1,722,224 research outputs found
L’educazione nella storia
No full textThis Chapter reviews the numerous practices and customs that man has used, from prehistoric times to today, to educate the younger generations. The author presents the results of a historical investigation that reconstructs the complex forms of education over the centuries, taking place within particular space-time coordinates
La pedagogia di Aldo Capitini. Un misticismo al servizio del bene comune
No full textThis contribution presents Aldo Capitini (1899-1968), a representative and original figure of the Italian culture of the twentieth century. In the anthology of his unpublished writings, his pedagogy appears as a paideitic philosophy founded on the principle of the coexistence of everyone, which has the task of indicating to each subject their responsibility towards the other and the common good. The coexistence, the openness, the addition, the transmutation, the value, the teacher-prophet, the open school, the reform of the University: these are some of the Capitinian themes that catch the reader's attention on the extraordinary relevance of a pedagogy that promotes the encounter between education and religion in view of the construction of a nonviolent world
Le relazioni familiari nel cinema degli anni cinquanta verso una nuova genitorialità
No full textIn questo articolo viene proposta una ricostruzione storica delle relazioni educative familiari dell’Italia degli anni Cinquanta. Dallo studio dei diversi generi cinematografici diffusisi in quegli anni (neorealismo, melò e commedia) emerge l’immagine di una famiglia in transizione, divisa tra il vecchio e il nuovo. Il cinema neorealista descriveva la crisi del modello educativo autoritario, il melò rappresentava i difficili rapporti tra uomo e donna, la commedia si faceva interprete delle nuove conflittualità relazionali vissute all’interno della famiglia nucleare, sia tra padre e madre sia tra genitori e figli. Il cinema si faceva pertanto interprete dei conflitti dell’epoca, mettendo in scena il disagio delle famiglie italiane che ridefinivano stili educativi e ruoli genitoriali.This paper proposes a historical reconstruction of the family education in the Italy of the 1950s. Through the study of the neorealism, “melò” and comedy, emerges the image of a family in transition, divided between the old and the new time. The neorealist films described the crisis of the authoritarian education, the “melò” represented the difficult relationships between man and woman, the comedy interpreted the new relational conflicts lived within the nuclear family (father/mother and parents/children). The cinema interpreted the conflicts of the fifties, putting in the scene the discomfort of Italian families that redefined educational styles and parenting roles
Dire comunità nel secondo Novecento italiano
No full textThis article presents the most recent literature about the Adriano Olivetti’s concrete community. The current "Olivetti-Renaissance" is highlighted, testifying the growing interest in Olivetti's political and community proposal to building a new participatory democracy
La scuola come comunità educante nella pedagogia italiana del secondo Novecento
No full textThe aim of this paper is to present a historical reconstruction of the Italian debate in the second half of the twentieth century about the community as the destiny of education and school institution. After the reflections of the immediate post-war period, when the notion of community is combined with the idea of a substantial democracy, there is the idea of a school as educating community suggested by the Faure Report in the seventies. The educational debate on the school as an educating community is very rich of different voices that interpret, during the second half of the twentieth century, a need that is not always satisfied, but that is the sign of a constant attention to the community as an educational resource. The educating community becomes a task for the school of the end of the millennium, a regulatory idea that guides the idea of a possible school reform, to answer to the educational emergencies of an increasingly complex and fragmented society and proposing itself as a center for re-aggregation in view of the common goods
La ricerca storica in educazione tra passato e futuro
No full textQuesto articolo, prendendo l’avvio dalle suggestioni offerte dal pamphlhet History Manifesto di Jo Guldi e David Armitage, analizza la storia come fenomeno educativo. Dopo avere esaminato le due sfide educative del presentismo e del passatismo come espressione dell’eccesso di tempo che contraddistingue la surmodernità, viene ribadita la valenza educativa della storia.
In particolare, la memoria storica, interpretata alla luce del paradigma elaborato dalla ricerca storico-educativa e dei programmi scolastici presentati nel corso del Novecento in Italia, rivela tutta la sua efficacia educativa in quanto ricostruzione di molteplici e diversificate memorie.
