Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education最新文献_第10页

From media education to digital citizenship. Origins, perspectives and policy implementations in the school systems across Europe 从媒体教育到数字公民。起源，观点和政策实施在整个欧洲的学校系统

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-12-31 DOI: 10.6092/ISSN.1970-2221/8557

Alessandro Soriani

{"title":"From media education to digital citizenship. Origins, perspectives and policy implementations in the school systems across Europe","authors":"Alessandro Soriani","doi":"10.6092/ISSN.1970-2221/8557","DOIUrl":"https://doi.org/10.6092/ISSN.1970-2221/8557","url":null,"abstract":"The aim of this article is to describe the concept of digital citizenship, as it emerges from disciplines such as Media Education, Digital and Media Literacy and Media and Information Literacy, and how this is translated into national school innovation plans in some European countries. The first part of the article analyses the concept of media education, by carrying out an operation of disambiguation between the different disciplines often confused among them: Media Education, Digital and Media Literacy and Media and Information Literacy. The first part of the paper aims to disambiguate the various terms related to media literacy in general, often used interchangeably across the various disciplines, namely Media Education, Digital and Media Literacy and Media and Information Literacy. The second part of the paper illustrates and compares several international projects that support the formalization of competence frameworks for digital citizenship while highlighting the need to move towards a concept of technology education that also supports aspects related to active citizenship, democratic participation in society and take into account the social-relational dimension. In conclusion, national digital innovation plans for schools in Spain, Germany, UK, France and Italy will be presented with the aim of highlighting the aspects of innovation while critically reflecting on the concept of digital citizenship education therein.","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131482017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Training in non-pharmacological approaches to dementia and Alzheimer 培训痴呆和阿尔茨海默病的非药物治疗方法

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-12-31 DOI: 10.6092/ISSN.1970-2221/8678

E. Luppi

{"title":"Training in non-pharmacological approaches to dementia and Alzheimer","authors":"E. Luppi","doi":"10.6092/ISSN.1970-2221/8678","DOIUrl":"https://doi.org/10.6092/ISSN.1970-2221/8678","url":null,"abstract":"The increase in the elderly population is leading care services to reconsider their models of intervention and their practices. When taking care of older adults suffering from Alzheimer’s or dementia, it is fundamental to take into account not only their medical needs, but also any psycho-social dimension that has an impact on their lives and well-being (Kitwood 1997). This contribution presents the first results of an Erasmus+ EU project based on these assumptions. The project, called \"SALTO – Social Action for Life Quality Training and Tools\" starts by considering that the training of social workers needs to be improved in order to equip professionals with a wider range of approaches and methods to cope with Alzheimer’s and dementia. When dealing with such diseases, it is important to improve people’s quality of life, at the same time minimising the effects of behaviour-related disorders. Long-term care is the responsibility of both medical and social organisations. Elderly care is “medical” because their beneficiaries require care, whether routine or occasional, which is essential for their daily comfort; but they are also “social” because they target protection, independence, social cohesion, active citizenship and the prevention of isolation (Brune 1995, 2011; Calkins 2002; Rahman & Schnelle 2008; Shura, Siders, Dannefer 2010).","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114109159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Recensione di: Giancarla Sola, La formazione originaria. Paideia, humanitas, perfectio, dignitas hominis, Bildung. Bompiani, Milano, 2016

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-12-31 DOI: 10.6092/ISSN.1970-2221/8813

G. Ammannati

引用次数: 0

Teacher cognition: examining teachers’ mental lives in language education 教师认知:考察教师在语言教育中的心理生活

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-12-31 DOI: 10.6092/ISSN.1970-2221/8476

Chiara Bruzzano

引用次数: 2

Education: filling the mind or opening the existence? A phenomenological perspective 教育:充实心灵还是开启存在?现象学视角

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-10-10 DOI: 10.6092/ISSN.1970-2221/8592

Vincenzo Costa

引用次数: 0

Being educators in extreme contexts. When practice challenges theory 在极端环境下做教育者。当实践挑战理论

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-10-10 DOI: 10.6092/issn.1970-2221/8596

F. L. Presti, Fausta Sabatano

引用次数: 0

Re-thinking Method in Educational Work. The contribution of Piero Bertolini’s pedagogical theory 教育工作中的反思方法。皮耶罗·贝托里尼教学理论的贡献

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-10-10 DOI: 10.6092/ISSN.1970-2221/8595

