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THE REFLEX ARC THEORY AND EDUCATION. EXPERIENCE AS DIDACTIC ISSUE IN JOHN DEWEY’S THOUGHT Abstract In this paper I will try to focus in the John Dewey’s thought on the relationship between the centrality of the Reflex Arc theory, developed in the essay «The Reflex Arc concept» of 1896, which derives from the essay Soul and Body of 1886, fundamental to understand Deweyan thought and some aspects of Classical Pragmatism, and the didactic issues as developed in the texts: «My pedagogic creed» of 1897 and «The school and society» of 1899.

Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA 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 the late 1980s and early 1990s, the teaching of history was liberalised in Russia. However, disappointed by the failure of the initial reforms, the Russian government soon began a new authoritarian turn in schools. Since 2000, Putin has implemented an imperial-patriotic project in which the teaching of history must serve the State. The result has been an impoverishment of the educational offer and a tightening of the cultural standards that teachers must respect. In this way, students are involved in the militarisation of society desired by the Putin's regime, according to which school is one of the privileged places for exercising social control. However, data on Russian public opinion show that the new generations have adopted a semi-passive resistance to government policy, refusing to conform to cultural and ideological dogmas in which they do not believe. [ABSTRACT FROM AUTHOR]

The article shifts the focus to the planet of youth, the most neglected aspect of the history teaching debate. The scandalised tones about the alleged cultural involution of the younger generations arise from the inability to see who one has in front of one's eyes except through the lens of the past; and from the conviction that one can regulate complex processes such as education from above, without taking note of how the power of the school has been reduced within ever-changing societies, where the digital revolution affects the forma mentis. By a sort of paradox, the problems of teaching history do not seem to inhabit history. [ABSTRACT FROM AUTHOR]

«Bisogna fare gli Italiani». È questo l’imperativo che l’Italia postunitaria si propone affidandosi ai maestri elementari ai quali tocca innanzitutto il compito di dare a tutti gli Italiani una stessa lingua, e di fornire gli strumenti – leggere, scrivere e far di conto – per combattere l’analfabetismo che all’indomani del 1861 riguardava la schiacciante maggioranza della popolazione. Il saggio mira a percorrere il sentimento di indignazione nei confronti della deplorevole condizione delle maestre nei primi decenni postunitari negli scritti (narrativi e giornalistici) di Matilde Serao e di Luigi Pirandello. Sullo sfondo, alcune drammatiche vicende di cronaca, come il suicidio della maestra Italia Donati (1886), erano destinate a sollevare grande commozione nell’opinione pubblica e a richiamare l’attenzione della politica sul trattamento riservato alla classe magistrale.

Si analizzano quattro opere del cinema italiano (A scuola, La mia classe, Giorno di scuola, La scuola prossima), legate per contenuto (la scuola) e forma (il documentario o la cornice docu-finzionale), che presentano, nell’arco di quasi vent’anni, uno spaccato vivo e autentico di varie realtà italiane in cui la scuola può assumere diversi significati (diventa rifugio, salvezza, opportunità, speranza).

Due romanzi scomparsi dai radar della storia e della critica letteraria, e tuttavia capaci di animare un’ampia discussione al loro apparire, Il Calcinaccio di Giuseppe Cassieri e La scuola si diverte di Virgilio Budini, permettono di cogliere da vicino gli sviluppi del genere narrativo di ambientazione scolastica, lungo un periodo rivelatore quale gli anni Sessanta. L’ampia gamma di strumenti e modi della comicità, la lettura ironica e approfondita della realtà, l’impiego originale di motivi e topoi del genere inducono a considerare le due opere come snodi di un discorso sulla scuola che i decenni successivi avrebbero ripreso e ulteriormente articolato.

