1,721,163 research outputs found
La collana “Universale Ragazzi” delle Edizioni Avanti! Genesi e fallimento di un progetto editoriale tra libri formativi per la gioventù e piccole guide didattiche (1960-1963)
No full textI «luoghi della memoria scolastica» in Italia tra memoria e oblio: un primo approccio
No full textIl presente lavoro si fonda sui concetti di 'lieu de mémoire' – inteso come spazio materiale o simbolico in grado di generare memorie collettive – e di 'place memory' – intesa come la memoria suscitata dalla presenza fisica in determinati luoghi – elaborati rispettivamente dallo storico francese Pierre Nora e dall’antropologo britannico Paul Connerton, seppur declinati in senso storico-educativo. Diversamente da altri fenomeni collettivi (come la guerra), la scuola non dispone di monumenti e/o memoriali pubblici dedicati alla propria memoria. Veri e propri “luoghi della memoria scolastica” possono tuttavia essere considerati la vecchia scuola elementare di un piccolo villaggio di montagna - eventualmente già musealizzata - e/o le scuole storiche di una cittadina, in quanto – avendo educato molte generazioni di membri delle suddette comunità locali – hanno collettivizzato la memoria delle pratiche didattiche e dei costumi educativi utilizzati al loro interno. In tal senso, possiamo affermare che i 'luoghi della memoria scolastica' hanno una dimensione prevalentemente locale (con forti implicazioni etnografiche) e più episodicamente nazionale. Un esempio di 'luogo della memoria scolastica' a livello nazionale, ad esempio, è costituito dalla canonica della chiesa di Barbiana, in cui don Milani fondò la sua famosa scuola negli anni Sessanta; questa esperienza educativa è diventato così popolare nel tempo, che oggi questo luogo isolato dell'Appennino Toscano è meta di pellegrinaggio per numerose persone. Barbiana tuttavia costituisce un caso speciale, in quanto non esistono al momento in Italia altri 'luoghi della memoria scolastica' in grado di esercitare la stessa incidenza sull'immaginario collettivo, il quale non corrisponde a quello che potremmo definire l'immaginario pedagogico, popolato di numerosi altri luoghi-simbolo (come le tenute umbre de La Montesca e Rovigliano, San Gersolè o il Vho di Piadena), i cui nomi però – al di fuori di ristretti gruppi intellettuali e/o determinati ambiti geografici – non sono in grado di evocare memorie collettive. La memoria scolastica - infine - è suscitata paradossalmente anche dalla visione di aule abbandonate e scuole in rovina, che costituiscono le 'abandoned modernities' analizzate per la prima volta nel 2011 dallo storico inglese Martin Lawn
“Educational Italianness”. National Stereotypes and Pedagogical Localism in the Centenary Celebrations of Italian and Foreign Educationalists between the 19th and 20th Centuries
No full textThe centenaries of the birth and death of some of the greatest Italian and foreign educators between the end of the 1800s and the beginning of the 1900s offer the opportunity to affirm the concept of “educational italianness”. Our young nation – in search of illustrious antecedents and its own cultural traditions – is committed to defining the uncertain boundaries of its national identity also in the pedagogical field. But what are the characteristics of this “educational italianness”? Using the speeches written for official celebrations, the contents of celebratory epigraphs, occasional flyers and other unpublished sources, this work will attempt to analyse this concept, highlighting how it is not substantiated by scientific evidence but rather by nationalistic stereotypes, which, however, had an easy grip on public opinion and quickly become part of the common sense. The official celebrations of Italian Aporti and Thuringian Fröbel, in addition to highlighting the differences between the pedagogical methods of these two bearers of kindergartens, for example, pointed out that the former was a Catholic and the latter a Protestant. There were several attempts to reconstruct the ancient Italian origins of the Pestalozzi family, almost as if the pedagogical greatness of the Swiss educator – who was one of the first to establish the concept of the “modern school” – could be based on a genealogical and hereditary basis. Even humanist Vittorino da Feltre was used as reference to make him the illustrious patriarch of entire generations of teachers to whom the task of “making Italians” was entrusted and continued to be entrusted. Therefore, it turns out that the “educational italianness” is not based on specific pedagogical characteristics, but on a cultural archetype that is functional to re-signifying the past and creating a solid cultural tradition to limit the dependence of our educators and teachers from foreign pedagogical thought and especially from the German one, which had always exerted a strong influence. In this context, it is also possible to identify another concept: that of the “small pedagogical homelands” that competed – according to the best localist tradition – on the topic of the origins of some illustrious thinkers and pedagogues, as if it were impossible to disregard the environmental data and the geographical context to explain their greatness. The historical dispute between Aporti’s birthplace (San Martino dell’Argine) and the city where he built his first kindergartens (Cremona), for example, was triggered by the centenaries of his birth and death. Xenomania and xenophobia thus alternate fiercely in these celebrations, which reveal their dependence on the collective imaginary, which grew over time within a given community rather than on actual historical reality
Recensione a J. Meda, I «Monumenta Italiae Paedagogica» e la costruzione del canone pedagogico nazionale (1886-1956), Milano, FrancoAngeli, 2019
No full textRecensione a J. Meda, I «Monumenta Italiae Paedagogica» e la costruzione del canone pedagogico nazionale (1886-1956), Milano, FrancoAngeli, 201
The School and Its Many Pasts. Vol. II: Official and Public Memories of School
No full textHistory is not memory; both, however, affect the way we perceive the past. In recent years, an increasing number of studies have focused on memory in order to critically analyze shared narratives of the past and their implications. Memory studies not only allow us to expand our knowledge about the past, but also help us to define the way in which today’s people, social groups and public bodies look at it and interpret or re-interpret it. In this sense, school memory is not only of interest as a gateway to the school’s past but also as a tool to understand what they know or believe they know about the school of the past and how much what they know corresponds to reality or is influenced by prejudices and stereotypes deeply rooted in common sense. These volumes aim to address these complex issues and broaden the perspective from which the schooling phenomenon is analyzed to better understand the school and its many pasts
The School and Its Many Pasts. Vol. IV: Individual Memories of School
No full textHistory is not memory; both, however, affect the way we perceive the past. In recent years, an increasing number of studies have focused on memory in order to critically analyze shared narratives of the past and their implications. Memory studies not only allow us to expand our knowledge about the past, but also help us to define the way in which today’s people, social groups and public bodies look at it and interpret or re-interpret it. In this sense, school memory is not only of interest as a gateway to the school’s past but also as a tool to understand what they know or believe they know about the school of the past and how much what they know corresponds to reality or is influenced by prejudices and stereotypes deeply rooted in common sense. These volumes aim to address these complex issues and broaden the perspective from which the schooling phenomenon is analyzed to better understand the school and its many pasts
The School and Its Many Pasts. Vol. III: Collective Memories of School
No full textHistory is not memory; both, however, affect the way we perceive the past. In recent years, an increasing number of studies have focused on memory in order to critically analyze shared narratives of the past and their implications. Memory studies not only allow us to expand our knowledge about the past, but also help us to define the way in which today’s people, social groups and public bodies look at it and interpret or re-interpret it. In this sense, school memory is not only of interest as a gateway to the school’s past but also as a tool to understand what they know or believe they know about the school of the past and how much what they know corresponds to reality or is influenced by prejudices and stereotypes deeply rooted in common sense. These volumes aim to address these complex issues and broaden the perspective from which the schooling phenomenon is analyzed to better understand the school and its many pasts
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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