1,744,845 research outputs found
Lorenzo Milani in our times
Full text linkThis article pays tribute to one of Europe's foremost critical pedagogues, the Tuscan Don Lorenzo Milani, on the ninetieth anniversary of his birth. It highlights the key moments in his life as priest and educator as well as his pedagogical approach directed at challenging the class-conditioned status quo in Italian society and at achieving greater social justice. His was a pedagogy which highlighted the collective dimensions of learning and teaching, pupils being students and educators at the same time, an approach to learning akin to what Paulo Freire would call critical literacy and what contemporary writers would call critical media literacy in the sense of reading and writing the word and the world. His pedagogy entailed a process of reading history against the grain as part of an attempt to generate a culture of non-militarization. All these elements make Don Milani and his student-teachers pedagogues for our times.peer-reviewe
What Catholic educators can learn from the radical Christianity and critical pedagogy of Don Lorenzo Milani
Full text linkThis paper exposes some of the ideas expressed or associated with the work of don Lorenzo Milani and the School of Barbiana and discusses them in the light of the teachings of the gospels. It draws out the ramifications of these ideas for a critical education in the Christian spirit. The focus throughout is on education for social justice.peer-reviewe
Critical pedagogy and citizenship : Lorenzo Milani and the school of Barbiana
Full text linkThis article can also be found in:
Learning and Social Difference, Challenges for Public Education and Critical pedagogy. Boulder, Colorado: Paradigm, 2006. Chapter 8,This paper discusses the pedagogical challenge of providing an education that stresses the connection between learning and power and the potential, for social solidarity, of a collective approach to learning based on a process of what Freire and other critical pedagogues would call ‘critical literacy.’
The stimulus for such a pedagogical approach to citizenship derives from the legacy of a radical and very controversial Tuscan priest, Don Lorenzo Milani (1923-1967), and the students from an isolated and impoverished farming community in the Mugello region of Tuscany who constituted the School of Barbiana. The pedagogical ideas emanating from Lorenzo Milani and his school of Barbiana remain a source of reference in debates about schooling and social activism in Italy and elsewhere. The key text to emerge from this school, Lettera a Una Professoressa (Letter to a Teacher), was an important source of reference during the turbulent ‘sessantotto’ (1968) period in Italy. The paper provides an analysis of this and other works with whihc Lorenzo Milani was connected.peer-reviewe
Italian signposts for a sociologically and critically engaged pedagogy : Don Lorenzo Milani (1923-1967) and the schools of San Donato and Barbiana revisited
Full text linkThis paper provides a critical exposition and analysis of the work of an acclaimed Italian educator, Lorenzo Milani, and ideas that emerged from his experiences in two Tuscan localities. His work is well known in Italy and many parts of southern Europe. Despite the translations of his works into English and Spanish, in the early 1970s, and their use in sociology of education classes in the United Kingdom, he seems to have had a very limited impact on the Anglo-North American-dominated critical education field. The paper revisits his ideas, in this 90th anniversary year, indicating their contemporary relevance and the signposts they provide for a critically and sociologically engaged pedagogy.peer-reviewe
Intercultural competence in school counselling
No full textMarta Milani introduces the concept of intercultural competence in school counselling and underlines the necessity and urgency of its acquisition in order to face globalization and interdependence, which seem to have led to profound crises concerning all aspects of human life, especially education. Investing in education by using the intercultural approach – rather than the multicultural one – seems to be the best response to these challenges
Vulnerabilità familiare e pratiche educative domiciliari: le radici e le ragioni di un metodo
No full textIl volume è composto da due parti. La prima offre un esteso sguardo ai contesti e alle idee che fondano e caratterizzano l’educativa domiciliare. Nel primo capitolo di suddetta parte, Paola Milani delinea la cornice normativa e pedagogica entro la quale l’intervento è evoluto negli ultimi anni e attualmente si colloca. Dopo un excursus storico, l’autrice ne ripercorre i principali riferimenti legislativi e alcune esperienze internazionali che hanno alimentato anche le pratiche all’interno del nostro Paese. Viene poi esplicitata la proposta teorica e metodologica che caratterizza l'educativa domiciliare nelle Linee di indirizzo nazionali L’intervento con bambini e famiglie in situazione di vulnerabilità. Promozione della genitorialità positiva e nel Programma nazionale P.I.P.P.I.. Vengono dunque concettualizzate le nozioni di genitorialità positiva, parenting support e bisogni di sviluppo dei bambini come elementi attorno ai quali co-costruire percorsi integrati di supporto alla genitorialità nei contesti domiciliari
