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Educazione alla cittadinanza e insegnamento della Storia. Strategie e metodologie formative
Get PDFToday, talking about citizenship education means dealing with examples of multiculturalism and intercultural education. In this regard, the sense of belonging to a community through an effective contribution to its construction is very important. In the pluralist European Union therefore, promoting the civic sense of belonging to the social body is possible if we start from an awareness of being an active part of it. Through a targeted training project in schools, it is possible to identify the substantial resources and opportunities that derive from an awareness of being part of the same community body.Parlare di educazione alla cittadinanza, oggi, significa confrontarsi con le molteplici istanze della multiculturalità. Di fondamentale importanza, in tal senso, si rivela il senso di appartenenza a una data comunità in base al fattivo contributo alla sua edificazione. Nell’Europa pluralista si tratta, dunque, di promuovere il senso civico di appartenenza al corpo sociale a partire dalla presa di coscienza di esserne parte attiva, mediante una mirata progettualità formativa che sappia individuare i nodi problematici ma anche le straordinarie risorse e opportunità derivanti dalla consapevolezza di essere inseriti nel medesimo corpo comunitario. Una consapevolezza che passa attraverso la scuola e la progettualità formativa ivi realizzata
Interventi di cittadinanza digitale: un’indagine in un’ottica inclusiva
Get PDFThe expression “digital natives” does not imply, in a hyper-connected and hyper-technological world, that young people have obvious skills in the correct and conscious use of technological tools and web services. As well as of-fering many opportunities, the internet also harbors risks that can be mitigated through targeted actions driving awareness of them. The new technologies become an integral part of the developmental path and building of identity in education. Teachers in schools at all levels can be protagonists who, through their privileged and strategic role, guide young people towards a responsible use of technology and promote an attitude of critical assessment among the younger generations. This survey, conducted during training activities undertaken in courses specializing in support, aims to verify teachers’ operational skills in Media Education, with the aim of integrating digital citizenship skills, preparatory to integrating issues related to digital citizenship in educational programming in an inclusive perspective.Le nuove tecnologie divengono parte integrante del percorso di sviluppo e crescita identitaria in ambito educativo e rappresentano un'importante risorsa nel supporto degli studenti con Bisogni Educativi Speciali (BES). I docenti delle Scuole di ogni ordine e grado possono essere protagonisti, nel loro ruolo privilegiato e strategico, nel guidare verso un utilizzo responsabile delle tecnologie, promuovere uno spirito critico nelle giovani generazioni. L'indagine effettuata mira a verificare nei docenti le competenze operative in materia di Media Education con l'obiettivo di integrare le conoscenze specifiche di cittadinanza digitale, anche in un'ottica inclusiva
The Nothingness of (the) Nothing
Get PDFIn recent years, in the analytic philosophical community various people have focused their attention again on (the) Nothing, in order to say that, pace Carnap (1932/1959) and pro Heidegger (1929/1977), there are occurrences of the corresponding phrase “(the) Nothing” in which it works as a singular term, not as a quantified expression (e.g. Casati‐Fujikawa 2015, 2019, Costantini 2020, Jacquette 2013, 2015, Oliver‐Smiley 2013, Priest 2014a,b, Simionato 2017, Voltolini 2015). First of all, I will stress again that, if those occurrences are referentially successful, as most of the previous people proposes, they denote an object that is paradoxical. For it is inconsistent because of its contradictory behavior with respect to a certain universal first‐order property, what I call the genuine existential property, i.e., Russell’s (1903) being. After reviewing and assessing such proposals, I will moreover try to show why the antecedent of the above conditional is false. In a nutshell, there cannot, even impossibly, be such a thing as (the) Nothing, not because this would make the overall totality of beings contradictory as well (by both including and not including (the) Nothing), but because (as Twardowski 1892/1977 somehow intuited) it would prevent that totality from being