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In the following contribution, the object of investigation is the relationship between the pathological panel of catatonic syndrome and the language system of the subject who suffers from it. In particular, we have examined the linguistic corpus of a patient hosted, together with nine members, in a community, in order to demonstrate that the semantics of the subject with schizophrenia can be interpreted on the basis of a real code. Schizophrenic spectrum disorders, as is known, due to the subcortical dopaminergic variation, the functional reduction of NMDA of glutamate and the anomalies of the prefrontal cortex and temporal lobes, manifest themselves in a marked alteration of cognitive functions. Consequently, narrative-conceptual disorganization, the absence of a precise reference in the communicative process and the continuous violation of the maxims of linguistic cooperation are inevitable. However, we hypothesize, contrary to what is claimed by most, that the linguistic sign of the schizophrenic is not devoid of transparency. It, on the contrary, must and can be studied according to a systemic, organic and phenomenological approach.

Un frammento di un colloquio viene qui esposto ed esplicitate lungo il continuum del processo terapeutico e del legame tra professionista e paziente: in particolare, il nucleo dell’indagine è costituito dall’analisi dei concetti funzionali di accoglienza e alleanza, analisi finalizzata al riesame di modalità, legami e obiettivi. L’originalità del lavoro, infatti, si rivela nell’analisi del sistema di linguaggio entro il quale prendono forma le figure dell’eloquio. Le ripetizioni e la loro funzione semantica, l’ambiguità e la vaghezza come elementi dell’approssimazione di senso e altri fenomeni dell’intenzione comunicativa sono indicatori dell’interazione tra l’organismo e l’ambiente che gli autori curano, nel tentativo di illustrare un diverso cammino di autorealizzazione, in cui il disagio possa apparire nelle forme della consapevolezza.

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Numerical processing and calculation skills constitute an important aspect of school learning but there are still relatively few studies that have investigated these skills in pupils with a bilingual profile exposed to Italian as a second language. In this contribution, after a brief presentation of the main theoretical models of number processing, the relationships between linguistic and numerical skills will be illustrated considering the main predictors of numerical skills, the mathematical lexicon, the relationship between language and numerical cognition and with an indepth analysis of the assessment of math skills, which may involve symbolic, nonsymbolic processes and problem-solving skills. A reflection follows on the role of environmental variables in the development of numerical and calculation skills. Finally, implications for educational and clinical contexts are discussed. [ABSTRACT FROM AUTHOR]

Cet écrit part du lien que Freud établit entre l’inquiétante étrangeté et le language. Le language comme pivot du register symbolique consitue le voile représentatif qjui permet è l’entité de se manifester non comme vie nue, chose contingente et inappropriable, mais sous forme de représentation et d’image. Cependant, le mot peut prendre des significations inattendue qui favorisent l’émergence de l’inquiétante étrangeté. L’invention d’un language politiquement correct, dans sa forme obsessionelle et fundamentaliste, peut être comprise comme une forme de traitement de ce type d’inquiétante étrangeté. À travers de notes cliniques l’auteur pose la question d’une éventuelle inflexion de la psychoanalyse dans un sens politiquement correct. [ABSTRACT FROM AUTHOR]

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Il contributo pasoliniano interessa tutti i mezzi di comunicazione di massa del tempo, inclusa la radio. Da un’analisi della lingua pasoliniana su questo mezzo, si riscontra un parlato eclettico, ricco di congegni espressivi ricavati dall’ibridazione di vari linguaggi, che tende a personalizzare il post-ideologico e a proporre un punto di vista del tutto politico. La presa d’atto di una spinta verso la tecnicizzazione del linguaggio, a discapito della sua letterarietà, suona per Pasolini come un campanello d’allarme del passaggio da una società agricola a una società ormai sottoposta al capitalismo.

A partire dal celebre saggio di Henri Focillon Eloge de la main [1939] e dal più recente libro Making: Anthropology, Archaeology, Art and Architecture di Tim Ingold [2013], con il supporto di considerazioni filosofiche e antropologiche, il contributo intende indagare l’attualità del disegno a mano, non come mero metodo di rappresentazione, ma più propriamente come metodo di progetto. L’argomentazione verte, in prima istanza, su tre questioni di corrispondenza: la mano come azione e conoscenza; la mano come espressione e linguaggio; la mano come sintesi del fare architettura. L’obiettivo è dimostrare come la ricerca sul e del progetto sia direttamente influenzata dalla ricerca sul disegno, assumendo come casi studio tre tesi di laurea in progettazione architettonica e urbana portate avanti dal 2019 al 2023 presso il Dipartimento di Architettura dell’Università degli Studi di Firenze e svolte attraverso il disegno mano, sia nella fase di indagine che di restituzione. Il progetto è qui inteso come il risultato di una sequenza di scelte orientate all’interpretazione dei luoghi. Il disegno a mano ha la caratteristica di poter riflettere e al contempo controllare questo processo, secondo un apprendimento continuo, sempre attento al dato reale.

