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LA VALUTAZIONE: UN POTERE SPACCIATO PER SAPERE / Evaluation: A Power Disguised as Knowledge
No full textThis article analyses why and how today the evaluation devices are acquiring increasing importance in Higher Education and in the society at large. Evaluation presents itself as a neutral and objective form of expert knowledge, which everyone has to accept in order to improve her/his professional performances in the collective interest. But, in fact, it is a new kind of invisible (but by no means soft) power, that aims to discipline strongly human conduct. The article tries to denounce the evaluation discourse as «grotesque» (in Foucault’ terms), and to demystify its efficiencydriven narrative of technocracy. Its resulting effect is a trend towards a generalized normalization process of the knowledge, as well as of the social and cultural practices as a whole.Keywords:Evaluation, Power, Knowledge, Scientific research, Higher Education
Le competenze interculturali delle seconde generazioni: una ricerca sulle figlie dell’immigrazione tra Italia e Spagna
No full textThe paper aims to analyze the processes underlying identity building in girls with a migration background and the intercultural competences they develop in the process of integration in the new context. The essay summarizes the outcomes of a qualitative research conducted with a sample of 26 adolescent girls, daughters of immigrants, aged 13-20 living in Florence and Madrid, in an interdisciplinary perspective, using Grounded Theory in a constructivist way as a method of investigation, and a semi-structured interview as a data collection tool. The results show that these young people are subjects inclined to develop intercultural competences that allow them to elaborate their multiple identity in a creative and effective way, asserting their uniqueness and specificity. The contribution also highlights the urgent need for educational actions to support the processes of self-construction for these girls and aimed at countering prejudices widespread in the host society.Riassunto: Il contributo riflette sui processi di costruzione identitaria delle figlie dell’immigrazione e sulle competenze interculturali che esse sviluppano nel processo di inserimento con il nuovo contesto. Seguendo un approccio alla ricerca di tipo qualitativo, viene analizzata la condizione di 26 ragazze, figlie di immigrati, di età compresa tra i 13 e i 20 anni che vivono a Firenze e a Madrid. Il lavoro, svolto in una prospettiva interdisciplinare, ha utilizzato la Grounded Theory in chiave costruttivista come metodo d’indagine e interviste semi-strutturate come strumento di rilevazione. I risultati mostrano come queste giovani siano soggetti propensi a sviluppare quelle competenze interculturali che permettono loro di elaborare in modo creativo ed efficace la loro identità plurima facendo valere la propria unicità e specificità. Il contributo mette inoltre in luce l’urgenza di azioni educative da un lato a sostegno dei processi di costruzione del sé per queste ragazze dall’altro volte a contrastare pregiudizi diffusi nella società di accoglienza
La pedagogia di Korczak: spunti per un’educazione umanizzante
No full textChild’s world, his fate and rights, were the theme of Janusz Korczak’s life and work. Retracing the educational thought and work of one of the most important humanist educators of the twentieth century, an exceptionally gifted and revolutionary social educator, in this work we will try to reflect on how his pedagogical conception may suggest the need for an anthropological turning point in today’s educational systems. Janusz Korczak’s pedagogy, which is based on high universal values and on a deep ethical sensitivity, could indeed offer interesting starting points in order to emerge from today’s educational crisis, implying a vision of the child as a ‘complete’ human being who has the ability to improve his dignity working on himself through a process of self-education supported by an educational relationship with the adult, based on love and dialogue.Riassunto: Il mondo del bambino, la sua sorte e i suoi diritti, sono stati il tema della vita e dell’opera di Janusz Korczak. Ripercorrendo il pensiero educativo e il lavoro di uno dei più importanti educatori umanisti del XX secolo, pedagogista sociale eccezionalmente dotato e rivoluzionario, nel presente lavoro cercheremo di riflettere su come la sua concezione pedagogica possa suggerire la necessità di una svolta antropologica nei sistemi educativi odierni. La pedagogia di Janusz Korczak, incentrata su valori universali alti e su una profonda sensibilità etica, potrebbe infatti offrire interessanti spunti per uscire dall’odierna crisi educativa, implicando una visione del bambino come essere umano ‘completo’, che ha la capacità di migliorare la propria dignità lavorando su sé stesso attraverso un processo di autoeducazione coadiuvato da una relazione educativa con l’adulto basata sull’amore e sul dialogo
Intercultural-Holistic Education in Symbolic-Anthropological Dance Mediation
