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The Pedagogist's Professional Practice and the Clinical Method
Full text linkThe "clinical" method is one of the possible methodological choices for Pedagogy as a profession and as a research, for Social Sciences and for other sciences, as well as for the professions that refer to these sciences.It can also be called "casuistic and situational method", and it is an exclusive alternative to the statistical operational method, with a full community of scientific rigor and technical applicativeness.It consists in the consideration of the individual case and of the single person with all its specific symptomatic and phenomenal characteristics, through the mediation of the professional to a general case within the limited number of general cases whose corpus makes science, profession and scientific and professional community, and in obtaining the indications for the help and the service to whom the professional has addressed.A particular reflection is dedicated to the specific technique for the transition from the particular to the general through the mediation provided by the professional, that is through human mediation, according to a non-tautological technique known from ancient Greece with the name of "abduction" or "retroduction" "Ἐπιχείρημα” or “Reductio ad absurdum” by Zeno from Elea (489-430), or 'απαγωγή known to Aristoteles (384-322).The theme offers a precious opportunity for various reflections on the profession of pedagogist and on his practice: a profession that has recently had its legal recognition in Italy too
Mediterranean Civil Economy and the European System
Full text linkThis paper argues that: a) the indiscriminate application of the German model to all European countries (mainly to Mediterranean Catholic countries) has fostered economic growth in the EU at different speeds; b) Italy, the cradle of Catholic capitalism, is currently attempting to react against austerity measures - imposed by the economic constrictions of the German model – by focusing on the third sector and non-profit companies.
Is the Golden Section a Key for Understanding Beauty? (Part II)
Full text linkOur goal is to prove that the golden section, however important, is not the only key to understand a mathematical-formalizing approach to the idea of beauty. Having developed, from this point of view, reading keys linked to the post-modern, it is necessary to link together the multiple rivulets of knowledge that gather in this direction. Moreover the canons of the approaches presented up to now are very indicative for the understanding of many aspects of beauty, which however depends on the historical moment and the cultures created in the various civilizations. Therefore we can affirm that there is no effective definition of "beauty" that can be codified through fixed canons, but that the concept is expressed by a series of stratifications and interpretations that tend to link several major variations, expressing the various answers given by man to the question: what is the beauty
Methodology of Pedagogical Research
Full text linkThe pedagogical research constitutes a critical, dynamic, intentional, active process oriented towards the investigation of the educaional reality under all its aspects. The present paper brings in the forefront the effort of pedagogy to crystalize its own methodology of research in its demarche of affirmation and consolidation of its scientifical status. The complexity and the high number of inter-depedent variables present in the study of the human condition foiled the effort to apply a model of scientific research underlain on the method of natural sciences in the field of social-human sciences. In this context, the pedagogy was bound to shade its methods of research in order to surprise as truthful as possible the complexity and diversity of the educational processes. Thus, besides the empirical-experimental method, the pedagogy was enriched with new methods of research such as the hermeneutic method, the historical method, the rhetorical method, the descriptive method, the problematization method
The Ship Transportation of Passengers with Disabilities and The Disability-Related Training Procedures of Seamen: A Legal and Social Framework
Full text linkRecent programs aimed at the independent living of persons with disabilities, allow them to be costumers of sectors in which they have never had full access in the past. The Lisbon Treaty has distinctly recognized the existence of a community tourist area within the primary law, and CRPD has defined the principles of accessibility (art. 9) and accessible tourism (art. 30) as tools for the inclusion. In addition, tourism and transportation stakeholders must guarantee non-discriminatory services; they must approach persons with disabilities as every other customer, by taking in consideration their needs and rights, especially when it comes to their accessibility, assistance, and information. Companies of transportation must cooperate with DPOs in order to define disability-related training procedures
A Legal and Social Framework for the Inclusion of Persons with Disability through Accessible Tourism and Transportation by Bus
