1,721,131 research outputs found
The state of the art of Philosophy for Children in Italy (2006-2007)
Get PDFThis contribution presents a research developed in 2007, based on the data gathered during the first Italian meeting of Philosophy for Children which took place in Padua, with the collaboration of the University of Padua. The application forms and the proposals made during the meeting
have been used to draw some guide lines of the Italian P4C outline. It is important to underline that this inquiry does not pretend to be complete because some teachers were not able to be present at the meeting and because members of Italian P4C community are increasing every year.
For these reasons the portrait presented, even if useful and careful in our opinion, is not complete. The aim of this paper is to describe the different training courses that are present in Italy and that are officially recognized by the Institute for the Advancement of Philosophy for Children (IAPC) and by the International Council for Philosophical Inquiry with Children (ICPIC), and to present a variety of experiences that were realized in Italian regions in 2006/2007
L'insegnante improvvisatore - una ricerca esplorativa tra l'insegnamento e le arti performative
Get PDFThis PhD research deals with the exploration of the relationship between teaching and improvisation as its possible inspiring concept.
The aim of the research is to explore how the complex concept of improvisation can contribute to rethinking about the teaching in the classroom and about the teacher’s competences, from a new perspective.
The hypothesis is that the exploration of the concept and the practice of improvisation, can be useful to look at teacher’s competences and profile from a new perspective, making emerge an explicit “teacher improviser” profile that can bring significant advantages to the managing of the classroom activities and of the classroom in general, within the contemporary society.
The phenomenon of improvisation is explored trying to catch its essential characteristics. To do this in the most authentic and deepen way, the disciplinary approach has been overstepped, and the phenomenon is investigated starting from different artistic practices (theater, music, dance) where improvisation is more formally recognized as a valuable expertise needed to be acquired, trained, achieved, and where improvisers are aware to be improviser and to do improvisation.
The choice of a qualitative methodology, has been suggested from the exploratory aim of the research. This choice is made explicit from a theoretical and methodological point of view, through the phenomenological-hermeneutical approach. Moreover, this approach has allowed to find support on the socio-cultural-constructivist approach and on Grounded Theory as regard as the data gathering and analysis. The both of these approaches has been used to explore and better investigate the essential principles of the improvisational phenomenon.
The semi-structured interview has been chosen as method to gather the data: ten privileged witnesses have been interviewed. They are professionals in the artistic field (national and/or international level) and they regularly work on improvisation also teaching it, from at least ten years.
By the phenomenological and hermeneutical bottom-up analysis made on the gathered material, an ontological status of improvisation and of the improviser have been outlined.
At the same time the profile of a teacher improviser has been driven. The teacher improviser is a teacher who is able to grasp and/or initiate improvisational processes in his own teaching. The final focus of attention and reflection has been placed on the figure and the role of the teacher as improviser, observing the traits that characterize him and comparing this profile with the profile of the teaching profession outlined by the scientific literature. Also some reflections on the affinities with the educational requirements made to schools and to the teaching staff by international organizations and by the social and historical contemporary context, have been developed
L’improvvisazione tra metodo e atteggiamento: potenzialità didattiche per l’educazione di oggi e di domani
Get PDFThis essay wants to reflect upon the concept and practice of improvisation, showing how improvisation could be an educational possible perspective to allow to schools and teachers to fulfill educational requests of contemporary society. Starting from theoretical and social considerations, the essay faces what means to improvise in teaching, when it is possible for a teacher to improvise while he/she is teaching, and why this practice could be generative for an authentic human development
Caring thinking and emotional competence: which kind of relationship? A reflection above some Lipman’s and Sharp’s suggestions
No full textDialogue exchanges between children's centers and families: building digital narratives with Digital Storytelling for educational documentation
Get PDFThe integrated system of education and training 0-6 years children (D.L. 65/17) highlights the primary educational function of families by encouraging their involvement in the educational and school community. This confirms the horizontal educational continuity between families and services for 0-6, as an undisputed indicator of quality. Communication represents a founding element in the methodological approach of socio-cultural animation. It places educational services in privileged places in activating participatory processes and empowerment development for family education. Within this perspective, the integration of ICT in the promotion and mediation of communication processes is now at the center of a debate of scientific and methodological interest. The results of a project-based research will be presented on digital narrative documentation developed in a network of 8 childcare centers and involving 184 parents. The Digital Storytelling technique was used to define possible strategies and actions to innovate communication practices and activate participatory processes. The construction of a pedagogical environment based on accessibility and sustainability favored by the adoption of digital documentation practices emerged as an effective communication strategy with families
Tra improvvisazione e inclusione: il profilo "polifonico" delle professionalità educative
No full textThis article presents a conceptual dialogue emerged from empirical studies in which two pedagogical-educational dimensions meet and speak to each other: the inclusive perspective and improvisation. The aim is to reflect in a “polyphonical” way, upon the opportunity which emerges from the contamination and hybridization between these two linguistic systems, their epistemological scenarios and their conceptual universes. It is recognised that both have a “revolutionary” potential to think about education in human development in a new way, both for pragmatic aspects and pedagogical ones. This rationale polyphony delineates an “open profile” for educational professionals, a profile emerged and elaborated upon the theoretical and dialogical analysis conducted on data gathered in almost three years of research in the both inclusion and improvisation fields, finally merged in a new pedagogical paradigm
Jazz Improvisation, Mindfulness, And Organizational Learning
No full textIn contemporary organizations, the effective management of unpredictable situations is crucially based on mindfulness nurtured by improvisational practices. As well as helping organizations focus on the normal activities at stake, the categorization process can also divert them from preventing and solving problems, especially when difficulties occur in an unexpected form. In an unstable environment, mindfulness is then crucial as it helps to shift attention from the problem to the possible solution, through devising a different scenario. It does so by fostering collective efforts to develop sense-making, which enables team members to “familiarize the unfamiliar” and generate ground-breaking and effective answers in real time. Encouraging people in organizations to acquire improvisational skills allows them to avoid being recurrently surprised (or even shocked) by unexpected events, conversely treating unforeseen incidents as an opportunity for progressive – and sometimes radical – innovation
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