e sociali su alcuni punti: l’interdipendenza tra l’umano, la tecnologia, le altre specie viventi e l’ambiente; la diversità e l’inclusione sociale; la disuguaglianza e la giustizia sociale in un nuovo orizzonte che riguarda la scuola in connessione con la società. La dimensione intergenerazionale, che si aggiunge alle differenze di genere, inteso sempre più in senso intersezionale, contribuisce a valorizzare la diversità, richiamando anche un principio di sostenibilità per il futuro. Dal punto di vista culturale, cosa è umano o tecnologico e cosa è naturale viene rinegoziato secondo un continuum, in tempi incerti, forieri di divisioni e di contrasti, in una società post-secolare.È necessario un nuovo contratto sociale che apra terzi spazi di socialità umana e di conoscenza, nel post-pandemia, nelle comunità culturali. Ciò attribuisce all’educazione civica un ruolo importante nel superamento dell’esperienza traumatica, in diverse età nel ciclo di vita, con un approccio relazionale, come previsto dall’Unesco in Reimagining our futures together (2021). L’invito è a valorizzare e a sostenere la diversità, la laicità, la partecipazione e il pluralismo a scuola, considerata un’istituzione sociale vitale e collaborativa, al centro di una rete di servizi che promuovono il benessere di individui, famiglie e comunità, anche in tempi di incertezza, in quanto siamo tutti interdipendenti
L’implicito pedagogico nell’articolo 34 (comma 1) della Costituzione
Get PDFThe aim of these pages is the re-reading of the Constitutional Charter to highlight the pedagogical dimension underlying the “values” originally formulated by the constituent fathers. The reflection starts from Article 34, paragraph 1, where the principle of compulsory education is affirmed. The basic thesis supported here is that the correlation between the right and duty of education lends itself to an educational use to promote active citizenship in young people.L’obiettivo di queste pagine è la rilettura della Carta costituzionale per evidenziarne la dimensione pedagogica sottesa ai “valori” formulati dai padri costituenti. La riflessione prende le mosse dal’art.34, comma 1, dove è affermato il principio dell’obbligo di istruzione. La tesi di fondo qui sostenuta è che la correlazione tra diritto-dovere di istruzione si presta ad un utilizzo educativo per promuovere la cittadinanza attiva nei giovani
Il soggetto lettore-scrittore: breve storia francese di un paradigma didattico contemporaneo
Get PDFThe contribution proposes an excursus on the development of models for analysing and commenting on literary texts, from the biographies of authors to those of a structuralist matrix such as linguistic, narratological or rhetorical figure-based models, up to the reflection on subjective reading that has determined a didactic perspective. Three more recent reception models are presented: the historical-aesthetic model, concerned with the different readers who subsequently actualise works; the semi-ological model, which emphasises the textual palimpsest (model reader) that everyone must respect; and finally the model developed by Michel Picard, focused on ‘the real reader’. The latter approach utilises game theories and Freudian psychoanalysis and places the experience of reading literary texts under the sign of the plurality of instances: the 'reader' who remains present to the world he perceives at the edge of the book space or through the sounds and scents that reach him from the outside world; the 'reader' who allows himself to be drawn into his memories and fantasies by the represen-tations and forms of the texts; and the 'reader' who enacts a diversified reflection. The focus of the contribution, however, is on the rise of the subject-reader paradigm, of which not only a comprehensive review is provided, but also experiences, trends, research and limitations. This orientation recognises the primary role in literary analysis of the 'empirical reader', who becomes a true teaching paradigm, a new way of conceiving the teaching of literature.The contribution proposes an excursus on the development of models for analysing and commenting on literary texts, from the biographies of authors to those of a structuralist matrix such as linguistic, narratological or rhetorical figure-based models, up to the reflection on subjective reading that has determined a didactic perspective. Three more recent reception models are presented: the historical-aesthetic