Effective closed form starting point determination for kinetic model interpreting NR vulcanized with sulphur
Full text linkIn this paper, a closed form analytical approach for a recently presented kinetic model proposed in Milani and Milani (Polym Test, 2013, under review) to interpret NR sulphur vulcanization in presence of either experimental or surrogate rheometer curves is proposed. The model has kinetic base and is aimed at predicting, by means of a very refined approach, the vulcanization degree of NR vulcanized with sulphur. It needs as input only rheometer curves to fit and provides as output kinetic constants of the single reactions occurring during the crosslink process. In Milani and Milani (Polym Test, 2013, under review) a cure chemical scheme constituted by five reactions occurring in series and parallel was adopted. The chemical scheme, translated mathematically into a differential equations system, was suitably re-arranged and a single analytical equation was derived, representing rubber crosslink degree evolution upon time. The main drawback of such procedure is that the five kinetic constants corresponding to each reaction were determined through a standard non-linear least squares procedure, trying to minimize the deviation of the analytical cure curve from experimental data. Such a limitation is here superseded and a major improvement is proposed utilizing (1) a closed form solution which does not require any optimization algorithm and (2) finding analytically a starting point for the unknown kinetic constants, very near to the actual solution and thus very convenient for a successive least squares minimization. In the model, it is shown how the analytical condition deduced from the scorch point (second derivative of the rheometer curve equal to zero) and two further conditions, e. g. the time at 90% of vulcanization and the reversion percentage, allow the simple direct evaluation of kinetic constants, providing a closed form analytical formula to predict well the state of cure of the rubber under consideration. To assess the results obtained with the model proposed, several examples on two different NRs are discussed. The approach proved to be extremely robust and much faster when compared with the model proposed by Milani and Milani (Polym Test, 2013, under review)
L'educazione popolare e don Milani
No full textIl contributo studia il sorgere delle riflessioni e delle esperienze di Don Milani nell'ambito dell'educazione popolare, inserendolo nel contesto delle discussioni coeve, alimentate dalle iniziative del ministro Gonell
Tres futuros de Milani
No full textDon Milani se refirió al futuro en varias ocasiones.
¿Cómo no hacerlo? Y lo hizo a gran escala y desde
su propio marco histórico, en su época y su cultura.
También adivinó el futuro de su propia actividad
personal. Y hasta el futuro mismo de su escuela en
Barbiana
Milani P., 2022, Il Programma e le teorie: le idee di P.I.P.P.I., Sezione 01
No full textPresentiamo ai decisori politici e ai professionisti dei servizi chiamati a partecipare, alla nuova fase iniziata nel 2022, del percorso di implementazione.P.I.P.P.I., Programma di Intervento Per la Prevenzione dell'Istituzionalizzazione. Nuova perché dal 2022 P.I.P.P.I. è divenuto un LEPS e questo Quaderno è orientato a sostenere il lavoro per rendere effettivamente esigibile il diritto di ogni famiglia ad essere accompagnata ad affrontare la situazione di vulnerabilità che sta attraversando, a prescindere dal territorio in cui abita, tramite un progetto unitario e personalizzato.
Infatti, dal 2022, oltre alla quota del Fondo nazionale Politiche sociali (FNPS) che prevede già dal 2018 un finanziamento stabile per 65 ATS all’anno, l’individuazione del LEPS sulla prevenzione dell’allontanamento prevede una quota del PNRR atta a finanziare l’inserimento in P.I.P.P.I. di 400 ATS su tutto il territorio nazionale.
Questa nuova edizione del Quaderno costituisce dunque la base formativa ad uso di tutti i diversi attori che partecipano all’implementazione del Programma nei contesti locali: operatori delle équipe, coach, formatori, referenti territoriali e regionali, insegnanti, speriamo anche famiglie, ed è complementare ad altri strumenti didattici, disponibili nel sito, nel corso di formazione online (il cosiddetto MOOC) e al recente volume La compagnia del pane, in cui P.I.P.P.I. è raccontata con un linguaggio narrativo piuttosto che tecnico.
Questo Quaderno è costituito da 5 Sezioni, che intendono porsi fra loro in una logica circolare piuttosto che sequenziale, ognuna organizzata in un fascicolo singolo (disponibile sia in formato digitale che cartaceo), in modo che una stessa copia del Quaderno, a disposizione di un ATS, possa essere fruita da più persone o équipe anche negli stessi momenti, anche per poter attingere alle singole informazioni senza dover cercare fra il tutto: la Sezione 1 risponde alla domanda Cosa è P.I.P.P.I.? mettendone in luce le ragioni e il contesto normativo; obiettivi e finalità, i soggetti, la governance e il target, la storia e le teorie di riferimento
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