determined at all and (pace Costantini 2020) once for all. Finally, therefore, the only things that there legitimately are à propos of (the) Nothing are significant propositions, depending on the fact that the phrase “(the) Nothing” yields a contextually meaningful contribution to them qua Russellean definite description, even though it does not denote at all. Possibly, this position is similar to what Severino (1957, 2013) maintained on this subject.In recent years, in the analytic philosophical community various people have focused their attention again on (the) Nothing, in order to say that, pace Carnap (1932/1959) and pro Heidegger (1929/1977), there are occurrences of the corresponding phrase “(the) Nothing” in which it works as a singular term, not as a quantified expression (e.g. Casati‐Fujikawa 2015, 2019, Costantini 2020, Jacquette 2013, 2015, Oliver‐Smiley 2013, Priest 2014a,b, Simionato 2017, Voltolini 2015). First of all, I will stress again that, if those occurrences are referentially successful, as most of the previous people proposes, they denote an object that is paradoxical. For it is inconsistent because of its contradictory behavior with respect to a certain universal first‐order property, what I call the genuine existential property, i.e., Russell’s (1903) being. After reviewing and assessing such proposals, I will moreover try to show why the antecedent of the above conditional is false. In a nutshell, there cannot, even impossibly, be such a thing as (the) Nothing, not because this would make the overall totality of beings contradictory as well (by both including and not including (the) Nothing), but because (as Twardowski 1892/1977 somehow intuited) it would prevent that totality from being determined at all and (pace Costantini 2020) once for all. Finally, therefore, the only things that there legitimately are à propos of (the) Nothing are significant propositions, depending on the fact that the phrase “(the) Nothing” yields a contextually meaningful contribution to them qua Russellean definite description, even though it does not denote at all. Possibly, this position is similar to what Severino (1957, 2013) maintained on this subject
Le relazioni di classe nella scuola modello DADA (Didattiche per Ambienti di Apprendimento): il test sociometrico e il punto di vista degli insegnanti
Get PDFThis paper presents the sociometric analysis of relationships between students (N = 130) of six classes in a lower secondary school in Rome, which adopts the DADA model (Didattiche per Ambienti Di Apprendimento – Didactics for Learning Environments). The knowledge of relationships between students allows teachers to effectively manage the class and with the sociometric test it is possible to highlight the relational structure of the class, identifying students who are in more marginal situations (rejected or isolated). The aim of the survey is to verify teachers point of view on class relationships and on DADA model, to solicit a reflection on the important school role as a place of socialization and peers interaction and on the possible teaching methods provided by DADA model to promote inclusion. The sociometric analysis has brought to light how some students are rejected and how some subgroups are isolated from the rest of the class. The administration of a teachers (N = 11) questionnaire showed that not all teachers recognize the existing relationships between students, but they recognize the importance of a good classroom climate for learning and socialization and see in the DADA an important innovation to promote inclusion. Teachers demonstrate a great propensity for inclusion, but a new teacher professionalism is needed to guide students in constructive interpersonal relationships to ensure student well-being as a key element for the restart after the crisis due to Covid-19, which has strongly changed the social relations between students.Il contributo presenta l’analisi sociometrica delle relazioni esistenti tra gli studenti (N = 130) di sei classi di una scuola secondaria di primo grado di Roma, che adotta il modello DADA (Didattiche per Ambienti Di Apprendimento). Conoscere le relazioni esistenti tra gli studenti permette agli insegnanti di gestire efficacemente la classe e con il test sociometrico è possibile mettere in evidenza la struttura relazionale della classe, individuando gli alunni che si trovano in situazioni più marginali (rifiutati o isolati). Scopo dell’indagine è di verificare il punto di vista degli insegnanti sulle relazioni di classe e sul DADA, per sollecitare una riflessione sull’importante ruolo che riveste