Ethical Code

Università degli Studi Suor Orsola Benincasa

Università degli studi di Pavia

Università degli studi di Pavia

Università degli studi di Bergamo

La formazione umana come progetto: attualità del pensiero pedagogico di J.-J. Rousseau
Human education as a project: current relevance of J.-J. Rousseau’s pedagogical thinking
Andrea Potestio

The paper works on the premise of the awareness of the role that Rousseau’s thought played in the past and is still playing in the pedagogical tradition, with the intention to show the relevance of some of his ideas in view of developing an integral human education. Specifically, natural education, considered as a pedagogical paradigm, offers a possible theoretical framework to experiment educational strategies aimed at promoting the potential of every human being.
Keywords: natural education; society; freedom

Università degli studi di Pavia

Luigi Credaro e la rifondazione scientifica della pedagogia
Luigi Credaro and the scientific refounding of pedagogy
Matteo Morandi
The essay reproposes and analyzes the text of the speech pronounced by Luigi Credaro at the University of Rome on 15 January 1903, when he occupied the chair of Pedagogy in the Faculty of Letters. The starting point of the prolusion, entitled L’insegnamento universitario della pedagogia (The university teaching of pedagogy), is the need to rethink the function and the role of higher education, and especially of educational knowledges, in relation to how teachers are formed. It is an attempt to synthesize Credaro’s views, derived from the pedagogy of Herbart. Credaro represents in fact the main representative in Italy of Herbart’s thought. Here pedagogy as an academic discipline is divided into four parts: pedagogical history, school legislation, theoretical pedagogy and practical pedagogy, all inspired by that inductive, ‘experimental’ perspective, which for some time was accompanying the renewal of the social sciences.
Keywords: history of pedagogy; italian herbartism; scientific pedagogy.

Università degli Studi di Napoli “Federico II”

Filosofia ed educazione nel pensiero di John Dewey
Philosophy and education in the thought of John Dewey
Maura Striano
The interpretation that Dewey offers of the relationship between philosophy and education is based on the vision that the American thinker has of philosophy, whose most explicit ‘manifesto’ is Reconstruction in Philosophy. This interpretation, which condenses and integrates a plurality of interpretative lines, was built over time, on a path that goes from his Early Works to the Later Works that require to be analyzed in sequence to highlight critical junctions: in these junctions philosophy has an experiential, educational, cultural and social role, which has profound pedagogical implications.
Keywords: philosophical studies; educational processes; social development.

Università degli studi di Pavia

Creare capacità e funzionamenti: i presupposti della sfida educativa di Amartya Sen e Martha Nussbaum
Creating capabilities and functionings: the premises of Amartya Sen and Martha Nussbaum’s educational challenge
Sergio Filippo Magni
This essay deals with an analysis of the notions of functionings and capability in Sen’s and Nussbaum’s ‘capability approach’. Sen proposes two different definitions of functioning and two different definitions of capability; Nussbaum, on her part, distinguishes between internal and combined capabilities to avoid this complexity. Such an analysis seems to be fruitful in order to apply the approach to pedagogical issues and to public education policy.
Keywords: education; capability; functioning; freedom; public ethics.

Università degli studi di Pavia

Insegnare la condizione umana:la proposta pedagogica e culturale di Edgar Morin
Teaching the human condition: Edgar Morin’s educational and cultural proposal
Monica Ferrari
The essay discusses some of the many works of Edgar Morin, published also in Italy since 2000, where, in relation to our globalized world, crucial issues emerge for the reform of education systems, canons and curricula, in close relationship with a reform of knowledges and the society that expresses them, in a recursive circuit. What emerges is the underlying common theme of a necessary human culture that requires constant attention and a research path aimed at developing a new humanism.
Keywords: humanism; education; knowledges.

Collegio Ghislieri di Pavia

Per non concludere: questioni di filosofia dell’educazione tra manualistica italiana contemporanea e formazione degli insegnanti
Not to conclude: issues of philosophy of education between contemporary Italian manuals and teacher training
Letizia Terna
Philosophy of education presents numerous open issues, which need to be investigated and reflected upon; this essay attempts to outline some of the issues that make up the contemporary debate, in the light of the elements and authors presented in the previous essays of this ‘symposium’. The relationship between philosophy and education, thought and practice, pedagogical field and political sphere are the common themes in the text. Attention on care, educational relationships, emotions, complexity and on the complex relationship between school and society are some of the perspectives from which we, in the essay, look at the central problem of education: the formation and personal fulfillment of each individual.
Keywords: education and society; teachers as caregivers; theory and praxis; paideia and politeia.