model, concerned with the different readers who subsequently actualise works; the semi-ological model, which emphasises the textual palimpsest (model reader) that everyone must respect; and finally the model developed by Michel Picard, focused on ‘the real reader’. The latter approach utilises game theories and Freudian psychoanalysis and places the experience of reading literary texts under the sign of the plurality of instances: the 'reader' who remains present to the world he perceives at the edge of the book space or through the sounds and scents that reach him from the outside world; the 'reader' who allows himself to be drawn into his memories and fantasies by the represen-tations and forms of the texts; and the 'reader' who enacts a diversified reflection. The focus of the contribution, however, is on the rise of the subject-reader paradigm, of which not only a comprehensive review is provided, but also experiences, trends, research and limitations. This orientation recognises the primary role in literary analysis of the 'empirical reader', who becomes a true teaching paradigm, a new way of conceiving the teaching of literature.The contribution proposes an excursus on the development of models for analysing and commenting on literary texts, from the biographies of authors to those of a structuralist matrix such as linguistic, narratological or rhetorical figure-based models, up to the reflection on subjective reading that has determined a didactic perspective. Three more recent reception models are presented: the historical-aesthetic model, concerned with the different readers who subsequently actualise works; the semi-ological model, which emphasises the textual palimpsest (model reader) that everyone must respect; and finally the model developed by Michel Picard, focused on ‘the real reader’. The latter approach utilises game theories and Freudian psychoanalysis and places the experience of reading literary texts under the sign of the plurality of instances: the 'reader' who remains present to the world he perceives at the edge of the book space or through the sounds and scents that reach him from the outside world; the 'reader' who allows himself to be drawn into his memories and fantasies by the represen-tations and forms of the texts; and the 'reader' who enacts a diversified reflection. The focus of the contribution, however, is on the rise of the subject-reader paradigm, of which not only a comprehensive review is provided, but also experiences, trends, research and limitations. This orientation recognises the primary role in literary analysis of the 'empirical reader', who becomes a true teaching paradigm, a new way of conceiving the teaching of literature
Il poema-mondo di Stigliani: edizione e commento di un sonetto inedito di Orazio Persio
Get PDFThe aim of this article is to offer the first known critical essay on the work of Orazio Persio (Matera, 1580-1649), with particular attention to his Rime diverse (Matera, Biblioteca Provinciale ‘T. Stigliani’, ms. 085). Some compositions in the mostly unpublished manuscript are addressed by the author to Tommaso Stigliani. One is particularly interesting for its praise of Mondo nuovo, the epic poem that was struggling to reach publication in its reworked and definitive form. Persio’s encomiastic text takes up and re-elaborates the ideas offered by the great vernacular epic models underlying Stigliani’s poem (most notably the Commedia, the Gerusalemme liberata and the Orlando furioso). More significant, however, are the particular effects of meaning deriving from the metaphorical association between ‘poem’ and ‘world’, an association also found in other texts of the Roman milieu in which Persio composed his eulogy.L’articolo intende offrire un primo saggio critico sull’opera di Orazio Persio (Matera, 1580-1649), con particolare riferimento alle sue Rime diverse (Matera, Biblioteca Provinciale ‘T. Stigliani’, ms. 085). Nel manoscritto, perlopiù inedito, sono presenti alcuni componimenti che l’autore indirizza a Tommaso Stigliani, tra i quali uno risulta di particolare interesse. Si tratta di un sonetto destinato all’elogio del Mondo Nuovo, poema epico la cui versione completa proprio in quel periodo stentava a trovare uno sbocco editoriale. Il testo encomiastico di Persio riprende e rielabora gli spunti offerti dai grandi modelli epici volgari che sottostanno al poema (in primis la Commedia, la Gerusalemme liberata e l’Orlando furioso). Significativi, però, sono i particolari effetti di senso che scaturiscono dall’associazione metaforica tra ‘poema’ e ‘mondo’, la quale è rintracciabile anche in altri testi del milieu romano in cui il giurista e letterato materano compose il suo elogio