Full text linkNational, European, and international institutions should implement social policies to help the persons with disabilities. Strategic sectors include education, training, and work, with the equal protection of the laws. In addition, this essay is focused on another crucial “sector" that is part of the (European) primary law, which include tourism along with public transportation and non-discrimination. In conclusion, legislators, and public institutions, as well as transport companies must comply the principles of accessibility, equality, and social justice for the social inclusion of persons with disabilities
Understanding Scientific Inquiry
Full text linkScience is a process of inquiry: a process of asking and answering questions. However, a good question is more than an interrogatory, and a good answer is more than information: there are logical constraints that dictate when a question is answerable and what qualifies as an answer. This paper will provide an understanding of (1) when a question is answerable, (2) when a question is not ready to be asked, (3) when a question is trivial, (4) what is required for a response to be an answer, and (5) what sequence of inquiry is required to identify an answer. Equipped with this understanding, a scientist can better determine an appropriate sequence of study for a research program as well as identify the necessary arguments to warrant claims of understanding, funding, and the publication of research findings
Is the Golden Section a Key for Understanding Beauty? - Part I
Full text linkOur goal is to prove that the golden section, however important, is not the only key to understand a mathematical-formalizing approach to the idea of beauty. Having developed, from this point of view, reading keys linked to the post-modern, it is necessary to link together the multiple rivulets of knowledge that gather in this direction. Moreover the canons of the approaches presented up to now are very indicative for the understanding of many aspects of beauty, which however depends on the historical moment and the cultures created in the various civilizations. Therefore we can affirm that there is no effective definition of "beauty" that can be codified through fixed canons, but that the concept is expressed by a series of stratifications and interpretations that tend to link several major variations, expressing the various answers given by man to the question: what is the beauty
Educazione Scientifica e Problemi di Ordinamento Accademico
Full text linkA comparative research of four normative documents on academic didactics which shows a gap relatively Scientific Education: since 1992, in fact, there is no Macro sector of university teaching Scientific Education or Science Didactics, a plan, that is, general: while there is a specific plan and composite, “just that field of study”, represented by different didactics of sciences, internal to certain Competitive Sectors. There are, however, both the general plan because the specific plan for the History and Philosophy and Methodology of Science and Technique. All this leads inevitably negative impact on the teaching and learning of science subject
From Krashen to Porcher: The Duo Acquisition/Learning
No full textIn this article we take into account the following factors characterizing the learning/teaching process of a foreign language: implicit and explicit learning/teaching, as well as awareness of teachers and learners about learning/teaching strategies in the light of information provided by the communicative method of Krashen and Porcher. The aforementioned factors are understood as central to approaches and integrated teaching methods wishing to address the complexities of teaching a foreign language. The understanding of a foreign language-culture or rather the internalization of an non-own system - and participation to the values shared by another group are, despite appearances, among the most difficult skills to integrate to learning "off natural production environment" ie learning driven. What are the roles, styles and strategies of teachers and learners in the learning/teaching process? DA KRASHEN A PORCHER: IL BINOMIO ACQUISIZIONE/APPRENDIMENTOIn questo articolo vengono presi in considerazione i seguenti fattori caratterizzanti il processo di apprendimento/insegnamento di una lingua straniera: apprendimento/insegnamento implicito ed esplicito, nonché consapevolezza degli insegnanti e degli apprendenti riguardo alle strategie di insegnamento/apprendimento, alla luce delle indicazioni fornite dal metodo e dell’approccio comunicativo di Krashen e Porcher. I fattori sopramenzionati vengono intesi come centrali ad approcci e metodi didattici integrati che intendano affrontare la complessità dell’insegnamento di una lingua straniera. La comprensione di una lingua-cultura straniera o meglio l’interiorizzazione di un sistema non proprio - e la partecipazione ai valori condivisi da un altro gruppo sono nonostante le apparenze tra le competenze più difficili da integrare nell’apprendimento “fuori contesto naturale di produzione” ossia nell’apprendimento guidato. Quali sono i ruoli, gli stili e le strategie dei docenti e degli apprendenti in un processo d’insegnamento/apprendimento?Parole Chiave: Krashen, Porcher, Apprendiment