No full textThe paper is about the method of Symbolic-Anthropological Expressive Mediation, which comes mainly from the research, training and supervision carried out in Eurinome, the School of Bodily and Expressive Mediation Pedagogy of Perugia (Italy). The specific methodology is set up as an educational re-working of methodologies, born in the dance-movement-therapy clinical field that enhances the symbolic and intercultural dimension of dancing and movement. The characteristic element of the method is the holistic approach. Bodily and expressive mediation is designed and proposed as a privileged dimension to enable the various components of the person in all its complexity, in consideration of the plot of cultural and human interactions in which he/she lives
«Eine verteufelte Aufgabe» Zu Schillers Gestaltung des Wilhelm Tell
No full textAlthough strongly attracted to the Swiss national Myth as a theatrical subject, and that above all by virtue of the high level of civic-mindedness that characterizes its libertarian ethos, Schiller, as the author of Wilhelm Tell, found himself facing considerable difficulties when he decided to use such a matter for an appropriate dramatic elaboration. The main purpose of the present contribution is to highlight what artistic expedients (Kunstgriffe) from his creative workshop – accessible in an exemplary way thanks to the teathrical fragments he left as a direct testimony of his own poetics – Schiller employed to solve what he himself styled «eine verteufelte Aufgabe»
E LA “BAILAIDERA”/ …AND THE “BAILAIDERA”
No full textMi sento nella stessa condizione di Heisenberg nel descrivere la particellasubatomica che o si sa dove sta oppure dove sta andando…Gatto trascendentale è il titolo di un romanzo che ha scritto almenoventi anni fa uno psichiatra: Sergio Piro. Mi ritorna in mente quella stranastoria, proprio ora, che con l’inserimento nel nostro setting quotidianodi un pc collegato in streaming con un gruppo di studenti universitari inun’aula virtuale cerchiamo di descrivere cosa succede “qua dentro”, in unmomento in cui il fuori è svanito e resta solo il ricordo o la speranza diritrovarlo fra qualche settimana…Cerchiamo un linguaggio, una narrazione umana e allo stesso temposiamo totalmente coinvolti con le persone attorno a noi. Per tutti qui è unpo’ diverso e questo non perché siamo diversi!Anna mi chiede un abbraccio e non posso togliere la mascherina con cuiho difficoltà a parlare…Gatto vivo o gatto morto?La narrazione è lo strumento di indagine che ci dà la possibilità di ricercareuna metodologia dalla quale poi derivano tutte le tecniche che inquesti anni si utilizzano, si abbandonano, si riformulano…Ma, è sempre l’osservazione, il guardare attraverso il filtro di una teoriadi riferimento mediata dal campo antropico, l’umanità che suda e odorasenso che non passa attraverso il microfono o la videocamera e che dopoun po’ non avverti più.Ma l’antropico attraverso il monitor, l’altro al di là dello schermo, fatornare presente tutto quello che dall’empatico qui e ora svanisce.Dove siamo e dove stiamo andando? Siamo qui.Stiamo andando in onda? E dove siamo?Napoli, 30 aprile 2020, Sergi
MEASURING AND DELIMITING CORRUPTION
No full textMeasuring political orders has become a new frontier in the emergingmode of governance. Over the recent decades, ambitious anti-corruptionstrategies have been accompanied by a proliferation of performance indicators that have grown substantially in number and typologies. The study of metrics and their use in global governance has also reached greater attention. Yet, the relationship between politics and information remains controversial, and scholars do not agree on the capacity, role and performativity of indicators in serving or contesting power structures standing behind governance exercises. By focusing on two of the most widely used indicators of corruption - the World Bank’s Control of Corruption indicator (CC) and Transparency International’s Corruption Perception Index (CPI) - this article defines to what extent these measures have contributed to delimit our understanding of corruption, by overemphasising the role of single individuals (public agents) and the absence of market competition, and by de facto discouraging a more contextualised understanding of the transnational political economy of corruption. By questioning some of the values and conventions vested in corruption indicators, this article scrutinises methodological individualism choices that have been pivotal in normalising and institutionalising the framing of corruption as a delimited (preferably national) abomination. Keywords:Methodological individualism, Competitiveness, Reflexivity, AuthorityMeasuring political orders has become a new frontier in the emerging mode of governance. Over the recent decades, ambitious anti-corruption strategies have been accompanied by a proliferation of performance indicators that have grown substantially in number and typologies. The study of metrics and their use in global governance has also reached greater attention. Yet, the relationship between politics and information remains