Criminologia e psicoanalisi nell’Italia fra le due guerre: testimonianze di un rapporto dimenticato
Get PDFGenerally, the developments of criminology and psychoanalysis between the end of the Nineteenth century and the first decades of the XX° are considered substantially separate; such interpretation is especially applied to relationships between Lombrosian scholars and the first Italian followers of Sigmund Freud. However, an accurate analysis of bibliographical and archival materials relevant to that period allows to describe a more articulated and manifold reality. Purpose of this paper is to reconstruct by an historical approach the relationships between criminologists and pioneers of psychoanalysis in Italy in the period between world wars, when Lombroso had died from a long time and an elder Freud had reached a worldwide notoriety. Especially after 1930 – despite a largely hostile political and cul-tural context – some considerable Italian exponents of criminology and psychoanalysis developed a lively and sometimes significant dialectics. Their comparison – although among increasing reticences and difficulties – continued, even after the dramatic beginning of racial persecutions, up to the war already begun.Generalmente gli sviluppi della criminologia e della psicoanalisi tra la fine del XIX secolo e i primi decenni del XX si considerano sostanzialmente separati e tale interpretazione viene applicata specialmente ai rapporti intercorsi fra gli studiosi di ispirazione lombrosiana e i primi seguaci italiani di Sigmund Freud. Tuttavia la scrupolosa analisi di materiali bibliografici e archivistici attinenti a quel periodo consente di ricostruire una realtà più articolata e complessa. Scopo del presente contributo è ricostruire mediante un approccio storico le relazioni intercorse fra criminologi e pionieri della psicoanalisi in Italia nel periodo fra le guerre mondiali, quando Lombroso era scomparso da tempo e Freud, ormai anziano, aveva raggiunto una notorietà mondiale. Specialmente dopo il 1930, nonostante un contesto politico e culturale in buona parte ostile, alcuni importanti esponenti italiani della criminologia e della psicoanalisi svilupparono una dialettica vivace e talvolta significativa. Il loro confronto – seppure tra crescenti reticenze e difficoltà – proseguì sino a guerra inoltrata, anche dopo il drammatico inizio delle persecuzioni razziali
Il Barracuda si racconta: l'utilizzo di metodi di analisi narratologica, psicosociale e semiotica in criminologia clinica
Get PDFStarting from the analysis of a fictional story written by an author of violent crimes repeatedly subjected to a psychiatric examination, this work aims to highlight the importance of studying the writings of criminals to "understand" the author of the story. In order to show the clinical-criminological usefulness of the analysis of the written productions of the perpetrators, we have subjected the narrative text produced by the subject to a cross-examination, reading it from the point of view of the content in the light of the history of the same available in the expert report, and subsequently analyzing it according to multiple methods of investigation (analysis according to the contributions of narrative criminology, psychodynamic analysis of the defenses according to the contributions of psychosocial criminology, semiotic analysis according to Barthes). All this in order to better understand the characteristics of the subject and to attempt an all-round description.The study of the offender's narratives allows us to better represent the conflict that leads to the passage to the violent act: the in-depth analysis of the narrative productions, both before and after the crime committed, highlights the traumatic moments and the delicate passages that precede the fall of the process of symbolization and the construction of a representation of the self and the other that sees violence as the only way out of an otherwise unmanageable situation.Partendo dall’analisi di un racconto di finzione scritto da un autore di reati violenti più volte sottoposto a perizia psichiatrica, questo lavoro si propone di evidenziare l’importanza dello studio