Affectivity – especially the emotions – are proved to be a key-point of ethical formation. This book aims at clarifying which thesis the neo-aristotelian Virtue Ethics hold about emotion education, by integrating philosophy of education, philosophy of emotions and moral epistemology. Virtue Ethics, compared to deontology and utilitarianism-consequentialism, offers the more appropriate framework to conceive the relations between education, emotions and ethics. The volume discusses cognitive-evaluative theories of emotions and address the anti-rationalist challenge, based on empirical evidence about how emotions impact on moral judgments. Anti-rationalism, it is argued, is incompatible with the purpose of shaping the emotions looking at our best moral reasons. Then, two Aristotelian educational theses are put forward: all the emotional dispositions – both 'positive' and 'negative' – should be cultivated, and all the emotional dispositions admit an appropriate moral form.
The book investigates the reflection of Arthur Schopenhauer on education, calling to mind some of the great figures who have underlined his value as educator: Nietzsche of the Third Untimely Meditation, Hadot and Foucault of the Art of Living and Care of the Self; or, from the opposite perspective, the roles that were projected onto the philosopher as a teacher: aesthetic educator who was master of artistic contemplation for numerous generations of artists and writers between the nineteenth and twentieth centuries, master of wisdom, revealer of Eastern cultures, eudaemonological model of practical philosophy. The research also examines the recent renewed interest in «formation» (Bildung) in order to repropose the problem of how to return from the viewpoint of Schopenhauer's «anthropological results» to the very conceptual core – the relationship between the educational field and philosophical universe of Schopenhauer in connection with his notion of the human subject.
Since the ancient civilizations to the contemporary age, human movementsuch as games, gymnastic, physical education and sports, have brought outdifferent interests and values, sometimes antithetical, but which are the expressionof a protean phenomenon capable of responding to the most disparatehuman needs in different contexts; and it is precisely in relation tothe multiple contexts that distinct directions have originated different systemsand methods of physical education. During the twentieth century thescientific-cultural demands and the historical-political contingencies thatguided scholastic reforms and ministerial measures determined an evolutionof physical education which, from military education without educationalidentity, gradually and also due to the combination with moral andcivic education, has reached an autonomous disciplinary dimension in thecontents and in the learning objectives, as well as the recognition of the interdisciplinaryand transversal character for the global formation of the person.The present work, through a historical excursus and the analysis of theschool's programmatic documents as well as some specific project experiencesand the students sport games, aims to bring out the potentiality ofPhysical education and school sport to combine different training needsthrough a wide range of contents and methods.* ; Dalle civiltà antiche all'età contemporanea le attività di movimento declinatenei giochi, nella ginnastica, nell'educazione fisica e nello sport, hannofatto emergere interessi e valori diversi, talvolta antitetici, ma che sonol'espressione di un fenomeno proteiforme capace di rispondere alle più disparateesigenze umane nei diversi contesti; ed è proprio in rapporto aimolteplici contesti che si sono sviluppate direttrici distinte che hanno originatodiversi sistemi e metodi della formazione fisica dell'uomo. Nel corsodel ventesimo secolo le istanze scientifico-culturali e le contingenze storico-politiche che hanno orientato le riforme scolastiche e i provvedimentiministeriali, ...