Università degli Studi di Napoli “Federico II”

Pedagogia dell’invecchiamento ed autobiografia musicale
Pedagogy of aging and musical autobiography
Maria Chiara Del Mastro, Maria Rosaria Strollo
The thread that holds this paper is the inclusion, meant as a vector of a virtuous circle between democracy and pedagogy. In this specific case, it concerns the inclusion of the older persons, a category strongly proved by the neoliberalist and globalist dynamics of the last years. The author, who assumes a predominantly humanistic point of view, claims the central role of memory and of the narratives producing those existential representations, experienced by man throughout one’s life. However, this paper presents a multidisciplinary approach that tries to broaden its perspective to a plurality of knowledge, including pedagogy of aging, neuroscience and music. In brief, musical autobiography (Strollo, 2014), as a pedagogical device, represents a synthesis and an opportunity that the author will try to highlight.
Keywords: older persons; inclusion; memory; narratives; musical autobiography.

Università di Bologna

Dark-skinned foreign origin young people, adopted by Italian parents. Stereotypes, prejudices and problems in identity construction
Stefania Lorenzini

Italy is the second country with the world highest level of international adoptions, preceded only by the United States. This paper focuses on interethnic adoption’s children identity development. The identity construction process can be complex for adopted children who was born and has lived in very different geographical, human, social and cultural contexts for some years. Both the daily news and the results of the present qualitative research shows different discrimination episodes related to somatic traits, particularly dark skin. The research results which I present in this paper are part of a wider research project in which I interviewed adopted young people in Italy. The research results highlight both an identity construction process difficulty, but also the possibility to build an “intercultural identity”.
Keywords: international adoption; dark skin color; discrimination; identity; intercultural education.

Università degli Studi di Napoli “Federico II”

La Bildpädagogik oltre il totalitarismo dell’imagologia? Neurath e il progetto di una ‘scrittura per immagini’
The Bildpädagogik beyond the totalitarianism of imagology? Neurath and the project of a writing through pictures
Stefano Oliverio
The present paper takes its cue from Milan Kundera’s reflection on ‘imagology’ and from the debate, within educational theory, about a shift from a book-based culture to one founded on the screen and audio-visual images. After marshalling some tenets of Raffaele Simone and Vilém Flusser, who agree in diagnosing a tendential end of the civilization of writing (while disagreeing with each other regarding the evaluation of this phenomenon), I argue that we should not yield either to the cheers of those who enthusiastically welcome the new techno-cognitive scenarios as such or to the jeremiads of those who merely decry them. The genuinely educational challenge is, rather, that of promoting a “convergence culture” that orchestrates different media and it is this challenge that is investigated in the paper through an analysis of a specific educational experience, Otto Neurath’s Bildpädagogik.
Keywords: alphabetical eyesight; education for critical and reflective thinking; Isotype.

Università degli studi di Bari “Aldo Moro”

Dal male alla responsabilità come condivisione. Auschwitz: paradigma di negazione assiologica dell’umano
From evil to responsibility as sharing. Auschwitz: paradigm of denial axiological of the human
Franca Pesare
It is necessary to reflect on the scandal of evil retracing the theories of great thinkers such as Ricoeur, Heidegger, Lyotard. We need an opening to the historicity, to the unpredictability relating to the event, to the subjectivity that contrasts the flattening of scientific and philosophical search, and therefore also pedagogical reasons, thoughts and idea, representations and languages. The research should look at the existence and not only to the intrinsic nature or indispensable nature of freedom and need. The cult of reason and science with which the man was confirmed always more homologated and naturalized contrasts with the search for a more spiritualistic, impressionistic, even irrationalist culture, aimed to propose the meaning and the role of the individual subjectivity. In a world that has done of the market Moloch God who dislodge and regulates everything, the invitation is to discover the dimension and the property of the gift, of the free one, of the responsibility as a sharing. A rediscovery that, moving away from the merchant logic of the exchange and of the do it des it is the founding principle of the responsibility of social life and of reality itself.
Keywords: evil; suffering; responsibility; sharing; Auschwitz.