Formazione & insegnamento 2022-05-30T08:26:44+00:00 Prof.ssa Rita Minello Open Journal Systems <p><strong>ISSN:</strong> 2279-7505 (online), 1973-4778 (press)</p> <p><em>Venice Court Registration No. 1439, 11/02/2003</em></p> <p><strong>Ranked "A" in the Scientific Subject Fields "11/D1" and "11/D2" (Education, History of Education; Didactics, Special Needs Education, and Education Research) by the Italian National Agency for the Evaluation of the University and Research systems.</strong></p> <p><em>Formazione &amp; insegnamento</em> is an Open Access Journal that publishes research on education and training, with focus on continuing education, educational policies in a European and global context, pedagogy, and teaching.</p> <p>It was founded in 2003 by the late Prof. Umberto Margiotta, who aimed to transform it into a fundamental tool to disseminate educational research. It is an open access arena where scientific ideas are debated and spread, with the idea of fostering the interdisciplinary and cultural growth of the field.</p> <p>Following the internationalization trends in Italian education studies, the journal has started debates on inclusion, globalization, lifelong learning, social justice, sustainability, and talent as bases to promote educational leadership for the transformation of the contemporary society.</p> <p>The journal targets an academic audience with scholarly interest in education, learning, pedagogy and training. It welcomes research papers from all practitioners (such as educators, lecturers, and teachers) that meet the highest standards of research in their respective sectors.</p> <p><em>Formazione &amp; insegnamento</em>'s regular issues are published triannually. Further special issues are published throughout the year. Every issue bears on a specific topic, with dedicated calls for paper. A general section is always available to publish free contributions.</p> People, Contexts, Cultures: for a Pedagogy of Co-belonging 2022-05-27T13:44:22+00:00 Isabella Loiodice <p>Contemporary society, even in the persistence of the current pandemic situation, highlights very complex aspects that move between risks and possibilities: the risk of an implosion and regression in human relations as well as with other living systems, but also the possibility of seeking new alliance practices, at a local level as well as in a planetary dimension. Education and its science - pedagogy - are committed to supporting people, in the different contexts of life, to build solidarity and responsible models of good governance of human, social, cultural, and environmental relations. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Isabella Loiodice From Utopias to Cities that Become Learning Ecosystems: An Interpretation of Campanella’s City of the Sun 2022-05-27T13:58:02+00:00 Rita Minello Andrea Mattia Marcelli <p>This article illustrates a hermeneutic path aimed at the contextualization of utopian narratives (with greater focus on Campanella’s City of the Sun) within the framework of current educational challenges. Section §1 shows the importance of utopian thinking for contemporary society. Section §2 deals with the issue of how the ideal world relates with the physical one and finds this issue to be a drive of utopian narratives. Section §3 maintains utopias are learning ecosystems: if we follow Halpin’s classification (2001) and consider Searle’s categorization of speech acts (1969) it is possible to recast utopian narratives as a variant of the learning ecosystems described by Toutain et al. in a different context of research (2019). Each of sections §4, §5, and §6 explores an ecosystemic dimension of the City of the Sun: harmony, detachment from material goods, and the educational principles of a community. Section §7 concludes by placing Campanella’s work within the frame of the contemporary educational crisis.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 FORMAZIONE & INSEGNAMENTO. European Journal of Research on Education and Teaching Recovery, Resilience and Pedagogy to Contrast Poverty: VIVRE Project as an Em-blematic Case 2022-05-27T14:05:20+00:00 Caterina Braga <p>Our world is characterized by complexity, uncertainty and rapid changes. In Italy, the pandemic crisis amplified those characteristics as it hit a country that was already fragile from an economic, social and environmental point of view. Environmental degradation, climatic emergency, inequalities, poverty constitute «systemic» educational challenges for humanity. These require an urgent change in the dominant socio-economic model as well as in the transformation of both the ways of thinking and acting. These challenges demand an in-depth review of policies and lifestyles. Sustainable education is well suited for this task and can contribute as it focuses on human training in its relation with the challenges posed by global problems. The project VIVRE: VIVability, Resilience, Education to contrast poverty of the Catholic University of the Sacred Heart can promote reflection on the topic of combating poverty of families within the horizon of an integral and sustainable human development.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Caterina Braga Towards a Global Educational Alliance: From the “Education Village” to the Integrated Territorial Network against Educational Poverty 2022-05-27T14:11:47+00:00 Maria Chiara Castaldi <p>Starting from Pope Francis’ proposal to co-build a «village of education» (Pope Francis, 2020) which forms a concrete educational alliance between institutions, placing the person and the common good at the center of pedagogical reflection (Maritain, 1963), we intend to relaunch an integrated territorial pedagogical planning that captures, in human complexity, the dynamic and generative potential of supportive and ethically characterized social well-being, the vital germ of a new humanism. From various reports on the impact of the Covid 19 Pandemic in Italy, the worsening of inequalities and educational poverty emerges, empirical evidence of a discomfort that is not only cultural and educational, but existential, which relegates many minors «in the peripheries of living» (Mannese, 2019). The synergistic action of the Observatory on Educational Processes and Territorial Analysis of the University of Salerno with the Foundation ‘a VOCE d’’e CREATURE Onlus, which operates in one of the most degraded neighborhoods of Naples, constitutes a virtuous example of an educating community on the territory and for the territory.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Maria Chiara Castaldi Plural Poverty as a New Form of Marginalization for Families: Investing in the Territory as an Educating Community in the Direction of Sustainability 2022-05-27T14:20:13+00:00 Claudio Pignalberi <p>The Covid-19 pandemic has called into question the daily cohabitation of each person, creating increasingly critical forms of educational and training marginalization with the generative consequence of forms of plural poverty. The paper aims to illustrate some reflections on the theme of poverty and educational fragility that affect first of all the family institution to dwell on the pedagogical importance of the territory as an educating community in which the perspective of sustainability (UN, 2015) and the capability approach (Nussbaum, 2011, trad. it. 2012) is central. In the final part, however, attention is paid to the first results of a research project, on behalf of the ISMA Institute of the Lazio Region, which created a service of direct listening, active participation and social cooperation for families and minors. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Claudio Pignalberi Relational Design for a Diffuse Education 2022-05-27T14:26:22+00:00 Francesca Dello Preite Francesca Balestri <p>This paper aims at reinterpreting the design as a pedagogical tool through the interpretative category of care, in order to give importance to the many relationships that are built within the educational process and are fundamental for the development of significative and transformative learning. In support of this thesis, we will present the project “Scuola è dove scuola si fa” (“School is where the learning is”) carried out in 2020-2021 school year at Istituto Comprensivo “Salvo d’Acquisto” in the province of La Spezia. Thanks to the community agreement signed with the city administration, it was possible to organise inter-disciplinary and transversal outdoor educational experiences that were projected and approved within the school programme and were carried out with the active collaboration of several local associations that had the opportunity to better know the school community and to contribute to taking care of it.&nbsp;</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Francesca Dello Preite, Francesca Balestri Pakistani Families in Italy During COVID-19: A Survey on Problems, Needs and Resources in the Relationship with Education and School Services 2022-05-27T14:36:07+00:00 Alessandra Gigli Saif Ur Rehman Raja Chiara Borelli <p>The aim of this contribution is to investigate how families of Pakistani origins residing in Italy experienced the pandemic. The paper presents the opinion of 152 parents (81,6% fathers) regarding their children wellbeing and the school-families relationship during Covid-19 (data was collected through a specific session of a broader survey: Gigli, Borelli &amp; Raja, 2021). Data shows that participants’ worries about the consequences of pandemic on their children mainly concern the compulsive use of technology, sleep problems and difficulties integrating at school. Another aspect that was stud-ied regards the participation to parents’ informal class chats (on instant com-munication software): most respondents participate passively, but the majority thinks they are useful tools to get information. The relationship between school and families was also investigated: more than 90% of participants believes that the sanitary restrictions have worsen the communication between school and families. Participants’ level of satis-faction with school appears to be low. The worsening that emerges could be due to a linguistic gap, to difficulties integrating and to the lack of specific dedicated attention from schools towards families, during intense periods of the pandemic crisis.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Alessandra Gigli, Saif Ur Rehman Raja, Chiara Borelli Solidarity Between Generations: Personal and Community Empowerment 2022-05-27T14:44:50+00:00 Carolina Scaglioso <p>During the first 2021 months I carried out a survey in collaboration with university students as an ending for the teaching activity of the Pedagogy course. Starting from such survey, this contribution presents reflections about intergenerational co-housing. The article centers on the need to identify and prepare educational-training places and paths as star systems part of a sustainable ecosystem, capable of building both individual and collective transformative agencies. The intergenerational co-housing constitutes a laboratory of change as well as proof of a future in which: education in commitment and responsibility, the centrality of relationships understood as a connecting structure, the need to co-construct the everyday in opening up to beliefs , to the values and orientations for the life of the other, all these factors trigger transformative and profound processes that allow full development of both the individual and the community. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Carolina Scaglioso Pedagogy and Narration: the Contribution of Living Libraries to the Co-construction of the Educating Community 2022-05-27T15:03:37+00:00 Anna Paola Paiano <p>What happens when the other “trespasses”? When they make demands for recognition, equality, justice and freedom? This work aims to explore the need for a community model of living together that qualifies the specificity of human beings characterized by substantial intersubjectivity and therefore by relationships. Therefore, it presents a narrative device to deconstruct prejudices and remove all forms of stigmatization; the books are the people who tell their personal stories to the readers, their difficult experiences, negative experiences that have made them grow. The main objective is the removal of social pressures linked to the stigmatization of people who hold common sense, prejudices and stereotypes of everyday life through the promotion of inclusive attitudes on the part of those who have experienced or identified a stigma or prejudice.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Anna Paola Paiano The Inclusive School as an Educational and Educating Community between the Family, the Territory and the Third sector: New Pacts of Educational Co-responsibility to be Redefined and Consolidated 2022-05-27T16:19:55+00:00 Paolina Mulè <p>In this paper, the A. intends to focus attention on the development of an inclusive school, starting from the concept of inclusion that calls into question the taking charge of the educating community starting from the curricular teacher and not only the support teacher through the active participation of the family and all stakeholders. This is essential today in a period in which the school is increasingly interested in combating school dropouts, early school leaving but also the many hardships that young people experience due to malpractice, incivility, rudeness. But is the school with its teachers ready to change this situation? Do the teachers have the conceptual and operational tools to intervene? What is the role of the family, the territory and the third sector? In this work the A. intends to address the issue through a new Pacts of educational co-responsibility that the school will have to redefine and co-design with the family, the territory and the third sector to truly promote the human, civil and social progress of the Communities. However, this implies a rethinking and reorganizing the school of autonomy in our country from a European perspective. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Paolina Mulè Hypothesis for Better Social Justice: The Inclusive School between Digital Teaching and Artificial Intelligence 2022-05-27T16:34:48+00:00 Alessio Fabiano <p>One of the fundamental aspects of the contemporary educational research is the question the inclusive school referred in particular to the inclusion of the students with disabilities and the role of digital teaching to promote inclusion. This is a complex question which requires analysis, new experiments and, above all, new scientific hybridizations to deeply understand the phenomena. Tis issue is fundamental for an hypothesis which analyzes a better social justice in the democracy. In this article we will try to connect the relationship between inclusive school, digital teaching and Artificial Intelligence. Advances in Artificial Intelligence could represent the birth of a new inclusive educational paradigm for schools.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Alessio Fabiano School ReGeneration: A Plan to direct education to the ecological transition 2022-05-27T17:01:52+00:00 Teresa Giovanazzi <p>The School ReGeneration Plan for ecological and cultural transition, promoted by MIUR in 2021, is an invitation to review the role of education in contemporary society to imagine new meaningful scenarios. Accepting the challenge of complexity implies a rethinking of schooling, exploring new pedagogical frontiers and planning educational and training courses aimed at facing the changes taking place with critical awareness. The ecological and cultural transition of the school is characterized as an ethical and educational commitment to promote a new existential model, socially fraternal and virtuous in harmony with the Earth. With a view to an integrated training system, opening up to the territory for a regeneration of the school urges to orient training towards ecological transition in the promotion of relational networks between individuals, communities and resources for a social and economic transformation within the horizon of an educational culture of sustainability. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Teresa Giovanazzi Pedagogy and economics: A reciprocity pact for the ecological transition 2022-05-27T17:07:16+00:00 Antonio Molinari <p>The ecological transition towards an inclusive green society questions pedagogy to offer heuristic answers, in dialogue with the territory, focusing on social changes in work. Reassembling a participatory and creative link between pedagogy and society calls into question the educational sphere that set of properly human experiences that define and shape the care for people, the search for and cultivation of the common good, moral responsibility in practices of freedom, the building of welcoming and competent communities. In fidelity to its own identity and to the main theoretical apparatus, The pedagogy of work and enterprise cannot fail to interpret the transition as a connotating element between the pedagogical project and the process of transformation of society prompted by environmental, social and economic crises.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Antonio Molinari Circular economy, pedagogy: A local project 2022-05-29T19:06:40+00:00 Simona Sandrini <p>After a critical review on the paradigm shift associated with the circular economy as the fundamental transformative route of the European Green Deal and the Italian Recovery and Resilience Plan, the present article introduces a research project conducted by Alta Scuola dell’Ambiente with companies from the Brescia province, within the project called Integral ecology for the rights of the Child. Specifically, a case study of an experience ran within a social cooperative was put forward to provide a path of debate with profit companies and B Corporation of the territory. The contribution researches the social potential of the ecological transition process towards the circular economy. At the provincial level, the need to implement a think-tank is highlighted such that the capital narrative of each organisation can be put in common as well as sharing best practices and experiences, enabling cross-pollination among the companies and co-design for local socio-ecocompatible projects. This shall be carried with a horizon, integrating the aspect of circular economy, in a global commitment of education for the common good.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Simona Sandrini Training Action and Development of Capacity Building in the Interconnected Educational Ecosystems 2022-05-29T19:13:28+00:00 Gabriella Aleandri Chiara Fiorentini <p>The topic of the promotion and enhancement of the necessary skills in a Lifelong, Life-wide and Life-deep Learning perspective is among the most urgent and relevant issues discussed by the major national and international organizations and it has made even more complex and difficult due to the spread of the ongoing Covid-19 pandemic. We have discovered, at the same time, personal and social fragility and, even more, the global dimension and interconnectedness. The need to fill gaps and imbalances, on a global level, starting from basic skills and the increasing demand for high skills, including soft and digital skills, is increasingly mandatory. Educational and training institutions are called upon to fulfil this unstoppable duty as an element of conjunction between the human being and the environment that surrounds him, creating a virtuous and sustainable ecosystem, in which capacity and agency represent goals to be implemented. This article reports some results from an exploratory research project developed to understand the levels of knowledge regarding the implicit experiences that university students in the educational-pedagogical field live in their formal study path in order to increase awareness about the acquired skills.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Gabriella Aleandri , Chiara Fiorentini Ed-Humanizing Techsocieties: Keeping Imaginative Education Alive 2022-05-29T19:18:33+00:00 Fabrizia Abbate <p>The era of advanced technologies (internet of things, humanoid robotics, smart cities, metaverse) is already here. We need to focus on the ethical requirements of a human sustainability of this technological progress, and for sure we need to ask ourselves first of all if education is already doing its part by providing tools to manage this epochal transition. Has education been too content-oriented over the past fifty years? The aesthetic question of form has migrated elsewhere, becoming the main requirement of a culture based only on consuming. It is then necessary that education recovers the value of aesthetic awareness, in the face of new challenges. This proposal aims to focus on the question of form using some contemporary philosophical reflections to reaffirm the role of imagination as a necessary framework for any technological education.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Fabrizia Abbate Civic Education in the Education Ecosystem: Spaces for Democratic Participation and Meaning of Life 2022-05-29T19:52:26+00:00 Mirca Benetton <p>Civic education in school is seen as a support pathway for building student identity, which is accomplished through a process of identification that involves the individual relating with and becoming integrated into the community, applying the principles of co-belonging and co-evolution in open systems. Accordingly, civic education in school translates methodologically into an interdisciplinary pathway along which sciences and disciplines are considered, ecologically, as systems interacting one with another. This enables understanding of how the person-citizen acts and reacts within a complex ecosystem, which in turn leads to an awareness of human participation in a network of relations that does not reflect a reductionist and mechanistic view of life, but rather, one that is systemic, process-oriented and changeable. Adopting the method of complexity as the way humankind inhabits planet Earth, the approach can be taken up by education and help to build a regenerated humanism, one that is civil and democratic, providing a guideline for development of the person-citizen.