The inclusive experimentation of systemic approaches in flipped teaching

Abstract

The experimental project under way at the University of Salerno, titled Flipped inclusion of theoretical and experimental facility of ‘classroom aumentata.si focuses on a non-linear teaching through systemic procedurality perspective ecology, promotes plural identities are fluid and malleable to rollovers (Bergmann, Sams, 2011), typical of the cross-media knowledge society, with investment in education: self-esteem- (Coopersmith., 1967; selfefficacy
perceived (Bandura, 2001), nell’empowerment (Piccardo, 1995) reciprocity and interdependent, resulting from the re-cognition of self in the other (Derrida, 2008, Ricoeur, 2005, 4), as community- ecological system (Lewin, 1948, Orford, 1995 Kelly, 1966). the position of problem, highlighted in research, it ranks in the observation of problems related to the modern complexity (Morin, 1993) of the global society (Beck, 2000) and liquid (Bauman, 2003). to this is connected the training of an emergency educational investment in the promotion of a simplex teaching (Sibilio, 2014), from a systemic perspective, to stand
up against the continuing social readjustments, linked to the fluidity (Bauman, 2003) Social, real/virtual, formal/informal.