Il linguaggio dei giovani spesso appare oscuro e distante. Sicuramente è diverso, ma questa diversità è conseguenza della vitalità del linguaggio e della lingua stessi. Per l’adulto, questa difficoltà di approccio, di contatto, può essere convertita in occasione di reciproca conoscenza, a patto di essere in grado di incontrare i ragazzi sul loro terreno, avvicinandosi a loro. La musica può essere uno strumento utile, nel caso? La riflessione vale per gli ambiti scolastico e familiare.

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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.)

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.)

Partendo dal testo di Rachele Borghi Decolonialità e Privilegio (2020), questo scambio a quattro voci realizzato online nel pieno della pandemia interroga alcune delle questioni fondamentali del dibattito accademico critico contemporaneo: posizionalità; linguaggi; produzione di sapere critico all'interno dell'università neoliberista e rapporto con i movimenti sociali; metodologie di ricerca, etica e cura; pedagogia, condivisione e sapere incarnato. [ABSTRACT FROM AUTHOR]

Sometimes children, during the session, sing. Why? At the same time, not all children sing. Why? Trying to give answers to these questions, the development will retrace from embryonic state when the sound of maternal voice is added to body rhythms and it became a kind of primary maternal object precognition. Sometimes the encounter with this object after birth is difficult. And so any developmental problems will be possible, especially in linguistic area. We will discuss two clinical cases: a child with autism diagnosis and a teenager boy who had difficulty using language and his own voice expressively. With both, music and especially singing have had a relevant role during analytic work. [ABSTRACT FROM AUTHOR]

Starting from the contribution of the Austrian thinker Ferdinand Ebner (1882-1931), the article initially offers a survey of the cultural diagnosis of the early Twentieth Century, secondly of the proposals for its transformation. The loss of speech, the solipsism of the Ego and the abstractness of reason are the factors of the crisis to which to respond with the spiritual essence of language, the recovery of the «I-You» relationship and the right relationship, i.e. the one that says together «Love and Word». A grammar of brotherhood emerges in which trust, co-humanity, the humanity of Christ, the concreteness of personal relationships and prayer constitute the fundamental elements. Ebner's thought emerges in its topicality and relevance for the contemporary context which can be interpreted in the light of his proposals and equally transformed by the assumption of the inescapable relational and dialogic constitution of the human being, simultaneously the source of the religious-praying relationship and of the social-fraternal one. [ABSTRACT FROM AUTHOR]

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Copyright of Aurora: Papeles del Seminario María Zambrano is the property of Seminario Maria Zambrano 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 recent health emergency has marked a moment of crisis for the class unit that has constituted, since the first half of the nineteenth century, the minimum dimension through which our culture has organised the process of mass education. In the light of these conditions and following a debate that has been going on for more than a decade, it therefore seems unnecessary to return to the subject of schools. We have therefore decided to dedicate this issue of FAM to the school, setting it out along three lines of study, which more than others we felt it was important to try to tackle in parallel: pedagogy, language and society, identifying three areas that are in themselves autonomous, but also certainly dependent in the construction of learning spaces and in the daily experience of those who attend them, starting with children.

The interview published here started from the letter addressed in September 2020 by Silvana Loiero, with Nicola Grandi and Miriam Voghera, to the then Prime Minister Giuseppe Conte and the Minister of Education Lucia Azzolina, with the significant title Re-starting from language education. In that letter, the three signatories, members of the national secretariat of GISCEL, stated that “language education does not end with the education of Italian or other languages, but must be referred to language in general”, a semiotic and semantic world that affects every aspect of life and logical thought and not only and consequently permeates the education and teaching of girls and boys. This is what Silvana Loiero, GISCEL national secretary since 2018, school manager in charge of teaching and teacher training, editor of the primary school magazine “La Vita Scolastica” from 2017 to 2020, talks about at length in the interview.