Viene infine auspicata la riscoperta di una vocazione utopica della memoria storica che permetta al presente di aprirsi al futuro nel segno di una speranza militante: il sapere storico riscopre la sua funzione pedagogica di emancipazione e di formazione a una cittadinanza attiva e democratica rivolta al bene comune.This paper, starting from the suggestions offered by pamphlet “History Manifesto”, analyzes the history like an educational phenomenon. After examining the presentism and the pastism, two educational challenges in the time of the surmodernity, the educational value of history is reaffirmed. Particularly, the historical memory, interpreted through a new historical paradigm and through the ministerial programs of the twenty century school, becomes a reconstruction of many memories. The utopian dimension of historical memory is the key that opens the present to the future time in the name of a militant hope: historical knowledge rediscovers its educational mission for an active and democratic citizenship
Il cinema didattico di Roberto Omegna tra propaganda fascista e divulgazione scientifica
No full textIl seguente articolo parla dei film scientifici ed educativi prodotti da Roberto Omegna per l’Istituto Luce durante il periodo fascista. Dall’analisi dei documentari emergono due prospettive: quella dello scienziato, il cui orientamento era positivista, e quello del regime, che tentò di strumentalizzare le pellicole scientifiche a scopi propagandistici. Rimanendo fedele a se stesso e alla verità dei fatti che desiderava produrre attraverso i suoi film, Omegna fu il pioniere di una pedagogia documentaristica che vedeva nella divulgazione scientifica un modo per condurre le nuove generazioni sulla via del progresso.The following paper is about the scientific and educational movies produced by Roberto Omegna for the “Istituto Luce” during the fascist period. Through the analysis of the Omegna’s documentaries two different perspectives are revealed: the positivistic view of the scientist and the ideologist view of the fascist regime that tried to manipulate the scientific films in support of its political propaganda. Omegna was the pioneer of a pedagogy that wanted to convey in the new generations the importance of scientific progress
Comunità
Full text linkThis volume questions the community both as an increasingly emerging educational need in the post-modern societies, and as a human and universal vocation.
To clarify the current oblivion of the sense of a community ethic, that especially distinguishes the new generations, educational practices and pedagogical theories are reconstructed that, throughout history, have favored a community tone.
Finally, the gaze is turned to those educational challenges that today it is not possible to ignore in view of the formation of a community citizenship: individualism, materialism, virtual realities, multiculturalism. These are some tendencies that orient young people towards lonely lifestyles and that challenge pedagogy to demand a return of the community as a place for the realization of a common good
La pedagogia liberante
No full textIn questo breve articolo viene presentata la pedagogia della liberazione messa in campo da Danilo Dolci nella Sicilia del secondo ‘900. Il Centro educativo di Mirto a Partinico, fondato da Dolci nel 1974, divenne un laboratorio maieutico che accoglieva i bambini dai 4 ai 6 anni di età per avviare in loro un processo di auto-apprendimento creativo e incentrato sul comunicare in vista della costruzione di una nuova società democratica.This short paper presents the Danilo Dolci’s pedagogy of freedom in Sicily in the Seventies of the twentieth century.
The Educational Center of Mirto in Partinico, founded by Dolci in 1974, became a maieutic laboratory where children from 4 to 6 years of age started a creative and open self-learning process for the construction of a new democratic society
Educare alla democrazia cosmica per un mondo di pace. La lezione di Ernesto Balducci
No full textNel secondo Novecento Ernesto Balducci (1922-1992) elaborava l’idea di una democrazia planetaria nell’orizzonte del suo progetto pedagogico di un nuovo umanesimo. Si trattava di rispondere alla crisi che già segnava le democrazie occidentali, dove la violenza e lo scontro con “l’altro” prevalevano sul dialogo e sul bene comune. L’educazione a una democrazia sostanziale non può realizzarsi – è questa la lezione attuale di Balducci – se non come educazione alla pace e al dialogo interreligioso, entrambi orientati verso un “ecumenismo creaturale” che non fa distinzione tra le persone ma trova sempre punti d’intesa che conducono oltre le ideologie, le credenze, le culture. Un mondo di pace può essere costruito solo preparando la pace, da intendersi “come processo dinamico, edificazione progressiva, dialettica permanente”, dando vita ad un’umanità autenticamente umana che si faccia carico del destino di tutti.In the second half of the twentieth century, Ernesto Balducci (1922-1992) elaborated the idea of a planetary democracy within the horizon of his educational project of a new humanism. It was an answer to the question of the Western democracies’s crisis, where the violence and the conflict with “the other” prevailed over dialogue and over the common good. Education for a substantial democracy cannot be achieved - this is Balducci’s current lesson - if not as an education for peace and for interreligious dialogue, both oriented towards a “creatural ecumenism” that does not distinguish between people but always finds points of agreement that lead beyond ideologies, beliefs, cultures. A world of peace can only be built by preparing for peace, that is “a dynamic process, a progressive edification, a permanent dialectic”, creating an authentic humanity that takes responsibility for the destiny of everyone
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