Vari episodi della serie “Mondo piccolo – Don Camillo” di Giovannino Guareschi, pubblicata su rivista e in volumi dal 1945 al 1966, e rifluita in sette pellicole cinematografiche tra il 1952 e il 1983, hanno come oggetto la scuola e l’istruzione in generale. Uno dei racconti più significativi, Lo scolaretto di quinta (1952, poi in un film del 1955), vede il sindaco comunista Peppone impegnato nell’esame di licenza elementare, da cui uscirà promosso solo grazie all’aiuto di don Camillo. Questo studio procede a ritroso dal film al testo scritto, segnalandone le numerose varianti di contenuto, e rintracciando un possibile antefatto in una storia pubblicata nel 1939 da Giovanni Mosca, collega e amico di Guareschi. Altri riscontri con scritti guareschiani, d’invenzione o autobiografici, mostrano infine le radici e motivazioni personali dei racconti incentrati sulla scuola.

Muovendo da una ricognizione sullo spazio e la funzione della scuola nel romanzo di formazione europeo e italiano, il contributo indaga la funzione della scuola in Conservatorio di Santa Teresa di Romano Bilenchi, il primo romanzo di formazione italiano in cui l’istituzione scolastica occupa un ruolo centrale e assolve ad una una funzione determinante nel processo di maturazione del protagonista. Nella scuola, che è lo spazio delle relazioni e dell’incontro con gli altri, Sergio conosce un processo di maturazione segnato dal problema della non-comunicazione. I fatti che accadono nella scuola, per la prima volta spazio dialettico decisivo nel processo di individuazione, determinano la traiettoria della Bildung di Sergio, tutta condotta in negativo, che si conclude con la dolorosa agnizione della scissione della coscienza e della disarmonia tra il sé e il mondo.

L’articolo intende analizzare la rappresentazione della scuola all’interno del film Bianca (1984) di Nanni Moretti, rilevandone la componente grottesca, l’immagine attribuita al ruolo dell’insegnante e la descrizione degli ambienti. L’analisi mette in relazione l’opera con il contesto socioculturale dell’Italia degli anni Ottanta, periodo storico in cui il film è uscito. Il tentativo è quello di segnalare, oltre che l’iconicità del film stesso, l’originalità e sintomaticità dell’universo scolastico filtrato dall’autore all’interno delle varie rappresentazioni nella storia del cinema italiano.

Il saggio presenta i risultati di un’indagine di tipo frequenziale condotta sui repertori antologici della letteratura italiana del XX secolo in un campione costituito da venti manuali scolastici per il triennio superiore attualmente disponibili sul mercato. Anche attraverso la comparazione con i sondaggi effettuati alla metà degli anni Novanta dal collettivo Zippo (1995, 1996), esso intende così restituire dalla prospettiva dell’insegnamento secondario un quadro aggiornato dei valori canonici del Novecento letterario.

Il saggio esamina le modalità narrative attraverso cui, già all’indomani dell’unificazione, viene rappresentato nella letteratura italiana il tema della ‘scuola come carcere’, che rivela quanto la forma carceraria sia strutturale all’istituzione scolastica pubblica. Racconti e romanzi, ma soprattutto diari e memorie illuminano le strategie con le quali la ‘microfisica del potere’ contamina l’istruzione e l’educazione, condizionando la gestione degli spazi e dei tempi, la manipolazione dei corpi e l’indottrinamento delle menti attraverso una ‘pedagogia nera’ che si esprime mediante un’ampia gamma di punizioni corporali.

Copyright of Rivista Italiana di Educazione Familiare 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.)

Copyright of Rivista Italiana di Educazione Familiare 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.)

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 Critical Hermeneutics: Biannual Journal of Philosophy is the property of Universita degli Studi di Cagliari 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.)

Today, schools are called to respond to different and multiple educational challenges that require faculty to be able to manage them in a complex and integrated manner. In the face of such a situation, collaboration among teachers and, above all, the sharing of knowledge, skills and abilities become essential tools to be able to best meet the challenges that confront them. Knowing how to work in a team is not a natural predisposition, but rather a strategic competence that is acquired over time, gradually, and that proves particularly useful in bringing to life a culture of exchange, a shared vision of educational action, and in implementing quality educational/didactic interventions. Teamwork can have important implications for teacher professional development and overall school improvement, but it can also present some risks and critical issues. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA 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 Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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.)

