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"Estratto dal Giornale fiorentino La Gioventù Volume XII e seg. della Collezione V della Nuova Serie - con giunte ec."--P. [2] ; Includes bibliographical references. ; Mode of access: Internet.

The article presents a review focusing on key issues discussed within the disciple of moral education. It is regarded as a subsystem of education policy, and in a wider sense, public policy. It shows the main phenomenon, trends, ongoing discussions as well as conceptual disputes in two Anglo-Saxon countries as well as in Poland. The type and content of the article results from the fact that the Polish scientific literature almost lacks the texts dedicated to moral education. This kind of issues is partially analysed with pedagogy but its conceptual frame is different from that of public policy. The latter is focused on the school perspective and its potential to influence students' attitudes and values.

The article is a review of ways of thinking and concepts available in the literature that are the basis for creating school syllabi of moral education. It describes what axiological and anthropological assumptions and psychological theories those syllabi are based on and analyses selected studies that evaluate their effectiveness and impact on the moral formation of young people.

The empirical analysis of the effects of government policies on the incentives of economic agents is the leitmotif of the present thesis, with two distinct fields of application. While the first essay mostly contributes to the empirical banking literature, with a focus on the link between implicit guarantees for bank debt and political connections in Europe, the second one contributes to the field of education economics and is devoted to an analysis of the effects of bibliometric-based hiring and promotion schemes in Italian public universities on scholars' productivity. The two essays also share some methodological affinities. First, the two projects exploit two different identification strategies that have the common ambition of isolating and estimating a causal effect of public policies on the outcomes of interest. Second, the two works are characterized by the use of two original datasets, that have been obtained merging multiple sources of data, some of them pre-existing and others that have been hand-collected. Finally, the two essays share the novelty of the research questions they aim to answer, which are relatively unexplored by the existing literature.

Negli ultimi venti anni la formazione dei docenti di lingua inglese è stata messa alla prova dai nuovi scenari derivanti da fattori quali: il crescente numero di classi multilingui e multiculturali, la diffusa esposizione alle varietà dell'inglese tramite i prodotti multimediali, l'uso emergente dell'inglese come lingua franca (ELF) nella comunicazione interculturale, così come il nuovo riconosciuto ruolo degli insegnanti e dei formatori non-nativi in contesti istituzionali. Questioni di identità, standard, livelli di competenza, comunicazione interculturale e rilevanza linguistica sia per gli apprendenti sia per i docenti, richiedono un orientamento paradigmatico e una seria riconsiderazione del curricolo di inglese, della formazione dei docenti di lingua, delle politiche linguistiche così come della ricerca e delle pratiche didattiche. Nuovi modi di formulare esempi, modelli, e azioni in termini di obiettivi educativi e di attività di consapevolezza linguistica richiedono un'analisi più attenta dei dati linguistici al fine di sollecitare la riflessione dei docenti, svelare e provocare le convinzioni esistenti sulla lingua e sulla competenza linguistico-comunicativa. Questo capitolo illustra come due gruppi di docenti italiani di inglese partecipanti a due corsi di formazione condotti da un formatore non nativo, sono stati introdotti ad ELF tramite l'esposizione, l'analisi e l'uso di campioni linguistici e con attività di consapevolezza linguistica e di noticing. English language teacher education has been challenged in the last two decades by new scenarios deriving from factors such as: the growing number of multilingual and multicultural classrooms, the widespread exposure through multimedia to varieties of Englishes, the emerging use of English as a Lingua Franca (ELF) in intercultural communication as well as the acknowledged new role of non-native teachers and teacher-trainers in institutional contexts. Issues of identity, standards, proficiency levels, intercultural communication and language relevance for both learners and teachers demand for a paradigmatic orientation and for a serious reconsideration of the English curriculum, of language teacher education, of language policies as well as of research and practice. New ways in devising patterns, models and actions in terms of educational aims and of language awareness activities require a closer investigation of language data in order to elicit teachers' reflection, unveil and challenge existing beliefs about language and about language communicative competence. This contribution illustrates how two groups of Italian English language teachers respectively participating in pre- and in-service teacher education courses led by a non-native teacher trainer have been introduced to ELF through exposure, analysis and use of ELF language samples via language awareness and noticing activities.