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Mirca Benetton The Education and Training Ecosystem between the Need for Democracy and the Development of Capabilities 2022-05-29T19:57:14+00:00 Rosa Indellicato <p>A way to rethink the educational and training ecosystem stems from the problem of questioning, today, on the meaning and practice of education in a situation defined as emergency that forces us to review the statutes of the educational phenomenon itself, beyond the narrow confines of methodological-didactic and organisational issues, up to the anthropological foundations. In the educative-formative perspective, that we want to outline here, we want to highlight the development of capabilities and the incidence that this development can have on the formative process, on democratisation and on the possibilities of an enlargement of human rationality, beyond any reductivism, both rationalistic and materialistic-economicistic. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Rosa Indellicato We Are All in the Anthropocene! Disciplinary Crossroads and Pedagogical Crossings 2022-05-29T20:01:54+00:00 Gabriella Calvano <p>Sustainability and sustainable development are increasingly common words, often used improperly, without understanding their deep epistemological, historical, and process-related roots. For some years now, scientists have been pointing out that we are facing a new geological era: the Anthropocene. It is so defined because our weight on the ‘Common Home’ has gone beyond all limits. The situation is dramatic and may put the future of us all in crisis. The possibility that the human species can preserve itself and survive depends on man himself. Therefore, it is necessary to implement a reform of thinking and teaching that has been theorized for too long but has not yet been implemented. After outlining the historical, theoretical, and epistemological foundations of sustainability in the Anthropocene, the paper focuses on the pedagogical and educational implications of sustainability, emphasizing that sustainability is a pedagogically based principle.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Gabriella Calvano Data Matter: An Overview on the Nature and Criticalities of the Statistics on Persons with Disabilities to Support Their Inclusion 2022-05-29T20:08:34+00:00 Serenella Besio Nicole Bianquin Mabel Giraldo Fabio Sacchi <p>The UN Convention on the Rights of Persons with Disabilities (2006) stresses the importance of accurate, reliable, comparable and disaggregated data by conditions and areas of life. There is national and international research, but the UN itself declares them unsatisfactory, denouncing the connection with unequal and ineffective policies on disability. In light of these considerations, this paper intends to present an overview on the nature and criticalities of the statistics on persons with disabilities reviewing the scientific literature. Starting from this framework, the project «More than just numbers» disability data matter, held by the University of Bergamo, will be introduced. It aims at developing a theoretical-methodological model to promote an in-depth, updated knowledge on disability, on the phenomena and the systems related to it, as well as tracing political actions for a truly inclusive society.&nbsp;&nbsp;</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Serenella Besio, Nicole Bianquin, Mabel Giraldo , Fabio Sacchi Energy Transition through Educational Models Inspired by Plant Organisms 2022-05-29T20:15:22+00:00 Stefania Caparrotta <p>Climate changes are the side effects of anthropogenic activities over the past two centuries. Which are the activities that it could be taken into account to create a sustainable development model, meeting the present needs without compromising the future generation growths? Current modern societies are involved to carry out activities as ecological transition in order to decrease the greenhouse gas emissions released by energetic processes that use limited planet’s resources, fossil fuels. Waiting for this slow transition, it is also necessary to address environmental issues in the world of education, an awareness that should be received by the institution first, acquired by teachers and then lived by students. Finally, in order to deal with this radical transformation, it would be useful to recognize the main role of plants as oxygen producers, at the base of food chains, organisms able to capture carbon dioxide released by anthropogenic activities (energetic processes) new models based on plant organisms because essentials to maintain the fragile equilibrium of natural ecosystems.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Stefania Caparrotta Pedagogical Need to Educate to Live with Others: An Answer to the Challenge of Our Time 2022-05-29T20:20:04+00:00 Giorgio Crescenza <p>Having discussed some pedagogical positions, not only about citizenship and democracy, but also about extraordinary social transformations, the contribution intends to clarify the meaning of these concepts. That applies to both educational institutions and society in general, increasingly hybridized by globalization and the spread of new technologies that have transformed the ways of producing, storing, interpreting, transmitting and reworking knowledge in a few decades. In particular, the educational responsibility of the school is emphasized, having always pursued the aim of educating to live with others. In this regard, this purpose in addition to fostering the mission of education, constitutes an additional resource, a real added value. Therefore, in a complex society one learns likewise from the relationship with others and from formal education.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Giorgio Crescenza From Social Justice to Restorative Justice: The Experience of the Children of the Kayrós Community 2022-05-29T20:25:11+00:00 Alessandra Gargiulo Labriola <p>In the perspective of a regenerated humanism, youth deviance is the plastic manifestation of the weak and fragile side of contemporary society: from transgressive conduct to criminal acts by increasingly fragile adolescents, it is a sign of a serious educational emergency. The present contribution is part of a christian anthropological thought, in which co-belonging, co-evolution and ecosystem education take shape and subsistence only if considered in the context of a participation of the most fragile youth in the cultural debate on the future of humanity. In this context, the pedagogical vision of the contribution of the figure of the «educator» capable of committing himself and not resigning himself to the apparent sense of educational mpotence is placed knowing how to read one’s own time as Kayros, that is, knowing how to seize every educational <br />moment as a favorable opportunity to ensure the integral development of the person and knowing how to intervene on the need for new approaches to pedagogical reflection capable of nourishing the path of human educability. Starting from a humanizing perspective in which the processes that lead to the educational relationship, are to be understood as an «opportune moment» it is intended, therefore, to present the ethical-reflective path that the guests of the Kayrós Community carry out within a process of personal liberation and conquest of their autonomy. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Alessandra Gargiulo Labriola The Promotion of Participatory Processes in Nurseries as an Opportunity to Qualify the Educational Ecosystem 2022-05-29T20:31:49+00:00 Arianna Giuliani <p>The scientific community shared from a long time the belief that it’s important to promote a capacitive and participatory approach in the educational contexts of all types and levels. From early childhood, it seems strategic to design the contexts and the educational activities in order to guarantee everyone the opportunity to participate and grow on a personal and social level. In this regard, especially in a complex scenario such as the current one, it might be useful to involve families in the processes within the Services to contain any social inequalities that may emerge. Their involvement might also be effective for sharing and co-building knowledge and awareness. The paper deepens a research developed on 50 Nurseries of the Rome province. The interest was to understand the educational design strategies of each Service and the interaction and collaboration strategies that they used with families. The main results that emerged allows to highlight an overall good quality of the Services in terms of educational design and internal organization, as well as with respect to the strategies used to involve children in the educational activities. Instead, seem to be important to significantly strength the spaces dedicated to families’ participation, especially if the goal at the systemic level it’s to configure Nurseries as democratic educational contexts.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Arianna Giuliani School and Dis-Ability: What Profile and Professional Standards of the Inclusive Teacher in the Post Pandemic School? 2022-05-29T20:37:02+00:00 Daniela Gulisano <p>In this contribution, the Author attempts to analyze some of the profound changes that have marked the profile and professional standards of the in-clusive teacher in the light of the transformations induced by the Covid-19 pandemic crisis, which has called for a substantial renewal of teaching and processes. inclusive and planning. Along this direction, the need for a paradigmatic, structural and practical change will emerge that really opens the school to the inclusive perspective and makes it become everyone’s and not just someone’s, including in this perspective of change also and «above all» the training of inclusive teachers.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Daniela Gulisano Presilience as a “Side Effect” of the Pandemic Crisis: Critical Reinterpretation of the Merits of Distance Learning 2022-05-29T20:41:38+00:00 Diana Olivieri <p>Like the rest of the world, Italy has experienced the rapid transition from face-to-face learning to distance learning, due to the Covid-19 pandemic. Far from considering Distance Learning as a further negative effect of the current pandemic, this paper intends to illustrate the reasons why Distance Learning - better defined as Emergency Remote Learning - actually represented a valid testing ground for implementation of a transformative (digital) pedagogy. Through the reinterpretation of the supposed anxious states caused in students by social isolation, in terms of developing the lifeskill of presilience, necessary to thrive in the “new normal”, the best terms will be analyzed to evaluate the effectiveness of the emergency educational interventions implemented, also drawing on the most recent neuroscientific research results on the psychophysical and educational effects of Distance Learning. The last part of the paper hosts a reflection on how post-pandemic competence in school environments can be built today, to respond as effectively as possible to the current needs of our students, which Distance Learning <br />has helped to bring out.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Diana Olivieri Pedagogy of Care and Community Thinking for a New Cognitive Democracy: Theories of Play and Practices of Power 2022-05-29T20:46:49+00:00 Gerardo Pistillo <p>This work is a reflection on the need to promote, from the earliest years of life, educational pathways aimed at the care – and formation – of community thinking. To this end, it highlights how the playful nature of the educational experience can enable the pupil “to cultivate” his or her neotenic potential. With a view to eco-sustainability, the question is therefore first and foremost: is it possible to educate, starting from school, to shared reflection and democratic thinking? What role does play, in this perspective, the game? Is it possible to act on pedagogical devices from a conscious co-management of the relevant settings? And what connection is there between developmental dynamics, the dispositional organisation of bodies and new forms of contact? These are original questions that place the work on the borderline between different areas of knowledge, involving not only pedagogy – and theories of play – but also architecture and ecology.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Gerardo Pistillo Quality and Validity of Qualitative Research in Education: Some Reflections from a Case Study 2022-05-29T20:51:35+00:00 Salvatore Patera <p>This paper aims to provide some theoretical reflections and methodological and operational proposals about the processes that ensure quality and validity of qualitative research in education. This evaluation processes on the research constitutes a basis for strengthening the co-belonging of all people engaged in the research. The evaluation of quality and validity of qualitative research in education is an opportunity for these people to increase both an eco-systemic training and co-belonging within models and procedures aimed at promoting shared awareness and decision-making on what the research produced, how it was carried out and how to improve its processes and results. The issues related to the quality and validity of qualitative research in education have preliminarily guided the development of this work both through a theoretical and methodological review of these frameworks and through their operationalization and application in a specific case study. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Salvatore Patera Permaculture Principles as a Teaching Design System 2022-05-29T20:56:18+00:00 Giovanni Arduini <p>Nowadays, focus is laid on environmental health and climate changes as social justice issues. Permaculture can be considered a systems-based approach to problem-solving, based on cycles, processes, and principles observed in nature. According to Permaculture principles, a garden or landscape, planting, sowing, growing, and the design of the landscape are practiced in ways that mimic processes in nature and reflect an understanding of water flow, wind patterns, earth and soil composition, beneficial plants and insects, zones of growth and many other elements. In the last few years, permaculture principles have been extended from garden and landscapes to the realm of “social permaculture”. Didactic gardens act as rich sustainable learning sites due to their ecological and socio-cultural advantages and provide students a practical way to commit themselves in interconnected issues and join in complex problem-solving. Permaculture Design Approach, therefore, is a way to recreate nature’s principles in our own lives, interactions, and educational and social contexts. This article seeks to outline “permaculture” as the possible contribution within the definition of a new dimension of teaching and educational design, able to successfully embrace the most emerging issues led to sustainability. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Giovanni Arduini Mindfulness Based Education for Emotional Awareness and Prevent Burn-out Syndrome: An Educational Experience with Teachers from Kindergarten to High School 2022-05-29T21:02:08+00:00 Maria Buccolo Valerio Ferro Allodola <p>Mindfulness is the interconnection between the ability to direct attention to the present moment (self-regulation of attention) and the attitude connected to this moment, characterized by curiosity, openness and acceptance. Clinical efficacy of indfulness has been demonstrated over the past two decades. Its potential within both nursing contests and formal learning for adult education has recently been investigated. Aims of the research: to evaluate and describe the effects of a professional training for teachers of all levels, examining the pedagogical implications, in terms of personal transformation and in the professional context. Methodology: the research presents and discusses - through the data emerging from a questionnaire - the professional training of n. 57 teachers entitled «Take the Next Step - Conscious Learning». The course was structured inspired by the Mindfulness-Based Stress Reduction (MBSR) program and the work of Jon Kabat-Zinn and Saki Santorelli of the Center for Mindfulness in Medicine, Health Care and Society University of Massachusetts (USA). Results: the data showed that the teachers participating in the training course understood its meaning, usefulness and the importance of the experiential and reflective-transformative nature of the tools presented. Conclusions: the possible implications of the results of this study concern the ability to use and promote the mindfulness techniques beyond clinical effectiveness, as important tools for growth and development within formal learning contexts. </p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Maria Buccolo , Valerio Ferro Allodola The Teachers’ Representation of Educational Poverty: Building Educating Communities in Inner Areas 2022-05-29T21:06:41+00:00 Nicolò Valenzano <p>The recent Italian legislation introducing community educational Pacts is part of policies aimed at combating educational poverty. The assumption is that a healthy and collaborative educating community (learning society) constitutes a protective factor against educational poverty: in fact, if this is interpreted within the framework of the capability approach, it is necessary to refer to the ubiquity of educational processes, to the need for collaboration between the different agencies and, finally, to the educating community. This paper reports on an action research, carried out in a country in the inner areas, which investigated the teachers’ representation of educational poverty; supported the construction of a territorial table to oppose educational poverty, intended as a reflexive device. This is a first step towards the construction of the educating community and the formalization of the community educational Pact. This experience teaches us something about what the dynamics of building the educating community in internal areas can be.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Nicolò Valenzano The Expired Words of Pedagogy: language, Education and Democracy 2022-05-29T21:11:04+00:00 Mario Caligiuri <p>The current scientific paths in the pedagogical scope that have encountered linguistics and related areas had some validity in the past, but they should be quickly updated in the face of the constant and unexpected evolutions in which we are immersed, as they are partly outdated. Speaking about languages, it is necessary to work to reduce the artificial separations between humanistic and scientific skills, for a recomposition of knowledge, as a premise of the indispensable recomposition of the person, suspended between the revolt towards new commands and the supine acceptance of the technologies that guide existences.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Mario Caligiuri Truth and Liberation: For a Formative Hermeneutics in the Present Time 2022-05-29T21:15:45+00:00 Anita Gramigna <p>The educational proposal to which these reflections arrive is to help our young people to elaborate interpretations on some fundamental issues for the existence of each one: freedom and knowledge, as moments of the educational process of liberation. Starting from the christian perspective. The inspiration to give substance to our work comes from here: «Then you will know the truth, and the truth will set you free» (John 8:32). We have decided to bring back the well-known Johannine phrase on the truth that makes you free, decisive in the formative field for every christian, because it is good to have in mind the context of that affirmation and, above all, those who expound it: Christ himself. In front of those who recognized him, he presented himself as the word, that of creation, of the Father: «... I do nothing on my own but speak just what the Father has taught me « (John 8;28). This is the knowledge that makes you free; therefore a theology that places freedom, or rather, its conquest through liberation, at the center of the investigation, remains worthy of attention over time, in its history and in the formative proposal of a new man, who must be redeemed from oppression. The epistemological framework on which the reflection is based is of a hermeneutic type, the methodology of analysis is qualitative.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Anita Gramigna Collaboration as a Strategic Asset for Sustainable Teacher Training 2022-05-30T06:46:55+00:00 Ilaria Salvadori <p>The paper shows an exploratory study carried out in the academic year 2020/2021 to investigate the role of the collaborative dimension in the perception of a sample of students in two Primary Education faculties. The survey carried out through the Teacher Leadership Model Standard questionnaire showed the opinion of the future teachers about an experienced teaching professionalism that gives importance to the collaborative dimension as an aspect of teaching practice and leadership that can be coconstructed. Teachers’ choices move toward implementing forms of collaboration that each teacher must be able to ensure within the educational institution with colleagues, students, and families, in order to improve students’ learning opportunities and communicate more effectively.