1,720,976 research outputs found
Filippo Maria De Sanctis e l’educazione cinematografica. Marxismo, educazione permanente, contrastività
Full text linkThe works of Filippo Maria De Sanctis (1926-1989) on film education represent an original contribution in the landscape of media pedagogy, Marxist and other-wise, of the 1960s and 1970s. The article first outlines the main leans in screen education of the time, before it reconstructs De Sanctis’ contribution in this area, connecting it to the other core topic of his work (for which he is best remembered today): lifelong learning. In doing so, the article focuses on the method of post-film discussion, used in the context of both film clubs and schools. Criti-cally analyzing De Sanctis’ media pedagogy, the article reveals, beyond the orig-inality of the author, interesting insights regarding the historical evolution of the field, such as the problematic theorization of the inoculation/protectionist model, and the end of the orientation aimed at the aesthetic development of the human subject
«Tutto per i miei bambini». L’orfanotrofio di Stans nel film Pestalozzis Berg
No full textThe article presents and analyses Peter von Gunten’s film Pestalozzis Berg (engl. Pestalozzi’s Mountain, 1989), which condenses the activities and ideas of Swiss educator Johann Heinrich Pestalozzi into the depiction of his six-month experience at the orphanage in Stans, and the following period of recovery therefrom at the Gurnigel mountain inn. Through a complex narrative architecture, the movie portrays Pestalozzi more as a social reformer than a teaching innovator, apart from scattered scenes, in which the use of the blackboard, the phonics-syllable method, and learning by rhythmic repetition are shown. The analysis of Pestalozzis Berg leads to a reflection on the use of cinema in pedagogy, both for historical research in education and for the teaching of pedagogy at college level
Una scuola diversa è possibile. Gli esempi di Vittorio De Seta in "Quando la scuola cambia" (1979)
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Strategie e linguaggi nella formazione di educatori e insegnanti: casi, tendenze ed epistemologie
No full textAnalisi di strategie di formazione
THE JOURNAL OF MEDIA LITERACY EDUCATION,vol. 3, pp. 1-139, Cherry Hills (New Jersey): National Association- Special issue on the occasion of the World Summit on Children and Media(Karlstad, Sweden, June 2010)
No full textThis issue was jointly created by two journals devoted to media literacy education: the US Journal of Media Literacy Education (sponsored by the National Association for Media Literacy Education) and the Italian Media Education: Studi, Ricerche, Buone pratiche (sponsored by MED – Associazione italiana per l'educazione ai media e alla comunicazione).
On the occasion a joint Board of Editors was established. Editors wish to thank Maria Ranieri (University of Florence, Italy), who kindly served as Peer Reviewer, and also Erickson Publishing (Italy). Media Education. Studi, Ricerche, Buone pratiche is on-line at the URL: http://riviste.erickson.it/med.
Special thanks go to the World Summit on Children and Media Foundation and to Per Lundgren, the conference organizer. We are also grateful to Ulla Carlsson, Cecilia von Feilitzen and Catharina Bucht of NORDICOM who organized a Research Forum at the World Summit and published the book, New Questions, New Insights, New Approaches: Contributions to the Research Forum at the World Summit on Media for Children and Youth 2010 (Gothenburg, 2011)
Costruire ambienti educativi
No full textIl contributo, nell'ambito di una disamina dei temi di studio del prof. Cesare Scurati, analizza e commenta, a partire dalla selezione di alcuni contributi del pedagogista milanese, il tema degli ambienti educativi e delle connesse criticità nella società attuale
L’evento educativo tra sistema e soggetto-persona
No full textIl saggio intende mettere in evidenza il cammino teorico di Sergio De Giacinto, sempre sospeso tra una matematizzazione e misurabilità della scienza pedagogica e una sua irriducibilità, quando egli prende a misura l'educazione e l'autoeducazione. Solo allora si svelano i limiti profondi della misurabilità dell'evento educativo e delle sue (supposte) variabili. Un cammino che ricorda molto la duplicità del percorso di Wittgenstein
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