degli scritti dei criminali per “comprendere” il soggetto autore della storia. Allo scopo di mostrare l’utilità clinico-criminologica dell’analisi delle produzioni scritte degli autori di reato, abbiamo sottoposto il testo narrativo prodotto dal soggetto a un esame incrociato, leggendolo dal punto di vista del contenuto alla luce della storia dello stesso reperibile nell’elaborato peritale, e successivamente analizzandolo secondo plurime metodiche di indagine (analisi secondo i contributi della criminologia narrativa, analisi psicodinamica delle difese secondo i contributi della criminologia psicosociale, analisi semiotica secondo Barthes). Tutto ciò al fine di comprendere meglio le caratteristiche del soggetto e di tentarne una descrizione a tutto tondo. Lo studio delle narrative del reo permette di meglio rappresentare il conflitto che conduce al passaggio all’atto violento: l’analisi approfondita delle produzioni narrative, sia precedenti che suc-cessive al reato commesso, evidenzia i momenti traumatici e i delicati passaggi che precedono la caduta del processo di simbolizzazione e la costruzione di una rappresentazione del sé e dell’alter che vede nella violenza l’unico modo per uscire da una situazione altrimenti ingestibile
Rorschach test in legally sane murderers: a comparison between the comprehensive system (CS) and the Scuola Romana Rorschach (SRR) methods
Get PDFUp to date, in Italy, the Comprehensive System (CS) and the Scuola Romana Rorschach (SRR) are two widely Rorschach systems used in clinical and forensic fields. The present study has the purpose of comparing the results obtained by means of CS and SRR methods in the psychodia-gnostic assessment of homicides in a forensic setting. The Rorschach records of 30 murderers with no psychiatric history and without any psychiatric disease according to DSM-5 diagnostic criteria, tested according to the SRR in a forensic setting, and judged as ‘fully responsible’ (i.e. legally sane), were rescored according to CS. Both methods’ results highlighted a mild impairment of cognitive processing as well as marked difficulties in interpersonal relationship with both Ror-schach methods. Strong correlations were found (Pearson’s r, p < 0.001) between CS and SRR variables related to ‘cognitive mediation’ (CS: XA%, WDA%, X-%, X+%, Xu%; SRR: R+%, F+%, V, O) and interpersonal perception (CS: Human Content, Pure H, Isolation Index; SRR: H, H%, Hd, H+Hd, H%+Hd%)
Psicopatia in un campione di donne con infermità mentale accertata in sede giudiziaria italiana e ritenute socialmente pericolose
Get PDFIn this retrospective observational study, we aimed at investigating the presence and degree of psychopathy as well as its possible association with clinical characteristics in a sample of women detained in the Italian residence for the execution of security measure (REMS) of Castiglione delle Stiviere (Mantova, Italy). The 50 recruited women had been judged to be lacking criminal re-sponsibility or having substantially diminished responsibility and socially dangerous. A PCL-R total score cut-off > 25 was used to distinguish between patients with or without psychopathy. The analysis of the data highlighted significant associations between psychopathy and borderline personality disorder with comorbid substance abuse, crimes of theft or personal injury. Those patients who were detained due to homicide or attempted homicide and suffered from schizo-phrenia spectrum disorders showed lower PCL-R scores than others. In questo studio osservazionale retrospettivo, si è mirato ad indagare la presenza e il grado di psicopatia nonché la sua possibile associazione con le caratteristiche cliniche in un campione di donne internate nelle Residenze per l'esecuzione delle misure di sicurezza (REMS) di Castiglione delle Stiviere (Mantova, Italia). Le 50 donne reclutate erano state giudicate totalmente o parzialmente incapaci di intendere e di volere nonchè socialmente pericolose. Un punteggio totale PCL-R > 25 è stato utilizzato per distinguere tra pazienti con o senza psicopatia. L'analisi dei dati ha evidenziato associazioni significative tra psicopatia e disturbo borderline di personalità con disturbo da uso di sostanze in comorbilità, reati di furto o lesioni personali. Le pazienti che sono stati internate a causa di un omicidio o tentato omicidio e che erano affette da disturbi dello spettro schizofrenico hanno mostrato punteggi PCL-R inferiori rispetto alle altre