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This article discusses the contribution of Alberto Manzi, pedagogist, teacher and educator, to the pedagogical and educational debate in delineating the profiles of teacher, educator, student and citizen, in short, persons who see education and culture as being instrumental to the process of establishing a just and democratic society. All individual members of such a society must be given the chance, with the help of an appropriate educational pathway, to express and develop their capabilities to the full, and feel themselves free to imagine and to choose how their personal and collective life plan can be pursued, in a perspective of continual change and improvement. ; L'articolo evidenzia come Alberto Manzi, in veste di pedagogista, maestro e educatore, contribuisca a delineare i profili di docente, educatore, studente e cittadino, di persone cioè che concepiscono la formazione e la cultura a servizio della costituzione di una società giusta e democratica. In essa ciascun individuo deve essere messo in grado, con un adeguato percorso formativo, di esprimere e sviluppare appieno le sue capacità, di sentirsi libero di pensare e di scegliere come realizzare il proprio progetto di vita personale e comunitario, in un'ottica di cambiamento e miglioramento continuo.

In today's society, characterized by a weakening of the civic sense and deconstructing the identity dimension, it is again necessary to define planning paths capable of listening to and respecting differences, rethinking citizenship as a relational, intersubjective, cultural dimension, starting from the educational paradigm. The need to rethink citizenship, which has become a cognitive place for reflection and proposal, shows the need to rethink citizenship, its exercise and citizenship. An active pedagogy, which allows to break down the barriers between school disciplines and those between the school and the outsideworld; accompany the school programs and fight against school failure, grant to obtain a pedagogy of the project Within such a perspective, the pedagogy of cultural heritage, not being a subject but, rather, an approach capable of producing a culture of emancipation and self-regulation of behavior, becomes a tool for promoting education to human rights and to globality. We hear again the echo of the Deweyan consideration: learning for democracy. After all, for education to cultural heritage, as for citizenship, these are concepts that have undergone a profound revision over time, which has redefined and areas of research.By assuming the new meanings and roles produced in contemporary competitions, education in cultural heritage becomes the agent of the processes of education to citizenship and the construction of European identity, thus acquiring on the individual and on society. ; Nell'attuale società, caratterizzata da indebolimento del senso civico e destrutturazione della dimensione identitaria, occorre nuovamente definire percorsi progettuali in grado di ascoltare e rispettare le differenze, ripensando la cittadinanza come dimensione relazionale, intersoggettiva, culturale, partendo dal paradigma dell'educativo. La progressivamente centralità acquisita dall'educazione alla cittadinanza, divenuta luogo cognitivo di riflessione e proposattiva, che permetta di abbattere le barriere tra discipline ...

Luoghi di attesa e di speranza, di fermata e di ripartenza, di incroci di rotte di città e di culture distanti, i porti vivono di un destino fragile. E fragile è la loro memoria. Grandi macchine civili e militari, intorno alle quali si sono addensati gli albori delle civiltà, con i loro empori, le loro culture, le loro flotte e le loro scuole, a dispetto delle loro misure e dell'imponenza delle opere, vivono di un destino fragile e incerto.Macchine meravigliose ed effimere, i nostri porti partecipano dell'eloquenza del paesaggio e della sua modificazione, come della sua emergenza e della sua subalternità. Da sempre legate alla vita delle città a formare un corpo indissolubile, esse oggi si dispongono come "pietre d'attesa" per nuove immagini di città. ; Places of expectation and hope, of arrival and departure, where the routes towards distant cities and cultures intersect; ports have to exist on a fragile destiny. As fragile as their memory is fragile. Large civil and military machines, around which the dawn of the civilisations gathered, with their emporia, their cultures, their fleets and their schools; for all their size and the imposing scale of their construction, they have to exist on a fragile and uncertain destiny.The destiny of ports is a fragile one.Marvellous ephemeral machines, they live off the eloquence of the landscape and its modification, its emerging, its subaltern role. For us, they are extraordinary pieces of civil mechanical engineering that have always been bound to the life of the city to form an indissoluble single body: arrayed like preparatory "first stones", waiting for new images of the city.