Nella scuola della società globalizzata, se si considera ciascun individuo come portatore di una 'cultura', un percorso educativo-didattico non può che essere inter-culturale, si è scelto così di centrare il focus del lavoro sulla classe e, soprattutto, su chi ne ha in carico la gestione. Nello specifico, a motivare l'attività di ricerca sono stati i seguenti interrogativi: quali riferimenti pratici, gnoseologici e assiologici possono rivelarsi funzionali per gli insegnanti in servizio (e in formazione) impegnati nelle odierne classi 'globali'? Provando a delineare alcune possibili risposte agli interrogativi sovraesposti, il progetto di ricerca è stato articolato in quattro parti. Nella prima parte, attraverso tre esemplificazioni, si sono evidenziate le principali caratteristiche che permettono di qualificare, in senso deweyano, come democratica una pratica formativa. Offrendo agli studenti opportunità per riflettere e condizioni per esperienze in grado di prepararli, come futuri adulti, a vivere e ad agire in modo responsabile in un mondo che diventerà, prima o poi, il loro mondo, si è scelta l'educazione democratica per il valore aggiunto che può apportare a un percorso scolastico di qualsiasi ordine e grado. Nella seconda parte, utilizzando il paradigma costruttivista, in particolare il costruttivismo socio-culturale, attraverso i lavori di Gardner e Bruner si è proposto per i docenti impegnati in classi multiculturali un modus operandi dinamico, pluri-centrato sul gruppo classe e centripeto rispetto a ogni singolo allievo, rifuggendo al contempo da qualunque senso di reificata identità. L'inter-cultura presuppone il considerare ogni studente soprattutto come espressione di un'unicità, al di là di quelle che possono essere le appartenenze categoriali attribuite. Nel terzo capitolo, presentando tre diverse tipologie di spazi di apprendimento (closed space, why space, further space) caratterizzati da un diverso grado di democraticità inter-culturale, si è introdotto il concetto di libertà-per. Se l'inter-cultura presuppone la democrazia, ai discenti dovrebbe essere data la possibilità di muoversi, all'interno di setting educativo-didattici diversi, per imparare – apprendendo – a confrontarsi con l''autorità'. Nell'ultima parte, riguardante la ricerca di una prospettiva assiologica, indagando il concetto di umanità in ambito formativo, attraverso il lavoro di Maslow su quelli che l'autore considera i bisogni fondamentali per un essere umano, l'argomentazione ha avuto per oggetto l'idea di umanità come un a-priori situazionale possibile, un orizzonte di senso (morale/etico) attraverso il quale l'insegnante può relazionarsi a ogni discente come a un dato (di vita) vissuto bisognoso, per comprendersi, di essere compreso. ; In the school of globalized society, considering each and every student as a 'culture', education and teaching cannot be but inter-cultural, so the focus of this work will be on the class and above all on those in charge of its management: the teachers. Specifically, the research was motivated by the following questions: what practical, gnoseological and axiological references can be useful for teachers (and future teachers) involved in today's 'global' classes? In order to answer these questions, the research project was divided into four parts. In the first part, through three experiences as examples, we highlighted the main features that make an inter-cultural scholastic training actually democratic. Offering to the students the opportunity to think about the sociopolitical issues and the conditions for civil and civic experiences that will be able to help them, as adults, to live and act responsibly in a world that will become sooner or later their own world, democratic education, according to Dewey's meaning of democracy, adds value to the educational process of all levels. In the second part, following the constructivist paradigm, especially the socio-cultural constructivism, through Gardner and Bruner's works, we proposed the need to develop a multi-centered and centripetal mind for teachers involved in multicultural classrooms, considering each and every student first of all as a unique human being and not as representative of a specific religion or affiliation. Furthermore, we supported the idea of identity as a process. Presenting three different types of learning spaces (closed space, why space, further space), characterized by a different degree of inter-cultural democracy, in the third chapter we introduced the concept of liberty-for. In educational terms, democracy needs responsibility but responsibility presupposes liberty-for learning, so the students should be given the chance to move within different educational settings in order to learn confronting themselves with the 'authority'. The last part is about the values. Considering Maslow's hierarchy of human needs, for multicultural educational contexts, we discussed about the idea of humanity as a situated possible a-priori: a moral/ethic horizon of meaning through which a teacher can express his/her professional humanity considering each learner as a given of lived life in need of being understood to understand him/herself. ; Dottorato di ricerca in Relazioni e processi interculturali (XXVI ciclo)
Augusto, coinvolto nella duplice veste di pater familias e di pater patriae, prestò grande attenzione all'educazione culturale e morale dei giovani della domus; per ognuno di loro, secondo il ruolo cui erano destinati, programmò accuratamente le tappe della carriera pubblica e curò soprattutto la formazione militare. Anche le donne, coinvolte in complesse strategie matrimoniali, svolsero nella domus un ruolo spesso determinante. Il piano educativo concepito da Augusto sulla formazione della futura classe dirigente prendeva forma sotto il diretto controllo dell'imperatore, in un clima saldamente ancorato ai principi del mos maiorum, ma intellettualmente raffinato, impregnato di ellenismo e frequentato da illustri uomini di cultura.In the dual roles of pater familias and pater patriae, Augustus paid particular attention to the cultural and moral education of the house's youth; according to their destined roles, each one carefully planned their public career stages and paid special attention to their military training. Also the women, involved in complex matrimonial strategies, often played a leading role in the household. Augustus' educational plan for educating the future political class was under direct control of the Emperor in a climate strictly anchored to the principles of mos maiorum, but intellectually refined, impregnated with Hellenism and patronized by illustrious men of culture.
