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L'educazione intellettuale: il rapporto fra docenti e discenti nell'ottica di John Dewey
No full textAttraverso alcune letture di John Dewey, il presente articolo presenterà l’idea di una relazione educativa incentrata sull’equilibrio tra docente e alunno e su un processo educativo finalizzato alla crescita intellettuale e all’avvenimento personale Inoltre, si rifletterà sull’importanza di realizzare tutto questo nelle attuali società tardo-moderne, nelle quali imparare a pensare rappresenta un’emergenza educativa impossibile da trascurare.Through some readings by John Dewey, this article will present the idea of an educational relationship focused on the balance between teacher and student on an educational process aimed at intellectual growth and at personal event. In addition, it will reflect on the importance of realizing all this in the current late-modern societies, in which learning to think represents an educational emergency that cannot be overlooked
La religione laica di John Dewey e di Aldo Capitini
No full textThe contribution proposes an analysis on a subject that, today, appears more controversial than ever and full of ideas for reflection for the pedagogical world: the religion. This will be done through a reference to the theoretical contribution of John Dewey, who, presenting the terminology difference between the word "religion" and "religiousness", has disseminated the idea of a secular religion, whose values, transcending the boundaries of multiple religious confessions, can be fulfilled by all, contributing to the realization of democratic society.
The deweyan approach will be compared to that of Aldo Capitini who, in a similar way to the American thinker, has promoted a form of secular religion that he called "open" and consists of values such as coexistence and nonviolence, able to stimulate what can be considered an evolution of deweyan democratic society: omnicracy
Giuseppe Fanciulli maestro di letteratura per l’infanzia (1888-1951)
No full textGiuseppe Fanciulli can be considered a "deuteragonist" of children’s literature, since his literal and theatrical compositions have lost their importance over the years and only rarely were cited by his experts. The following contribution therefore intends to analyze the Fanciulli’s life and literary production, to reconstruct a complex and original literary itinerary, expression of creativity, of ingenuity and of a sincere love for the childhood, as well as manifestation of the desire to combine the literature with the education, accompanying the new generations towards a path of intellectual, ethical and moral growth
Matthew Lipman e la Philosophy for Children come strategia educativa per combattere il fenomeno della violenza e della discriminazione sociale.
No full textWith this contribution I want to highlight in what terms pedagogy can modify and revolutionize social relationships and significantly transform social communities. To do this, the Philosophy for Children conceived by Ann Sharp and Matthew Lipman will be taken as a reference point. Specifically, attention will be paid to the figure of Lipman, who will be examined from a historical point of view and with the aim of enhancing the motivation that led him, in the 1970s, to think of a pedagogy which, making use of of philosophy, stimulate and educate a critical and divergent thought, with which to protect, or determine from scratch, the essence of democracy. In this regard, the figure of Lipman will be compared with that of John Dewey, pointing out how the Burlington thinker influenced Lipman's pedagogical ideal, urging him, albeit implicitly, to develop an educational model that stimulated critical thinking and encouraged to peaceful coexistence, mutual respect and nonviolence, so as to change the fate of men and the surrounding societies.
In light of this, the following contribution aims to underline the topicality of the pedagogical intent of Lipman and Sharp, we will try to demonstrate in what terms intellectual education is able to combat the phenomenon of violence and social discrimination, representing, for this reason, an educational need to which current educational contexts must be able to respond
La formazione dei maestri elementari nell’Italia degli anni Cinquanta: verso la democratizzazione della società
No full textIl presente contributo intende riflettere sulla formazione dei maestri italiani nel secondo dopoguerra, con particolare attenzione agli anni Cinquanta. Attraverso un breve riferimento al periodo fascista, caratterizzato dalle riforme di Giovanni Gentile, si farà notare come molti maestri elementari venissero formati all’interno di Istituti magistrali, la cui durata fu prolungata da tre a quattro anni e dove gran parte dell’attenzione fu rivolta a una preparazione teorica, come quella derivante dallo studio del latino e della filosofia, a scapito dello svolgimento del tirocinio e dello studio della psicologia.
L’attenzione sarà poi rivolta agli anni Cinquanta, durante i quali, complice il desiderio di trasformare la società da un assetto totalitario a uno democratico, si apportarono dei cambiamenti significativi alla struttura degli Istituti magistrali e al processo di formazione qui avviato. A questo proposito, si farà riferimento ai nuovi programmi del 1945, la cui commissione fu presieduta dal deweyano Carleton Washburne, che reintrodussero lo studio della psicologia e lo svolgimento del tirocinio all’interno degli Istituti magistrali, a sostegno dell’idea che la preparazione teorica dovesse essere affiancata a una pratica, pena la de-professionalizzazione del processo di formazione. L’intenzione era quella di migliorare la preparazione dei maestri, affinché il loro lavoro contribuisse alla realizzazione di una scuola organizzata democraticamente.