Information and its use are essential elements within society and media culture since they help us understand what is happening around us. On the other hand, however, a series of information disturbances are spreading around due to the circulation of false and deliberately misleading information. The "fake news" label has entered (not only) the political de-bate and the attention for the methods of online information ac-quisition highlights a growing concern about the impact of digital platforms on democratic and social life. In fact, the degree of vul-nerability of companies, institutions and individuals to manipula-tion by malicious media actors still needs to be studied. This contribution presents the results of an exploratory survey, carried out using social networks, involving 290 teenagers. The sur-vey was aimed at detecting the relationship that teenagers have with fake news, their habits on the net, their ability to distinguish be-tween true news and false news, as well as to identify strategies and tools implemented by the school to develop critical & creative skills to recognize fake news. The results, although not to be gen-eralized, are comforting and surprising.

This contribution is the result of a collective work carried out within the «Learning circle Economics of reciprocity» within the Siref 2021 Summer School. The basic theme on which the contribution intends to reflect is that of rethinking generative ecosystems that can «enable» society as a whole towards an approach to «reciprocity», in contrast to the growing forms of poverty. In this perspective it is necessary to promote new active labor policies towards decent work, new educational policies towards a culture of sustainability; new perspectives of meaning related to the dimensions of fraternity, care, relationality, planetary solidarity towards possible models of sustainable development. ; Il presente contributo è frutto di un lavoro collettaneo realizzato nell'ambito del "Learning circle Economia di reciprocità" all'interno della Summer School Siref 2021. Il tema di fondo sul quale il contributo intende riflettere è quello di ripensare ecosistemi generativi che possano "capacitare" la società nella sua interezza verso un approccio alla "reciprocità", in contrasto alle crescenti forme di po vertà. In questa prospettiva è necessario promuovere nuove politiche attive del lavoro verso un lavoro dignitoso, nuove politiche educative verso una cultura della sostenibilità; nuove prospettive di significato correlate alle dimensioni della fraternità, della cura, della relazionalità, della solidarietà planetaria verso possibili modelli di sviluppo sostenibile.

The volume collects eight essays on economic and legal culture in Italy in the period between the two world wars. Some of the essays investigate the relationship between the fascist regime and intellectuals, as in the case of the jurist Alfredo Rocco and the economists Luigi Amoroso, Arrigo Serpieri and Alberto Bertolino. Other essays deal with the ways and places through which economics and law were popularised during the fascist dictatorship. The in-depth cases are those of the Bocconi University of Milan and of the School of Corporate Sciences of Pisa. Finally, two essays deal with economic policy in the liberal phase of fascism and with the nature assumed by the legal debate on the corporate problem, identifying in these experiences salient moments of the evolution of the relationship between state and market.

Sponsored by the University of Florence, the "National Committee for the celebrations of the bicentenary of the birth of Antonio Meucci" had multiple goals. These included: fostering a knowledge of the historic period in which Antonio Meucci lived in Florence, where he was born on 13 April 1808; contributing to spread and enhance technical-scientific culture among secondary school and university students; offering an occasion for reflection on the future of telecommunications from the perspective of technological innovation and the legal, regulatory, economic and social aspects; underscoring the influence of the telephone on the evolution of language, customs and means of expression, and finally co-ordinating and enhancing other initiatives not directly sponsored by the Committee. This book "Il telefono & dintorni" brings together a selection of the events, contributions and 'images' selected from among the numerous initiatives organised by the Meucci Committee over its three years of activity.

