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The article aims to reflect on the link between food, education and self-care, presenting a pedagogical-clinical research work (Massa, 1992) carried out with educators in two nurseries in the city of Lecco. The object of food appears to be little explored by educational theory, even though it is characterised as an object-limb that materialises the concept of care, not only towards others, but also towards oneself. In a contemporaneity where the dimension of care has entered a profound crisis and the attitude of contemporary western man prevails strongly individualistic logics, characterised by feelings of loss, indifference, cynicism and passivity (Morin, 2015); reflecting on food and food practices from a pedagogical perspective means re-appropriating the taste, pleasure, joy of living and sharing that distinguish the individual's well-being (Birbes, 2012). The table, therefore, becomes an educational and caring space, where the subject is allowed to experience a process in the making, aimed at a well-being. The objective of this work is, therefore, to think of a pedagogy of nourishment that directs self-care through the pleasure of taste and conviviality from an early age. [ABSTRACT FROM AUTHOR]

The analysis of Isocrates’ reflection on ἀλήθεια at the beginning of the proem of the Encomium of Helen (4-5) offers a contribution to the understanding of the speech, intending to emphasise both its unitary structure and its specific character as a school text, which is aimed at teaching the norms that oversee praise, that are constructed, enunciated and applied at the very act of writing. The article proves that the search for the truth of the praise, intended as the search for an exemplary discourse of praise due to its subject, its structure, and the interweaving of theory and rhetorical practice, is a search programmatically indicated in a fundamental junction of the proem and can be referred to as the unifying feature of the Encomium of Helen as a school text, that is, a text drafted according to that technique of composition and, at the same time, of reflection on the discourse in fieri itself, which was typical of Isocrates’ teaching. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione 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 presents the results of the XVII International Bakhtin Conference held in Saransk (Russia) on July 5-10, 2021. The forum brought together over 100 participants from 22 countries and was held online. The 18 plenary lectures and more than 100 panels and online-discussions focused on the most important questions of the reception of Bakhtin’s heritage, and the influence of the thinker’s ideas on contemporary humanities. Presentations included works in the following areas: biography of Bakhtin, determining the place of his ideas in modern philology, philosophy and other social sciences, the theory and practice of education, and interdisciplinary research. This article analyses and contextualises the work of the conference against the background of the Bakhtin Forums of the 1980s and 2010s, which became an important part of the global Bakhtin Studies, as well as of the recent development of Bakhtin’s heritage in Russia and worldwide. The authors highlight the most important results of the last conference as supplementing and reconstructing Bakhtin’s biography, clarifying the details of the process of dialogical interaction of Bakhtin’s work with his contemporary ideas and the preceding traditions, defining the boundaries of Bakhtin’s influence on the humanities and the natural science, as well as the possibilities of integration of these disciplines under the “sign of Bakhtin”. [ABSTRACT FROM AUTHOR]

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) 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.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) 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.)

In his most recent intervention on educational matters - the volume with the French Minister of Education Jean-Michel Blanquer - Edgar Morin returned to the theme of what profile the school must have in order to respond to the challenges of our times. In the present contribution, I will spotlight the enduring interest of the French thinker in the question of the school: this is arguably a trait that differentiates him from other trends of contemporary educational theory. Indeed, many representatives of the latter start from a diagnosis of the contemporary epistemological and ethical revolution in many respects analogous to Morin's; however, they come to the conclusion that the school device is inevitably outdated, insofar as it is linked with a view of knowledge that should be overcome. In contrast, according to the reading here proposed, Morin endeavours to reconstruct that device rather than to dismantle it. In the present paper this quality of 'difference' of Morin will be examined, on the one hand, by tracing it back to the French tradition of reflection about the school, of which Morin is an (innovative) heir; and, on the other, by highlighting his elaboration of an idea of the school as a centre advancing a culture of complexity. [ABSTRACT FROM AUTHOR]

Philosophy for Children aims, among other things, to educate emotions through enhancing «caring thinking». The goal of this paper is to critically assess the Lipman-Sharp's theory of the emotions. It's firstly shown that P4C approach to emotion education rests on a theory that identifies emotions and evaluative judgments, then it's argued that it brings about an overintellectualization of the emotions. To conclude, it is suggested that P4C would benefit from theories of emotions that recognize a greater role to the body. [ABSTRACT FROM AUTHOR]