la scuola come luogo di socializzazione e interazione tra pari e sulle possibili modalità didattiche che offre il DADA per promuovere i processi di inclusione. L’analisi sociometrica ha portato alla luce come alcuni ragazzi siano rifiutati e come alcuni sottogruppi siano isolati dal resto della classe. Dalla somministrazione di un questionario agli insegnanti (N = 11), è emerso che non tutti gli insegnanti riconoscono le relazioni esistenti tra gli alunni, ma riconoscono l’importanza che riveste un buon clima di classe ai fini dell’apprendimento e della socializzazione e vedono nel DADA un’importate innovazione per favorire l’inclusione. Gli insegnanti dimostrano una grande propensione inclusiva, ma risulta necessaria una nuova professionalità docente per guidare gli alunni in rapporti interpersonali costruttivi per garantire il benessere degli studenti come elemento chiave per la ripartenza dopo la crisi dovuta al Covid-19, che ha modificato fortemente le relazioni sociali fra gli studenti
Dall'Università al mondo del lavoro. Il tirocinio come snodo per l’inclusione lavorativa e sociale
Get PDFThe university’s interconnections are played out through interlocked layers – from research to education, to the socio‐economic role. The university participates in networks both in business and social services at the territorial level and contributes to local development and well‐being. Concerning the inclusion of people with disabilities, it can play a sig‐nificant educational and social role within a territory: in addition to supporting enrolled students, it can be a hosting partner of traineeships co‐designed and co‐managed with social services. The paper reports a case study on Social Inclu‐sive Traineeship activated by the University of Macerata in cooperation with local social and health services institutions. It analyses the process and activities needed to implement inclusive environments and presents the achieved outcomes for those who are not higher education students, but are part of the university's community at territorial level. Findings highlight the relevance of the experience for the construction of the professional and social role of the intern. Conclusions stress the need for further research and joint work within the scientific community to strengthen the capacity of universities to implement inclusive practices with the territory and activate networks through meaningful traineeships.The university’s interconnections are played out through interlocked layers – from research to education, to the socio-economic role. The university participates in networks both in business and social services at the territorial level and contributes to local development and well‐being. Concerning the inclusion of people with disabilities, it can play a significant educational and social role within a territory: in addition to supporting enrolled students, it can be a hosting partner of traineeships co‐designed and co‐managed with social services. The paper reports a case study on Social Inclusive Traineeship activated by the University of Macerata in cooperation with local social and health services institutions. It analyses the process and activities needed to implement inclusive environments and presents the achieved outcomes for those who are not higher education students, but are part of the university's community at territorial level. Findings highlight the relevance of the experience for the construction of the professional and social role of the intern. Conclusions stress the need for further research and joint work within the scientific community to strengthen the capacity of univer‐sities to implement inclusive practices with the territory and activate networks through meaningful traineeships
Scritture epistemiche: progettare la didattica intrecciando tradizione e innovazione
Get PDFThe article describes the first year of a project called “Vertical, transpositive and epistemic writings” (Indire and UniTo), whose goal is based on focusing on new forms of writing in the school environment. Over time, the approach to new technologies has oriented the use of various “written” production methods, intertwining different media languages: these are combinations of words, sounds, images, already present in the technologies themselves, partly of “scriptural ideas fruit of the creativity of millennials. The project intends to consider the previous thirty years of the web, the actuality and the gap of writing “inside” and “outside” the school in the perspective of a varied and effective capacity for expression. This can happen thanks to a conscious approach and