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Shōka, the Japanese term for School Song, is an innovation of the early Meiji Period. Both, the term and the music genre, had become a necessity following the promulgation of the Education Law in 1872 which stipulated that music had to be an obligatory subject in elementary and secondary schools. Its implementation had to be postponed, however, because in traditional Japanese music there were no songs with easily singable melodies and understandable texts suitable for school children. Such songs had, therefore, to be commissioned, composed or authorized by a department of the Education Ministry, called "Music Investigation Committee" (Ongaku Torishirabe Gakari), created especially for this purpose. ; Shōka, the Japanese term for School Song, is an innovation of the early Meiji Period. Both, the term and the music genre, had become a necessity following the promulgation of the Education Law in 1872 which stipulated that music had to be an obligatory subject in elementary and secondary schools. Its implementation had to be postponed, however, because in traditional Japanese music there were no songs with easily singable melodies and understandable texts suitable for school children. Such songs had, therefore, to be commissioned, composed or authorized by a department of the Education Ministry, called "Music Investigation Committee" (Ongaku Torishirabe Gakari), created especially for this purpose.

This paper offers a sketch of the life and work of the bolognese circle of professors of law called, insome legal manuscripts of the end of thirteenth century, the "moderni": it was the generationactive in Bologna between about 1270 and 1305, the years of the establishment and triumph of thenew government of the city by the popular party. It was not simply a matter of chronology. Thenew generation of doctores, like Lambertinus Ramponi, Pax de Pace, Basacomater de Basacomatre, Thomas Guidonis Ubaldini, Gardinus de Gardinis, was really different from theprevious ones, in their way of thinking and teaching and also in their way of establishing legaltheory. Emancipated around 1268, they began to take part in judicial affairs in 1269-70. Then they taught at the university: they wrote short treatises about legal procedure, and above all they wrotea lot of questiones, the most common learning method in law school in the second half of the 13th century. After the revolution of 1274 and the ban of the Ghibelline party, they were constantly present in the committees of sapientes, charged with reviewing the law, finding the solution for theemergencies in the public affairs and receiving the appeals from defendants implicated in political trials. I will suggest here three perspectives focused on the indissoluble link between juridical culture andpolitical power in thirteenth century Bologna professors. First, a brief sketch about the main stagesof a jurist's career; second, the role of academic culture, especially the questiones method, inshaping the political consciousness of the jurists; and finally, the consequences of their directcontrol over the issues of political justice during the last twenty years of the century.

This paper offers an analysis of the Italian legislation about the transition from printed school-books to digital ones and, in turn, it presents an overview of the digital publishing offer of major media groups, by taking as case study the Latin textbooks for high-schools. The concept of digital book has been declined nowadays in two main forms: the first one is the so-called "on-line book", which are digital books (typically in PDF or ePub format) equivalent in structure and in the mode of use to classical printed books; the latter form integrates printed or digital books with a set of varied, and often incoherent, supplementary digital materials. The conclusion is that the current offer of digital publishing about school-books is a narrow interpretation of the Italian legislation, and thus it foresees the design of new paradigms that efficaciously merge the authoritativeness and cultural value of school-books with the advanced features and the new way of uses of digital media. ; Il saggio presenta un'analisi del quadro legislativo italiano sulla transizione dei libri di testo dal formato cartaceo a quello digitale, oltre a una panoramica sull'offerta dei maggiori editori a riguardo, prendendo come esempio i libri di testo di Latino per le scuole superiori. Il concetto di libro digitale viene declinato oggi principalmente in due forme: il libro "on-line", digitale (generalmente in PDF o Epub), equivalente ai testi tradizionali a stampa per struttura e tipo di utilizzo; il libro che integra le caratteristiche del libro sia digitale che a stampa con una serie di materiali digitali supplementari. L'opinione dell'autrice è che l'offerta di pubblicazioni scolastiche in formato digitale si attiene a un'interpretazione limitata della legge italiana, e che dunque si prospettano nuove ipotesi che possano unire in modo efficace l'autorevolezza e il valore culturale dei libri di testo con le soluzioni più avanzate del digitale.

Filmed from the original held by: Harvard Law School Library. ; "Memoria letta alla R. Accademia di Scienze Morali e Politiche della Società Reale di Napoli." ; Mode of access: Internet.

