1,721,589 research outputs found
Religious sense and dialogical experience as educational commitment. Reflections in view of Montessori, Panikkar and Korczak
No full textAn authentic educational process should lead to learn the beauty of living together, to promote the desire to know the other and to weave solidarity plots of Peace; a process in-volving the integrity of the person, supporting integrity (spiritual, corporeal, mental and emotional awareness). Educational concerns call for knowledge and action, question what it is necessary to know and what it is necessary to know how to do to promote and preser-ve integrity in relationships. Peace is an action that expresses full awareness, full deci-sion-making capacity and self-mastery, respecting and considering the Other. As the Pa-nikkarrian reading suggests – recovering its Latin etymological root alter – the other is not the adversary, but the other of two, the other part of oneself, that through which one's identity matures in a relational sense. The existential nature of the human being – as well as of every existing form and force – is constitutively relational and unitary (Schroeder 2002). This awareness is the aim of an educational experimentation adherent to the strong and urgent existential questions, projected towards the full realisation of humanity – a quality implicit in the human being, but which needs to be cultivated in order to be able to express itself, as problematised by the human and pedagogical experience of Korczak (2017a). Observing the relationality of existence and the unity of mind-body-spirit – valued also within the Montessori pedagogical model (Cives 2009) sensitive to the construction of peace and knowledge – the religious dimension is grasped in its being a fundamental expe-rience of interconnection; religiosity is an expression of being in a condition of conjunction – as its etymological root, from the Latin re-ligo (re-join, re-connect) – helps us to consi-der
System-wide IoT design and programming: Patterns for decentralised collective processes
No full textThe Internet of Things promotes a view of large-scale deployments of devices able to compute, communicate, and interact with their surrounding environment. In this context, one significant challenge revolves around designing and programming collective processes, i.e., durable activities involving the collaboration of large groups of devices. Examples of collective processes include distributed sensing, collective decision-making, collective movement/transport, and adaptive maintenance of system-level structures. To address the issues involved in developing such kinds of system-wide behaviours, research has proposed multiple approaches, abstractions, and algorithmic solutions. In particular, the approach of aggregate processes has emerged as a promising formal technique for programming collective processes by a macro-level perspective while supporting decentralisation, abstraction, and resilience. In order to characterise (i) previous work on aggregate processes, (ii) the usages and applications that this technique may foster, and (iii) draw general design insights in the realm of collective computing, this article provides a characterisation of common problems and solutions based on aggregate processes. What results is a catalogue of design patterns for decentralised collective processes. Specifically, we provide a taxonomy of patterns, describe each pattern in a schematic form, and discuss the implications for the design of collective processes for the Internet of Things and related scenarios
L'ascolto del pensiero: esercizio di conoscenza, sensibilità e dialogo
No full textL’ascolto: esercizio di conoscenza, sensibilità e dialogo.
Esprimersi è un atto creativo di apertura e comunicazione verso di sé e il mondo. E’ possibile farlo attraverso l’idea, la parola e l’azione che sono le dimensioni costitutive della persona, nella pienezza del suo esserci est-etico (Dewey). Dalla prospettiva estetica il pensare, il sentire e l’agire vengono colti nella loro più profonda sinergia e ancor più la persona stessa viene riconosciuta nella sua inalienabile unità di mente-corpo. L’esercizio pieno e libero del pensiero non può situarsi in esperienze separate dalla valorizzazione dell’universo sensoriale e corporeo, che nutrono il mondo delle idee e che concretamente si adoperano affinché l’idea e il pensiero possano prendere corpo nella relazione con gli altri. La relazione può essere pensata in termini dialogali, in cui sia solida, fine e profonda la capacità di ascoltarsi e ascoltare, dove il pensare sia un’azione in cui maturare lo “spazio” per ragionare, riflettere, creare, trasformare (Panikkar). Est-eticamente concepito il pensiero è movimento e forma che richiede attenzione al suo sorgere, al suo essere creativo e generativo di dialogo fecondo. La proposta è di concedere una riflessione sul valore dell’ascolto come disposizione matrice allo sviluppo del pensare e del sentire, del discernimento e della sensibilità; ma soprattutto decifrare l’ascolto come esercizio della capcità di fare spazio per ac-cogliere: disporsi in silenziosa attenzione e apertura al sorgere della domanda, al sorgere dell’incontro, al sorgere del sentire, dell’immaginare, del pensare come fosse per la prima volta (Krishnamurti). Sotto questa luce, la riflessione porta a riconoscere il silenzio come esperienza sensoriale trasversale in grado di esercitare la capacità dell’ascolto a fondamento dello sviluppo del pensiero critico, creativo, premuroso (Montessori). Tenendo presente il contributo dell’approccio olistico all’educazione (Mancini), quello della P4wC (Kohan) e quello dell’educazione attraverso l’arte (Munari) il contributo intende tessere assieme riflessioni interpretative e ipotesi esperienziali per la valorizzazione dell’ascolto come: conoscenza di sé, riconoscimento dell’altro, regolazione dell’attenzione, incontro con lo stupore, rispetto per la vita, consonanza con la natura, apprezzamento della bellezza
Educare e rieducare a un nuovo sentire tra corporeità, etica ed estetica. Uno sguardo attento alle fragilità sociali
Full text linkAvere a cuore la piena fioritura – il totale schiudersi – della persona necessita la coltivazione del ben-essere della dimensione corporea, mentale ed affettiva. Significa porsi la domanda riguardo a ciò che può inibirla, significa abbracciare il coraggio utile ad invertire l’ordine dei valori che generano in ogni società sofferenza e iniquità, condizionamento e omologazione. Significa investigare l’intero movimento del pensiero, e non solo le conoscenze da assimilare. Significa considerare importante il risveglio del cuore, non come vicenda sentimentale e visionaria, ma come capacità di avere a cuore e amare. Significa promuovere una sana cultura del corpo attraverso la conoscenza e l’assunzione di appropriate condotte alimentari e di esercizio, imprescindibili alla costruzione e allo sviluppo di sensibilità e intelligenza nei riguardi della vita
L’emergenza sanitaria e il digiuno dalle abitudini: occasione per nuovo nutrimento o per altre dipendenze?