La pandemia possiede la forza di un evento storico, che in quanto tale spacca la vita in un prima e un dopo, trasformando sia il passato, che può assumere un nuovo significato, sia il futuro che non sarà più come prima. Quando si vive la radicalità di un evento storico, si è in una specie di terra di mezzo nella quale ci si incammina privi della guida di un passato dal quale si è stati sradicati, senza poter fare previsioni su un futuro quanto mai incerto. In questa situazione la capacità dell'essere umano di raccontare e di raccontarsi può servire per dare un senso a un tale incerto cammino e per rimanere saldi di fronte all'irruenza dell'evento. Ecco l'opportunità di raccontare, nel tempo della pandemia, il progetto R-Esistere che ha rappresentato la casa comune dei racconti di quanti professionisti della salute, cittadini e pazienti hanno vissuto e stanno vivendo il tempo della pandemia. Non a caso, quindi, il progetto si è denominato R-Esistere: questo nostro ex(si)stere, il comparire sulla terra, l'esserci nel tempo, di fronte ad una forza dirompente che metteva a nudo la fragilità e la vulnerabilità costitutiva tanto dell'essere umano, quanto delle società da lui fondate, doveva assumere la figura del resistere: dello stare saldo. R-esistere era, ad un tempo, un imperativo e un augurio: attraverso il respiro che è soffio vitale e che permette il racconto, fornendo così la traccia di ciò che sarà ricordato, delineando l'identità narrativa personale e della nostra società al tempo della pandemia. Si ritiene che le storie raccolte in R-esistere siano state le nostre storie e che, nel riverbero di quelle, risuoni l'esperienza di ogni internista che avrà voglia di leggere l'articolo. [ABSTRACT FROM AUTHOR]

Copyright of DIS - Dislessia, Discalculia & Disturbi di Attenzione 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 questo lavoro, in accordo con la prospettiva vygotskiana e focalizzando su alcuni aspetti della logica matematica, viene presentata una riflessione derivante da un insieme di ricerche che esplorano le relazioni tra linguaggio e sviluppo di abilità logiche. Si descrive la progettazione/implementazione di un dispositivo educativo, articolato in attività linguistico-manipolative realizzate in classi quarte di scuola primaria. Le attività si basano sulla costruzione e manipolazione di un linguaggio simbolico, socialmente condiviso, nato per far muovere un “bambino-robot” in una stanza. L’analisi qualitativa degli scambi sociali e del contenuto delle interviste di esplicitazione ha permesso di evidenziare come, attraverso il confronto dei diversi punti di vista, i bambini realizzano un processo dinamico di costruzione e negoziazione di significati matematici. In particolare, sono presentati alcuni temi comuni emersi dalle interviste che mostrano le modalità di elaborare le attività da parte dei bambini, collegate ad aspetti interindividuali e intraindividuali.

L’articolo descrive un’esperienza didattica realizzata in una classe quinta della scuola primaria: lo scopo dell’attività era di proporre una modalità di lavoro che permettesse agli alunni di attivare le loro potenzialità cognitive quando affrontavano situazioni geometriche nelle quali era loro richiesto di pianificare come si potessero calcolare le aree non note di figure geometriche. Tali situazioni sono spesso proposte in termini statici, attraverso lezioni frontali in cui il compito degli studenti è la fruizione. Le consegne hanno messo in evidenza quanto sia stretto il rapporto fra il linguaggio e gli aspetti iconici e figurali e come questo possa essere discusso con gli studenti. Mentre la discussione ha evidenziato diversi approcci ai significati coinvolti, confrontarsi con le situazioni proposte e interagire coi pari sembra aver aumentato la consapevolezza degli studenti circa il senso del calcolo delle aree.

Copyright of Italica is the property of University of Illinois 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 research considers it partial to make hermeneutics only a question of languages and outlines its possible overcoming with the landing on hermeneutic ontology and the theme of the unlimited community of speakers, which refers to hermeneutic ontology. The unlimited community of speakers is in fact a place where truth, freedom and justice coexist. Thus hermeneutics, as a search for meaning in truth and freedom, fulfills the task of making the truth. [ABSTRACT FROM AUTHOR]

Il presente saggio si propone come rilettura del Système de la Mode di Roland Barthes, nel quale la ricchezza o – più esattamente – la sottigliezza dell'analisi trova la sua motivazione in una costruzione formale che identifica nel segno l’indicazione stessa della realtà sociale e nel suo sistema la certezza della sua realtà costruita. È per questo un’opera importante, con la quale Barthes ricorda che sul fashion system agiscono storicità e durata sociale e che l'apertura della forma al movimento concreto può dare accesso a un nuovo ambito di ricerca.