This study aims to know and understand the perception of primary school teachers with regard to physical education in Italy, exploring its purposes, content, methodologies, students' evaluation system, and human, economic and sports infrastructural resources.To achieve these aims, we have utilized a qualitative methodology based on the analysis of content emerging from a focus group made up of teachers from the province of Venice. The data has shown that the teachers who have taken part in the research tend to consider physical education as an indispensabletool for the development of the whole person, and as a means capable to facilitate and foster the acquisition of motor and socio-relational skills. Moreover, the data has stressed several problems concerning the very few number of hours assigned to the discipline in the official ministry curriculum, and the absence of adequate sports facilities and equipment, along with a lack both of economic resources and teachers specifically trained for teaching PE in the primary school.We are convinced that the results of this research can contribute to give a further boost to the actions provided in the 107/2015 school reform law whose aim is to undertake a concrete and long-lasting political action for the real enhancement and implementation of PE. ; Il presente studio ha l'obiettivo di conoscere la percezione degli insegnanti della scuola primaria rispetto all'Educazione Motoria in Italia, alle sue finalità, contenuti, metodologie, sistemi di valutazione degli alunni e risorse umane, economiche ed infrastrutturali.Per il raggiungimento di questi obiettivi è stata impiegata una metodologia qualitativa, basata sull'analisi del contenuto di un focus group realizzato con un gruppo di insegnanti della provincia di Venezia.I dati mostrano che i maestri partecipanti alla ricerca considerano l'Educazione Motoria uno strumento indispensabile per lo sviluppo globale della persona, capace di favorire l'acquisizione di abilità motorie e socio-relazionali. Sono state tuttavia ...

Filmed from the original held by: Harvard Law School Library. ; "Estratto dal vol. XXXIV degli Atti della reale Accademia di scienze morali e politiche di Napoli"--T.p. verso. ; Includes bibliographical references. ; Mode of access: Internet.

Filmed from the original held by: Harvard Law School Library. ; Cover title. ; "Estratto dai rendiconti dell'Accademia di scienze morali e politiche di Napoli, fascicolo aprile a giugno 1903"--T.p. verso. ; Includes bibliographical references. ; Mode of access: Internet.

Filmed from the original held by: Harvard Law School Library. ; "In riposta al noto problema politico-umanitario proposto dal barone Arturo De Marcoartu alla Società nazionale per la diffusione delle scienze sociali di Londra, come segue : Quesito: 'Come dovrà essere costituita un'Assemblea internazionale incaricata di compilare un Codice di diritto delle genti; e quali devono essere i principii fondamentali su cui un tal codice deve essere compilato'." ; Mode of access: Internet.

Vittorio Emanuele Orlando (1860-1952) fu protagonista della vita politica e intellettuale dell'Italia liberale, e fu riconosciuto come il principale esponente della scuola giuridica italiana di diritto pubblico. Capo del governo alla fine della prima guerra mondale, Orlando si mostrò ambiguo agli inizi dell'ascesa al potere del fascismo fino ad apparire come un fiancheggiatore di Mussolini, passando decisamente all'opposizione solo dopo il delitto Matteotti. Una biografia di Orlando che sia capace di porre in relazione il suo pensiero giuridico e i suoi orientamenti politici, la sua vicenda accademica e la sua vicenda politico-parlamentare e di uomo di governo, manca ancora. Occorre rivedere in sede critica un'immagine di Orlando che si è imposta fino a divenire un luogo comune: quella di un Orlando "bifronte", giurista e politico, oscillante, con un misto di tatticismo e di spregiudicatezza che alla fine si rivelò impotente ad ingabbiare le forze suscitate dalla crisi politica e parlamentare dei primi anni 20, maturata in seno alle varie e contrapposte tendenze del liberalismo italiano. Vittorio Emanuele Orlando (1860-1952) was one of the protagonists of the Italian political and intellectual life in the age of liberalism, and was recognized as the leading exponent of the Italian law school of public law. Head of government at the end of World War I, Orlando appeared ambiguous at the beginning of the rise to power of fascism as to be judged as a supporter of Mussolini, until he joined the opponents of the regime after the murder of Matteotti. A biography of Orlando that could relate his legal thinking and its political orientations, his academic and political history of law professor and statesman, is still missing. It should be critically reviewed the image of Orlando that has emerged to become a commonplace: that of a "Janus-headed" Orlando ", both lawyer and politician, oscillating, with a mixture of ruthlessness and tactics that ultimately proved powerless to enclose the forces generated by the political and parliamentary crisis of the early Twenties, coming from the different and opposing tendencies of Italian liberalism.

