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MERAVIGLIA E CONOSCENZA ALLE ORIGINI DELLA FILOSOFIA
No full textThe essay examines the subject of the birth of philosophy from wonder by analysing the first texts in which it appears, that is, a passage from Plato\u27s Theaetetus and chapter 2 of the 1st book of Aristotle\u27s Metaphysics. Both affinities and differences between these two texts are highlighted. According to Plato and Aristotle, philosophy stems from the perplexity experienced when facing what appears inexplicable. However, for Plato wonder is a pathos, that is, a psychophysical phenomenon that upsets and paralyses, while Aristotle examines wonder only for its cognitive effects. For him wonder is caused by cognitive problems arising from the observation of phenomena whose causes are unknown. When philosophical knowledge, or knowledge of causes according to Aristotle, has been acquired, there is no longer any reason to feel wonder. For both Plato and Aristotle, however, there is another form of wonder, namely admiration. According to Plato this type of wonder originates from the contemplation of Forms while for Aristotle admiration may stem from perfection of divinity or order of nature
BLUMENBERG: METAFORA E “INCONCETTUALITÀ”
No full textThis essay outlines Blumenberg’s work on the nature of metaphor from the first text published during his life, Paradigms of a metaphorology (1960), up to one of those that came out after his death, Theory of inconceptualism. This paper shows that it is not enough to study the performance of a metaphor in the formation of concepts, but, taking it as a thread in perspective of a regression to the "world of life", it is also necessary to frame it in the broader horizon of a theory of inconceptualism. The metaphors would not be, therefore, provisional pre-logical structures destined to be afterwards substituted by clear and distinct ideas, but polysemic configurations that enrich the language, enhance its heuristic function and form the basis on which the tendency to univocity of the concepts will later develop.
Recensione a: E. Marescotti, Adultescenza e dintorni. Il valore dell’adultità, il senso dell’educazione, Milano, FrancoAngeli, 2020
No full textIL BENE FRA ETICA E METAFISICA. LA QUAESTIO DE BONO DI GOFFREDO DI POITIERS (CA. 1210-1230)
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Dal comentario de texto al debate. Strategie per migliorare la comprensione scritta e la produzione orale
No full textReading Literacy (RL), as one of the goals of language learning strategies, is supposed to encourage information literacy, critical thinking and, in all actuality, communication. This article aims at investigating the effect of teaching RL strategies on SFL (Spanish as a Foreign Language) learners in order to improve skills about textual analysis and literature comprehension. The didactic use of foreign literary texts deals with pursuing clear, motivating and challenging objectives for the students: prior knowledge exercises and text organization reveal that teachers can choose between different techniques as questioning, identifying the main ideas, summarizing, for instance. Also gaming has shown serious potential in building successful readers, as well as literary pieces with a captivating theme; escape rooms and breakout games involve pedagogical implications far superior to traditional approaches because they facilitate conversation between peers.La comprensione del testo, come obiettivo dell’apprendimento di una lingua, dovrebbe incoraggiare l’identificazione delle informazioni, il pensiero critico e, concretamente, la comunicazione. L’articolo si propone di indagare l’effetto dell’insegnamento delle strategie di comprensione sugli studenti di E/Le, al fine di migliorare le capacità di analisi testuale e comprensione della letteratura. L’uso della letteratura in aula persegue obiettivi chiari e motivanti per gli alunni: esercizi sulle conoscenze pregresse e sull’organizzazione del testo rivelano come gli insegnanti possano scegliere tra diverse tecniche, come l’interrogazione, l’identificazione delle idee principali, il riassunto. Anche il gioco ha mostrato un serio potenziale nella costruzione di lettori di successo, insieme a testi dai temi accattivanti; le implicazioni pedagogiche di escape room e giochi di fuga sono infatti di gran lunga superiori agli approcci tradizionali poiché facilitano la conversazione tra pari
La formazione dei docenti all’Agenda 2030 per la “nuova” Educazione Civica. Il punto di vista dei docenti neoassunti della Provincia di Bari
No full textToday more than in the past, topics and issues related to sustainability pose challenges to the world of education and schools, wherein teachers are “agents of change”. With the Italian Law n. 92 of August 20th, 2019 reintroducing civic education in schools, the 2030 Agenda becomes central in the training and considerations of future generations. Is the Italian School system ready to promote the culture of sustainability in a broad sense and to contribute to it? What is teachers’ knowledge around sustainability and how much do educators feel to be trained on the 2030 Agenda? To answer these questions, an on-line survey has been administered to a sample of 341 kindergarten and Primary School teachers permanently hired in the last three years in the Province of Bari, Italy. It has been found that the majority of teachers knows the contents of the 2030 Agenda and believe its knowledge to be relevant for the personal and professional growth. However, that knowledge was not always acquired through the university or on-the-job training, and necessarily needs to be complemented by a deeper understanding of the methods, educational and assessment tools for sustainability.I temi e le questioni della sostenibilità rappresentano, oggi più che in passato, una vera e propria sfida per il mondo dell’educazione e della scuola all’interno della quale i docenti sono “agenti di cambiamento”. Con la Legge n. 92 del 20 agosto 2019 che reintroduce l’educazione civica nelle scuole, l’Agenda 2030 diviene tema centrale per la formazione e la riflessione delle future generazioni. La Scuola italiana è pronta a promuovere e contribuire ad una cultura della sostenibilità diffusa? Quanto gli insegnanti conoscono la sostenibilità e quanto ritengono di essere stati formati ai temi dell’Agenda 2030? Attraverso un questionario online somministrato a un campione di 341 docenti di scuola dell’Infanzia e Primaria assunti a tempo indeterminato negli ultimi tre anni nella provincia di Bari, è stato possibile rilevare che la maggior parte dei docenti conosce i contenuti dell’Agenda 2030 e ritiene tali conoscenze importanti per la propria crescita personale e professionale. Si tratta però di conoscenze non sempre acquisite attraverso la formazione universitaria o in servizio e necessitanti di una maggiore attenzione ai metodi e agli strumenti di educazione e valutazione per la sostenibilità.