No full textAbstract
L’emergenza sanitaria che stiamo attraversando è arrivata come un’onda: ha travolto e scaraventato in una realtà sconosciuta. Ha colpito nella sua globalità la sfera esistenziale di ciascuno, con una violenza tale da restituire con acuta immediatezza la rete di interdipendenza in cui la vita si situa. Nell’esperienza individuale si è colta l’unità interdipendente tra corpo-mente-spirito, e nella più ampia rete collettiva si è sperimentato come sia reale la dimensione di interconnessione umana, naturale, sociale. Alla luce di questa realtà – non nuova ad una certa prospettiva filosofico-scientifica, ma fino ad ora, evidentemente, poco considerata – si intende proporre una riflessione in ordine alla questione della capacità di accettare, attraversare e cavalcare (come opportunità) la condizione di dinamica trasformazione come traccia specifica della condizione umana. Riflettere su come meglio caratterizzare l’impegno di un pensiero e di un’azione pedagogica respons-abile ossia capace di sostenere la complessità e rispondere alla trasformazione delle richieste educative con lettura critica e azione efficace.The health emergency that we are going through has come like a wave: it has swept and thrown us into an unknown reality. It has struck in its totality the existential sphere of each person, with such violence that it has returned with acute immediacy the network of interdependence in which life is situated. In the individual experience we have grasped the interdependent unity between body-mind-spirit, and in the wider collective network we have experienced how real is the dimension of human, natural, social interconnection. In the light of this reality - not new to a certain philosophical-scientific perspective, but evidently little considered so far - we intend to propose a reflection on the question of the ability to accept, cross and ride (as an opportunity) the condition of dynamic transformation as a specific trace of the human condition. This issue aim to reflect on how better characterize the commitment of a responsible pedagogical thought and action, in the view of respnsibilty as an ability of sustaining complexity and responding to the transformation of educational demands with a critical reading and an effective action
ESERCITARE L'UNITA' MENTE-CORPO
No full textThe proposal presented here refers to the realization of a professional training workshop structured on corporeal-meditative practices – ongoing since a.y. 2010, at the University of Bologna. It aims to explore the transformative breadth of an education through gesture, in the consideration of the mind-body unity. Method, principles and techniques come from the Far Eastern philosophical-experiential disciplines: Qi Gong and Meditation. The method involves the person in its entirety, contributing significantly to the psycho-physical well-being, facilitating access to internal resources, in motivational and decision-making. The joint exercise of body and mind refines the perceptive field and the quality of attention - such as awareness and meta-awareness - promoting transversal skills of decoding and managing the emotional-affective dimension, which are crucial within life skills, with particular regard to relationship and self-actualization
Macroprogramming: Concepts, State of the Art, and Opportunities of Macroscopic Behaviour Modelling
Full text linkMacroprogramming refers to the theory and practice of expressing the macro(scopic) behaviour of a collective system using a single program. Macroprogramming approaches are motivated by the need of effectively capturing global/system-level aspects and the collective behaviour of multiple computational components, while abstracting over low-level details. Previously, this programming style had been primarily adopted to describe the data-processing logic in sensor networks; recently, research forums on spatial computing, collective systems, and the Internet of Things have provided renewed interest in macro approaches. However, related contributions are still fragmented and lack conceptual consistency. Therefore, to foster principled research, an integrated view of the field is provided, together with opportunities and challenges
The transformative power of silence as a matrix for dialogue between thought, word and action = Il potere trasformativo del silenzio come matrice di dialogo tra pensiero, parola e azione
Full text linkThis contribution is intended to reflect on the value of silence as a condition for critical, creative, aesthetic and contemplative thinking and feeling, and as a matrix of listening that is capable of welcoming a renewed vision of oneself and the world, which is not subject to habit. The question that prompts my reflection is: “towards what end should we promote the exercise of thought, expression and communication?”. At the root of this question lies the consideration of how it is necessary to educate regarding awareness of the movement of one’s own thought – and not only to focus on its contents – and regarding the awareness of the body of words, so that speech effectively becomes creative gesture
Declarative Macro-Programming of Collective Systems with Aggregate Computing: An Experience Report
No full textMassive deployments of devices across all kinds of environments pose the need for engineering their collaborative, macro-level behaviour. To address this challenge, so-called macro-programming approaches have emerged. A prominent nature-inspired example of macro-programming is aggregate computing. In aggregate computing, macroscopic and self-organising behaviour is declared as a functional manipulation of computational fields. Fields are macro-level abstractions mapping devices to values over time, whose computation details, typically based on an execution model of asynchronous sense-compute-interact rounds, are abstracted. In more than ten years of research, multiple software engineering concerns in aggregate computing systems have been investigated, addressing aspects at the level of the language, execution dynamics, middleware, and deployment. Arguably, the enabling factor for many of such investigations and results is precisely the declarative nature of the aggregate computing paradigm. In this experience report, we analyse aggregate computing through the lenses of declarative programming, and draw significant insights and perspectives related to the engineering of complex adaptive systems
PICCI P, RUGGIERI P, FABBRI N, BIAGINI R, TELLA G, CASADEI R, FERRARO A, DE CRISTOFARO R
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