Search

The "object lesson" is a particular teaching method that was widespread in Europe and the westernised world during the nineteenth century, which was variously adapted according to national contexts under the name of "Anschauungsunterricht, leçon de choses, lezione di cose, and lección de cosas." Based on the intuitive (sometimes known as natural) method, it established itself as a direct product of Pestalozzi's pedagogy, although its genealogy has been reconstructed differently from country to country. This makes it an interesting case of translation and transformation in education or, perhaps, simply an example of "maquillage" motivated by revanchism. The aim, in general, is to introduce abstract ideas to infant and primary school pupils through the observation of concrete objects. The leading theorists (the early followers of Pestalozzi in Germany and England, the educationalist Marie Pape-Carpentier in France, the Italian and Spanish positivists, etc.), gave it, in most cases, the form of a maternal conversation, where adults and children prompt each other with questions and answers. Many school programmes have given it a place in the curriculum, others have maintained it in freer and more spontaneous forms. This paper offers, on the basis of the most recent literature, an analysis of the different national traditions, using the main pedagogical dictionaries published in Europe in the second half of the nineteenth century.

The paper traces the history of the journal Il Ponte, founded by Piero Calamandrei in April 1945, in order to capture the ideal roots of this audacious publishing initiative. The Author focuses on the liberal-socialist vocation of the journal and on the ideals of European federalism that led Calamandrei to oppose the Atlantic Pact. Lastly, he delves into the commitment of the Florentine jurist in support of the Constitution, democracy and the Welfare State.

This paper presents a feminist analysis of the manifold and intertwined discriminations faced by asylumseeking women in a European “borderland”—specifically, Greece. It explores how these discriminations operate across law, policy, practice, and discourse, while highlighting the dynamic interplay of intersectional discriminations with citizenship rights and practices. Data were collected through 35 interviews with asylumseeking women. The analysis shows that (a) intersectional discriminations occur at both macro- and microlevels, reproducing and consolidating the women’s “lessened” citizenship, while (b) “lessened” citizenship reinforces their precarious status and leaves them vulnerable to multiform, multi-sited gender-based violence.

Migration at international level is a global phenomenon. In recent years the world experienced the highest number of people who migrated abroad. For example, in 2020 approximately 3.6% of global population were international migrants. This was the highest proportion of the global population registered in the last thirty years. The paper analyses some general aspects of international migration. There are detailed migration patterns in various regions such as America, Europe, the Asia-Pacific region, and Africa. Based on the data provided can be drawn some policy implications. Countries of destination should apply policies in order to facilitate the integration of migrants and should provide labour market regulations.