What are the main obstacles/challenges facing the civil society today? Whatcharacterizes an education for an active democratic citizenship, which isnow defined by multiple differences? Educational sciences play a pivotalrole in identifying guidelines and in making critical proposals to analyze potentialpatterns of democratic cooperation as well as to encourage the developmentof critical thinking. In effect, a poor education may lead to establisha mindset characterized by individualism, cult of personality, familyism,abuse of power, and criticism or indifference towards politics and socialproblems. Hence, what are the main quality school indicators that can bepromote active participation in social life? How schools can create and nurturea learning environment that empower individuals to broaden theirhorizons and to critically approach the reality? ; Quali ostacoli si frappongono oggi alla tenuta e alla crescita della societàcivile? Cosa caratterizza una cultura della cittadinanza attiva democraticaormai multipla, attraversata da molteplici differenze, e dunque ancor più,per necessità, socialmente equa e giusta?Grande è la responsabilità che grava sulle scienze pedagogiche impegnatead individuare direttrici di riferimento per l'analisi critica di possibili modellidi convivenza democratica, ma anche a contrastare il propagarsi di unacultura carica di atteggiamenti di rinuncia a mobilitare le proprie istanzeetiche. Un mondo della formazione inerte può, infatti, divenire funzionaleal diffondersi di mentalità gregaria, di culto della personalità, di familismo,di prevaricazione o, più semplicemente, di qualunquismo.Quali indicatori di qualità di riferimento per una partecipazione alla vita socialevolta ad includere senza omologare possono essere assunti, a partiredal sistema scolastico, l'accessibilità e la praticabilità di contesti e processiformativi che pongano ciascuno nelle condizioni di essere artefice di contrattazione con il mondo che lo circonda; non soltanto silenzioso interprete,ma agente insostituibile nel ...

For a long time it has been discussed on compulsory of physical educationsubject in primary school by specialist teachers who have a degree in exerciseand sport sciences. After many physical education projects, at the least"Sport di classe", and the expectation of employing the generalist teacherwith certified skills of the so-called "Good School" law, the Chamber ofDeputies of Italian Republic approved a draft law to resolve the issue definitively.However, due to the stratification of more laws, the acquired rights ofwhom are in possession of framework qualifications according to previousrules and for furthermore political and scientific visions, nowadays the mainproblem is the multiple competences in this field. The aim study is to identifythe training program of the teachers to identify the most appropriate profileaccording to educational aims of the National Guidelines for the Curriculumfor primary school and respecting the purposes of the draft cited law project.The method is the archive research with document analysis. The results pointabout the specialist graduate in physical education and sports sciences withthe certification of 24 ECTS in the anthropology-psychology-pedagogicalarea, according to the specialist teacher idea. The legislator and the politicaldecision-maker have to apply the results to avoid running into applicationdifficulties, generated also because of other solutions, which would producea discrepancy between a specialist in physical education and sports sciencesand a specialized teacher from a generalist education program. ; Da tempo si discute sull'obbligatorietà dell'insegnamento dell'educazionefisica nella scuola primaria da parte degli specialisti forniti del prescrittotitolo di studio per conseguire gli obiettivi relativi alla salute, all'adozione dicorretti stili di vita, al benessere fisico, al conseguimento delle capacità motorie,agli apprendimenti trasversali alle conoscenze connesse al corpo e almovimento e, infine, alle competenze sociali attraverso la pratica sportiva.Dopo ...