Peace education is a central issue when we speak of authentic child development. Of all educations (the most transversal), it relates both to forming citizens who always defend this idea and at all costs, and to the prospect of women and men practicing peace, in the broadest sense, daily. One way to do this is to start from the school and from those activities capable of proposing a different management of conflict. The example cited at the conclusion of this work is, after a specific activity, the community discussion and, therefore, the way of the word. Even though, in the wake of the Russian-Ukrainian and Israeli-Palestinian conflicts, schools have engaged in very varied but nevertheless time-limited projects, it is important to emphasize that everyday disciplinary activities are not enough, just as it is not enough to relegate this topic, in primary school, to civic education hours. Educare alla pace per una crescita autentica e una diversa gestione dei conflitti. L’educazione alla pace è questione centrale quando parliamo di sviluppo autentico del bambino. Tra le educazioni (la più trasversale) afferisce sia al formare cittadini che difendano sempre e ad ogni costo tale idea, sia al prospettare che donne e uomini pratichino la pace, in senso ampio, quotidianamente. Una via per far questo è ripartire dalla scuola e da quelle attività in grado di proporre una diversa gestione del conflitto. L’esempio, citato a conclusione di tale lavoro è, dopo una precisa attività, la discussione comunitaria e, dunque, la via della parola. Nonostante, a seguito dei conflitti russo-ucraino e israelo-palestinese, le scuole si siano cimentate in progettualità molto variegate ma tuttavia a tempo determinato, preme sottolineare come le quotidiane attività disciplinari non bastino, così come non basta relegare tale tema, nella scuola primaria, alle ore di educazione civica.

This article aims to provide an overview of the intersections between Artificial Intelligence (AI) and education, elaborating on this relationship in terms of AI literacy (AIL) and the educational use of AI (AIED). From the perspective of AIL, the contribution focuses on presenting a framework for critical AI literacy, which includes cognitive, operational, critical, and ethical-social aspects. Educational pathways are also outlined, emphasizing their importance for the development of digital awareness among future citizens. Regarding AIED, the article illustrates the main uses of AI to support educational processes, considering institutional, didactic, and ethical perspectives. To contribute to the pedagogical debate on the role of AI in education, the article concludes with reflections on the risks of AI concerning fundamental educational aspects, such as student autonomy and critical understanding. [ABSTRACT FROM AUTHOR]

This article proposes the possibility of giving voice to the experiences of children and adolescents with diagnoses such as a psychoanalytic intervention. Specifically, the article will focus on the problems that schools and social services for minors in Italy face in relation to their users with diagnosis, exploring the experiences that characterise and culturally organise these problems. Services for minors are activated not on their request, but rather on the request of adults or institutions. This aspect has a deep impact on demand-based clinical psychological intervention. The article discusses three collusive structures that have an impact on the way interventions are culturally organized in these specific contexts: diagnostic culture, the child as a psycho-social positioning, and the coercive dimension that characterises the culture of inclusion within the Italian education system. The article seeks to explore these collusive structures and the possible outcomes of psychological clinical intervention via three accounts of clinical experiences where a special education teacher, an Educational Operator for Autonomy and Communication (OEPAC) and an educator from the Service for the Support of Minors in the Family (SISMIF) work with minors. [ABSTRACT FROM AUTHOR]

The transformation that Italian society has undergone in recent decades because of immigration poses significant challenges to schools, primarily in developing effective strategies to teach Italian to pupils with a migrant background. Additionally, as a consequence of recent advances in neuroscience, the concept of translanguaging has emerged, which advocates the deliberate integration of languages in the classroom in order to harness the full linguistic potential of bilingual children. Research has demonstrated that translanguaging strategies can facilitate language learning and conceptual transfer from L1 to L2. Consequently, it is important to implement methodologies that enhance and support the development of a multilingual repertoire, with a view to the inclusion and education of future citizens. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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 Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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 Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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 Logopedia e Comunicazione is the property of Edizioni Centro Studi Erickson SpA 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 Rivista Italiana di Educazione Familiare 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.)

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.)