The pedagogy of Giovanni Modugno is the most political of the ones elaborated in Italy in the first half of 900 and it has always been coherent to the basic principles of democracy. However, Modugno was something more. Tireless apostle in education, in his emotional loyalty to youngs, he was one of those rare men whose life is, ina manner of speaking, exceeding compared to how much he entrusted of himself to the printed paper. In front of the " crisis of the contemporary soul " and of the urgent necessity to regenerate the man and re-establish the society, every educational method proposed by Modugno for integral education and in the educator. The " fundamental core" of the future teachers, can be considered an happy synthesis between moral and life, life and moral,between religion and life, life and religion.
The opportunities for teachers to specialize and undertake advanced courses opens the debate on the importanceand training priorities of in-service teachers. Starting from a theoretical framework, this contribution aims tohighlight an analysis of the training practices of in-service teachers declared in the Tree Years training plan of100 lower secondary schools (randomly extracted for each geographical macro-area). The data collected refer toa qualitative-quantitative design for a broader research of national interest, which has as its purpose the definitionof a curriculum of moral education in lower secondary school. The analysis – carried out using the NVivo software– made it possible to identify the contents of the main forms of teacher training (e.g. digital skills, key andcitizenship skills, safety, evaluation, innovative teaching) in relation to their ethical importance, in line with thecreation of a democratic society. ; Le possibilità di partecipazione ai corsi di specializzazione e perfezionamento da parte dei singoli docenti apre il dibattito circa l'importanza e le priorità formative degli insegnanti in servizio. Il contributo ha come obiettivo quello di mettere in luce, a partire da un quadro teorico di riferimento, l'analisi delle pratiche di formazione degli insegnanti in servizio dichiarate nei PTOF di 100 scuole secondarie di primo grado (estratte casualmente per ogni macro-area geografica). I dati raccolti afferiscono al disegno quali-quantitativo di una più ampia ricerca di interesse nazionale, che ha come scopo la definizione di un curricolo di educazione morale nella scuola secondaria di primo grado. L'analisi - svolta con il software NVivo - ha permesso di individuare i contenuti delle principali forme di formazione dei docenti (es. competenze digitali, competenze chiave, sicurezza, valutazione, didattica innovativa) in relazione alla loro importanza deontologica, in linea con la formazione di una società democratica.
The «Rassegna Nazionale» was a cultural magazine printed in Florence between 1879 and 1915. Expression of liberal Catholic movement, it was widespread and prestigious. However the magazine pursued minority views than the rest of the Catholic world dominated by «intransigent» group. It has been studied mainly on the political, literary and religious sides, while it remained largely inedited the pedagogical ones. Despite the historiography gap, the magazine studied in depth educational and school issues. The most important representatives of Italian Catholic pedagogy co-operated with the magazine, in particular the heirs of the moderate Tuscan group and the disciples of Rosmini. There were many articles published about the purpose and means of education, moral philosophy, freedom of education, school system, teaching and others. This article aims to highlight the «Rassegna Nazionale»'s educational and school views, which appear particularly relevant to outline the history, still little studied, of the Italian spiritualist pedagogy during «the age of positivism».
