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Issue 10 – Education

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On Current Education

Editorial

What urges us to question the concept of education is its spreading to all realms of reality, its losing the well-defined boundaries that characterized it previously, its self-presentation as unavoidable and at the same time as extremely problematic. To educate oneself and others everywhere, at all stages in life, is seen as a priority that is justified with great reasons, most of them negative, tied to crises of various nature ultimately having to do with trust and trustworthiness. Read more »

 
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Numero 10 January, 2014 - Author:

 

An Education “Possible” Within the Crisis

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dante e virgilio

In order to identify the significant elements of the condition of education today, it is important to refer to the socialization models that have become predominant in modern society. One can thus highlight both the features that characterize the crisis of contemporary education and the aspects that make it possible. Read more »

 
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Numero 10 February, 2014 - Author:

 

Complete Gesture: A Pragmatist Tool for Education

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gesto2

Classic pragmatists proposed different tools for inquiry and education. John Dewey’s method of problem solving is the most known of them all and represents the pragmatists’ deep attitude toward a continuous conception of theory and practice. However, Dewey and the other pragmatists failed to understand the rationale of this continuity as a different conception of synthesis. Read more »

 
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Numero 10 February, 2014 - Author:

 

Educational Action as Apprenticeship for the Possible

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LeafoutofaTree

Apprenticeship is an important and effective employment solution, at the individual as well as social levels, to promote future progress. On the one hand, apprenticeship prepares young people for a professional career; on the other hand, it facilitates their access into the job market. Read more »

 
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Numero 10 February, 2014 - Author:

 

“Personalizing” Education. The Emergent Global Bildung between Flourishing and Enhancement

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HumanEnhancement

The concept of “personalization” has long been a keyword for political agendas in Europe and in most Western countries, in social welfare as well as in the broader domain of services. Within the educational field, such a concept evokes deeply rooted meanings that tap into the very essence of education. This essay aims at conveying the idea that “personalization” is currently acting as a carrier of profound cultural transformations that concern our being human and the very meaning of the human experience in the world. Read more »

 
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Numero 10 February, 2014 - Author:

 

The Necessity and Limits of Thinking for Oneself

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JewishEducation

In a 1966 radio interview published as Education after Auschwitz, the critical theorist, Theodor Adorno declares, “the premier demand upon all education is that Auschwitz not happen again… The only education that has any sense at all is an education toward critical self-reflection. Read more »

 
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Numero 10 February, 2014 - Author:

 

Education as “Accessible Beyond”: A Proposal for Reforming the Educational System

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PatellaniFederico

The educational system—first of all, schools and universities—is an institution; yet an institution is a dwelling for human beings. What is this dwelling like? What kind of (public) space is it? It would not be a dwelling if it were not fully accessible, or even better, if it were not a place which we do not even need to access because we are always already in it. Read more »

 
 

Anthropological Emergency, Educational Emergency

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emergenza-antropologica-libro

The open letter published in 2011 on Avvenire by Pietro Barcellona, Paolo Sorbi, Mario Tronti e Giuseppe Vacca invites to a “new alliance” between believers and non-believers in order to face what the four authors name an “anthropological emergency,” that is, a situation characterized by the technical possibility of wide manipulations of human life and the commodification of human life itself within an uncontrolled globalization. Read more »

 
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Numero 10 February, 2014 - Author:

 

Moving Outside the Cave

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Ivory_Tower

Academic philosophers frequently use Plato’s portrait of Socrates in the Apology as a model for our own pedagogical endeavors. Like Socrates, we value self-inquiry. We believe the “unexamined life is not worth living.” We practice Socrates’ maieutic art, helping others bring forth their ideas. Read more »

 
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Numero 10 February, 2014 - Author:

 

Aesthetic Education in the Age of Images: Some Reflections

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WeatherProject

The question of the current and future situation of images is, evidently, very influential in terms of our cultural identity. We live in a world increasingly populated by images we do not simply contemplate from the outside; on the contrary, we often share then same space with them, as it happens in the case of 3Ds and play-stations. Read more »

 
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Numero 10 February, 2014 - Author:

 

Generating Cultural Paths Within the Community: Toward the End of “Special” Pedagogy

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fragile2

When one must educate, one always finds oneself in the position of having to develop an educational theory and interpret one’s object while operating some theoretical choices. This is even more the case within the context of so-called special education insofar as special education is born and develops out of a certain theoretical interpretation of the one who needs to be educated specially, namely, the individual with disabilities. Read more »

 
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Numero 10 February, 2014 - Author: ,

 

School Textbooks Between Didactics, Politics, and Economy

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LibriScuola

One cannot speak of schools without immediately thinking of textbooks. They have become central in the lives of schools of all levels and kinds because they perform various functions: they offer a selection of the pieces of knowledge that is worth transmitting; they help teaching and learning on the side of instructors and students; Read more »

 
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Numero 10 February, 2014 - Author:

 

The Education of the Humankind: Recalling Lessing’s Homonymous Essay

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Lessing

This essay explores Lessing’s conception of an education of the humankind in the context of the historical problems of its time, and asks about its meaning for the current debate on religious pluralism. Its ambition to lead to a tolerant relation to religions constitutes a standing challenge for the 21st century also.  Read more »

 
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Numero 10 February, 2014 - Author:

 

On Instruction, Power, and Freedom in Condorcet’s Mémoires sur l’instruction publique

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Condorcet

Public education and the people’s learning process constitute the foundation of freedom and a challenge for power respectively. Condorcet’s as well as the political-pedagogical discourse of the revolutionary period in general encompass a much wider field than the one in which this kind of discourse is situated today. Read more »

 
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Numero 10 February, 2014 - Author:

 

National Education Yesterday and Today: A Look at History Textbooks

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OperaBalilla2

This essay retraces, through an analysis of school books relating to the teaching of history, the evolution in Italy of the concept of national education from the Italian unification to our contemporary period. More specifically, it identifies three specific variations that correspond to three models of citizen: Read more »

 
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Numero 10 February, 2014 - Author:

 
 
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