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"Being" as the Being of Beings and as Independent of Beings
Full text linkHeidegger’s thought alternately considers ‘Being’ as the Being of beings and as independent of beings. But the independence of ‘Being’ from beings inevitably imposes itself, as a logical consequence of a philosophy that conceives of becoming as the passing of beings from not‐Being to Being and vice versa
“Padri in uniforme”: Il paradosso di una (nuova) genitorialità in cerca di ascolto
Full text linkMilitary fathers stand at the intersection of two important processes of change: the socio-cultural one – involving fatherhood – and the military institution one. Starting from “father paradox” (Zoja, 2016) and “military paradox” concepts and through a qualitative research approach, the present study explores how these men embody their roles, act the parental function and how (if) they manage to integrate the institution and the family requests, especially when far from home due to missions. Ten interviews were carried out with militaries, fathers of children 3-12 years old. The main emerging themes (the pride in their profession, the desire to be “present” fathers, the need to find a work-family balance) can be the starting point for a parenthood support evaluation within the military institution.I padri militari si trovano all’intersezione fra due processi di cambiamento: quello socio-culturale – che investe la figura paterna – e quello dell’Istituzione militare. A partire dai concetti di “paradosso del padre” (Zoja, 2016) e “paradosso del militare”, lo studio esplora, con approccio qualitativo, come tali soggetti incarnino il loro ruolo, agiscano la funzione genitoriale e come (se) riescano ad integrare le richieste della famiglia e dell’Istituzione, in particolare quando lontani da casa, impegnati in missioni. Sono state condotte 10 interviste a militari, padri di bambini/e 3-12 anni. Emergono temi rilevanti (l’orgoglio per la propria professione, il desiderio di essere padri “presenti”, il bisogno di trovare un equilibrio fra lavoro e famiglia), che possono rappresentare il punto di avvio per una valutazione di interventi di sostegno alla genitorialità
Scholastic guidance and gender equality: a virtuous combination
Full text linkIn the recent guidelines coming from European Union Resolutions and Reports of international organisations (OCSE, OECD), school guidance is interpreted as a strategic lever for the development of economic, educational, cultural and social policies marked by ideals of mobility and equity. Likewise, it is seen as a pivot for changes affecting not only society in general, but specifically equal opportunities in the world of work and education. After a survey in the European and international context, the contribution investigates whether, in our country, national directives on school guidance take the principle of gender equality into account. Finding that they do not, the paper proposes theoretical and educational paths to activate "gender-sensitive" guidance paths, highlighting the positive repercussions both in strictly educational terms and for sustainable social development.
Nelle recenti indicazioni che provengono da Risoluzioni dell’Unione europea e da Rapporti di organismi internazionali (OCSE, OECD), l’orientamento scolastico viene interpretato come leva strategica per lo sviluppo di politiche economiche, formative, culturali e sociali improntate ad ideali di mobilità e di equità sociale. Parimenti, viene inteso come perno per i cambiamenti che riguardano non solo la società in generale, ma nello specifico le pari opportunità nel mondo lavorativo e formativo.
Dopo una ricognizione in ambito europeo e internazionale, il contributo indaga se, nel nostro paese, le direttive nazionali in tema di orientamento scolastico tengano conto del principio della parità di genere. Riscontrandone l’assenza, il paper prospetta piste teoriche ed educative per attivare percorsi di orientamento “gender sensitive” evidenziandone le ricadute positive sia in termini strettamente formativi che per uno sviluppo sociale sostenibile.
 
Beatrice come musa letteraria
No full textIn queste pagine si legge il rapporto di Dante con Beatrice alla luce del pensiero di studiose come Prudence Allen, Joan M. Ferrante, Carol Gilligan, Maria Cristina Jacobelli, Carla Lonzi, Uta Ranke-Heinemann e Naomi Wolf. Inoltre si esaminano problemi filologici inerenti al testo di If II 60 e Pg XXX 73
Accompagnare all’abitare. : Competenze pedagogiche e interventi educativi a contrasto della marginalità adulta
Full text linkThis article aims to explore the actual social and educational needs and the professional competencies educators must have to construct and manage education in informal contexts, such as housing. The article highlights the importance of learning that can be achieved in informal settings. The Housing First model will be examined as a model of person-centered intervention. Data from a survey among professionals discuss the crucial role of the educator in accompanying vulnerable adults to housing.L’articolo esplora i nuovi bisogni socioeducativi e le competenze professionali richieste all’educatore nella costruzione e gestione di interventi in contesti informali quale quello abitativo. Viene discusso il modello Housing First quale approccio centrato sulla persona vulnerabile in riferimento al suo contesto abitativo. Vengono proposti anche i dati di una ricerca tra professionisti che si occupano di accompagnamento all’abitare, mettendo in luce il ruolo cruciale dell’educatore
La complessità delle professioni educative. : Competenze, inclusione sociale, coesione territoriale