Il tema del suicidio in Durkheim si colloca in un contesto ben più ampio di ricerca, che intende evidenziare il ruolo assunto dalla società nei comportamenti umani, entro uno specifico quadro storico , quello della Francia alle prese con la caduta del Secondo Impero, l'esperienza della Comune parigina, ma anche del grave turbamento generato nell'opinione pubblica dall'Affare Drayfus. Durkheim ritiene necessario un nuovo ordine sociale e quindi anche una nuova morale per la pressione delle cause interne alla società, a partire dall'indebolimento delle norme sociali. Così il suicidio diventa oggetto di un'indagine empirica affidata alla Sociologia, in quanto scienza autonoma che si occupa dei fatti sociali intesi come cose, esteriori e costrittivi. C'è necessità di norme perché gli individui, se sottratti a qualsiasi disciplina esterna, sarebbero in eterna lotta tra loro, essendo smisurati i loro desideri, che sono fonte di disgregazione dell'ordine, tanto da esigere la costrizione sociale. Il lavoro sul suicidio rimane il primo esempio di ricerca su basi statistiche nella storia della Sociologia, anche se le motivazioni addotte da Durkheim appaiono oggi insufficienti rispetto a quanto la Sociologia, integrata alle altre Scienze umane, ha determinato. Tuttavia egli resta un caposaldo della Sociologia per la sua capacità di trovare forti interdipendenze tra l'organizzazione del lavoro, l'educazione morale, i fatti sociali come fenomeni scientificamente studiati. Durkheim's suicide theme is set in a broader research context, which highlights the role of society in human behaviour. Historic context is specific: the collapse of the Second French Empire, the Paris Commune, the Dreyfus Affair, which upset public opinion deeply. Durkheim believes a new social order is needed as well as a new moral due to social pressure, which weakens social rules. Thus suicide becomes the object of sociological empirical research. Indeed, sociology is an independent science dealing with social facts, intended as things, exterior and constraining. If individuals are not governed by exterior rules, they will fight against themselves infinitely. Their unlimited desires may be disruptive: that is why social constraint is required. The work on suicide is the first example of a statistically based research in sociology history. Nowadays Durkheim's motives appear insufficient compared to everything sociology has achieved together with other human sciences. He nevertheless remains a cornerstone because he was able to find strong interdependence among job organization, moral education and social facts intended as scientific phenomena.
Sommario L'articolo intende tenere insieme due temi della filosofia politica kantiana: la pubblicità del potere e l'educazione. La prima viene considerata da Kant il centro dell'accordo della politica con la morale in ambito giuridico ed è intesa come esercizio, da parte dei cittadini, di un controllo pubblico del potere, anche e soprattutto attraverso la libertà dell'uso pubblico della ragione. Per quanto riguarda il secondo tema, l'uomo è, per Kant, l'unica creatura che deve essere educata ed esso diventa così come l'educazione lo indirizza e lo forma. Nell'articolo ho tentato di avvicinare questo tema al concetto di malinconia, ipotizzando, come per la nozione di progresso e in parte seguendo la lettura arendtiana, che in Kant convivano due spinte: l'esigenza che l'educazione abbia un piano strutturato e giustificabile dal punto di vista razionale e la consapevolezza delle difficoltà del buon esito di un'opera che sta all'uomo, come essere libero, realizzare. A partire da queste considerazioni l'articolo si interroga su tre questioni che riguardano: - la possibilità di concepire un'educazione alla pubblicità, intesa come educazione pubblica al senso del diritto volta alla creazione di una cittadinanza consapevole; - il ruolo che questa può rivestire nel progresso giuridico del genere umano; - il grado di coinvolgimento attivo del singolo individuo in tale percorso. Abstract The article aims to relate two themes of Kantian political philosophy: publicity of power and education. The first is considered by Kant the centre of the accordance of politics with morals from a juridical point of view. It consists in a public control of power made by citizens, also and above all through the freedom of public use of reason. Regarding the second theme, for Kant man is the only creature that must be educated and he becomes as education makes him. In the article I tried to bring this theme closer to the concept of melancholy, conjecturing, as for the notion of progress and partly following the Arendtian interpretation, that ...
