1,721,194 research outputs found
For a pedagogy of values
No full textThis work aims to reflect on education and the drifting of which it is often protagonist, especially in the young generations who nevertheless draw the older generations into question, making them the protagonists of a deterioration which is to be halted. Family, school, institutions must together understand or, better, take action and intervene in this educational emergency. Taking up again a book, the book “Experience and Education” by John Dewey, rereading it and bringing up original parts by the author, one discovers, rediscovers his thought, which are deep and meaningful and which helps us to find, to find once more the road we have lost, the road we must travel along, without creating or inventing special effects from goodness knows where. In the book we find written in black and white, for social control, good practices which can put the education machine back on the right track, a machine which seems to have crashed against a wall of nonsense, at a point of non-return. We must all restore the right balance to this machine, and give back meaning and value to that which characterizes us: humanit
Coesione, autoregolazione e self-confidence: le Discipline Orientali come metodo pedagogico riflessivo
No full textThis article examines possible pedagogical applications of reflective methods not only in "Evolutive Age", similar to those used in oriental discipline settings, in educational or other contexts. Through extensive bibliographic research focusing on theoretical sources and empirical data and culminating in an analysis of findings related to the reported psychosocial characteristics under study, the author highlights the importance of rediscovering such disciplines from a free modern perspective, without preconditioning, and with opportunities for a wide range of applications
In Oratorio: il gioco, i giochi, il movimento, la competizione, l’animazione - Lab-Oratorio del fare e dell’Essere
No full textDon Bosco con la Sua “arte di educare” ha formato intere generazioni. In Oratorio, luogo di relazione, di socializzazione, di comunione, dove l’IO incontra il NOI, i giovani hanno la possibilità di sperimentare, confrontare, misurare comportamenti, reti comunicative, stati d’animo, in una parola l’affettività, per crescere. Anche il corpo si anima in un movimento sano, libero, giocoso esercitando piacevolmente il gioco-sport senza agonismo ma sana competizione. Il “Progetto Oratorio” ha visto coinvolti studenti della triennale e della magistrale della Scuola di Scienze Motorie (Urbino) insieme alla Parrocchia nella conduzione di gruppi in età evolutiva. Un Lab-Oratorio del fare e dell’Essere, necessario, attuale e vitale oggi più che mai
Danzare a scuola: Dimensioni educative e formative in età evolutiva
Full text linkPracticing dance at school could become a key element to help preserving both the physical and the mental health of the students, as it simultaneously intervenes on a physical, emotional, social and cognitive level. The knowl-edge and the practice of this art represent a chance to grow for children, since it would allow them to become familiar with their own bodies, to use motion as means of communication, to rediscover their creative potential and to be able to recognize both their strengths and weakness. Thereby, learning to dance should not be merely compared to the correct execution of a step sequence or the comprehension of particular dancing techniques, but it should be recognized as precious learning instrument for the personal development of children. This article proposes a systematic review to help identify the potentiality, or otherwise the limits, associated with the intro-duction of a curriculum-integrated dance programme in kindergarten and primary school.La danza, inserita nel contesto scolastico, può diventare un elemento fondamentale per il corpo e per la mente dell’alunno agendo in ambito fisico, emotivo, sociale e cognitivo. La conoscenza e la pratica di questa arte in movimento rappresentano un’importante occasione di crescita in quanto i bambini imparano a conoscere il proprio corpo, ad usare il movimento come mezzo di comunicazione con gli altri, a entrare in contatto con il proprio potenziale creativo e a riconoscere i personali punti di forza e di debolezza. In questo senso imparare a danzare non viene intesa come una questione ese-cutiva di passi corretti, di apprendimento di abilità fisiche e tecniche ma come un prezioso strumento di formazione totale della persona-bambino. In questo articolo si propone una revisione sistematica finalizzata all’identificazione dei limiti e delle potenzialità dell’inclusione della danza nella realtà curricolare della Scuola dell’Infanzia e della Scuola Primaria
Il metodo creativo, stimolativo, riabilitativo della comunicazione orale e scritta con le strutture musicali nella pedagogaia di Zora Drezancic
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Body, Learning Facilitator
Full text linkThe school is a safe zone where the curriculum is determined, in a shared manner; where the actors (pupils and teachers), each in their own roles, aim at a project of professional and human, personal and collective growth. A system involving theory, practice and technique combined with relationships and emotions: head and heart together. An encounter between verbal and non-verbal languages, between scientific and humanistic areas where thought becomes actions and actions become thinking, in a thoughtful action. The aim of this intervention is to promote the culture of interdisciplinarity, to offer a focus on the importance of the Integrated Curriculum, also in the university sphere as it is increasingly urgent to create a network of synergies to foster a unity of knowledge that offers a holistic-global vision also by proposing joint scientific work for a biodiversity of languages that means protecting a plurality of information useful for knowledge and thus for the protection of all. Education is developed on transversal competences, soft skills training, inclinations identified in each one (pupil, teacher), which impact on disciplinary knowledge; as well as defining hard skills; to reflect on a methodological framework where the body becomes the protagonist, the glue, the bridge of meanings, transforming them and transporting them into other language
Ri-trovarsi a tavola: aliment-azione per corpo, mente e anima
Full text linkQuesto articolo nasce da alcune riflessioni su come il cibo sia da considerarsi “alimento” per l’intera Persona. Si è preso in esame l’uomo nella sua totalità, unicità; mente, corpo, anima di una “biografia” non solo scritta ma assaporata e a volte mal digerita in quello che è il “menù di vita”. Un’analisi dal punto di vista “squisitamente alimentare” dove viene fuori un quadro incorniciato da potenzialità e limiti dell’uomo nell’ambiente che lo ospita
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