The probIem of religious instruction in public schooIs is one of the central themes of the cultural and judicial controversyconcerning relations between the civil and religious realms in modern·day Italy. This controversy is pIaced within the generalframework of poIemics which have arisen as a consequence of the revision of the Concordat of Latran and, more precisely, concerning Article 36 o~ the Concordat. From a judicial point of view the author points out the difference that exists between Article 36 which presendy regulates the teaching of religion in State schools, and Article 9 of the «ProposaIs prior to Agreement on the Revision of the Concordab -the so-called«Casaroli·Gonella Joint Projecb. After explaining the different historica1 and cultural backgrounds that have given rise to the two articles, the author interprets Article 9 of the «Joint Project» on the basis of religious freedom, which is a basic principIe of the democratic ltalian State and which can be manifested by the possibility of asking to be exempted from having to attend religion class. Theauthor also analyzes possibIe declarations of principIes which may justify the presence of religious instruction in public schools, and then proceeds to consider the fact that these declarations of principIes are useful in orienting course content and programS. He also examines the norms proposed in 1977 in a preliminary paper drawn up after the «Joint Project»; this «Draft», as it is called, has as its main aim the improvement of the «Joint Jroject» and merits, in the author's view, a positive appraisal, as does the mention made to «religious culture» in Article 9, insofar as we are to understand that culture is a factor that constitutes part of the individual's formation of personality. Finally, the author foresees that the final draft of the new Concordat will consider that religious instruction in public schooIs has to be based upon the fundaments of religious liberty understood in its most ampIe sense. This includes, at the same time, the freedom of remaining indifferent: the author reminds us of the different technica1 ruses that can be depIoyed to this effect. On the other hand, everything is in harmony regarding both the dec1srations of Vatiean Council II and the constitutional framework of the ltalian State. Therefore, the situation adapts itself to the view that the Concordat is an instrument of freedom for individuaIs as well as for groups, and can not be interpreted as an exchange of privileges.

[English]:This book belongs to a new collection promoted by the School of Medicine at Federico II University of Naples. The publication wants to encourage communication between those who are engaged in Research, Prevention, and the application of Medicine in various medical specialties. Spreading the culture of prevention is of primary importance in planning health policies. Research topics will be: Health education and promotion, Infectious diseases, Sports medicine, Cancer prevention, Health prevention, Psychiatry and pathological addiction, Health and environment, Animal health, Public health , Food Safety, Vaccinations.[Italiano]:La pubblicazione del volume Studi e ricerche di Sanità Pubblica e delle professioni sanitarie vuole incoraggiare la comunicazione tra coloro che sono impegnati nella ricerca in generale e nello studio dei vari aspetti della prevenzione applicati alle diverse specialità mediche. Diffondere la cultura della prevenzione è di fondamentale importanza nella pianificazione e nella programmazione delle politiche sanitarie. Saranno argomenti di ricerca: Acque destinate al consumo umano, Acque di balneazione, Educazione e promozione della salute, Malattie infettive, Medicina dello sport, Prevenzione dei tumori, Prevenzione in sanità pubblica, Psichiatria e dipendenze patologiche, Salute ambiente, Sanità animale, Sanità pubblica, Sicurezza alimentare, Vaccinazioni.

At the beginning of the 1990 American libertarian intellectual such as Murray N. Rothbard, Llewellyn Rockwell Jr., and Hans-Hermann Hoppe gave rise to the paleolibertarian movement. Paleolibertarians, who favour laissez-faire in the economic realm but oppose moral relativism, were seeking an alliance with the so-called "paleoconservatives" like Sam Francis, Tom Fleming, Paul Gottfried or Pat Buchanan. The word "paleolibertarian", first used by Rockwell, had the purpose to recapture the radicalism and the political and intellectual rigor of the pre-war libertarian "Old right". Rothbard's death in 1995 was a blow, but paleolibertarians still continued their twofold battle for the defence of the unfettered free-market, developing the methodology of the Austrian School of Economics; and for the defence of the traditional Christian values of the Western Civilization, threatened by the post-modern "liberal" culture, now leading in the political and intellectual elite. Today the paleolibertarians, facilitated by the Internet, have become a rapidly growing intellectual movement. The main centres of diffusion of their ideas are the Ludwig von Mises Institute in Auburn (Alabama) and the website LewRockwell.com, that ranks among the most widely read news website.

