1,720,979 research outputs found
Italiani per forza (?) Un nuovo sguardo al Risorgimento meridionale
Full text linkAlthough 160 years have passed since the unification of Italy, there is still a sharp economic and social gap between North and South of the country. Through a national research project aimed at investigating literacy conditions in southern Italian regions (PRIN 2017: Literacy and Development in Southern Italy from Italian Unification to the Giolittian Era. 1861-1914), the authors of this essay, starting from some stereotypes described in the book by Dino Messina, Italians forcefully, that have supported the reasons of one or the other part of the Country, try to explain the reasons for the gap between the North and the South of Italy. Discuss these topics in this essay Antonia Criscenti, Livia Romano (The Southern Risorgimento in the film), Silvia A. Scandurra (How technical and vocational education have (not) operated), Giusy Denaro (Sicily in the surveys)
Per un’educazione universale. La via del Buddhismo nelle società post-secolari
No full textThe paper examines Buddhism as a religion that suggests to the post-modern and post-secular West a new, inclusive, non-violent and ecological education. It proposes an universal education that responds to the request of religiosity of our societies. Buddhism is investigated as a millennial pedagogy, in which the path of spiritual growth coincides with a path of self-education that is articulated through an interior and social education. The center of the Buddhist doctrine is the meditation (dhyan), that leads the disciple, with the support of a master and the community, for a rebirth that, declaring him as the author of his own realization, leads him to establish empathic relationship with the others human beings
Pratiche educative di comunità. Una prospettiva storica
No full textThis paper focuses on a common aspect between of the experiences of Philosophy for Children and other experiences of philosophical practice: the community as an inclusive and empathetic educational place. Starting from the current crisis of the sense of community and from the community educational need present in contemporary society, the author reconstructs the community practices that, since ancient times, were realized through a dialectic between openness and closure, between community as a closed place of protection and as an open place of educational care. Today, in the era of sad passions and growing loneliness, it is desirable that places are animated by desire and not by need, becoming communities that reawaken joyful passions, where it is promoted an ethics of solidarity and responsibility aimed at a planetary community
Significato e metodo della ricerca storico-educativa nella pedagogia fondamentale; La ricerca storica educativa nell'Italia del Novecento: il caso degli insegnanti rurali. ricerca storico-educativa nell'Italia del Novecento: il caso degli insegnanti rurali
No full textLivia Romano
Sentido y método de la investigación histórico-educativa en la pedagogía fundamental
La pedagogía fundamental vive una relación estructural con las demás ciencias humanas, explicitando lo que en ellas permanece implícito, es decir, el sentido propio y real de la experiencia educativa. Este último se entrega a un momento histórico concreto, ya que todo fenómeno educativo no puede ser comprendido en su verdad y autenticidad fuera del tiempo y lugar al que pertenece la persona.
Debido a esta consignación histórica originaria, la pedagogía fundamental mantiene un diálogo privilegiado con la investigación histórico-educativa que, en las últimas décadas, ha ampliado sus horizontes, especializándose en diferentes áreas de investigación y precisando su método de investigación. De hecho, la historia de la educación se estableció a finales del siglo XX como un estudio crítico de las múltiples prácticas educativas del pasado, dando lugar a un nuevo paradigma complejo.
Las investigaciones histórico-educativas, siguiendo la lección de los "Annales", se han ampliado a nuevos contenidos que ya no se refieren sólo a la historia de eventos, sino también a las múltiples formas y prácticas del pasado antes ignoradas. Así surgió la historia de la educación social y cultural, que estudia la infancia, las múltiples figuras educativas, el mundo femenino, la corporeidad, lo imaginario, los sentimientos, lo cotidiano, la familia y la edición escolar. La investigación histórico-educativa, que se ha convertido en una reconstrucción crítica y hermenéutica de las múltiples prácticas educativas del pasado, también ha experimentado una revolución metodológico-documental, intensificando el diálogo con las demás ciencias sociales y ampliando el concepto de memoria. Ha adquirido una nueva forma de hacer historia que somete el pasado a un examen crítico para conocerlo objetivamente, interpretando las fuentes históricas como huellas dejadas por la memoria colectiva. Por lo tanto, es deseable que se establezca una relación recíproca entre la pedagogía fundamental y la historia de la educación: la historia de la educación, al reconstruir las prácticas educativas, además de utilizar una metodología histórica, necesita un aparato teórico que, asumiendo un estilo fenomenológico y hermenéutico, la oriente en un sentido prospectivo; la pedagogía fundamental necesita de una perspectiva histórica para comprender mejor los contextos en los que ocurre la experiencia educativa.
Rita Baldi
La investigación educativa histórica en la Italia del siglo XX: el caso de los maestros rurales.
Entre finales del siglo XIX y principios del XX, en Italia existía una gran necesidad del concepto de educación, aunque seguía habiendo una gran diferencia entre las distintas clases sociales que tenían acceso a un alto nivel de educación y formación. Con la formación del Estado italiano, creció la necesidad de una mayor alfabetización del pueblo. Para ello fue fundamental la presencia de maestros rurales que trabajaron duro para llevar la educación incluso a lugares inaccesibles y remotos del territorio italiano. Numéricamente estaba más presente la figura del la maestra rural que, por ser mujer, tenía pocas posibilidades, una vez obtenido el título de maestra, de poder quedarse a enseñar en los centros urbanos. A menudo, estas maestras eran enviadas a lugares de difícil acceso y en contextos muy pobres y aislados. Hubo varias figuras importantes de maestras rurales en Italia, como Italia Donati, Matilde Serrao, Maria Maltoni y muchas otras.