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Ilaria Salvadori The School-Museum Relationship in Student-Teachers Traineeship: The Perspective of University Tutors 2022-05-30T06:56:22+00:00 Claudia Fredella <p>The research engaged university tutor teachers in focus groups to under-stand what role they give to the school-museum relationship in initial student-teachers’ traineeship, through reflection on their representations and practices. It follows an initial exploratory phase that investigated, through the administration of questionnaires, the use of digital contents prepared by museums during the pandemic within the traineeships of Primary Education Sciences at the University of Milan Bicocca, which showed a mostly occa-sional use and little dialogue with the museums’ educational services. From the analysis of the focus groups, carried out according to the constructivist approach of Grounded Theory, firstly came out several ideas of museum and relationships with the school, then the learning outcomes that tutors pursue through the dialogue with the museum in their classes, the strengths and weaknesses of this relationship encountered in their professional experience. Finally, they imagined how to promote a habit of dialoguing with museums in the traineeship paths, and some proposals emerged, especially concerning sharing of experiences.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Claudia Fredella Educational Sharing of Pedagogical and Ecological Values Mediated by Animals in Physical and Sports Activities 2022-05-30T07:04:07+00:00 Teresa Iona Daniele Coco Daniele Masala <p>Human-animal interaction and its benefits have been a topic of interest in recent decades, but how this interaction can benefit both species remains unclear. In the case of companion animals, the focus of many studies is on human-dog interaction. When they live together, humans and dogs share activities, and when they share an enjoyment of daily activities such as walking and interacting with others, they are considered compatible in their activity preferences. Individuals who are more compatible with their dogs also report having a better relationship with them, which could explain some of the benefits of human-dog interaction. Recreational or functional walks with dogs represent authentic lifesavers, both in physical and cognitive health aspect, these promote impact programs of well-being and public health. There is a great ecological and pedagogical potential mediated by dogs in sharing physical activity, going out educational strategies are envisaged. Alongside individual factors, socio-ecological models underline the fundamental role of social and urban planning factors in supporting physical activity, in this perspective dog walking can represent the advance in nature. The emotional involvement in human dog interaction spontaneously leads to respect for natural environments and the adoption of conscious and correct behaviors towards nature.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Teresa Iona , Daniele Coco , Daniele Masala Preventing Extremist Behavior in Youth Through Artistic Educational Approaches: The European Experience of CineCommUnity 2022-05-30T07:08:56+00:00 Valentina Guerrini Maria Grazia Proli <p>The problem of youth discomfort and its related consequences, in particular with reference to extremist, violent and radicalising behaviour (UNESCO, 2019) appears in recent years to be an emergency both at national and inter-national level. Adolescence in itself represents a particularly critical and difficult phase of life where the search for a sense of appearance becomes stronger. The main aim of this paper is to highlight the potential of artistic educational approaches that involve young people through various forms of activities to create a sense of belonging and social cohesion. This concept was at the basis of the various campaigns carried out in the European project CommU-nity in which the FORLILPSI Department of the University of Florence was a partner. In particular, the contribution aims to be a reflection opportunity for pedagogical research on a film forum activity carried out in some Tuscan secondary schools and at the University itself.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Valentina Guerrini , Maria Grazia Proli When Learning Goes Green: Open Spaces for Education and Social Inclusion 2022-05-30T07:15:01+00:00 Patrizia Oliva <p>The current generation of young people is experiencing an «orphan» adolescence of nature. Young people report spending less and less time outdoors, due to a lack of time and space dedicated to recreational school activities and the inability of parents to engage in moments of leisure to be enjoyed together in the open air. These circumstances actually indicate a reduced recognition of the educational value attributed to experiences lived in nature by adults, with important repercussions on the structuring of beliefs and perceptions relating to the relationship with the natural environment. The combination of this inattention to environmental problems and how significant it can be to learn from nature exposes the youngest to a socalled «environmental deficit». The main objective of this study is, therefore, to evaluate the effectiveness of educational programs focused on the enhancement of educational-didactic approaches that exploit the learning of doing, on the level of children’s connectedness to nature and how it is possible to hypothesize changes in dysfunctional behavioral repertoires with reference to environmental conservation.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Patrizia Oliva Preparing for Cultural Diversity in South Tyrol: The Importance of Sense of Belonging 2022-05-30T07:30:41+00:00 Annemarie Profanter Axinja Hachfeld <p>Italy has historically played a pioneer role regarding inclusion. However, inclusion in the educational context has mainly focused on students with special needs. Lately, this understanding has broadened taking into account the various heterogenous backgrounds of the students. For South Tyrol, the question of inclusion arises particularly with regard to the consideration of different cultures. Therefore, developing intercultural skills plays an impor-tant role in the curriculum of the reformed teacher education master pro-gramme of the University of Bolzano. The aim is for the graduates to perceive interculturality as an enrichment. The present study examines the attitudes (cultural beliefs, values, and motivational orientations) of the German-speaking students (n = 823) of different cohorts with regard to interculturality and relates these to their study and work experiences on the one hand and their feeling of belonging to Italy or South Tyrol on the other. The results showed mostly positive attitudes that tend to increase with increasing experiences. Sense of belonging turned out to be the strongest predictor of attitudes, an aspect that has so far not been adequately researched. The results underscore the importance of self-reflection skills and opportunities during study.