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Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article proposes an educational model aimed at teaching students to take upon themselves individual and collective well-being and to use language as an emancipating tool. To experience 'the time of We' a new idea of school should be advanced, based on new, inclusive didactic practice grounded on the active use of words, such as shared reading aloud or Writing Reading Workshop. Such active methods would encourage students to interact with their teachers in building the meaning of what they learn; help them develop their cognitive, emotional, and relational competences; allow them to enhance their competences of active citizenship and democratic participation. In such a learning environment the class would be turned into a sort of 'training ground' for democracy fostering a new approach to learning which would go beyond the separation between disciplines and help students to manage complexity. [ABSTRACT FROM AUTHOR]

J. Dewey writes Experience and education with a dual purpose: to respond to the criticisms of supporters of traditional schools; reiterate the basic concepts of activism for teachers who have decided to practice active teaching. Furthermore, the writing takes place shortly before the outbreak of the Second World War, for this reason it becomes important to understand when an experience becomes an educational experience, that is, socially and individually desirable. The question is resolved by intertwining the philosophy of experience with active teaching, creating what Dewey defines as collateral learning, such as learning to learn, respect for others, love for nature, etc. These and other elements make Experience and education an absolutely current text, still able to function as an updating tool for teachers, educators and pedagogists. [ABSTRACT FROM AUTHOR]

How many and what are the teacher's skills? In the article we try to go to the root of the question, assuming the existence of three models of teacher. The cultural teacher, the competent teacher, the conscious teacher; they represent respectively the primacy of the cultural canon, of technical rationality, of critical reflexivity. They have a long history behind them but coexist in the contemporary teacher. In this way the research on the teacher's competences is articulated in space and time, in the hope of reconstructing the unity of the teaching function. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses Zeno of Sidon's date of birth. For decades, scholars generally assumed that the Epicurean scholarch, who is said to have studied under the Academic Carneades, was born around 150 BCE, a date extrapolated from the date of Carneades' death (129/8 BCE). But Carneades withdrew from active teaching in 137/6 BCE, and in order to harmonize Zeno's studies under him with his retirement from teaching, we must place Zeno's birth around 160 BCE. This date has some relevance for other chronological questions, as well. [ABSTRACT FROM AUTHOR]

Nel contesto didattico due principali spostamenti diventano necessari: rendere coerenti e ben strutturate le progressioni degli apprendimenti con obiettivi definiti chiaramente da un lato e introdurre alcune esperienze di apprendimento intenso e coinvolgente dall’altro. Molte ricerche e meta-analisi mostrano come le strategie d’insegnamento più efficaci siano quelle in ambito Direct/Explicit Instruction, che implica una guida diretta ed una didattica strutturata. A queste vanno poi aggiunti momenti di apprendimento coinvolgente per attuare esperienze formative ottimali.