Suchergebnisse

Govoriti o odgoju i obrazovanju znači promatrati ih u kontekstu društva a njihove promjene u kontekstu društvenih promjena. Pod društvenim kontekstom podrazumijevamo obilježja društva kao što su: socijalna struktura društva (sistema), brzina društvenih promjena, raspolaganja društvenom moći, sustav vrijednosti, modernizacija škole, globalni društveni kontekst itd. i njihov utjecaj na obrazovne promjene. Odnos društva i obrazovanja nije politički problem, iako se tako prezentira kao pitanje obrazovnih reformi, nego je u biti sociokulturni problem kao problem razvoja društva. To znači da se ciljevi promjena u obrazovanju definiraju u kontekstu ciljeva društva. Za promjene u obrazovanju važno je utvrditi društvena očekivanja utjecaja obrazovanja na društvo kao i na mlade. U predmodernim društvima glavni cilj odgoja i obrazovanja bio je uklapanje mlade populacije u društvo i prilagođavanje društvu. Dakle, kulturna reprodukcija samoga društva. Kao društva s niskim i sporim stupnjem promjena imala su i niske (skromne) zahtjeve za promjenama (reformiranjem obrazovanja). Moderno društvo, pogotovo ono na današnjem stupnju razvoja, proživljava brze promjene i zahtijeva obrazovanja koje će više ubrzati društvene promjene, poglavito one koje omogućavaju brži razvoj u društvu i društva u cjelini te osposobiti generacije za aktivnu ulogu u društvu. Ako društvo shvaćamo kao stalnu promjenu socijalnih odnosa i struktura, onda su i obrazovne promjene (reforme) permanentno društvena potreba. U prilogu se govori o nekim obilježjima i promjenama društva te utjecaju na obilježja obrazovanja, ali i na kulturne promjene. ; Education may not be analyzed without studying the social context; similarly, educational reform may not be examined without a better understanding of the context of social changes. Social context is defined as a set of social characteristics, such as: key social changes and the speed thereof; value systems within a society; impact of society as a system on education as one of its subsystems. The relationship between society and education is not a political one, even though it is often portrayed as such, especially when the emphasis is placed on the issue of educational reform. It is rather a socio-cultural problem, connected to the issues surrounding social development. Therefore, the goals of educational reform must be defined within the wider context of social goals. In order to conduct changes in education, it is important to define what the society expects from education. In premodern societies, the main goal of upbringing and education was to socialize young people into the wider society. In other words: social reproduction. Being of a low and slow level of change, they had a low-level demand for educational reforms as well. Modern societies, and especially highly developed contemporary ones, undergo fast changes and demand education that will accelerate social changes and enable a more rapid development within certain areas of the society, as well as the society as a whole. If society is understood as a place of constant change in social relations and structures, then educational changes (reforms) ought to be considered a permanent and crucial aspect thereof. We will further discuss several social characteristics and changes, as well as the impact of those changes on both education and culture.

The process of teaching assessment is traditionally the sole task of teachers; the introduction of innovative methods makes it possible to overcome summative assessment by giving space to the democratic participation of students, the use of new processes, such as self-evaluation and shared assessment, referring to formative assessment. The aim of this work is to propose a reflection on the role of evaluation in university training and, specifically, in the initial training of Physical Education teachers. ; Il processo di valutazione dell'insegnamento è tradizionalmente compito esclusivo degli insegnanti; l'introduzione di metodi innovativi consentono di superare la valutazione sommativa dando spazio alla partecipazione democratica degli studenti, all'uso di nuovi processi, come l'autovalutazione e la valutazione condivisa, facendo riferimento ad una valutazione formativa. Scopo del presente lavoro è di avviare una riflessione sul ruolo della valutazione nella formazione universitaria e, in particolare, nella formazione iniziale degli insegnanti di Educazione Fisica.

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 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.

After the fundamental essay of 1886 Soul and Body, in which Dewey affirms that there is continuity between body and soul and a specific dualism does not exist -as he demonstrated since the first publications on Materialism and Spinoza- the philosopher questions himself concerning democracy in the essay The Ethics of Democracy of 1888, which represents the presupposition to understand Democracy and Education of 1916.In this essay, Dewey affirms that the development is of the individual must have an ethical space to realize himself/herself. The individual is an expression of social development, then, he/she is a social organism, who tends, in a platonic way, to the construction of Goodness.But, Maine's theory denies a fundamental concept, which is central for Dewey: the concept of organism. The significance of organism is intercourse and exchange. For Dewey, as for Plato, democracy must be a harmonic community based on justice, and on the relation between the individual and the state, in such a way adapting the individual in an organic way to the state.This essay, in my opinion, is the presupposition of Democracy and Education, in particular referring to chapter IX, Natural Development and Social Efficiency as Aims. Democracy is a way of life, which develops through the individual who must be considered as a social organism within a specific ethical space. ; Dopo il fondamentale testo del 1886 Soul and Body in cui Dewey afferma che c'è una continuità tra il corpo e l'anima e non esiste uno specifico dualismo -secondo l'idea che lo aveva guidato sin dai primi due scritti sul materialismo e Spinoza- il filosofo si interroga sul tema della democrazia nel saggio The Ethics of Democracy del 1888 che rappresenta sicuramente il presupposto per comprendere Democracy and Education del 1916.In questa opera Dewey afferma che lo sviluppo dell'individuo deve avere uno spazio etico per potersi manifestare in quanto l'individuo è espressione dello sviluppo sociale e, quindi, organismo sociale che tende, platonicamente, alla ...