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Annemarie Profanter , Axinja Hachfeld EduSpaceMobile – South Tyrol's Next Role Model for Multidirectional Exchange of Educational Knowledge 2022-05-30T07:37:29+00:00 Susanne Schumacher <p>Ecology, in the broadest sense, is an interrelation. For individuals as well as for social communities, this implies that they are always both subjects of per-ception and objects of a communal determination of reality (cf. Benner 1990, p. 614ff.). The reflected contemplation of the individual’s relationship to himself, to others and to the world is a central element of the courses and prac-tical training of the Master’s programme in Educational Science. In particular, the current activities of the EduSpace learning workshop are strongly influenced by the joint reflection on ecology as a condition and goal of education in the first stages of life as well as across the entire lifespan (cf. in detail Stadler-Altmann 2018; Dozza 2021). How these interdependencies can be elaborated into sustainable regional learning communities is outlined in the following.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Susanne Schumacher Learning Revision Skills through Cognitive Apprenticeship: A didactic Experience in a Collaborative Context 2022-05-30T07:43:51+00:00 Paola Cortiana Rossella Scardino Eleonora Zorzi <p>Although writing takes on fundamental role in people’s lives and education, cognitivism and socio-cultural constructivism studies have shown that teach-ing practices do not often stimulate and do not adequately support pupils in developing a mature approach to written composition. Specifically, one of the typical problems of apprentice writers, is represented by the revision process, traditionally understood as rereading and correction of spelling er-rors and embellishment of the text at the end of writing. However, according to scholars of the psychology of written composition, it is possible to help apprentices develop a mature approach to revision and complex revision skills through specific educational programs and teaching methodologies. Therefore, present paper aims to propose the use of cognitive apprenticeship in a collaborative context and the use of procedural facilitations as an effective methodological choice to stimulate the acquisition of a mature ap-proach to writing and, in particular, to the revision process in elementary school pupils.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Paola Cortiana , Rossella Scardino, Eleonora Zorzi Distance Teaching/Learning Today and Tomorrow: The Impact and the Perspectives in Basilicata in Comparison with the National Context 2022-05-30T08:08:35+00:00 Emilio Lastrucci Rocco Digilio <p>Starting from an analysis of the data resulting from the national SIRD survey on «distance teaching methods adopted in Italian schools in the period of the Covid-19 emergency», through the comparison between the national ones and those concerning the Basilicata region, as well as referring to other surveys, both quantitative and qualitative, conducted in the latter area, the authors develop reflections on some fundamental issues emerged from these researches. They also provide prospective suggestions about possible interventions and institutional strategies that could be really effective in governing change and guaranteeing the highest quality and fairness to an educational offer based on a well balanced methodological integration between face-to-face and distance teaching/learning.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Emilio Lastrucci, Rocco Digilio Dostoevsky's reflection on education: The Last letters 2022-05-30T08:15:47+00:00 Michele Loré <p>The article focuses on the pedagogical insights offered by Fyodor Dostoevsky’s Last letters, to be correlated with the narrative production. The result is a subtle sensitivity towards childhood and adolescence, whose specific problems stand out against the background of the European value crisis of the late Nineteenth century.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Michele Loré Promoting Inclusion through Sustainability Education: The “Ambassadors of Sustainability” Project 2022-05-30T08:21:32+00:00 Stefania Pinnelli <p>The contribute discusses the relationship between inclusive education and sustainable environmental development moving from the cultural proposal coming from the Index for inclusion model (Booth, &amp; Ainscow, 2014). In the updated edition of 2014, the authors replace the special curricula in inclusive school with curricula for all, placing education at the center of the discourse environmental and sustainability. The contribute, starting from this intuition of the authors, argues in what terms sustainability and ecological awareness are some of the most important and urgent cultural tools to build inclusion and present the researchaction carried out with the network of schools in the area of Lecce, for the promotion, from an interdisciplinary point of view, of the inclusive ecological education. The survey made possible to: define actions, processes and contents in contexts schools must be promoted to guide the education of citizens towards the development of inclusive behaviors and to brought out the points of fragility in the interpretation of education for sustainability.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Stefania Pinnelli Dancing at School: Educational and Formative Dimensions in Childhood 2022-05-30T08:26:44+00:00 Manuela Valentini Giulia Sanchi <p>Practicing dance at school could become a key element to help preserving both the physical and the mental health of the students, as it simultaneously intervenes on a physical, emotional, social and cognitive level. The knowl-edge and the practice of this art represent a chance to grow for children, since it would allow them to become familiar with their own bodies, to use motion as means of communication, to rediscover their creative potential and to be able to recognize both their strengths and weakness. Thereby, learning to dance should not be merely compared to the correct execution of a step sequence or the comprehension of particular dancing techniques, but it should be recognized as precious learning instrument for the personal development of children. This article proposes a systematic review to help identify the potentiality, or otherwise the limits, associated with the intro-duction of a curriculum-integrated dance programme in kindergarten and primary school.</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Manuela Valentini , Giulia Sanchi Summary 2022-05-27T10:31:48+00:00 Technical Staff <p>Summary</p> 2022-04-30T00:00:00+00:00 Copyright (c) 2022 FORMAZIONE & INSEGNAMENTO. European Journal of Research on Education and Teaching Co-Belonging, Co-Eolution and Ecosystem Education 2022-05-27T11:13:34+00:00 Piergiuseppe Ellerani 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Piergiuseppe Ellerani Front matter 2022-05-27T10:23:29+00:00 Technical Staff 2022-04-30T00:00:00+00:00 Copyright (c) 2022 Pensa MultiMedia