Maria Maltoni, de 1920 a 1956, enseñó en un grupo de casas de Mugello, en el municipio de Impruneta, en San Gersolè. De esta maestra cabe recordar su innovador compromiso pedagógico, que despertó la curiosidad y la cercanía de intelectuales como Lombardo Radice Su compromiso con los niños no sólo se centró en la educación, sino mucho más precisamente en la educación. Otro gran educador que se centró como Maria Maltoni casi al mismo tiempo y en el mismo lugar, en Mugello, fue Don Lorenzo Milani. Ambos prestaron atención al desarrollo del pensamiento crítico, el desarrollo de la autonomía y la capacidad de comunicar y expresarse. Maria Maltoni perseguía estos objetivos con el uso de cuadernos y diarios que los niños escribían y sobre todo dibujaban, expresando y relatando su vida cotidiana. Maria Maltoni se centraba en una educación que no debía impartirse y bajarse desde arriba, sino desarrollarse a través del conocimiento directo de las cosas. Esto situaba a los niños no como espectadores sino como protagonistas de su propia educación, haciéndoles experimentar directamente las vivencias
Il Preside Vito Mercadante. Un pioniere dell’educazione alla legalità nella scuola siciliana del secondo Novecento
No full textVito Mercadante was headmaster at two mafia-dense schools: Montelepre and Palermo. A man of multifaceted interests, he was first and foremost an educator, a promoter of many initiatives aimed at building an anti-Mafia culture in Palermo's schools. He understood that in order to achieve genuine democracy in Sicily, it was necessary to study the mafia phenomenon from its origins and counter the ‘disvalues’ of the mafia subculture with targeted educational practices. The author of many letters published in newspapers, books of fiction and essays on the mafia, his commitment was constantly directed towards the school as a laboratory of education to legality where to transform the living conditions of the humble and create a more just society
L’insegnamento della storia nella scuola media unica tra tradizione e innovazione
Full text linkThis paper reconstructs the debate that, from 1950s to the institution of the unified middle school, created a crisis of the traditional model of teaching history for the overcoming of a transmissive teaching and for a new laboratory didactic. The aim is to reflect on the reasons for some constant phenomena concerning the teaching of history: its subordinate position with respect to other literary subjects, its ideological and political exploitation, its autonomy with respect to historiographical research, an encyclopedic study, centrality of the lesson and of the manual, a mnemonic and uncritical learning, an inadequate teacher training. These are the problematic nodes that emerge from the comparison between the texts of the ministerial history programs, especially between the programsof 1963 and those of 1979, that testify to the presence in the unified middle school of a dialectic between tradition and innovation. In fact, if the 1979 programs expressed the urgency to insert innovative elements for a democratic society, that had been neglected in the previous programs, the 1963 text suggested to reconsider some indispensable elements both for the contents and for the methodology
of a teaching of history that should have been declined as historical education
L’educazione alla pace negli insegnamenti del maestro Tich Nath Hanh (1926-2022)
Full text linkThis paper reconstructs the educational view of the Tich Nath Hanh’s teachings, a recently deceased Vietnamese Buddhist monk who dedicated his life to promote peace in the world. In the community of Plum Village in France he experienced his teachings, for all educators, as educational practices for the inner peace, the only way to build peace on the planet. «If you want peace, be peace», he writes, because peace is a process of education and self-education, as Montessori, Don Milani, Capitini, Dolci had already understood in the second half of the twentieth century
Storia
No full textWhat does it mean today to form a sense of history in the new generations? The book constantly grapples with this question, holding firm to the principle that existence, as formativity, is itself history. Reflecting on the why and how of history in our time marked by the eternalisation of the present, the oblivion of memory and the fall of hope, the hypothesis that runs through the volume is an educational proposal where history renews its ancient mission as life's teacher. To this end, after having questioned the social sciences and the philosophies of history, a reflection is made on history from the point of view of the history of education, the history of the school and the history of didactics, pausing on the contents, methods and sources of the teaching of history in today's schools, searching in our liquid and complex times for a new usefulness of history. It is desirable, the volume's concluding reflections reiterate, for a revival of history that traces in the past some unexpressed potential, promoting the formation of a historical consciousness that contributes to endowing our present with meaning
Il principio dialogico nella filosofia paidetica di Guido Calogero
No full textIn this paper Guido Calogero’s paidetic philosophy is read again starting by the principle of dialogue that promotes the passage from a philosophy of thinking to a philosophy of doing. Looking at the genesis of this principle, a pedagogical tension emerges. Calogero distances himself from the neo-idealism and elaborates a pedagogy of dialogue that restores equal dignity to the protagonists of the educational relationship like subjects open to the otherness and to the altruity, within the horizon of a democratic school that is characterized by a continuous care of the cum vivere
Tra l’Oriente indiano e la pedagogia italiana del Novecento: Montessori, Capitini, Gandhi, Krishnamurti
No full textThis article places twentieth-century Italian pedagogy in dialogue with Indian wisdom by focusing on four masters: Maria Montessori, Aldo Capitini, Mohandas Karamchand Gandhi and Jddu Krishnamurti. The hypothesis underlying the brief historical reconstruction is that the Theosophical Society influenced the four pedagogies where education had the mission to disseminate a new spirituality by building a bridge between East and West. The purpose of this comparison was to trace the roots of a fruitful encounter of the pedagogy of the West with the traditions of the East, with its educational models, its philosophies, its religions, in the light of the challenges of our time posed by the confrontation between different cultures and civilisations
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