The aim of the paper is to measure the efficiency and productivity of public administration in higher education using the DEA method and the Malmquist index. The research was carried out in 58 higher education institutions of the Ministry of Science and Higher Education in the years 2014-2017. The obtained efficiency results oscillate around 70%. The most effective were pedagogical universities and the least agricultural universities. However, the highest productivity growth was recorded in 2015/2016 in technical universities.

This report discusses the following topics: basics of the vocational training system in Poland; causes of change in the development of vocational schools; formal and legal aspects of the school cooperation with the environment; modernization of vocational schools based on the development programs; combining the flexibility of employment with the Teacher Card.

This paper aims to reflect on the relationship between global and interculturaleducation. According to the "Global Education Charter" of the EuropeanCouncil, Global Education can be defined as the possibility/ability toeducate people to participate during their lives actively and responsibly inbuilding a global future in peace, in realizing an intercultural dialogue, insupporting education to beauty, and to the protection and preservation ofthe environment and of all living species. It means that Global Education isboth a theoretic perspective wider than "simple" intercultural education,and more directly connected with a global sensibility and with a deeperknowledge of planetary problems like migrations, wars, famine, structuralviolence, climatic change, ecologic disasters, human rights. It also implies atrue interdisciplinary approach which is really able to connect educationtheories to anthropological, sociological, political and epistemologicalmodels. ; Questo scritto intende riflettere sui rapporti tra la Global Education e lapedagogia interculturale. Partendo dalla "Global Education Charter" elaboratadal Consiglio Europeo, la Global Education può essere definite come lacapacità di educare le persone nel corso della loro vita a partecipare attivamentee responsabilmente alla costruzione di un futuro planetario all'insegnadella pace, del dialogo interculturale, dell'educazione al bello, dellatutela e della salvaguardia dell'ambiente e di tutte le specie viventi. Daquesto punto di vista è necessario sviluppare una sensibilità e unaconoscenza verso tematiche di ordine planetario – le migrazioni, le guerre,la fame, la povertà, la violenza strutturale, i disastri ambientali, il cambiamentoclimatico, i diritti umani, la democrazia – utilizzando una prospettivainterdisciplinare, capace di evidenziare fattori cruciali nella teorizzazionedella pedagogia: antropologico-formativi, socio-politici, epistemologico-culturali.

L'importanza del saper progettare si coniuga con la proposta di una centratura sui territori, nell'ambito dei quali i soggetti destinatari non sono più da considerarsi meri recettori di interventi progettati a monte, ma protagonisti attivi degli stessi. L'educatore, in siffatto frangente, assume un ruolo eminentemente politico e adotta l'idea-guida dell'animazione socio-culturale, così da connettere il piano della progettualità con quello della progettazione vera e propria. Si offrono, infine, delle analisi inerenti ai contenuti core della classe delle lauree L-19, individuati, a livello nazionale, attraverso il progetto di ricerca Teco-D Pedagogia; delle piste di ricerca e delle linee di contaminazione attuativa fra i teorici e i pratici; alcune proposte contenutistiche relative al percorso di formazione degli educatori di nido e socio-pedagogici in ordine al tema ineludibile, e talora trascurato, della progettazione educativa. ; The importance of knowing how to design is constantly and inevitably experienced in the concreteness of the territories. In the social field, the recipients are no longer to be considered mere receptors of interventions planned upstream, but active protagonists. In this situation, the educator assumes an eminently political role and adopts the socio-cultural animation framework, connecting individual projectuality and community planning. Finally, the article presents an analysis of the core contents of the degrees class L-19, identified, at the national level, through the research project Teco-D Pedagogia; some research paths and lines of contamination and implementation between researchers and professionals; various content proposals related to the training path of kindergarten and socio-pedagogical educators in order to the unavoidable, and sometimes neglected, theme of educational planning.

