10 found

Year:

  1.  3
    Pedagogical responsibility and education for democratic and digital citizenship: literature’s democratic potential in a liquid society.Angela Arsena - 2022 - ENCYCLOPAIDEIA 26 (62):43-55.
    This article discusses the hypothesis of a recovery of the phenomenological and literary paradigms of antiquity to cross the complexity of the existential, educational and relational experience in the digital contemporary world, focusing on the problems of the construction of identity and digital citizenship in social coexistence intended as a place of education.
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  2. Attualità di un'idea, venticinque anni dopo.Daniele Bruzzone - 2022 - ENCYCLOPAIDEIA 26 (62):I-III.
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  3. Portrait of the exiled intellectual. Edward Said and critical thinking education.Gianluca Giachery - 2022 - ENCYCLOPAIDEIA 26 (62):1-16.
    Edward Said was a versatile intellectual, anchored in a solid humanistic culture, who, in his career as a public figure as a university Professor at Columbia, placed at the center of his reflections the sense of commitment of the man of culture. His multifaceted education and his interests are the summit of an attention to the generative issues of pedagogical and educational culture, aimed at redefining a new “radical humanism.” For Said, however, the commitment and careful examination of texts and (...)
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  4. Marco Dallari, La zattera della bellezza, Il Margine Erickson, Trento, ISBN 9791259820044, 310 pagine, 2021.Mariangela Giusti - 2022 - ENCYCLOPAIDEIA 26 (62):117-118.
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  5.  1
    Values and religious experience: for an intercultural dialogue according to Viktor E. Frankl’s perspective.Carlo Macale - 2022 - ENCYCLOPAIDEIA 26 (62):95-110.
    The contemporary society is characterised by a strong presence of different religious expressions, both traditional and new, community-based and individual. Therefore, we speak of a post-secular age in which there is a continuous exchange between beliefs and non-beliefs in everyday life. In this sense, the religious question takes on an increasingly intercultural connotation in the continuous biographical exchanges among people who give different existential meanings according to their own conscience. It is precisely the dimension of meaning, determined by the choice (...)
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  6.  1
    Being an educator for developing age subjects, having experienced their mother’s femicide. Constitutive elements for a pedagogy of bereavement.Maria Rita Mancaniello - 2022 - ENCYCLOPAIDEIA 26 (62):81-93.
    The phenomenon of femicide is a social tragedy, keeping on being perpetrated across time. Its consequences are deeply traumatic for children and adolescents, becoming motherless, by their father or by their agent of fatherly care. It represents a serious trauma, still needing to be adequately addressed, by the different human sciences and, especially, involving pedagogy in a careful reflection, in order to facilitate full development processes for a subject in a childhood and adolescence age. The reference, here, is to a (...)
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  7. Bridging the Pedagogical Gap Between Operational and Contextual Affordances with Social Media.Wilson Otchie, Emanuele Bardone & Margus Pedaste - 2022 - ENCYCLOPAIDEIA 26 (62):57-80.
    The usage of social media in education is increasing as a result of perceived pedagogical benefits. The literature emphasizes the importance of teachers continuing to build their social media capabilities, experiences, and values. Critical thinking, problem-solving, and the ability to contextualize social media require intellectual, social, and ethical talents regardless of operational proficiency. We performed a semi-structured interview with 13 high school teachers who expressed their thoughts and experiences using social media in the classroom. The interviews’ recorded videos were transcribed (...)
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  8.  1
    The Teacher: Solid Presence and Fine Sensitivity.Raffaele Beretta Piccoli - 2022 - ENCYCLOPAIDEIA 26 (62):111-115.
    The article begins with an analysis of the learning process, described as a transition from a condition of “not knowing ” to a condition of “knowing something more”. Referring to John Dewey’s theory, it underlines the need, on the part of the teacher, to understand the specific condition of the learner, which is closely related to the uncomfortable posture of learning, in order to make possible a truly meaningful pathway. To foster this experience, the author proposes, in conclusion, two thoughts: (...)
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  9.  2
    “Raking and reasoning about it”: bridges between John Dewey’s Art as Experience_ and the _Reggio Emilia Approach.Cristiana Prestianni - 2022 - ENCYCLOPAIDEIA 26 (62):29-42.
    The article aims to demonstrate to what extent the work Art as Experience by the American philosopher and pedagogist John Dewey, a proponent of pedagogical activism, may have contributed to Loris Malaguzzi’s thought and the Reggio Emilia Approach. Starting from the idea of an aesthetic experience as a privileged means of knowledge, the comparison between the two authors continues through reflections on the relationship between art-community and art-ethics. The dialogue between these important educational approaches is proposed in order to highlight (...)
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  10.  2
    A window to the outside: The Reading Group as defense, meeting and resistance.Maria Elena Scotti & Jole Orsenigo - 2022 - ENCYCLOPAIDEIA 26 (62):17-28.
    This paper presents qualitative research that focus on the Reading Groups. The aim is to understand the values of reading and discussing books in group, during the months of lockdown, caused by the Covid-19 health emergency. Using written and structured interviews, we collected the experiences of 73 adult participants in Reading Group in Milan and Bergamo provinces. The results show how, even by the unusual online mode, the Reading Group was a way to defend oneself from the pain of reality, (...)
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