Theories and educational practices

Scientific Committee: Massimo Baldacci, Franco Frabboni, Liliana Dozza, Berta Martini, Franca Pinto Minerva
Periodicity: march, october

Vol. 4, n. 1, march 2018

Table of Contents

La presente contribución encuentra su fundamentación epistemológica en una pedagogía crítica que durante los últimos años ha vuelto a ser actual, y sobre todo necesaria. En concreto, la investigación que se han dirigido conjuntamente entre la Universidad de Jaén y la UNED de España, dentro del Máster Universitario en Estrategias y Tecnologías para la Función Docente en la Sociedad Multicultural, hoy permite nuevas lecturas de la realidad. Nos encontramos entre retos y desafíos, superficialidades y complejidades, estructuras estáticas y dinámicas generativas, representamos el anillo de conjunción entre universos antinómicos. Morin adelantó, y desarrolló con abundancia de definiciones las necesidades de desarrollo de la complejidad, no en sentido estructurado y concreto, sino en el sentido filosófico, cognitivo, y así de pensamiento, de razonamiento dinámico, y de competencia lectora. Las variables asíncronas de la educación siguen marcando las diferentes etapas de crecimiento, orientando la mirada hacia la concientización de las personas, y auspiciando a la reconquista de las personas complejas. The present contribution is its epistemological Foundation in a critical pedagogy that for years has returned to be current, and especially necessary. In particular, research that has driven jointly between the University of Jaen and the UNED of Spain, within the Master in strategies and technologies for the teaching function in the Multicultural Society, today allows new readings of reality. We are between challenges, shallowness and complexities, generative static and dynamic structures, represent the ring of conjunction between contrasting universes. Morin said, and developed with an abundance of definitions the needs of development of complexity, not in concrete, and informal sense but in the sense of philosophical, cognitive, and thus of thought, dynamic reasoning, and reading competition. Asynchronous education variables are still marking different stages of growth, directing the gaze towards the awareness of people, and sponsoring to the reconquest of the complex people.

Diana Carmela Di Gennaro, Paola Aiello, Iolanda Zollo, Maurizio Sibilio

Inclusive didactic action: a matter of style?

The present work aims to offer a theoretical reflection and an overview of the scientific literature on teaching and learning styles, in the light of the challenge posed by full inclusion and starting from the assumption that the specificity and uniqueness of each individual represents a resource for the educational processes. In this perspective, the concept of vicariance seems to suggest an original interpretation of the didactic experience as it could represent a possible adaptive tool allowing teachers and learners to mobilize their resources in a flexible and divergent way, according to their inclinations and natural dispositions. This vision is part of a series of studies that investigate the didactic action considering the possible interconnection between hard and soft sciences and foreshadowing new transdisciplinary research scenarios.

The relationship between the children’s social image and education is close and lasting, as widely demonstrated by the history of education. Comenio, Rousseau , Pestalozzi upto Korzac are the foundation of such an awareness. The child’s demon face - the medieval one - exposed to sin and death or the angelic, metaphysical image have nowadays given way to other representations of the childhood, being pedagogically more controlled though not less risky. They are the faces of the cognitive child (Piaget, Bruner, Gardner, Gopnik), a child seen only under a functional or intellectual sense (without desire and imagination) or the little tyrant, slave of the narcissistic delirium of his parents and prisoner of their emotional blackmail. The article - from the perspective of the general (therefore theoretical) pedagogy - draws the portrait the of the contemporary image of childhood providing the coordinates for its interpretation.

The contribution deals with the topic of dialogicity in the pedagogical field, starting from the conception of education as a conversation between educator and subject by educating. In this exploration, he tackles the construct of collaborative discourse in the field of adult education and forms of critical judgment and recomposition, with particular regard to reflective judgment, keeping in the background both the hermeneutic and the pragmatic perspective and the argumentative rationality. In this frame, dialogicity is proposed as a feature of reflective thought, as well as a condition for its exercise.

Re-reading the classical text The misfortunes of Sophie by Sophie de Ségur lets us reflect on this grandmother-writer’s version of childhood and invites us to go beyond the rejection of an obsolete education model. Sophie, though being a hundred years old, still has something to say to today’s educators on account of her exuberance, liberty and fantasy and her ability to express herself in a restrictive regulatory system. The adults, who want to side with Sophie, show a subtle complicity with her, despite being part of today’s world which often appears to be preoccupied with over-protecting its children.

This paper presents the intial stage of a research-training process which aims to outline the professional profile of the recently introduced school figure of the Facilitator-Teacher. This is a very complex role whose main goals are to coordinate the training of the teachers of his school and to foster the methodological and didactic innovation over time.

The entry into old age is now sanctioned by the retirement and the loss of social status connected to the worker role. This passage leads very often feelings of worthlessness and emptiness, the lack of opportunities and resources that the elderly person is not always able to oppose new aspirations and interests. Here, we want to propose a pedagogical reflection on the need/possibility to orientate the experience the transition from work to “not work” through educational practices aimed at acquiring appropriate strategies have the aim of governance with respect to the future, assuming other possibilities horizons.

The minor is himself the main "part", not the object of some interventions but a subject that in some way provokes a "game" of competences. This "game of the parties" appears particularly evident in the juvenile criminal proceedings. The child's assumption of a leading role can assume positive growth values, where even the operators know how to take their role responsibly. To verify this game of the parties, we wanted to collect the thoughts of some figures who are committed daily with the lesser ones who are authors of offenses, focusing attention on aspects of the criminal circuit as a moment of transgression, of rupture, of suffering but also of growth of the boy. The set of interventions that are analyzed in the article, brings out multiple possibilities and ideas that if really integrated, can build a basis for resetting relationships and substantially share "our part of adults in the relationship with the boy".

Nowadays the perspective of lifelong learning is a key to enhance training as a device to oppose unemployment and job insecurity. It can improve professional opportunities which should encourage, in turn, a greater adoption by the population and the active involvement of both public and private stakeholders. Universities must carry the so-called Third Mission, as defined in the European guidelines, thus incorporating it to their more traditional activities of teaching and research. The paper identifies some critical issues regarding high-level training in a society characterized by its inequality. The importance of disseminating knowledge and scientific discoveries is particularly important to improve all aspects of society, including social, cultural and economic factors. The third mission is an educational challenge. Knowledge aims to spread social inclusion and to improve social and personal development.

The text deals with the theme of guidance from the point of view of training and counseling. Today the concept of guidance has become an existential category. The paper reflects on the nature of life project in flexibility and insecurity and on the importance of professional skills. The aim of this article is use soft skills as the commitment to protect to the rules imposed by professional crisis of adults. Evidence shows the importance of competence to learn for the future. Skills are the most certain knowledge in our society. Soft skills constitute a pedagogical field of research that provides instructions for the good educational practice. The intent is to reflect on dynamics involved and to facilitate effective actions of guidance and people support.



Registrazione presso il Tribunale di Trento n. 1336 del 5/10/2007. ISSN 2421-2946. Pedagogia PIU' didattica.