Discrimination based on difference, in particular that based on gender, whichregards culture, religion, and race, hinders a limit to the development and tothe realization of democratic citizenship.This research's focus is to stress the importance of education that gives importanceto gender difference since the early degree of education, to allow, foreach individual, to make free and authentic educational choices and thereforetry to eliminate the gender-gap in scientific and technical fields.The sense of adequacy to various subjects, tends to occur at young age, duringthe processes of socialization and schooling. For this reason the role of teachersis particularly important and strategic who, for the first, start the study ofsubjects, to convey positive images of both sexes, eliminating gender stereotypesthat for centuries and partially even day characterize our culture.The research here presented aims to explore the degree of awareness of genderidentity among primary school teachers and how much issues related togender difference are perceived by teachers in their training and in their work. ; La discriminazione verso la differenza, in particolare quella basata sul genere,che riguarda trasversalmente culture, religioni, razze, rappresenta un limite allosviluppo e alla realizzazione della cittadinanza democratica.Il focus della ricerca qui descritta è stato quello di sottolineare l'importanza diuna formazione attenta alla differenza di genere sin dai primi gradi dell'istruzioneper permettere, ad ogni individuo, di compiere scelte formativelibere e autentiche e, di conseguenza, cercare di eliminare il gap di genere neipercorsi tecnico-scientifici.Il senso di adeguatezza o meno verso le varie discipline tende a formarsi in giovaneetà, durante i processi di socializzazione e di scolarizzazione. Per questomotivo, diviene particolarmente importante e strategico il ruolo degli/lle insegnantiche, per primi/e, avviano allo studio delle varie materie, nel trasmettereimmagini di riferimento positive per entrambi i sessi, ...

In this article, Oliver Friggieri talks about Karm Psaila (1871-1961), a highly regarded Maltese poet who represents contemporary Maltese poetry. The author, explains Dun Karm Psaila's childhood and education, emphasizing on the fact that the Italian language and Latin were considered as two important school subjects at the time. This propelled Karm Psaila to continue his education in Italian. Later, in fact, he became a professor of language and of Italian literature at the major seminary. Oliver Friggieri continues on the article by explaining to us readers that Dun Karm Psaila's writings were often changing and evolving, especially when in the late 1800's and early 1900's, Malta was going through a political crisis, including the 'Language Question'. Before 1912 Dun Karm wrote only in Italian. However later on, he starts writing poems in the Maltese language as well. For Dun Karm Psaila, writing in Maltese, as well as in Italian, meant (i) to conserve an Italian identity, but above all adapt it according to the popular and environmental needs, and (ii) create romantically, that is according to the dictates of the heart and no more than the calculating reason. Dun Karm's works also give voice to his country's collective aspirations. His poetry reflects a background of village life crowned with an atmosphere of family feelings and it also portrays the Maltese countryside with a perspective imagination. It synthesises the popular culture of the Maltese people, which is quite evident from the rural characteristics that furnish its local identity with the literary culture based largely on Italian romanticism. Indeed, when he decided to make Maltese the medium of his creativity, Dun Karm poetically explored the history of Malta to confirm its cultural and national identity. ; N/A

This paper intends to present, in the first instance, the pedagogical model underlying the training for the recruitment of primary school teachers in the public sector, in an area marked by a very serious political-social emergency such as Afghanistan. Starting with a first part dedicated to the reconstruction of the social, political and cultural events that have marked the evolution of the Afghan crisis in the last twenty years, the second part reconstructs the state devices put in place for teacher education, training and enrollment. Finally, in the last part, we will proceed with a critical analysis of the government solutions implemented so far, with particular reference to the most current needs of the country. For this last part, qualitative data will be used (in-depth interviews with privileged actors) and information acquired directly in the field thanks to the consolidated collaboration with the NGO PenPath which, for more than 10 years, has been involved in the foundation of schools in rural areas of Afghanistan. Thanks to this testimony, specific educational needs emerged starting from the repositioning of the teacher within a heavily compromised socio-cultural context. There is a particularly strong need for training models capable of supporting the professionalization of teachers who can engage in the design of courses aimed at spreading a culture of education based on generative, shared and democratic knowledge from early childhood. PenPath raises the urgent need to rethink an adequate training of the teaching staff in order to set up a political and cultural work that (it is hoped) can contribute to the achievement of development goals for the whole country and the promotion of planetary rights, not exportable or otherwise replicable according to a colonialist logic, starting with the right to education for all. ; Il presente lavoro intende presentare, in prima istanza, il modello pedagogico alla base della formazione per il reclutamento nel settore pubblico dei docenti della scuola primaria, in ...