controversial, and scholars do not agree on the capacity, role and performativity of indicators in serving or contesting power structures standing behind governance exercises. By focusing on two of the most widely used indicators of corruption— the World Bank’s Control of Corruption indicator (CC) and Transparency International’s Corruption Perception Index (CPI)— this article defines to what extent these measures have contributed to delimit our understanding of corruption, by overemphasising the role of single individuals (public agents) and the absence of market competition, and by de facto discouraging a more contextualised understanding of the transnational political economy of corruption. By questioning some of the values and conventions vested in corruption indicators, this article scrutinises methodological individualism choices that have been pivotal in normalising and institutionalising the framing of corruption as a delimited (preferably national) abomination.Keywords:Methodological individualism, Competitiveness, Reflexivity, Authorit
SULLA FOTOGRAFIA DI MEMORIA: I RESTI DEL MANICOMIO /A PHOTOGRAPHY OF MEMORIES: THE REMAINS OF ASYLUMS
No full textThe photographic language is a powerful instrument of historical divulgation: thanks to its characteristic of stopping time, photography can show us a present that has been, creating new narrative forms capable of plunging us into moments of the past. Important the delicate reality of the Italian asylum through photographs and other types of visual images. It allows us to keep our heritage. It is disappearing and distribute them to all those people who do not have access to other forms of information, but who need it to enhance their territorial history. A modern historicaldivulgation to raise awareness on an important topic, intercepting a new public is waiting for information in the dilated and increasingly distracted, a world of the web.Keywords:Photography, Modern Divulgation, Asylum History.
Franz Grillparzer in Neapel. Das Beispiel des Tagebuch auf der Reise nach Italien
No full textAfter having clarified the biographical and literary context in which Franz Grillparzer undertook his journey to Italy from March to the end of June 1819, the article sheds light on the particular significance of his stay in Naples in his Tagebuch auf der Reise nach Italien. The article shows that the account he gives of his discovery of the city and his ascent of Mount Vesuvius is the result of a double dialogue: on the one hand, with Kant’s analyses of the notion of the Sublime, and on the other hand, with Chateaubriand’s Travels in Italy
Democrazia e educazione in John Dewey. Nuove prospettive pratiche per un educare alla cittadinanza democratica
No full textCan pedagogy today question the problem of the relationship between democracy and education? It is a significant and evocative question for our times, which is quite current, which has significantly characterized the pedagogical research of the twentieth century, thanks to the remarkable contribution of John Dewey, who theorized a democratic education for a democracy that it would not simply be resolved in the right to vote, but would be achieved by placing everyone in equal terms in the fight against the difficulties of life. There can be no democratic school except in a democratic society, and there can be no democratic society except with a democratic school, which educates young people about the profound meaning of participation, sociality and co-responsibility. The contribution proposed here, moving from the pedagogical analysis about the crisis of human relations and the inability to relate through solid and structured links, aims to investigate and analyze new perspectives of educational practice in postmodern society, with the aim of proposing another idea about the project of building the responsible citizen, based on educating to democratic citizenship.Riassunto: Può la pedagogia oggi interrogarsi sul problema che caratterizza il rapporto tra democrazia e educazione? Un interrogativo pregnante e suggestivo per i nostri tempi, del tutto attuale, che ha caratterizzato significativamente la ricerca pedagogica del ‘900, grazie al notevole contributo di John Dewey, il quale teorizzò un’educazione democratica per una democrazia che non si risolvesse semplicemente nel diritto di voto, ma si realizzasse ponendo tutti in condizioni eguali nella lotta contro le difficoltà della vita. Non può esserci scuola democratica se non in una società democratica, e non può esserci società democratica se non con una scuola democratica, che educhi i giovani al significato profondo della partecipazione, della socialità e della corresponsabilità. Il contributo qui proposto, muovendo dall’analisi pedagogica circa la crisi dei rapporti umani e l’incapacità di relazionarsi attraverso legami solidi e strutturati, mira a indagare e analizzare nuove prospettive di pratica educativa nella società postmoderna, con l’obiettivo di proporre una idea altra circa il progetto di costruzione del cittadino responsabile, fondato sull’educare alla cittadinanza democratica