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. ; L'educazione civica nella scuola viene intesa come percorso di supporto alla costruzione dell'identità dello studente, la quale si realizza attraverso un processo di individuazione che implica la relazione e l'integrazione dell'individuo nella comunità secondo i principi di co-appartenenza e co-evoluzione in sistemi aperti. L'educazione civica nella scuola, di conseguenza, si traduce metodologicamente in un percorso interdisciplinare che considera ecologicamente le scienze e le discipline come sistemi interagenti. Ciò permette di comprendere l'azione della persona-cittadino all'interno di un ecosistema complesso. Avviene quindi la presa di coscienza della partecipazione dell'uomo a una rete di relazioni che non risponde ad una visione riduzionistica e meccanicistica, ma sistemica e processuale e mutevole. L'adozione del metodo della complessità come modalità dell'uomo di abitare la Terra viene recepita dall'educazione e conduce all'edificazione ...

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.

Obrazovna inkluzija je tema koja je relevantna za pedagogijski i društveni kontekst, a posebice za suvremene odgojno-obrazovne reforme. Uključivanje ili inkluzija je zahtjev koji je koncepcijski nazvan odgoj i obrazovanje za sve. U širem smislu riječi, obrazovna inkluzija se odnosi na uključivanje djece i odraslih koji su zbog psihofizičkih, socijalnih, kulturnih, odgojno-obrazovnih mogućnosti, etničkih i drugih razlika podložni socijalnoj isključenosti, izloženi socijalnoj marginalizaciji, a time obespravljeni i ranjivi. U užem smislu riječi, inkluzija je zahtjev kojim senaglašava da je svako dijete ma pravo na obrazovanje u skladu s svojim mogućnostima. U okviru Deklaracije o ljudskim pravima iz 1948. godine se proklamira i postavlja uvjet za ostvarenje temeljnog prava čovjeka, a to je prava na besplatno osnovno obrazovanje za svu djecu. Zemlje Europe i svijeta naglašavaju važnost inkluzije u obrazovanju na svim razinama odgojno-obrazovnog sustava kroz nacionalne kurikulume i druge dokumente obrazovne politike. Obrazovna inkluzija je zahtjev koji proširuje i produbljuje odgojni model integracije djece s teškoćama u razvoju u redovno školovanje. ; Inclusive education is a relevant theme in the pedagogical and social context. It has a special meaning towards the new educational reforms. Inclusion is a demand that is conceptually known as education for all. In broader meaning, educational inclusion relates to the inclusion of the children and the adults who were socially excluded and exposed to social marginalization due to psychophysical, social, cultural, educational, ethnical and other differences by which they were deprived of their rights. In the narrow sense inclusion is a demand which emphasizes that every child is ready to train in accordance with the possibilities in the school as the education institution.The Declaration of Human Rights Act of 1948 defines the right on education as a fundamental human right of every child and every adult. Inclusive education with the meaning that everybody is involved in education is clearly defined and determined in The Salamanca Statement and Framework for Action in 1994 that promotes the right of every child that regardless of his/her physical, intellectual, emotional, social, linguistic or other conditions should be involved inthe regular schools. Educational inclusion with previously mentioned meaning constitutes the demand that broadens and deepens the educational model to integrate children with disabilities into educational system. In consistence with above-mentioned, in this paper, the differences between the integrated education and the inclusive education will be shown. By identifying the significance of inclusion for social development in European countries and in the world, it is its importance and role in educational system that is emphasised.

The human being develops thanks to her relationship with their conspecifics.Thanks to this relation, she obtains a given cultural heritage andacquires her own identity, thus differentiating herself and finding her own space of freedom and autonomy that enables her to interact and extend her own network of relations. This process of reciprocity allows the human being to realize herself as conscious member of a "social body," namely a radical society within an organic human context—a context that has nowadays become global, as a consequence of new migratory fluxes and of newly increasing economic inter-dependence.Education is a thread in human civilization and makes it possible to transform the spaces where anonymity, fear, consumerism, prejudice, haste, indifference, subjugation, insecurity and solitudes take place. As a consequence of transformation, these spaces become characterized by acceptance, trust, sharing, safety, friendship, kinship. The models of political education that used to prevail are the following ones: the academic model—in which a huge amount of notions are debated and explained—and the laboratory model—which bends towards operational politics, by making use of workshops and simulations.It is now widespread the social need to provide everybody—and young people in particular—with foundational socio-political information and with evaluative tools that are historically well-established. These latter instruments should allow for a comparison of different socio-political traditions and frameworks, thus stimulating a renewed commitment that is consciousof the increasing difficulties faced when implementing policies. It isnecessary to found again a political culture and provide it with a new direction— for example, by matching ideals and administrative experience and by supporting it through a dynamic reflection that is open and capable of understanding the current events. ; L'essere umano si sviluppa nella relazione con gli altri suoi simili, ed è in virtù di tale rapporto che riceve un determinato ...