to a fruitful collaboration between students, teachers and the community of the web, through playful, poetic, ironic and autobiographical methods, among others. It is therefore not a “writing workshop”, but a path of awareness of the self and the other that can guide the choices of teachers and students. This path can allow, at the same time, personal/individual development, but also group and community. Media education must therefore undertake to monitor the sudden changes in the expressive behaviors of young people, accompanying these paths aimed at developing media/digital skills useful for their future life projects.L’articolo descrive il primo anno di un progetto denominato “Scritture verticali, traspositive ed epistemiche” (Indire e UniTo), il cui obiettivo si basa sulla focalizzazione di nuove forme di scrittura in ambito scolastico. L’approccio alle nuove tecnologie ha orientato nel tempo l’utilizzo di varie modalità di produzione “scritta”, intrecciando differenti linguaggi mediali: combinazioni di parole, suoni, immagini in “idee scritturali” generate da nuovi ambienti comunicativi ed dalla creatività dei millennials. Il progetto intende considerare il pregresso di trent’anni di web, l’attualità e il divario della scrittura “dentro” e “fuori” la scuola, nella prospettiva di una variegata ed efficace capacità di espressione. Ciò può avvenire grazie a un approccio consapevole e a una proficua collaborazione tra allievi, insegnanti e nuove strumentazioni, attraverso modalità, tra le altre, ludiche, poetiche, ironiche e autobiografiche. Non si tratta quindi di un “laboratorio di scrittura”, ma di un percorso di consapevolezza del sé e dell’altro che possa orientare le scelte di insegnanti e alunni. Tale percorso può consentire, allo stesso tempo, uno sviluppo personale/individuale, ma anche gruppale e comunitario. La media education si impegna a monitorare i cambiamenti repentini delle condotte espressive dei ragazzi, accompagnando questi percorsi orientati allo sviluppo di competenze mediali/digitali utili ai loro futuri progetti di vita
Associazioni tra immagini corporee di stato, auto-descrizioni del proprio corpo e indice di massa corporea
Get PDFObjectives: To find any possible relationships between dimensions of state body image (SBI), physical self-description (PSD) and body mass index (BMI). Methods: Body Image States Scale (BISS) and Physical Self-Description Questionnaire (PSDQ) were administrated to 280 students (143 girls and 137 boys) aged between 14 and 18 years (M = 16.86; SD = 1.28). Participants answered also a demographic form. Written informed consent was obtained from all participants and their parents.The study was based on a cross-sectional research design. Appropriate statistical analyzes (such as the correlation circle) were conducted on the data to verify the hypotheses of the study. Results: Pearson’s r correlations and the correlation circle have shown multiple correlations between variables, some of which have been very strong and significant (r closed to 1; p<.0001), so much so that areas of overlap between survey instruments could be identified. Conclusions: Possible areas of overlap between the questionnaires that measure the dimensions of the SBI and those of the PSD, and also BMI have been identified (e.g., appearance BISS – appearance PSDQ; obesity BISS – obesity PSDQ – BMI).Obiettivi: Trovare eventuali possibili relazioni tra le dimensioni dell’immagine corporea di stato (SBI), l’auto-descrizione del sé fisico (PSD) e l’indicedi massa corporea (IMC). Metodi: La Body Image States Scale (BISS) e il Physical Self-Description Questionnaire (PSDQ) sono stati somministrati a 280 studenti (143 ragazze e 137 ragazzi) di età compresa tra 14 e 18 anni (M =16,86; SD = 1,28). I partecipanti hanno risposto anche a un modulo demografico. Il consenso informato scritto è stato ottenuto da tutti i partecipanti e dai loro genitori. Lo studio si è basato su un disegno di ricerca trasversale. Sui dati sono state condotte opportune analisi statistiche (come il cerchiodelle correlazione) per verificare le ipotesi dello studio. Risultati: Le correlazioni r di Pearson e il cerchio delle correlazione hanno mostrato molteplici correlazioni tra variabili, alcune delle quali molto forti e significative (r vicino a 1; p<0,0001), tanto da poter individuare aree di sovrapposizione tra strumenti di rilevazione. Conclusioni: Sono state individuate possibili aree di sovrapposizione tra i questionari che misurano le dimensioni del SBI e quelle del PSD, e anche con l’IMC (e.g., aspetto BISS – aspetto PSDQ; obesità BISS – obesità PSDQ – IMC).