A tal proposito, si metteranno in risalto le riflessioni che, nello stesso periodo, furono promosse dal fronte laico, in particolare quelle di Aldo Visalberghi, che in un articolo apparso per la rivista Montaigne nel 1954, dal titolo Per un nuovo assetto dell‘Istituto magistrale, promuoveva un cambiamento formale e strutturale degli Istituti magistrali, attraverso il quale preparare un maestro adesso inteso come il responsabile della formazione del cittadino della democrazia.
Infine, il presente contributo si concluderà con alcuni riferimenti relativi all’incremento del numero degli iscritti presso gli Istituti magistrali a partire dal 1950, a dimostrazione di come quello del maestro fosse considerato un ruolo tanto delicato quanto ambito, soprattutto per la popolazione femminile
THE SCHOOL AT THE SERVICE OF THE SOCIETY: CONSEQUENCES FOR THE "NEW WORLD"
No full textIntroduction
In this article I shall seek to demonstrate the remarkable contemporary relevance of John Dewey’s pedagogic ideas, found in publications such as My Pedagogic Creed, The School and Society and Democracy and Education. Through a brief analysis of these works I will highlight how much Dewey believed in a school that is connected to society and which places itself at its service, contributing to the birth or consolidation of a democracy understood not just as a form of government, but as a way of life.
In view of this analysis and in light of the present pandemic caused by COVID-19, I will consider the importance today of the school. Following Dewey, I will take into account the role it plays in society, with all its needs, demands, and characteristics, both now and potentially. To this end I will point out how certain democratic principles, such as collaboration, cooperation, and above all civic responsibility might serve to face a sensitive situation, such as the one we are experiencing today, and to what extent the school should encourage teaching and other educational processes that help consolidate such responsibility. Moreover, because the coronavirus pandemic is determining a “new world” made up of unprecedented ways of living and being together, in order to avoid being anachronistic and dysfunctional, the school must update and re-examine itself in an attempt to respond to the demands that the health emergency is posing.
With reference to the present pandemic and Dewey’s pedagogic theories, this work will conclude with a consideration regarding civic responsibility seen as one of the most important democratic principles to help mitigate the emergency presented by COVID-19. An attempt will be made to explain how important school is for the education of future responsible citizens, so that situations such as that of today, which require the contributions of everyone, can be faced appropriately
I luoghi dove realizzare il “nuovo individualismo” di John Dewey: il ruolo del metodo scientifico e della pratica educativa del riconoscimento
No full textThis contribution aims to reflect on the concept of individualism as presented by John Dewey
who used this word to indicate the unique and unrepeatable part of man, differentiating the
“old individualism” from the “new individualism”. Taking into consideration the Deweyan
theories of the first half of the twentieth century, with particular reference to the 1930 writing
The Individualism Old and New, it is noted that Dewey criticized the existence of an “old
individualism” intended as an emblem of egocentrism and of asociality, the causes of which
were traceable to the advent of industrialization, social stratification and capitalism. According
to him, these were people without a solid identity, whose behavior was marked by belonging
to a social class and influenced by ephemeral, material, and monetary interests. To avoid the
advancement of this type of individualism, Dewey promoted a “new individualism”, to represent
a person who, thanks to the help of educational processes and scientific methods, managed
to free himself from the condition of enslavement of which he/she was a victim, creating an
autonomous identity, thought and future, distancing him/herself from any social belonging
and any purely economic interest.
