177,456 research outputs found
Disegni per il restauro inutili: il caso dell’ultima sequenza di danni al complesso di villa Mondragone
No full textNella cultura della conservazione degli organismi architettonici storico-monumentali è da tempo ampiamente acquisita la consapevolezza della centrale importanza, per qualsiasi intervento che intenda porsi criteri di attendibilità storica e scientifica, dei grafici e delle conoscenze che il rilevamento consente di avere a disposizione. Il saggio illustra, con accenti polemici, la ricorrente inosservanza di tale principio nello specifico caso del Complesso di Villa Mondragone, significativa emergenza storica di proprietà – in parte – dell’Ateneo promotore della Collana. Negli interventi promossi negli ultimi tre decenni sulla Villa e sulle sue pertinenze, infatti, molto materiale disponibile – comprendente disegni di rilievo, saggi, documenti ed elaborati d’analisi – che avrebbe dovuto essere noto (poiché in parte anche pubblicato) a chi era chiamato a intervenire sul monumento, non è stato, invece, minimamente tenuto in considerazione, con dannose conseguenze talvolta anche irrimediabili
Lo spazio sonoro come luogo di recupero della memoria nella terza età
No full textThe link between music and education has always inspired many different thoughts and pedagogical practices. In this paper this link is analyzed on two different levels. The first is strictly theoretical and relates to the interdisciplinary fields of pedagogy, focusing particularly on the approach of biopedagogy, psychology of music and neuroscience. The second one concerns empirical research carried out in the field of Medical Pedagogy in the Epistemology and Educational Practices Laboratory at the University of Naples Federico II. These practices are designed to recall implicit memory in pathological and non-pathological elderly people.In the end, the focus will be on the strategy of Musical Autobiography which is the object of current international research, coordinated by the author, in the context of intervention for the pedagogical rehabilitation of patients with Alzheimer’s disease.Il nesso musica/educazione, foriero di una pluralità di riflessioni e pratiche pedagogiche, viene analizzato nell’articolo ad un duplice livello. Il primo, più strettamente teorico, facendo riferimento a campi interdisciplinari, con particolare riferimento all’approccio della biopedagogia, della psicologia della musica e delle neuroscienze. Un secondo livello è inerente alle pratiche di ricerca empirica condotte nell’ambito della Pedagogia Medica all’interno del Laboratorio di epistemologia e pratiche dell’educazione dell’Università degli Studi di Napoli Federico II, volte al recupero della memoria implicita in soggetti anziani patologici e non patologici.Particolare attenzione verrà, infine, rivolta alla strategia dell’Autobiografia Musicale attorno alla quale si muove una ricerca internazionale coordinata dall’autrice nell’ambito dell’intervento riabilitativo pedagogico con i pazienti Alzheimer
“EDUCATION TO LISTENING” LABORATORIES: EXPERIENCES OF REFLECTIVE LABORATORIES IN UNIVERSITY CURRICULA
No full textThis paper presents an action-research which has been carried out within the framework of the
University Laboratory of Education to listening, which was founded some years ago by the research
group of the Laboratory of Epistemologies and Educational Practices of the Department of Humanities
at University of Naples “Federico II”. The Laboratory of Education to listening involves undergraduate
students in structured pathways: they are future psychologists who attend the academic course of
Social Pedagogy.
During the last edition, carried out in the Academic Year 2013-2014, more than sixty students
attended it. The real innovation of this project is that during the academic time, within formal
educational settings, in university classroom, undergraduate students had the possibility to experience
the connections between music, body, attention to the others, empathy, silence and sounds. They
could develop skills to meaningful listening, creativeness and critical thinking, and could gain
awareness of themselves and of their perspectives of meaning. The whole experience could be an
experience of transformative learning (Mezirow, 1991;Taylor, Cranton, 2013) [1] [2], thanks to which
students may question their points of view, and may acquire new skills for reflection to be inserted
within their knowledge. The activities of the Laboratory of Education to Listening are not a sort of
Music Therapy, because they aimed to an educational and formative purpose. The methodologies
which were used are exercises of attention to themselves and the others, exercises of imagination and
of mindfulness, exercises for hand writing mechanism, sound dramatization, musical autobiography,
hypertexts, methodologies of the Theatre of the Oppressed (Strollo, Vittoria, 2012) [3].
We adopted a semi-structured questionnaire to evaluate and assess students’ changes and
improvements in a test-retest study, and we compared the results with the textual analysis of the
narrative logbooks of the students, in order to demonstrate that these laboratory experiences are able
to introduce students to a familiarity with the exercise of reflection (De Mennato, 2012) [4], through
which they can learn to take themselves subjects/objects of their knowledge and can become
“reflective practitioners” (Schön, 2005) [5]. The Laboratory activities are finalized to promote a “goodthinking”
(Morin, 2000) [6], that requires an apprenticeship to complex thinking, capable of
distinguishing, contextualizing, and accepting uncertainty, and to show a contribution to the
development of methodologies for an "education to reflexivity", within university laboratories
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