Sviluppo dell’intelligenza corporeo-cinestetica nel gestire e canalizzare le paure in età prescolare
Get PDFNel seguente studio sperimentale si è proposta in ambiente scolastico un’attività motoria finalizzata a sviluppare l’intelligenza cinestetica presente in ciascun bambino per il miglioramento, la gestione e la canalizzazione delle paure. Attraverso motori di ricerca quali Google Scholar e EBSCO sono stati selezionati 8 studi che indagavano l’influenza positiva dell’attività grosso/fino-motoria sulla sfera emotiva. La ricerca è avvenuta utilizzando alcune parole chiave: “physical activity”, “physical education”, “psychomotricity”, “children”, “kinesthetic intelligence”, “fear in preschool children”. La sperimentazione è stata condotta presso una Scuola dell’Infanzia di Rimini, con bambini di 4 e 5 anni (ad eccezione di una bambina di 3 anni); ha avutoinizio nel dicembre 2019 e si sarebbe dovuta concludere a giugno 2020. Individuati due gruppi, uno di lavoro e uno di controllo, ad entrambi sono stati effettuati due pre-test: TGM (Test di valutazione delle abilità grosso-motorie) e KFQ (Koala Fear Questionnaire). Con il gruppo di lavoro si sono proposte attività motorie che coinvolgessero in toto la corporeità e ne stimolassero l’intelligenza cinestetica, finalizzata al tema delle paure. A causa della pandemia da Covid-19 la sperimentazione si è dovuta interrompere nel febbraio 2020. Nonostante l’impossibilità di continuare in presenza, anche grazie alla collaborazione di genitori ed insegnanti, si è voluto inventariare il lavoro svolto.The purpose of this experimental investigation was to examine whether the promotion in the school environment of a motor activity aimed at developing each child’s kinesthetic intelligence could result in an improvement in the management and channeling of their fears. Through search engines such as Google Scholar and EBSCO, eight studies that investigated the positive influence of gross/fine motor activity on the emotional sphere of the child were selected. The research was carried out using some key words: “physical activity”, “physical education”, “psychomotricity”, “children”, “kinesthetic intelligence”, “fear in preschool children”. The experimentation was conducted in a primary school in Rimini, with 4- and 5-years old children (except for a 3-years old girl); it started in December 2019 and was due to end in June 2020. A working group and a control group were identified, and two pre-tests were given to both: TGM (Gross Motor Skills Assessment Test) and KFQ (Koala Fear Questionnaire). Motor activities that would fully involve the pupils’ bodies and stimulate their kinesthetic intelligence to address the issue of fear were proposed to the workgroup. Due to the Covid-19 pandemic, the experimentation had to be stopped in February 2020. Despite the impossibility of continuing in presence, also thanks to the collaboration of parents and teachers, a new twist was given to the educational research
La relazione natura e cultura nell’antropologia educativa di Edgar Morin
Get PDFThe purpose of the reflections we present here is epistemological. The approach is hermeneutical and qualitative. The occasion of this study is provided by the voluminous publication of Edgar Morin’s autobiography, I ricordi mi vengono incontro, published in France in 2019 and translated into Italian in 2020. The French scholar, now centenary, weaves a network of memories, sometimes fragmentary, full of names and facts, sometimes chased with a meticulous reconstructive will. However, in some cases, the research effort on the past opens our eyes to characters, situations, and crucial turning points in the field of knowledge, which help to confirm an intuition that is accompanying us in the last years of our research on the epistemological terrain. The starting hypothesis is that the scientific enterprise must be the object of investigation even according to a previously neglected angle of view: the life stories of the protagonists of that activity. In them, one finds out how personality traits can influence research: accelerating it or delaying it. Simultaneously, the prejudicial dimension emerges, the ease or not of communication, the relational modalities that each person adopts when dealing with others. We believe that epistemology can, and must, venture into this context to conduct an explanatory and, ultimately, formative work.Lo scopo delle riflessioni che qui presentiamo è di natura epistemologica. L’approccio è di tipo ermeneutico e qualitativo. L’occasione di questo studio ci è fornita dalla voluminosa pubblicazione dell’autobiografia di Edgar Morin, I ricordi mi vengono incontro, edita in Francia nel 2019 e tradotta in italiano nel 2020. Lo studioso francese, ormai centenario, tesse una rete di memorie, a volte frammentarie, dense di nomi e di fatti inseguiti talora con puntigliosa volontà ricostruttiva. Ma, in alcuni casi, lo sforzo di indagine sul passato ci apre lo sguardo su personaggi, situazioni, svolte rilevanti nell’ambito del sa- pere, che aiutano a dare conferma di un’intuizione che ci sta accompagnando negli ultimi anni della nostra ricerca sul terreno epistemologico. L’ipotesi di partenza è che l’impresa scientifica debba essere oggetto di indagine anche secondo un angolo di visuale fino ad ora trascurato: le storie di vita dei protagonisti di quell’attività. In esse si può scoprire come i tratti della personalità possono influenzare la ricerca, accelerarla o ritardarla. Al tempo stesso emerge la dimensione pregiudiziale, la facilità o meno di comunicazione, le modalità relazionali che ognuno assume nel confronto con gli altri. Crediamo che l’epistemologia possa, e debba, avventurarsi in tale contesto per compiere un lavoro esplicativo e, in ultima analisi, formativo