https://encp.unibo.it/issue/feed Encyclopaideia 2022-05-02T13:42:17+02:00 Daniele Bruzzone encyclopaideia@encyclopaideia.it Open Journal Systems <p><span class="journalIntro"><strong>Encyclopaideia – ISSN 1825-8670</strong> is an international peer reviewed journal, founded in 1996 at the University of Bologna. It is a pedagogical journal in the cultural and scientific Italian context. It publishes theoretical, methodological and political articles on key issues in the education field from a multidisciplinary and phenomenological point of view.</span></p> https://encp.unibo.it/article/view/13571 Portrait of the exiled intellectual. Edward Said and critical thinking education 2021-12-28T14:53:41+01:00 Gianluca Giachery gianluca.giachery@unito.it <p><span lang="en">Edward Said was a versatile intellectual, anchored in a solid humanistic culture, who, in his career as a public figure as a university Professor at Columbia (N.Y.), placed at the center of his reflections the sense of commitment of the man of culture. His multifaceted education and his interests (from literature to politics, to music, up to the problems of teaching) are the summit of an attention to the generative issues of pedagogical and educational culture, aimed at redefining a new “radical humanism.” For Said, however, the commitment and careful examination of texts and reality can only pass through an effort of critical thinking, capable of acquiring its own autonomy of judgment and, for this reason, point out and highlight the differences of all forms of power and coercion.</span></p> 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Gianluca Giachery https://encp.unibo.it/article/view/13762 A window to the outside: The Reading Group as defense, meeting and resistance 2021-11-13T06:39:33+01:00 Maria Elena Scotti maria.scotti@unimib.it Jole Orsenigo jole.orsenigo@unimib.it <p><span lang="en">This paper presents qualitative research that focus on the Reading Groups. The aim is to understand the values of reading and discussing books in group, during the months of lockdown, caused by the Covid-19 health emergency. Using written and structured interviews, we collected the experiences of 73 adult participants in Reading Group in Milan and Bergamo provinces. The results show how, even by the unusual online mode, the Reading Group was a way to defend oneself from the pain of reality, a space of relationship in isolation and a possibility of self-assertion, in situation of strong limitation of individual freedom. Starting from the analysis of what happened, this study wants to outline the potential of Reading Groups as pedagogical environments to produce change.</span></p> 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Maria Elena Scotti, Jole Orsenigo https://encp.unibo.it/article/view/14155 “Raking and reasoning about it”: bridges between John Dewey’s <em>Art as Experience</em> and the <em>Reggio Emilia Approach</em> 2022-01-19T10:51:20+01:00 Cristiana Prestianni cristiana.prestianni@unimore.it <p><span lang="en">The article aims to demonstrate to what extent the work <em>Art as Experience</em> (1934) by the American philosopher and pedagogist John Dewey, a proponent of pedagogical activism, may have contributed to Loris Malaguzzi’s thought (1920-1994) and the <em>Reggio Emilia Approach</em>. Starting from the idea of an aesthetic experience as a privileged means of knowledge, the comparison between the two authors continues through reflections on the relationship between art-community and art-ethics. The dialogue between these important educational approaches is proposed in order to highlight their relevance and the role they could play in today’s schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being.</span></p> <p>The dialogue between these two important educational approaches is proposed in order to highlight their relevance and the role they could play in today's schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being.</p> 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Cristiana Prestianni https://encp.unibo.it/article/view/13895 Pedagogical responsibility and education for democratic and digital citizenship: literature’s democratic potential in a liquid society 2022-01-19T10:18:53+01:00 Angela Arsena angela.arsena@unifg.it <p>This article discusses the hypothesis of a recovery of the phenomenological and literary paradigms of antiquity to cross the complexity of the existential, educational and relational experience in the digital contemporary world, focusing on the problems of the construction of identity and digital citizenship in social coexistence intended as a place of education.