Die Fremdsprachendidaktik spielt eine wichtige Rolle bei der Entwicklung und Festigung der interkulturellen Kompetenz im Bereich der schulischen Bildung. ForscherInnen und Referenzrahmen wie die österreichischen Bildungsstandards liefern theoretische Modelle und einzelnen Deskriptoren zur interkulturellen Kompetenz, die verschiedene Teilkompetenzen und spezifische Ziele beinhalten. Obwohl diese Darlegungen Ausgangspunkt für die Integration der kommunikativen in die sozio-pragmatischen Kompetenzen darstellen, schließen sie bis jetzt noch vernachlässigte Aspekte, die kennzeichnend für die interkulturelle kommunikative Kompetenz (IKK) sind, nicht ein. Zu diesen zählen die Fähigkeit zur sprachlichen Vermittlung sowie zur Aushandlung von Bedeutungen und Einstellungen zwischen Individuen aus fremden Kulturen und die Fähigkeit zur Perspektivenübernahme. Diese Arbeit soll zeigen, dass es möglich und wünschenswert ist, auch in der Fremdsprache Italienisch, alle Aspekte der IKK zu entwickeln insbesondere die relational-humanistische und die sozio-politische Bildung. Aus diesem Grund finden sich in der vorliegenden Arbeit auch Beispiele von Unterrichtseinheiten, in denen durch die Arbeit mit literarischen Texten eine Auseinandersetzung mit und eine Reflektion über interkulturelle und transkulturelle Themen zur Entwicklung der IKK passiert. Diese Unterrichtseinheiten werden von einer theoretischen Abhandlung über die Begriffe der Kultur und der Interkulturalität gestützt sowie von methodologischen Überlegungen zur IKK und die Anwendung von performativen Ansätzen wie die Dramatisierung von literarischen Texten begleitet. ; Foreign language didactics play a relevant role in the development of intercultural competence at school. Researchers, and frameworks of reference such as the Austrian Bildungsstandards, provide theoretical models and descriptors of intercultural competence. Nevertheless, they do not include all the aspects and partial abilities that characterize intercultural communicative competence (ICC), as understood by authors such as Michael Byram, Lothar Bredella and Britta Freitag-Hild. Particularly important among those aspects are the ability to mediate and negotiate meanings among individuals belonging to different cultural backgrounds, and the ability to uphold contrasting perspectives while identifying with these perspectives.Managing to interact with native speakers in daily situations while avoiding misunderstandings is certainly the basis of successful intercultural communication. Yet this is not the ultimate aim for learning a foreign language at school. Beyond linguistic and pragmatic competences (frequently confused with ICC), first and second foreign language teaching should give more emphasis to relational, humanistic and socio-political aims.The purpose of this thesis is to show that even in the didactics of Italian as a foreign language (taken as an example of a second foreign language in Austrian high schools), it is possible and desirable to improve ICC by giving correct significance to those educational aspects. For this reason, I will also discuss two examples of lesson plans on intercultural and transcultural themes, taking short stories from "Il muro dei muri" by Carmine Abate as a source for a process of analysis and reflection for developing ICC. These two lesson plans will be supported by a theoretical introduction on the concept of culture and interculturality, together with some considerations on methodology to develop ICC regarding the use of performative tasks, such as the dramatization of literary texts. ; vorgelegt von Elvira Carlotti ; Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers ; Zsfassung in dt. und engl. Sprache ; Graz, Univ., Dipl.-Arb., 2015 ; (VLID)411228

The hypogeum (ipogeo) described in this report is situated outside the walls of the ancient Roman city found in Malta, to the west side. At that time this area seemed to be the main cemetery area of the island. This is due to the fact that for ages within the said location, a considerable amount of hypogeums dug in rock and belonging to different time periods and different cultures were found. In fact, there are Punic, Roman, Jewish and early Christian hypogeums. This hypogeum, with inscriptions which will be subsequently studied, was found by chance in 1952. There were preparations to lay the foundations of a new wing to the Government Primary School in the region commonly known as Tac-Caghki. Suddenly workers came across this funerary site. With meticulous attention the architect in charge of the above construction, Mr. Harold Borg, as well as with the supervision of the Director of the National Museum and Captain Charles Zammit, then Curator of Archaeology at the same museum, have taken all appropriate diligence to preserve as best as possible what had been found. One must nevertheless say that this funerary site was stripped from its contents by vandals before it was discovered. ; N/A