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Università degli Studi Suor Orsola Benincasa
Università degli Studi Suor Orsola Benincasa
Università degli Studi Suor Orsola Benincasa
In the present contribution the notion of transaction is investigated against the backdrop of the contemporary debate about realism and constructivism (and postmodernism). In particular, the hypothesis is advanced that this idea may help us to evade the risk of one sidedness that lurks within both stances. After outlining the bone of contention between the realist and the constructivist understandings of (the theory of) education, a specific, influential interpretation of Dewey’s philosophy in terms of constructivism is discussed in order to show that a transactional attitude is more promising for the elicitation of the full potential of Dewey’s theoretical device.
Keywords: John Dewey; postmodernism; interactive constructivism.
Università degli Studi di Napoli Federico II (Italia)
The present contribution addresses the meaning of the category of transaction by construing it as Dewey’s attempt to fine-tune a conceptual tool that fully reckons with “the influence of Darwin upon philosophy” and takes leave from the inchoative modernity, dominated by a ‘mechanical’ transfer of a ‘Newtonian’ mindset to the field of the social sciences. In reference to educational reflection, I argue that this understanding of the transaction is intimately connected to what Dewey calls the “principle of transition.”
Keywords: interaction; growth; transition.
The Deweyan category of the transaction – allowing to overcome the opposition between objectivism and subjectivism in the educational studies – provides effective regulatory criteria in order to design and manage the academic training of educators, who go through a transitional state that assumes the characteristics of transformation. In this perspective, the present contribution illustrates the epistemological and methodological coordinates that characterize the training of educators within one of the training-research activities promoted by the University of Naples Suor Orsola Benincasa. Keywords: education, educator; transaction; transitions; reflectivity; transformative learning.
The paper focuses on two closely connected types of professional transition – the return to training and the return to work – and the effects that they have on the identity building dynamics of practitioners in educational, health and social work who have decided to attend University to obtain their master’s thesis. This decision is connected with the aim of securing a professional qualification, promotion or re orientation. In particular, the paper considers the periods of training and of return to work as two transitional forms that are related to destabilizations, in which new resources have to be developed.
Keywords: challenge; identity dynamics; tensions; professional qualification
and/or re-orientation.
Università degli Studi Suor Orsola Benincasa
Università degli Studi Suor Orsola Benincasa
The training of support teachers in Italy has experienced, and is still experiencing, many reform processes. For teachers of all types of school, the current phase envisages that the possession of a teaching qualification is a formal requirement to attend a specialization course in order to become a support teacher. This condition imposes, in particular for teachers in secondary schools, both of the first and the second level, a transition from a pathway mainly based on academic knowledge (a degree, master’s degree and teaching qualification) to a pathway centered on psycho-pedagogical and didactic knowledge. This transition is not a linear and sequential trajectory, but rather a complex and articulated space-time, in which it is necessary to reorganize one’s own knowledge, rethink one’s own professionalism and, in some cases, re imagine oneself. Starting from these conceptual categories, the present contribution illustrates the training-research device designed and used to investigate and support the identity transactions of teachers who took part in the first cycle of the training course for the achievement of the specialization for didactic support at the University of
Siena (Italy).
Keywords: training-research; identity strategies; reconfiguration of knowledge; secondary school.
In France, at the beginning of the 2013 school year, the introduction of the “Plus de maîtres que de classes” device in primary schools with a majority of pupils with learning difficulties has been a pedagogical innovation. Supernumerary teachers may be appointed in schools to support their colleagues in the classroom. Through an ethnographic inquiry with three supernumerary teachers, this paper seeks to understand what motivates them to take on this new role and how they perform it. Based on concepts of professional transition and transaction, these three supernumerary teachers’ profiles in their first two years of activity show professional transitions that have been experienced in different ways. The results highlight the desire for professional mobility at a time when the teacher’s career is under question. They also point out that the implementation of three types of identity strategy leads to relational transactions with contrasting outcomes.
Keywords: professional transition; transaction; identity strategy; supernumerary
teacher; primary school.
Starting from the concept of paideia, i.e. an educational path addressed to the “building of a higher humankind” (Jaeger, 1934) projected towards a humanitas that is not inborn, but which is reached only through an educational path steeped in culture, the purpose of the contribution is to analyze the Greek tragic theater as a space for education and for the individual and socio-political human formation. We look at these representations as educational paths and we polarize our attention on the relationships between teacher and pupil that are born between actors of tragedies; these relationships are not always formal and structured, but very often they are about not formal and informal educational moments, in which people that attend to tragedies recognize and identify themselves and, in this way, manage to understand and reconstruct their own experience.
Keywords: paideia; theatre; polis; social education.
In the last century, the historiography of philosophy has depicted a portrait of Blaise Pascal as multifaceted as the thought of the French philosopher. In this paper, we will follow the most significant historiographical reflections, those that have represented the reference framework for most of the history of historiography, which then flowed into the philosophy textbooks adopted and used in Italian schools from the Gentile Reform until the present day. The purpose is to show that Pascal is a force that even modernity needs to reckon with, in particular in the context of an open classroom, oriented towards critical awareness.
Keywords: existentialism; individualism; wager; epistemology; error.
In recent years, a long economic crisis has affected the occupational opportunities of young people. In Italy, unemployment among 20-34 year olds has reached percentage values as high as 40%. The purpose of this work has been to investigate perceptions and expectations of a group of non-traditional students about to graduate in Western Sicily. A group of 200 non traditional students (112F/88M) attending final year classes in four randomly selected university courses were interviewed using a 25 item questionnaire. The students selected were concerned about the post-graduation period, and all complained about the scarcity of employment opportunities in the south of Italy. Indeed, a distance remains between education,market dynamics and employers.Education to produce skilled graduates therefore becomes crucial and requires a new pathway derived from a better insight into the youth labour market.
Keywords: Financial crisis; graduate unemployment; complexity.
Università degli Studi Suor Orsola Benincasa, Italy
This article goes through, with a pedagogical view, the thought of authors and schools relevant for the evolution of the concept of punishment in Italy, giving a contribution to the analysis of the knowing models of human action. The reflection is on the penitentiary treatment calibrated on the specificity of the individual, in the awareness that the afflictive sanction, otherwise, has no educational value, on the contrary, it feeds the delinquent activity. The goal is to achieve a ‘possible change’ for the prisoner through educational strategies and innovative training processes. role of the educator is emphasized, his intervention must be based on observation and interaction with the prisoner, whose human dimension is witnessed and represented.
Key-words: punishment, re-education, dignity.
