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This work focuses on the pilot run of a simulation campaign aimed at investigating the spectroscopic capabilities of the Euclid Near-Infrared Spectrometer and Photometer (NISP), in terms of continuum and emission line detection in the context of galaxy evolutionary studies. To this purpose we constructed, emulated, and analysed the spectra of 4992 star-forming galaxies at $0.3 \leq z \leq 2.5$ using the NISP pixel-level simulator. We built the spectral library starting from public multi-wavelength galaxy catalogues, with value-added information on spectral energy distribution (SED) fitting results, and from Bruzual and Charlot (2003) stellar population templates. Rest-frame optical and near-IR nebular emission lines were included using empirical and theoretical relations. We inferred the 3.5$\sigma$ NISP red grism spectroscopic detection limit of the continuum measured in the $H$ band for star-forming galaxies with a median disk half-light radius of \ang{;;0.4} at magnitude $H= 19.5\pm0.2\,$AB$\,$mag for the Euclid Wide Survey and at $H = 20.8\pm0.6\,$AB$\,$mag for the Euclid Deep Survey. We found a very good agreement with the red grism emission line detection limit requirement for the Wide and Deep surveys. We characterised the effect of the galaxy shape on the detection capability of the red grism and highlighted the degradation of the quality of the extracted spectra as the disk size increases. In particular, we found that the extracted emission line signal to noise ratio (SNR) drops by $\sim\,$45$\%$ when the disk size ranges from \ang{;;0.25} to \ang{;;1}. These trends lead to a correlation between the emission line SNR and the stellar mass of the galaxy and we demonstrate the effect in a stacking analysis unveiling emission lines otherwise too faint to detect., Comment: 23 pages, 21 figures

Franco Passalacqua, who developed, analyzed, and implemented his project on “Writing Fictional Narratives to Promote Social Justice Education: Towards a Heuristic-Dialogic Model of Didactic Design” with school teachers in Italy. He believes that the challenge of teaching, at any level of education, is not only knowing how to foster the students’ desire to learn, but also to allow all students, regardless of their initial cultural, social, and economic circumstances, to construct knowledge that will enable them to become active citizens and to fully exercise their abilities and rights in public life. His chapter explores a narrative writing project implemented by teachers, to generate stories as a didactic pre-condition that can foster the construction of an initial level of socially just knowledge. In the course of this project, the participating teachers constructed fictional narratives to read to their students in class and use them to mediate the construction of interdisciplinary concepts and to cultivate a critical stance towards the objects of knowledge. To reach this goal, teachers who constructed narratives for imagination had to engage both with the students’ background knowledge, experience, misconceptions, and with their own personal perspective on the world, including personal values that were concealed behind and within the points of view they choose to adopt. But what made this didactic design through narrative writing particularly supportive of inclusive learning was the emphasis on a “handcrafted” process of investigating the students’ experiential world, which helped the teachers thematize their own relationship with knowledge and, consequently, enabled the teachers to design learning experiences that are coherent with active citizenship and democratic values.

According to "The Antisemitism Report for 2021", published by the World Zionist Organization and the Jewish Agency, anti-Semitism in the Western world was more evident in 2021 than it had been for ten years1. Given this data, we believe that the rich tradition of Holocaust education urgently requires a reexamination of educational goals and teaching strategies. This article analyzes the impact of a workshop inspired by Socratic Disputation in Holocaust education at the high school level. We conceived the workshop as a dialogical confrontation in which the teacher defends the position of Nazi criminals, justifying their actions through the arguments that were popular at the time. Therefore, the research question are: Did student ideas about the causes of Nazi discrimination and extermination change as a result of participating in the workshop? In what way? This qualitative study is located within the ecological paradigm and phenomenological epistemology (Denzin & Lincoln, 2011). Two hundred students from a private high school in the province of Milan (Monza, Italy) participated in the workshop. We administered two questionnaires, one before and one after the workshop and we conducted 12 in-depth semi-structured interviews in order to collect data on student views about the topic and the instructional method. The data collected were analyzed using an inductive, bottom-up approach, following the criteria of reflective thematic analysis as codified by Braun & Clarke (2019). The results show several elements of interest regarding the effectiveness of the instructional strategy examined in promoting conceptual change.

This research examines aspects of the teaching approach implemented in this programme, with a particular focus on the relationship between different disciplinary frameworks in the teacher training of university teachers. The hypothesis of this paper is about the inter and transdisciplinary approach of the training programme and its validity on developing university professors teaching skills and, more specifically, their capacity to transfer and reconstruct their learning about teaching-learning methods. The first results show teachers frequently engaged in distancing and meta-cognitive reflection with respect to specific aspects of the processes of didactic transposition and didactic reconstruction: the selection of the knowledge to be taught; the recipient of the knowledge; the use of examples to make the knowledge accessible; reflection on the epistemological basis of the knowledge taught.

This brief contribution is aimed at the elaboration of some critical questions often addressed within the contemporary debate in narrative theory. In particular, we regard the task of defining narrative as an important preliminary path to be followed in order to reflect on broader issues concerning the role of narrative studies, both within the humanities and with respect to other disciplines (e.g. cognitive sciences, psychology, pedagogy, etc.). We reckon among the most important duties in the field a reflection on the epistemological grounds of narrative theory, because we think that many incompatibilities and frictions between terminologies, models and theories are often underestimated. It is important to the extent that such incomprehension may negatively affect the debate or even thwart acknowledgement of the specificity of the concepts used in narrative theory. In the light of the considerations above, we are focusing here on the theoretical effectiveness of the classical/postclassical distinction and on the proposal of a different dichotomy (par. 2); on the definition of narrative sequence (par. 3); on the epistemology of the two different paradigms indicated by the objectivist/constructivist dichotomy (par. 4); on the evaluation of the pros and cons of the two paradigms outlined (par. 5).

This is an introduction to the interviews redacted as a follow-up of the 2013 ENN conference. The discussions that originated at the conference were rich and thought-provoking and so the editors of this special section of «Enthymema» decided to continue the dialogue about the state of the art and the future of narratology., ENTHYMEMA, No 9 (2013)

This is a brief report of the first conference organized in Fribourg (CH) by the Réseau Romand de Narratologie (RRN). The title of the conference was Redefinitons of the Sequence in Postclassical Narratology., ENTHYMEMA, N° 4 (2011)

This article presents some reflections on the concepts, terminology, and epistemological grounds of narrative theory. Our remarks are focused on the proposals advanced at the first RRN conference and they concern in particular two issues: the theoretical difference between classical and postclassical narratology and the paradigms of the contemporary debate. In the first part of the paper we focus on the definitional task of narrative theory; in the second part we describe the epistemology of and the theories built on two opposite paradigms: the mimetic and the constructivist. Our conclusions highlight the continuity and the break points between contemporary theories, soliciting narratologists to answer to the many questions raised., ENTHYMEMA, No 4 (2011)