This paper is a historical and pedagogical excursus on contemporary education and on the concept of citizenship as conveyed by school practices. It discusses, in light of the evangelic teachings, on living in the global polis with an attitude given by the awareness of responsible civic and democratic belonging during the span of one's life. It also discusses the possibility that the contemporary city (which is also digital polis) may be a place that transforms the individuals through education, towards a renewed humanism, capable of overcoming the new-style obscurantism of the global village. [ABSTRACT FROM AUTHOR]

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Copyright of Przeglad Prawa Rolnego is the property of Adam Mickiewicz University 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 Italica is the property of University of Illinois 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.)

Liturgy is the language of our faith, precious treasure which looks after and preserves depositum fidei. In this study we'll demonstrate the dynamism of faith transmission and its pastoral evidence, using an anthropological approach to the rite. To reveal our liturgy evangelizes we well analyze some eucological texts of third edition of the Roman Missal, showing virtues and limits of this new liturgical book. [ABSTRACT FROM AUTHOR]

Among the works of Cesa-Bianchi in the field of developmental and educational psychology, his contributions on the theme of atypical development, on the relationship between the development of thought and language in a child's growth and, finally, his latest reflections and indications on teacher and educator training are of particular interest. Mostly sensitive to the Piagetian and maturationist approach, Cesa-Bianchi did not fail to welcome in his theoretical reflection, as much as in scientific research, the stimuli that came from post-Piagetian culture since the first half of the twentieth century, driving his attention to the bio-psycho-social dimensions of human development. This work traces some key themes of the contribution of Cesa-Bianchi and his close collaborators highlighting the correlations with the national and international scientific scenario. [ABSTRACT FROM AUTHOR]

Nel tradurre Processo e realtà è importante considerare che l'opus magnum di Whitehead ha una natura metafisica, cosmologica e sistematica. Il sitema di Whitehead è aperto; le sue categorie sono interrelate e non vanno considerate separate dall'intero del sistema metafisico. Le generalità metafisiche sono difficili da esprimere e il nostro linguaggio è fortemente limitato. Ciononostante, il traduttore di Processo e realtà deve saper cogliere le parole esatte e rigorose al fine di rendere quella vera e propria "rivoluzione linguistica" introdotta da Whitehead nel suo testo. La traduzione italiana bilingue di Processo e realtà condotta da Maria Regina Brioschi ha in questo senso raggiunto un risultato eccezionale.

Il linguaggio rappresenta uno degli aspetti più caratterizzanti di Processo e realtà e al contempo uno degli scogli più ardui per chi si accinge alla lettura. Per comprendere le ragioni di questa scelta, il presente articolo ripercorre le riflessioni di Whitehead sul linguaggio, sia ordinario che filosofico, per poi approdare ad un’analisi critica del linguaggio di Processo e realtà, tesa a mostrare il nesso profondo che sussiste tra la filosofia dell’evento e le decisioni che l’autore prende a livello lessicale e sintattico.

Questo lavoro si sforza di andare oltre il dibattito, a volte ideologico, a volte superficiale, sul ruolo del linguaggio e della competenza linguistica nell’educazione matematica. Partendo dai risultati di una prova di verifica delle competenze iniziali per un campione di diverse centinaia di studenti di area scientifica, viene proposta una prima interpretazione di alcune delle difficoltà linguistiche degli studenti in contesto matematico.

With the term “emotional competence” we can understand the ability persons have to recognise, accept, correctly express their emotional states. It is a matter of recognising, naming, taking and managing own and others' emotional characteristics. Being emotional competent is, also, being empathetic. To recognise, name and describe emotional states, a rational and denotative language based on conceptuality and classification is not enough. It is necessary the connotative and analogical dimension of the metaphor. The metaphor may be expressed not only through verbal language but also through images, which are excellent precious resources. Therefore, the symbolic apparatuses of the emotional competence become functional for constructing a more authentic knowledge and representation.

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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.)

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.)

This paper describes a case study of a 60-year-old Peruvian refugee in some detail, focusing on the importance of building emotional resilience in a patient in Spanish in order to create a space for learning the English language - the patient did not speak English after 20 years of living in Britain. The work was carried out with an interpreter and some of the literature on working with interpreters is referred to. The paper also briefly outlines the refugee journey in broad terms, which is a journey from the culturally known to the culturally unknown. The question of how well the literature on resilience, which sits firmly within a Western developmental perspective, can be applied to refugees, most of whom come from group and family-based cultures dominated by ideas of honour and shame, is discussed. The paper also touches on the importance of the receiving country enabling or not, as the case may be, a transitional space for refugees who have lost their home and are seeking to find a safe haven in a strange culture. [ABSTRACT FROM AUTHOR]