Suchergebnisse

In this work, motor activity in the natural environment is taken into consideration, its effectiveness for a correct lifestyle; training and education, for a sustainable development of the human being. The common thread is represented by the holistic and multi-systemic vision, which connects man to the environment with coordinated interdisciplinary content and paths. An environmental education that sees the school as a protagonist through the movement in the acquisition of values, attitudes, experiences with awareness and attention to the environment. An active school with educational purposes where movement in its various forms is pre-eminent, integrated with interdisciplinary activities of research, observation, study, exploration and discovery of natural phenomena. In order to understand its evolution in Italy, it was useful to frame the problem in a wide historical and legislative space by attempting an epistemological approach and connection in order to seek a correct methodological and didactic sequence of this interesting binomial not only culturally but as an authentic lifestyle. ; In questo lavoro si prende in considerazione l'attività motoria in ambientale naturale, la sua efficacia per un corretto stile di vita; formazione e educazione, per uno sviluppo sostenibile dell'essere umano. Il filo conduttore è rappresentato dalla visione olistica e plurisistemica, che collega l'uomo al- l'ambiente con contenuti e percorsi interdisciplinari coordinati tra loro. Un'educazione ambientale che vede la scuola protagonista attraverso il movimento nell'acquisizione di valori, attitudini, esperienze con consapevolezza ed attenzione verso l'ambiente. Una scuola attiva con fini educativi ove è preminente il movimento nelle sue diverse forme, integrato con attività interdisciplinari di ricerca, osservazione, studio, esplorazione e scoperta dei fenomeni naturali. Al fine di comprenderne l'evoluzione in Italia, è stato utile inquadrare il problema in un ampio spazio storico e legislativo tentando un approccio e ...

The Fake News' topic is interesting because it is new and it is old at the same time. If we want to define "fake news" we cannot give it a unique meaning. Someone frames fake news only in the social media area, some others extend the meaning to newspapers, someone else to any kind of mass media (TV, Books, Radio, etc.). But it is sure that our students don't know how to detect them and how to fight them. The extent of perceived realism of fake news depends also on the extent of hard-news exposure, with the result that individuals exposed to both hard and fake news find fake-news messages less realistic. So we also need to teach our students how become hard-news reader in order to know and detect fake news. In this article we see the "status" of the Fake News problem, how some national and international laws are going on, and some exercises that we can do with our students in order to be "more democratic". ; L'argomento Fake News è interessante perché è nuovo e vecchio allo stesso tempo. Potremmo tentare di definire il termine "Fake News" senza però dargli un significato unico. Qualcuno infatti incornicia le Fake News solo nel settore dei social media, altri estendono il significato anche ai giornali, qualcun altro a qualsiasi tipo di mass media (TV, libri, radio, ecc.). È sicuro però che i nostri studenti non sanno né come rilevarle né come combatterle. L'entità del realismo percepito delle Fake News dipende anche dal grado di esposizione dei fruitori alle hard-news, infatti gli individui esposti sia alle Hard che alle Soft news trovano i messaggi delle Fake News meno realistiche. Perciò abbiamo anche bisogno di insegnare ai nostri studenti come diventare lettori critici delle news in generale, al fine di conoscere e rilevare le notizie false. In questo articolo presentiamo lo "status" del problema delle Fake News, come alcune leggi nazionali e internazionali siano in corso, e alcuni esercizi che possiamo fare con i nostri studenti al fine di diventare "più democratici".

The introduction of civic education in the scholastic curriculum has offered to schools new opportunities for coping with the study of Resistance movement and other events occurred in contemporary history. Through some relevant didactic unit, the paper aims at giving to teachers some pratical examples, using the methodology of the Public History of Education.

The aim of this article is to give an account of Hegel's conception of right as a mutual implication of ethical and political life against the backdrop of the modern theories of right, based on the construction of a sovereign will authorized by the procedure of representation and on the notion of a threefold division of the powers of the State. After having clarified Hegel's definition of State as the actuality of the ethical Idea, I will provide a stepwise reconstruction of the inner logic of the constitution (Verfassung), as it is articulated in its three main moments: the power of the monarch (singularity), the civil society (particularity), and the legislative power (universality). Specifically, I will argue that, from the Outlines of the Philosophy of Right (1820) to the Enciclopedia of 1827 and 1830, passing through the course of 1824/25, Hegel's texts show the discontinuous development of a broad and original notion of government (Regierung), which, in the §541 of the Enciclopedia of 1830, culminates in the identification of government with the political State. Thus, the traditional distinction of powers ends up being transformed into the articulation of three ruling agencies, which are actively present in every sphere of the constitution, without, however, pretending to reduce or eliminate any of them.

The article develops a key to understanding about the relationships between social representations of disability and inclusive culture. First, thinking differently disability conditions requires an analysis of the cultural models that underlie the languages and representations that derive from them. In this perspective, the school has a significant impact to favor a co-evolutionary process of knowledge and cognitive decentralization for developing of adequate recognition of human differences. Effective educational and training projects should make use the Media Education for linking the personal experiences of students to encourage the construction of knowledge and meaningful interpretative models about disability and difference. It is necessary deconstruct media products and languages to explain stereotypes and prejudices and be aware of the normalization processes underlying the "politically correct" practices. At the same time, the development of a critical sense and an aptitude for deepening by young generations passes through the fruition and making of self-representations messages. The pedagogical and didactic use of the various media languages, both in terms of a critical use and the conscious retrieval of authoritative sources, and in the perspective of self-representation and self-production of original contents can increase the dialogue between alterity and human differences. Being aware of the languages and elements underlying the universe of meanings that they convey is an indispensable step in the evolution of thought and therefore of actions towards inclusive cultures and societies. ; L'articolo delinea una chiave di lettura sulle relazioni tra rappresentazioni sociali della disabilità e cultura dell'inclusione. Pensare differentemente le condizioni disabilità richiede innanzitutto un'analisi dei modelli culturali alla base dei linguaggi e delle rappresentazioni che riflettono. In tale prospettiva, la scuola ha un impatto significativo nel favorire processi co-evoilutivi di conoscenza e un ...