</p> 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Angela Arsena https://encp.unibo.it/article/view/13223 Bridging the Pedagogical Gap Between Operational and Contextual Affordances with Social Media 2022-01-29T10:19:28+01:00 Wilson Otchie otchie@ut.ee Emanuele Bardone emanuele.bardone@ut.ee Margus Pedaste margus.pedaste@ut.ee <p>The usage of social media in education is increasing as a result of perceived pedagogical benefits. The literature emphasizes the importance of teachers continuing to build their social media capabilities, experiences, and values. Critical thinking, problem-solving, and the ability to contextualize social media require intellectual, social, and ethical talents regardless of operational proficiency. We performed a semi-structured interview with 13 high school teachers who expressed their thoughts and experiences using social media in the classroom. The interviews’ recorded videos were transcribed into text and coded inductively and deductively for analysis. The study’s findings agreed with a proposed conceptual framework that claims that regular interactions with social media enable teachers to better understand and teach with it. The paper presents a framework to assist education facilitators, educational technologists, teachers, and other affiliated agencies in refocusing their efforts on technology-assisted context training. It also emphasizes the significance of engaging with technology regularly.</p> 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Wilson Otchie, Emanuele Bardone, Margus Pedaste https://encp.unibo.it/article/view/13667 Being an educator for developing age subjects, having experienced their mother’s femicide. Constitutive elements for a pedagogy of bereavement 2022-02-07T19:10:31+01:00 Maria Rita Mancaniello mariarita.mancaniello@unifi.it <p><span lang="en">The phenomenon of femicide is a social tragedy, keeping on being perpetrated across time. Its consequences are deeply traumatic for children and adolescents, becoming motherless, by their father or by their agent of fatherly care. It represents a serious trauma, still needing to be adequately addressed, by the different human sciences and, especially, involving pedagogy in a careful reflection, in order to facilitate full development processes for a subject in a childhood and adolescence age. The reference, here, is to a pedagogy of bereavement, grounded in attentive categories of analysis and in educative methodologies, able to strengthen life value and to activate an existential planning. It should act in the purpose of allowing each orphaned subject — due to femicide —being capable of building his/her own meaningful future, worthy to be wished and towards which addressing the own search of meaning.</span></p> 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Maria Rita Mancaniello https://encp.unibo.it/article/view/13011 Values and religious experience: for an intercultural dialogue according to Viktor E. Frankl’s perspective 2022-01-11T21:28:07+01:00 Carlo Macale carlo.macale@uniroma2.it <p><span lang="en">The contemporary society is characterised by a strong presence of different religious expressions, both traditional and new, community-based and individual. Therefore, we speak of a post-secular age in which there is a continuous exchange between beliefs and non-beliefs in everyday life. In this sense, the religious question takes on an increasingly intercultural connotation in the continuous biographical exchanges among people who give different existential meanings according to their own conscience. It is precisely the dimension of meaning, determined by the choice of values, based on a perspective linked to Frankl’s existential analysis and logotherapy, that will be the subject of this contribution. In particular, proposing a theoretical approach to the question (also based on empirical studies), we will outline what could be some aspects of Frankl’s psychology useful to lay the foundation of an educational stance on religiosity that could promote a democratic and supportive coexistence within an intercultural horizon.</span></p> 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Carlo Macale https://encp.unibo.it/article/view/14591 Attualità di un'idea, venticinque anni dopo 2022-03-16T21:58:12+01:00 Daniele Bruzzone daniele.bruzzone@unicatt.it 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Daniele Bruzzone https://encp.unibo.it/article/view/14239 Marco Dallari, <em>La zattera della bellezza</em>, Il Margine Erickson, Trento, ISBN 9791259820044, 310 pagine, 2021 2022-01-20T19:40:40+01:00 Mariangela Giusti mariangela.giusti@unimib.it 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Mariangela Giusti https://encp.unibo.it/article/view/14557 The Teacher: Solid Presence and Fine Sensitivity 2022-03-13T15:50:48+01:00 Raffaele Beretta Piccoli raffaele.berettapiccoli@supsi.ch <p><span lang="en">The article begins with an analysis of the learning process, described as a transition from a condition of “not knowing (doing)” to a condition of “knowing (doing) something more”. Referring to John Dewey’s theory, it underlines the need, on the part of the teacher, to understand the specific condition of the learner, which is closely related to the uncomfortable posture of learning, in order to make possible a truly meaningful pathway. To foster this experience, the author proposes, in conclusion, two thoughts: the first is focused on the competence to proactively and interactively regulate the lessons, the second on a “principle of excess” which constantly places the teacher in the position of “giving”.</span></p> 2022-05-02T00:00:00+02:00 Copyright (c) 2022 Raffaele Beretta Piccoli