Full text linkIn light of the educational challenges facing society, pedagogical research questions the training of educators and pedagogists in the formal, non-formal and informal contexts to decipher emerging needs and to face cultural changes with awareness in the perspective of ecological transition. The essay aims to offer, in line with the National Recovery and Resilience Plan, between education and research, social inclusion and territorial cohesion, an analysis to reflect on the role and complexity of educational professions in order to promote new skills and forms proximity in an ecosystem dimension to ensure quality, inclusive and permanent education for all as stated in objective 4 of the 2030 Agenda. Educational work in services calls for training, participatory processes and educational co-responsibility with the realities of the territory to act ethically and in a sustainable way to the rebirth of the country, between values and pedagogical knowledge.Alla luce delle sfide educative che investono la società, la ricerca pedagogica si interroga sulla formazione degli educatori e dei pedagogisti in contesti formali, non formali e informali per decifrare i bisogni emergenti ed affrontare con consapevolezza i cambiamenti cultuali nella prospettiva della transizione ecologica. Il saggio si propone di offrire, in linea con il Piano Nazionale di Ripresa e Resilienza, tra istruzione e ricerca, inclusione sociale e coesione territoriale, un’analisi per riflettere sul ruolo e la complessità delle professioni educative al fine di promuovere nuove competenze e forme di prossimità in dimensione ecosistemica per garantire a tutti un’educazione di qualità, inclusiva e permanente come dichiarato nell’obiettivo 4 dell’Agenda 2030. Il lavoro educativo nei servizi sollecita processi formativi, partecipativi e di corresponsabilità educativa con le realtà del territorio per agire eticamente ed in modo sostenibile alla rinascita del paese, tra valori e saperi pedagogici
Beyond Alienation: Severino’s Removal of Pathological Contradiction
Full text linkBased on a significant reflection by Emanuele Severino on contemporary philosophy (i.e. Severino, 1996), this article explores the concept of “alienation” and its evolution from Hegelian theory to psychology/psychiatry and social science studies. The purpose of this article is to highlight the continuity between certain assumptions of Severino’s original framework and the comprehensibility of diagnostic aspects inherent to the state of alienation, particularly in cases of schizophrenic spectrum disorders. Severino was a philosopher who presented the most radical understanding of alienation, in line with the concept of nihilism and involving the identification of “being” in relation to its absolute other – that is, “nothingness”. The fundamental aim of this manuscript is to proceed along a path of investigation that considers Severino’s thought as the foundation of the epistemology of a new science: one that does not start from the fideistic assumption of the oscillation between nothing and being
The Identity and Eternity of Every Being
Full text linkWhat Western thought regards as the ultimate evidence – namely, becoming understood as that process by which beings pass from nonbeing to being, and viceversa – is the ultimate folly. Severino shows that thinking of a time in which any given being does not exist means slipping into the deepest contradiction. Nonfolly coincides with the appearing of the necessity that any being, qua being, should exist – a necessity resting upon the indisputable appearing of the originary structure of that being: its appearing as what is identical to itself and other from what is other than itself. The impossibility that any given being qua being might not exist coincides with the very eternity of that being. The succession of events itself is something eternal that occurs by necessity. And the varying of the content of experience, which indisputably appears, coincides with the supervening of eternals in the eternal circleof appearing, and their leaving it. 
Il valore pedagogico della Costituzione e la funzione etica dell’Educazione Civica: modelli pedagogici a confrtonto
No full textThe statutory objective of the Civic Education, to contribute to the formation of citizenship and to develop students' knowledge of the Constitution (L. 92/2019), invites to discover the pedagogical value of the pivotal norm and the historical-normative evolution that has marked the beginnings of this discipline. Approaching the Constitution, the foundation of the CE, equals to give voice to the teachers who have recognized its formative and transformative value. The connection with the educational past, unearth the didactic action of who have been able to dig through the Constitution adopting the verbs 'participate' and 'contribute' to realize a school "for everyone". The didactic transposition of the Constitution and the opportunity to gain experience as demonstrated by these teachers, emphasizes the values received from the CE and its ethical meaning for the student and the citizen education. Therefore, the intention is to accentuate the relation between school and Constitution and the different ways of civic teaching application.L’obiettivo statutario dell’Educazione Civica, di contribuire alla formazione della cittadinanza e sviluppare la conoscenza della Costituzione negli studenti (L. 92/2019), invita a scoprire il valore pedagogico della norma cardine e l’evoluzione storico-normativa che ha segnato l’alba di questa disciplina. Accostarsi alla Costituzione, posta a fondamento dell’EC, equivale a dare voce ai maestri che hanno riconosciuto il suo valore formativo e trasformativo. Il riferimento al passato educativo riporta alla luce le azioni didattiche di chi ha saputo scavare all’interno della Costituzione per assumere i verbi “partecipare” e “contribuire” come impegno per realizzare la scuola "aperta a tutti". La trasposizione didattica della Costituzione e la possibilità di farne esperienza, dimostrata da questi maestri, sottolinea lo sfondo valoriale recepito dall’EC e il suo significato etico per l’educazione dello studente, e quindi del cittadino. L’intento, dunque, è di rimarcare la correlazione tra scuola e Costituzione e i diversi modi di applicare l’insegnamento civico