This paper aims to present some of the intermediate results of a PhD research on "Teaching Citizenship and the Italian Constitution in a Community of Democratic Practice" which is taking place at the University of Tourin (Department of Educational Sciences). The research has been structured as a research-training, that is a way for the in-service teachers' training, according to the Decree n. 797/2016. It has been carried out with three groups of upper secondary education teachers in a Piemonte area. It has produced a useful scheme for programming for citizenship skills, a reflection on the importance of the relational climate among teachers and on the features of the school environment that are required to be a Community of democratic Practice.

In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program.

The pedagogic thought of Paulo Freire, often defined as a Rousseau of the XX century, recalls in its contents to the theology of liberation. Some of the pillars of this new theological theory, born in South America, are the roots of the theoretical and practical approach of the Brazilian educationalist,academically born with some conceptions close to Marxist-Gramscian ideals, associated to Christianism. His work on the field is addressed to the Brazilian working class, poor and illiterate, that thanks to the educational method applied by Freire, manage to conquer their own rights.So, not only the conventional educational praxis, not culture as a mean of democracy, but as a mean to reach freedom and democracy. The Christian doctrine of the theology of liberation, is for Freire this way an important pillar for the social struggle that aim to eliminate class differences and removeall those obstacles to freedom and equality. The movement was created the great dictatorial regimes that during the XX century have oppressed people in South America, which was a direct expression of the colonial period brought on by the Europeans and that, during the '900, found a fertile groundto install dictatorships closely tied to the economic powers of that time.The new way of spreading culture, modern and anti-colonial (in the sense to cut ties with the colonialists) propose a new social scheme of liberation of the populations, especially South American, from the chains of ignorance and dependence from the dominator. We may also propose a pioneering outlookof Freire towards education and the formulation of a collective and unitary people conscience. ; Il pensiero pedagogico di Paulo Freire, spesso definito un Rousseau del XX secolo, si rifà nei suoi contenuti alla teologia della liberazione. Alcuni dei pilastri di questa nuova teoria teologica, nata proprio in Sudamerica, sono alla base dell'operato teorico e pratico del pedagogista brasiliano, nato accademicamente con delle concezioni di stampo marxista gramsciano associate al ...

Bullying has been considered as a multidimensional form of aggression which includes a double distinction, distinguishing the form of aggression and its functions. In the school context, bullying is considered a primary issue with figures up to 35%. Two forms of aggression have traditionally been considered: physical aggression and relational/social aggression. In Italy regional laws have been enacted on prevention and fight against bullying and cyberbullying and the parliament started the legislative iter to recognize bullying as a form of stalking. Physical education (PE) potentially promote behaviors and attitude against bullying but PE setting has also been linked to bullying episodes: victims of bullying can tend to avoid PE lessons as a potential situation that make them feel vulnerable; on the other hand, PE can exert beneficial effects in encouraging the externalization of emotions and improving social skills. PE teaching styles and teachers' proactive attitude are crucial to promote a friendly environment and to avoid potential situation of discrimination. PE teachers should try to enhance self-efficacy as well as social competences of their students and avoiding creating embarrassing sit-uation due to physical appearance and/or poor motor skills. Future research should address behaviors of PE teachers to contrast bullying, evaluate the positive/negative role of PE in bullying situations, explore the prevalence of bullying at school respect to the other disciplines. ; Il bullismo è stato considerato come una forma di aggressione multidimensionale che comprende una doppia distinzione, tra la forma di aggressione e le sue funzioni. Nel contesto scolastico, il bullismo è considerato una questione primaria con cifre fino al 35%. Tradizionalmente sono state considerate due forme di aggressione: l'aggressione fisica e l'aggressione relazionale/sociale. In Italia sono state emanate leggi regionali sulla prevenzione e la lotta al bullismo e al cyberbullismo e il Parlamento ha avviato l'iter legislativo per ...