C. Palmieri

{"title":"Re-thinking Method in Educational Work. The contribution of Piero Bertolini’s pedagogical theory","authors":"C. Palmieri","doi":"10.6092/ISSN.1970-2221/8595","DOIUrl":"https://doi.org/10.6092/ISSN.1970-2221/8595","url":null,"abstract":"With the aim of clearly defining how we may best understand ‘method’ in the field of education, this paper offers an analysis of the methodological model proposed by Piero Bertolini in Per una pedagogia del ragazzo difficile (Pedagogy for the troublesome juvenile). This work is of great contemporary relevance for two reasons. First, the theoretical and anthropological assumptions are clearly stated and their intimate connection with the methodological and pragmatic aspects of educational work compellingly demonstrated. Second, the author suggests a fertile way of thinking about educational method and educational intervention that goes beyond the merely technical or ‘applied common sense’ approaches that are widespread in social work and education. I outline the key elements determining the current value of Bertolini’s way of conceptualizing and implementing the educational method, especially his specifically pedagogical focuses of attention. These methodological focuses run counter to certain contemporary tendencies, providing the basis for a solid educational professionalism that always maintains an attitude of inquiry, and that has the capacity to work with the structural uncertainty of educational situations.","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121083515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The phenomenological turn in education. The legacy of Piero Bertolini’s theory 教育的现象学转向。皮耶罗·贝托里尼理论的遗产

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-10-10 DOI: 10.6092/ISSN.1970-2221/8600

L. Caronia

{"title":"The phenomenological turn in education. The legacy of Piero Bertolini’s theory","authors":"L. Caronia","doi":"10.6092/ISSN.1970-2221/8600","DOIUrl":"https://doi.org/10.6092/ISSN.1970-2221/8600","url":null,"abstract":"At the end of the Fifties, an Italian scholar, Piero Bertolini, provided a phenomenology-based theoretical framework for rethinking education that largely anticipated the phenomenological turn that was to impact social sciences in the following decades. By founding his proposal on Husserl’s phenomenology, Bertolini proposed a major theoretical shift in educational theory, research and practice: from “what reality (i.e. natural facts, other peoples’ behaviour, traditions, established social order, everyday routines, early years etc.) does to people” to “what people make or can make of it”. This anti-deterministic stance is probably the best known side of his work, yet Bertolini never claimed an omnipotent mind nor did he conceive the socialisation process as occurring in a social, cultural or material vacuum. On the contrary, he stressed the constitutive role of reality on whatever a mind can make of it. By outlining Bertolini’s main theoretical claims and discussing his ground-breaking contribution to the 20 th century scholarship in education, this essay introduces this special issue dedicated to the contemporary relevance of his theory of education.","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131236577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The contemporary relevance of “Ragazzi difficili”. Educational dispositives and rehabilitation practices “Ragazzi difficili”的当代意义。教育消极和康复实践

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-10-10 DOI: 10.6092/ISSN.1970-2221/8588

P. Barone

{"title":"The contemporary relevance of “Ragazzi difficili”. Educational dispositives and rehabilitation practices","authors":"P. Barone","doi":"10.6092/ISSN.1970-2221/8588","DOIUrl":"https://doi.org/10.6092/ISSN.1970-2221/8588","url":null,"abstract":"The work of Piero Bertolini crucially influenced the pedagogical study of juvenile delinquency in Italy. His theoretical contribution changed the dominant interpretative paradigm, which had previously been informed by a psychological/medical and corrective model. By redefining rehabilitation and introducing the key notion of “intentional consciousness” as a basis for helping subjects to take responsibility for their conduct, Bertolini prompted educators to adopt a new perspective and to reconsider their own stance within their educational work with teenage offenders. Although this novel educational focus demands a different emphasis on the young person’s subjectivity, it is not enough to reflect on the “subject”: the importance attributed by Bertolini to “education as a field of experience” means that, in engaging with his “tough kids”, we must also take due account of the “materiality” of education, while remaining within a phenomenological framework. This is one aspect of the contemporary relevance of “ Per una pedagogia del ragazzo difficile ” ( Pedagogy for troublesome juvenile , 1965) for a book that speaks directly and meaningfully to the professional development of today’s new generations of education practitioners.","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128951145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Agency in language. Lessons from (and for) a phenomenological approach to education 语言中的能动性。现象学教育方法的经验教训

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2018-10-10 DOI: 10.6092/ISSN.1970-2221/8594

M. Vaccari

引用次数: 0