Vol. 5, n. 1, april 2019
Table of Contents
The aspirational identities of disabled subjects, or more simply their desire, require us an afterthought and an adjustment on what, for a long time, has been indicated as a life project. So, in this redefinition, the vital project emerges. In this new declination, not only semantics, the individual ceases to be the object of the project to become its subject. By overcoming the logic "for objectives”, he becomes active protagonist of a personal and original journey, which considers its environments and aspirations, revealing imaginary perspectives placed at the focus of the project itself. If the legal and social goals of the recent law, which provides for disabled subjects after the death of their parents, are eventually realized, from what we would recognize on that occasion, a "happy" disabled from a "not happy” one. Probably from the vital project he is carrying out.
Various international studies have highlighted the weaknesses involved in applying management approaches of economic origin applied to the educational field. By considering a study conducted in Germany, based on the documentary method and group discussions, this paper analyzes models and leadership roles in educational institutions, and emphasizes the close correlation between managerial models and the definition of the nature and aims of the education system. A number of attempts by various European countries to introduce standardized tools for development and quality assurance are also analyzed, as well as training courses for school leadership that go beyond the training of good managers. Instead, these courses are primarily intended to open up new scenarios for better school results, participation practices and innovation.
This paper intends to reflect on the educational problem related to childhood. The analysis of this wide and complicated question will take place through the Dewey’s interpretation on the philosophy of education of Fröebel and Montessori, authors who have promoted the centrality of the child, defending childhood’ rights. Through this critical analysis will be reflected on the deweyan ideas about the school of childhood. A perspective that emerges in virtue of the criticism that the American author makes in some passages of his writings.
The contribution analyzes the construct of Good Practices, used for some time also in educational contexts. It develops a critical analysis of the concept that identifies them in a technical sense, as procedures that proved effective for solving problems or, in any case, in view of desired results, and, therefore, to be repeated in a standardized and rigid form. It also proposes an interactive, holistic and participatory conception. In this sense, it analyzes some examples centered on the cultural autonomy of the operators, on the enhancement of the knowledge that emanates from practice, in constant tension with the theoretical and ethical dimension of action. It proposes, in short, some characteristics (generativity, dynamism, complexity, exemplarity) that make BP an instrument to be positively valued also in educational contexts.
The article considers the strong link between hand and mind seen through the points of view of different authors, which treated this argument in the course of time. In this particular case, we will analyze the concepts of Maria Montessori and Immanuel Kant, which starting from similar assumptions, took advantage of this relationship to get important results in very different sectors like the childhood education and the philosophy. A reflection that is based on these two great names to emphasise once again how doing, the operability, the oculo-manual coordination encourage the self-knowledge, the knowledge of others and of the environment around us and how a sensory education is essential since we were kids. Mind and hand are the key of the perfect combination that makes a man capable of carrying out countless activities and ready to find solutions; the grip strength and the thumb to forefinger opposition are crucial, thanks to which we succeed to have a brilliant and unique (fine) motor control.
This paper, in continuity with a previous article published in this same Journal (n. 1/2018), presents the central stage of a collaborative research 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 education crosses the paths of the emotions: they are introduced as complex experiences that the relationship mediates among individual and environment, they are shaped as baggage that justifies those translations meaning that characterize a pedagogics evolutionary trials and decides ontological discontinuity to make a person. Arouse emotions means to open the road to the difference, to the empathy, to the care sense. The contemporary school faces the educational challenge in a tecno-complex society and keeps in mind of the structural and systemic more dimensions to which is submitted. Today never necessity is had to make to correspond the competence to the knowledge to carry out to a project that is not didactic, instructive and formative only, but it is a life project.
The contribution aims to address the theme of the body-mind relation both from a historical-theoretical and educational point of view. Within the studies of the field, but also in the framework of a new historiographical horizon relative to the history of emotions, attention has emerged to the role played by the category of feeling in a history of education that seeks to recover a unitary dimension between mind and body, intellect and passions. In this perspective there may be many repercussions within historical-educational approaches that want to be grounded on the assumption of corporeity as a place, not exclusively symbolic, for the development of new identity and educational pathways that move from the historical perspective to the present.
The contribution, after a brief reflection and clarification on the meaning of the term ideology, aims to highlight how the idea of education and school we have has been gradually influenced by a clear neoliberal approach. Starting from a historical analysis on the construction of this ideological system, we want to reread some passages of the contemporary educational experience in the light of an alternative paradigm that is able to give back full dignity to the setting of a pedagogical thought that considers as themes and indispensable reference democracy, equality and solidarity.
Registrazione presso il Tribunale di Trento n. 1336 del 5/10/2007. ISSN 2421-2946. Pedagogia PIU' didattica.