Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education最新文献_第2页

The Montessori theory in the “No Schoolbag” model. Formativity of materials and of the educational environment “无书包”模式中的蒙台梭利理论。材料和教育环境的形成性

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-11-01 DOI: 10.6092/ISSN.1970-2221/12199

Adriana Schiedi

{"title":"The Montessori theory in the “No Schoolbag” model. Formativity of materials and of the educational environment","authors":"Adriana Schiedi","doi":"10.6092/ISSN.1970-2221/12199","DOIUrl":"https://doi.org/10.6092/ISSN.1970-2221/12199","url":null,"abstract":"The aim of this contribution is to show the “outdated” relevance of Montessori pedagogy in the “No Schoolbag” (Senza Zaino, or “SZ”) model. Adopting some fundamental elements of Montessori’s activism, this model advocates a school in the fullest meaning of Schole, as a place for dialogue, development and work, otium and negotium, commitment to study and the pleasure of knowledge, where the discipline of freedom, as applied to experience and filtered by emotions, is indispensable. In doing so, it rejects the idea of school being based on educational intellectualism. Rather it is an indirect educational path in which the experience of reality, rather than empty words, shapes the child's mind, developing an inner order that originates from its external counterpart, with the result that the child feels like an active participant, belonging to a welcoming, hospitable and motivating community. Drawing on the Montessori theory, the “No Schoolbag” model positions itself as a pedagogy of our time, but endowed with an ancient, rigorous, inclusive, and supportive heart.","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134070169","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

Maria Montessori and Embodied Education: current proposal in preschool education 玛丽亚·蒙台梭利与体现教育:当前学前教育的建议

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-11-01 DOI: 10.6092/ISSN.1970-2221/12195

A. Ceciliani

引用次数: 3

Book review of: Silvano Calvetto, “Eravamo liberi in un paese devastato”. Formazione e assistenza ai reduci tra il 1945 e il 1947, Roma, Anicia, 2020 《西尔瓦诺·卡维托的书》，“我们在一个被摧毁的国家是自由的。”1945年至1947年，罗马，Anicia, 2020年

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-11-01 DOI: 10.6092/ISSN.1970-2221/13534

M. Desideri

引用次数: 0

Book review of: Fulvio De Giorgi, La rivoluzione transpolitica. Il ’68 e il post-’68 in Italia, Viella, Roma, 2020 《富尔维奥·德·乔吉，跨政治革命》一书回顾。1968年和1968年在意大利，Viella，罗马，2020年

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-11-01 DOI: 10.6092/ISSN.1970-2221/13737

Carmen Betti

引用次数: 0

Multiple discrimination and the risk of cultural impoverishment. Considerations regarding the pedagogical challenges of the complex society 多重歧视与文化贫困化风险。关于复杂社会的教学挑战的考虑

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-06-29 DOI: 10.6092/ISSN.1970-2221/12644

Irene Biemmi, Emiliano Macinai

引用次数: 0

Teachers’ perceptions of the role of technologies for inclusion. Results from a special needs teacher training course 教师对技术促进包容作用的看法。结果来自特殊需要教师培训课程

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-06-28 DOI: 10.6092/ISSN.1970-2221/11585

L. Fedeli

引用次数: 0

Localities in critical literacy practice: a critical review of the frameworks 批判性读写实践中的地方:对框架的批判性回顾

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-06-28 DOI: 10.6092/ISSN.1970-2221/11471

Nita Novianti, Angela Thomas, V. To

{"title":"Localities in critical literacy practice: a critical review of the frameworks","authors":"Nita Novianti, Angela Thomas, V. To","doi":"10.6092/ISSN.1970-2221/11471","DOIUrl":"https://doi.org/10.6092/ISSN.1970-2221/11471","url":null,"abstract":"A large number of frameworks and models have been created to help translate the highly philosophical theory of critical literacy into practice. How these frameworks have been translated into classroom practice is an area much unexplored. The present study critically reviewed the frameworks of critical literacy applied in the classroom practices of language arts and language education within the last twenty years. Adapting the classification put forward by Luke and Woods (2009), the review divides the frameworks into critical pedagogy, textual, and practical approaches. The application of the frameworks identified in this review defies the rigid divisions between critical and textual approaches because text still plays an important role. The additional category of practical approaches is created to refer to frameworks that combine the critical and textual approaches and include more key tenets of critical literacy with a stronger focus on classroom practices. The more recent frameworks are increasingly embracing more key tenets of critical literacy, but the tenet of localities still has no place in these frameworks. Nonetheless, a small number of classroom practices have carefully included localities in the design and enactment of critical literacy.","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125641845","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

From the analysis of support teachers training needs to the creation of effective training courses. Reflections from an exploratory survey 从对辅助教师培训需求的分析到有效培训课程的创设。一项探索性调查的感想

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-06-28 DOI: 10.6092/ISSN.1970-2221/11592

V. Pennazio, Franco Bochicchio

引用次数: 0

Pronti partenza e via! Il nido si racconta: Il laboratorio di sviluppo professionale degli educatori dei nidi PAC del Comune di Napoli 准备，准备，开始!这个鸟巢被描述为那不勒斯市的PAC托儿所专业发展实验室

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-06-28 DOI: 10.6092/ISSN.1970-2221/11384

Marianna Capo

引用次数: 1

Inquietudine e disincanto tra i banchi: Un anno di scuola di Giani Stuparich dal racconto al film 课桌上的不安和幻灭:从小说到电影，都是一年的斯图帕里奇

Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education Pub Date : 2021-06-28 DOI: 10.6092/ISSN.1970-2221/12500

Sabrina Maria Fava

{"title":"Inquietudine e disincanto tra i banchi: Un anno di scuola di Giani Stuparich dal racconto al film","authors":"Sabrina Maria Fava","doi":"10.6092/ISSN.1970-2221/12500","DOIUrl":"https://doi.org/10.6092/ISSN.1970-2221/12500","url":null,"abstract":"Recent historiographical perspectives dedicated to collective school memory have opened new research avenues in the way the cultural industry depicted the school, teachers, and students. This contribution follows such direction and intends to tackle the process of stratified transformations that interwove around Giani Stuparich’s narrative Un anno di scuola, (1929). This literary work resulted from a dialogue between the individual memory of the writer and the collective memory of youth during the first decade of 1900. Shared and individual memories within the cultural context of a Mitteleuropean and irredentist Trieste leave their traces in the literary work, and at the same time expand through time in the numerous editions of the text, as well as in the movie by Franco Giraldi released in 1977. The description of the school, teachers, and students is transformed into a space for imagination, where writing and re-writing influence each other, thus modifying the knowledge of the past. As a result, the past moves from one generation to the next in a dynamic flow, open to new interpretations.","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116365501","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