1,720,962 research outputs found
Partecipare al bene comune attraverso il Living Lab. Una riflessione sul ruolo della scuola
No full textLe trasformazioni delle dinamiche produttive e sociali caratterizzanti questi ultimi decenni hanno avuto un impatto sui contesti socio-economici, oggi contrassegnati da globalizzazione, pervasività delle tecnologie e allentamento delle reti relazionali. Il mutamento dei processi di socializzazione, organizzazione e partecipazione alla costruzione del bene comune ha comportato una crescente disaffezione dell’uomo nei confronti della polis. Difronte ad un siffatto scenario, la scuola è chiamata a sviluppare concrete pratiche che promuovano negli alunni e nella collettività consapevolezza della propria agentività e senso di appartenenza, elementi fondanti della partecipazione attiva alla vita politica e della co-costruzione di comunità educanti. Il contributo mira a valorizzare la metodologia del Living Lab, approccio originariamente nato per offrire servizi orientati ai reali bisogni presenti sul territorio mediante il coinvolgimento diretto dei destinatari sin dalle fasi di ideazione, quale virtuoso strumento educativo di coscientizzazione dei singoli e collaborazione tra gli attori sociali.Productive and social dynamics mutations profoundly affect the socio-economic contexts. Nowadays, the socialization processes and organizations, as well as the civic participation have been changing by the globalization, a pervasive use of technologies and loosed relationships, and the citizens feel a growing disaffection towards the polis. Faced with such a scenario, schools need to develop concrete practices focusing on the promotion of pupils and communities’ agentivity, and sense of belonging which are the foundations of active participation and educational communities. The present work aims to enhance the Living Lab methodology, originally conceived to offer real-need-oriented services through the involvement of recipients in the design process, as a virtuous educational tool for individuals consciousness-raising and collaboration among social actors
L’inclusione tra mito e realtà
No full textL’educazione inclusiva lungi dall’essere uno slogan, una moda,
una tendenza, mira a garantire la partecipazione nell’ambiente di
apprendimento di tutti gli alunni con le loro singolari peculiarità,
pretendendo il superamento del concetto di omogeneità valutativa
e formativa (Medeghini 2011), e si configura come un processo di
trasformazione della scuola volto ad eliminare l’esclusione sociale,
per favorire, invece, relazioni di collaborazione tra e con tutte le
componenti della comunità educativa1.
L’inclusione si pone come l’orizzonte di senso valoriale verso il
quale far convergere sia la riflessione pedagogica sia tutte le azioni
concrete che quotidianamente si compiono a scuola. È un ideale a cui
le scuole possono aspirare ma che non è mai pienamente raggiunto.
L’inclusione implica il cambiamento e una scuola inclusiva è una
scuola in movimento (Dovigo 2017), non giunta a destinazione: è
un processo senza fine di crescente apprendimento e partecipazione
per tutti, attraverso il quale la scuola risponde alle esigenze di tutti
gli studenti: tale processo implica per chi si occupa di educazione
una riflessione continua e un impegno concreto, nell’ambito di una
prospettiva ecosistemica ampia (Canevaro 2011).
Nelle pagine seguenti metteremo a fuoco come il progetto culturale
ed educativo inclusivo parte dal presupposto che non basta garantire il diritto all’accesso al bene istruzione, ma occorre che i docenti
sappiano trasformare questo in benessere individuale e sociale
Exploring body education in primary school: Perspectives and implications
Full text linkPhysical education is increasingly characterized, thanks to contributions from pedagogical sciences and embodied cognition, as a qualitative form of teaching that addresses the needs and requirements of children. Indeed, Physical Education and Motor Sciences contribute to the school environment, alongside other disciplines, to foster individual growth and promote social and cultural inclusion processes. Starting from the school environment, an elective training ground for future citizens, the concept of education through body and movement, emphasizing pleasure, enjoyment, and cognitive and emotional involvement, also influences sports environments. Consequently, there is a need to emphasize the adoption of a procedural habitus capable of identifying the most suitable teaching and methodological strategies to promote inclusive processes through physical and sports practice that is "for all" and "of each," thus facilitating access to and engagement in physical activity within formal educational settings for all students. This contribution, recognizing the importance and necessity of this qualitative approach to motor education, raises the issue of also paying attention to the quantitative approach in addressing the deficiencies highlighted by current generations at the psycho-physical level. After presenting screening results on a sample, some possible integrated strategies, both qualitative and quantitative, are defined to address emerging well-being issues related to the developmental age
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
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Alumni in fabula: Rappresentazione e promozione di valori inclusivi mediante l’uso di arti performative nella formazione dei futuri docenti
Full text linkAcademic literature provides us with evidence supporting the demand to device teacher training programs able to aim awareness and reflection about inclusive education themes, moving beyond the only theorical and technical knowledge. The present paper proposes to show a pedagogical experience aimed at Primary Education students of Palermo University, which intends to promote a process of critical thinking on the representation and conceptualization of disability and inclusion, through a training methodology based on the use of performing arts for improving traditional Problem-based Learning approaches.La letteratura pedagogica concorda nel ritenere che una educazione autenticamente inclusiva non possa prescindere da una formazione dei docenti capace di spingersi oltre l’orizzonte puramente contenutistico dei saperi tecnico-disciplinari, per animare percorsi volti all’acquisizione di consapevolezza sui temi fondamentali legati alla costruzione di una scuola inclusiva. A tal proposito, il presente lavoro si propone di illustrare un’esperienza pedagogica di matrice laboratoriale rivolta agli studenti del corso di laurea in Scienze della formazione primaria dell’Università di Palermo la quale, mediante una metodologia formativa che utilizza le arti performative per migliorare gli approcci tradizionali di apprendimento basato sui problemi, ha inteso promuovere negli studenti un processo di riflessione circa la rappresentazione e la concettualizzazione di disabilità e inclusione
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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