At the end of this contribution, the extreme relevance of the Deweyan thesis in late modern
society is highlighted as well as the importance of educational places in which to intervene
to achieve the “new individualism” of Dewey. This intent that can be concretized through
education with the scientific method and the use of the educational practice of recognition
presented recently by fundamental pedagogy
La diffusione del pensiero pedagogico di John Dewey in Italia: il contributo della casa editrice La Nuova Italia e della rivista «Scuola e città»
No full textLa diffusione del sistema di pensiero di John Dewey si è avviata in Italia sin dal primo decennio del Novecento. L’articolo vuole quindi indagare su chi siano stati i primi intellettuali ad aver accolto le riflessioni filosofiche e pedagogiche dello studioso americano, rivolgendo un’attenzione particolare all’apporto offerto da Carolina Pironti, Antonio Aliotta e Giuseppe Lombardo Radice e dalla casa editrice La Nuova Italia e dalla rivista «Scuola e città», quest’ultime animate dall’operato di Lamberto Borghi, Aldo Visalberghi e Francesco De Bartolomeis, stimatori della pedagogia deweyana e di una scuola attiva in grado di contribuire alla realizzazione e al mantenimento della nascente democrazia.The diffusion of John Dewey's system of thought has started in Italy since the first decade of the twentieth century. The article therefore wants to investigate who were the first intellectuals to have accepted the philosophical and pedagogical reflections of the American scholar, paying particular attention to the contribution offered by Carolina Pironti, Antonio Aliotta and Giuseppe Lombardo Radice and by the publishing house La Nuova Italia and the magazine «Scuola e città», the latter animated by the work of Lamberto Borghi, Aldo Visalberghi and Francesco De Bartolomeis, estimators of Deweyan pedagogy and of an active school capable of contributing to the creation and maintenance of emerging democracy
La scuola e la società in John Dewey ai tempi della pandemia da Covid-19
No full textLa pedagogia di John Dewey può essere oggi intesa come una risorsa utile per fronteggiare il periodo complesso e drammatico caratterizzato dalla pandemia da Covid-19. È per questo motivo che il contributo, attraverso alcuni riferimenti alle opere più significative della prospettiva deweyana, intende riflettere sull’attualità del pensiero deweyano, facendo un esplicito riferimento alla sulla sua idea di democrazia come a way of life e ponendo in risalto in che modo le scuole possano contribuire a fronteggiare circostanze complesse come quelle attuali, progettando e realizzando dei processi educativi mirati alla trasmissione e alla sperimentazione dei principi democratici e alla formazione di personalità responsabili.John Dewey’s pedagogy can be seen today as a useful resource to face the complex and dramatic period characterised by the Covid-19. It is for this reason that the contribution, through some references to the most significant writings of Dewey’s perspective, intends to reflect on the relevance of deweyan’s thought, making explicit reference to his idea of democracy as a way of life and highlighting how schools can contribute to cope with complex circumstances such as those of today, designing and implementing educational processes aimed at transmitting and testing democratic principles and forming responsible personalities
Aldo Visalberghi and the italian School System in the Post-War Period
No full textThe contribution aims to propose a reflection on the italian pedagogist and academic Aldo Visalberghi (1919-2007) who, influenced by the pedagogical theories of John Dewey (1859-1952), has critically analyzed the italian school of the immediate post-war period, which he himself called extremely authoritarian and, for this reason, demanding to live a change that transformed and improved the quality of teaching and learning of young italians. Through a critical reading of some bibliographical sources such as Scuola aperta published in 1960 and Insegnare ed apprendere. Un approccio evolutivo of 1988, it will be highlighted how Visalberghi offered to educators and teachers of his time suggestions to revolutionize the italian school system, focusing on issues still of pedagogical importance such as the educational relationship between teacher and pupil, the use in the classroom of new technologies and the carrying out of laboratory activities.La contribution vise à proposer une réflexion sur le pédagogue et universitaire italien Aldo Visalberghi (1919-2007) qui, influencé par les théories pédagogiques de John Dewey (1859-1952), a fait une analyse critique et analysée de l'école italienne de l'immédiat après-guerre, que lui-même a qualifié d'extrêmement autoritaire et, pour cette raison, exigeant de vivre un changement qui a transformé et amélioré la qualité de l'enseignement et de l'apprentissage des jeunes italiens. A travers une lecture critique de quelques sources bibliographiques telles que Scuola Aperta publiée en 1960 et Insegnare ed apprendere. Un approccio evolutivo de 1988, il sera mis en évidence comment Visalberghi a offert aux éducateurs et aux enseignants de son temps des suggestions pour révolutionner le système scolaire italien, en se concentrant sur des questions encore d'importance pédagogique telles que la relation éducative entre l'enseignant et l'élève, l'utilisation en classe des nouvelles technologies et la réalisation d'activités de laboratoire.
Anahtar Kelimeler: Aldo Visalberghi, John Dewey, après-guerre, école, relation éducative. Abstract
The contribution aims to propose a reflection on the italian pedagogist and academic Aldo Visalberghi (1919-2007) who, influenced by the pedagogical theories of John Dewey (1859-1952), has critically analyzed the italian school of the immediate post-war period, which he himself called extremely authoritarian and, for this reason, demanding to live a change that transformed and improved the quality of teaching and learning of young italians. Through a critical reading of some bibliographical sources such as Scuola aperta published in 1960 and Insegnare ed apprendere. Un approccio evolutivo of 1988, it will be highlighted how Visalberghi offered to educators and teachers of his time suggestions to revolutionize the italian school system, focusing on issues still of pedagogical importance such as the educational relationship between teacher and pupil, the use in the classroom of new technologies and the carrying out of laboratory activities
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