As pointed out by Delors, new globalisation poses the challenge of definingeducational and training policies to promote critical awareness of theways in which social values contribute to the extraction of men's knowledgeand the participation in / sharing of the emerging opportunities from bothhuman and social resources. From this is also derived the discovery of a linkbetween the blossoming of both personal and communal intelligence asthe driving force behind the extraction of values enabled by the active participation of citizens during the course of their lives. Expansion of substantivefreedoms, firstly of students and subsequently of citizens in general, isequivalent to expanding their ability and freedom to put in place more variedlife-styles. A person who is free to choose "living the life that they areable to value and to broaden the real choices that are available to them" isa person who is active, enterprising and proactive: these are all characteristicswhich contribute to the development of society. The essay will analysethe organizational, professional and geographical development of theschool in light of the amendments to Law No. 107 with the aim of qualifyinga new vision with regard to the enabling of governance (of enabling governance). ; Come sottolinea Delors, la nuova globalizzazione apre la sfida alladefinizione di politiche formative ed educative in grado di promuovere laconsapevolezza critica dei modi con cui i valori sociali concorrono ad estrarreopportunità realizzativa dell'uomo dalla conoscenza e dalla partecipazione/condivisione, dalle opportunità emergenti dalle risorse umane esociali. Da ciò ne deriva la riscoperta di un generativo legame tra intelligenzapersonale e comunitaria come motore di estrazione di valore capacitanteper la partecipazione attiva dei cittadini nel corso della vita. Espandere lelibertà sostanziali, degli studenti prima e dei cittadini poi, equivale ad ampliarela loro capacità/libertà di mettere in atto più stili di vita. Una personache è libera di scegliere di ...

By the law 107/2015, School Work Alternation (SWA) is transformed as a mandatory practice for all students of high schools, generating attention, debates and questions about its nature and its educational and training potential. In orderto contribute to the understanding of SWA paradigm, within this paper, its investigation is presented in a national and European legislative framework first,and then included into the international, and educational-situated-experientialperspectives of Work-Integrated, Work-Related, and Work-Based Learning. Inthe light of these perspectives, some data related to a qualitative research hasalso been presented. It involved some privileged actors on the exploration ofthe real identity of SWA as a good practice. At the end some important implicationsfor didactics are presented as well. ; Con la legge 107/2015 l'alternanza scuola-lavoro assume il carattere dell'obbligatorietà per tutti gli studenti della scuola secondaria di secondo grado, generando attenzione, dibattiti e questioni sulla sua natura e sul suo potenziale formativo.Nell'intento di contribuire a favorire la comprensione del paradigma dell'alternanza,la sua lettura, all'interno di questo contributo, viene presentata primain una cornice normativa nazionale ed europea, poi inserita all'interno delleprospettive formativo-situate-esperienziali del Work-Integrated, Work-Related,and Work-Based Learning a carattere internazionale. Alla luce di tali letture,sono infine presentati i dati di una ricerca qualitativa che ha coinvolto alcunitestimoni privilegiati sull'esplorazione della vera identità dell'alternanza comebuona pratica, oltre che importanti implicazioni per la didattica.

How does school change and therefore education with digital culture? The article aims to develop a reflection on digital pedagogy in an inclusive key without neglecting education in politics as a foundation of democracy. The first step is to have a clear picture of the complexity of pedagogical knowledge and how important pedagogy is, as a research discipline to train the person in his uniqueness and unrepeatability. Not only that, since pedagogy studies and orients educational processes, it is closely connected to law and, therefore, its central purpose is to favor the processes of citizenship and democracy. Bearing in mind the importance of pedagogical knowledge in the education of aware citizens, the article will try to investigate how, in school, digital is changing learning and consequently how the teacher today has to rethink his professional role no longer as a transmitter of knowledge but, rather, as a tutor of conscious learning. ; Come cambia la scuola e quindi l'educazione con la cultura del digitale? L'articolo mira a sviluppare una riflessione sulla pedagogia digitale in chiave inclusiva senza tralasciare l'educazione alla politica intesa come fondamento della democrazia.Il primo passo da compiere è avere un quadro chiaro sulla complessità del sapere pedagogico e, quanto la pedagogia sia importante, in quanto disciplina di ricerca per formare la persona nella sua unicità e irripetibilità. La pedagogia studia e orienta i processi educativi è strettamente connessa al diritto e, quindi, la sua finalità centrale è quella di favorire i processi di cittadinanza e di democrazia. Tenendo come punto fermo l'importanza del sapere pedagogico nella formazione di cittadini consapevoli, l'articolo cercherà di indagare come, nella scuola, il digitale sta cambiando l'apprendimento e di conseguenza come l'insegnante oggi debba ripensare alla sua figura professionale non più come trasmettitore di saperi ma, bensì, come tutor dell'apprendimento consapevole.