In Italy sport plays an important role in social and cultural life. Its educational function and that of sport associations are not obvious for different schools of thought. This paper assumes functional and operational definition of education, as transmission of knowledge and the opportunity of favoring social interactions. With the purpose of interpreting the ongoing situation, the paper treats the evolution of relationship between sport associations and political institutions in a historical perspective, and describes the current situation of Sport Promotion Agencies and not for profit Associations, and their asymmetrical distribution between North and South Italy. The educational purpose of Sports Associations actually shows lights and shadows. The lights regard the strong capability to bring people together during the practice of amateur or agonistic sport even though many shadows affect the possibility to express a fair judgment on actual capability to transmit high sport moral values.
The paper studies the initial formation (in the De imperio) and the evolution (in Cicero's first letter to his brother) of the figure of the ideal leader, before Cicero's submission to the Triumvirate. In the oration, the ideal commander for the Mithridatic war is not only praised for his military skills, but also for his providential rôle, reflecting the will of the gods, and for his personal moral virtue. Seven years later, writing to his brother then governor of the province of Asia, Cicero puts forth a similar model. In this context, the moral and political aspects of the reflection are tightly connected to the requirements of the Roman provincial administration, and thoroughly rely on the leader's education to virtue through Greek culture and philosophy to insure the justice of the Roman rule and the welfare of the submitted populations.
In this contribution we combine the "education in emergencies" concept with a historiographical perspective, investigating the increase in juvenile delinquency in Italy following the end of the Second World War that resulted from the loosening of family ties and the decline in the parental monitoring of children, as well as from malnutrition, overcrowded living conditions in poor quality housing and the general collapse of public morality. This worrying situation immediately attracted the attention of the public authorities, who tried to remedy it either through repressive interventions – with the establishment of Juvenile Police Offices and the activity of the Juvenile Courts – or through educational and caregiving interventions aimed at the recovery of young offenders and their reintegration into school, such as those promoted by the Board of Education, the National Centre or Social Prevention and Defence, the National League for the Moral Protection of Children and the numerous spontaneous committees of various political leanings that sprang up all over Italy. ; Nel presente contributo intendiamo declinare il concetto di "pedagogia dell'emergenza" in chiave storiografica, indagando l'incremento della delinquenza minorile in Italia all'indomani della fine della Seconda guerra mondiale a causa dell'allentamento dei legami famigliari e della vigilanza genitoriale sui minori, dalla malnutrizione, dalla promiscuità abitativa, oltre che dal generalizzato tracollo della moralità pubblica. Questo preoccupante fenomeno attirò immediatamente l'attenzione delle istituzioni, che tentarono di porvi rimedio sia con interventi repressivi – con l'istituzione di Uffici di polizia minorile e l'attività dei Tribunali per i minorenni – sia con interventi educativi e assistenziali intesi al recupero dei giovani traviati e il loro reinserimento scolastico, come quelli promossi dal Ministero della Pubblica Istruzione, dal Centro nazionale di prevenzione e difesa sociale, dall'Ente nazionale per la protezione morale del fanciullo e dai numerosi comitati spontanei di varia inclinazione politica sorti un po' in tutta Italia.
This paper offers a brief overview of Cicero's influence on President John Adams' political thought and personality. Adams' letters and diary show different references to Cicero, a clear evidence of a process of deep assimilation and personal elaboration of the model. Cicero's influence can be seen also in Adams' writing style, especially in his political speeches and letters, which are modelled on Cicero's Familiares. As a young lawyer, Adams deeply appreciates Cicero's orations, because of the perfect use of the rhetorical techniques. As a political thinker, Adams considers the Roman res publica as an exemplum to be reproduced in the USA and he also supports the idea of natural law, a notion which descends from Cicero, through the modern philosophers' mediation. From Cicero's political works, Adams extracts the ideas of decor and honor, sort of key-words in his political and moral behaviour. Cicero and Adams shares also common life experiences: Adams too is a homo novus, the first in his family to attend college and to get involved in the political life of his Country. Like Cicero, he retires from political life and he confines himself in a literary otium: during the last years of his life, Adams studies philosophy and his last letters show his disappointment towards his political experience. While Adams considers Cicero's orations as a model in his youth, in his old age he prefers the philosophical works, especially the Cato, an excellent life companion.