Encyclopaideia https://encp.unibo.it/ <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> Dipartimento di Scienze per la Qualità della Vita en-US Encyclopaideia 1590-492X <p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License" /></a></p> <p>This journal is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a> (<a href="http://creativecommons.org/licenses/by/4.0/legalcode">full legal code</a>).</p> Towards a pedagogy of imagination https://encp.unibo.it/article/view/15915 Marco Dallari Copyright (c) 2022 Marco Dallari https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 I III 10.6092/issn.1825-8670/15915 Why Reading <em>Towards a Phenomenological Axiology. Discovering What Matters</em> by Roberta De Monticelli: Notes of a Fox who Wanted to be a Hedgehog https://encp.unibo.it/article/view/15538 <p><span lang="en">This article reviews the outstanding and thought-provoking work by Roberta De Monticelli (2021), <em>Towards a Phenomenological Axiology. Discovering What Matters</em>. The article addresses the reasons why it should be read by everyone but especially by help professions practitioners. Although we all deal with morality and value judgments on on mundane, everyday bases, the professional life of education and care practitioners is namely a series of morally-loaded practices and decision-making informed by morally oriented (expert) knowledge. Beyond the thesis advanced in the book, its major contribution consists in making the reader think the inescapability of morality in everyday thinking and acting and the need for a reflective positioning towards this issue. By aligning with “the hedgehog vs. the fox” struggle proposed by the author as the framework of her theoretical proposal, the article advances what would be the doubts and counterarguments of a fox-like scholar in education. It illustrates why her “professional vision” cannot but notice what appears to be under-thematized by the hedgehog, i.e., the unavoidable mediation of language and social interaction that <em>precedes</em> and therefore impacts the constitution of what the hedgehog convincingly notices: the entanglement of fact and value. The conclusion is dedicated to the (underestimated?) place of social sciences in such a debate, their tension between implicit normativity and presumed descriptivity, as well the challenges of the increasingly explicit normativity of applied social sciences.</span></p> Letizia Caronia Copyright (c) 2022 Letizia Caronia https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 81 105 10.6092/issn.1825-8670/15538 Freinet pedagogy: the challenges of cognitive psychology and institutional pedagogy https://encp.unibo.it/article/view/15551 <p><span lang="en">Célestin Freinet’s pedagogy faces important challenges today. On one side, cognitive psychology suggests that it is useful to move from the students’ free expressions only if this process permits the acquisition of concepts and competences, on the other hand institutional pedagogy, tracing back to psychoanalysis, teaches how important is to build mediation institutions within the group. In many experiences of institutional pedagogy the relationship, through the “places of word”, becomes the main purpose of education. But in this way knowledge, which contributes to the formation of personality, would be denied. Institutional pedagogy anyway induces Freinet’s pedagogy to consider the importance of the institutional processes within the group and of the educational techniques as mediation structures in interpersonal relationships.</span></p> Enrico Bottero Copyright (c) 2022 Enrico Bottero https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 107 113 10.6092/issn.1825-8670/15551 Erratum: Roberta De Monticelli, <em>Towards a Phenomenological Axiology. Discovering What Matters</em>, Palgrave MacMillan, Cham, 2021 https://encp.unibo.it/article/view/15481 Dario Sacchi Copyright (c) 2022 Dario Sacchi https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 117 117 10.6092/issn.1825-8670/15481 Daniele Bruzzone, <em>La vita emotiva</em>, Scholé, Brescia, ISBN: 8828404078, 192 pagine, 2022 https://encp.unibo.it/article/view/15116 Lodovica Maria Zanet Copyright (c) 2022 Lodovica Maria Zanet https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 115 116 10.6092/issn.1825-8670/15116 Traveling, “<em>Drive my Soul</em>”. Shared Narratives and Restitutions of Meaning https://encp.unibo.it/article/view/14710 <p><span lang="en">In the fifth space-time dimension of the journey, in that invisible dimension of meaning, one also simultaneously enters the dimension of narration, in a double track that makes the dialogic dimension, traveling, a distinctive trait of traveling, both inside and outside oneself. The journey then becomes the occasion for a reinterpretation of meaning, the place of its return, the space within which to get lost and find oneself in a different articulation of oneself and one’s identity, the forge, the alchemical <em>atanor</em>, where to live profound upheaval of oneself within a narrative and dialogic consciousness that makes the travel companion, the traveler, the other the focus and direction of our haughty representations and of our most unfathomable inner worlds. Because no one can tell only himself. We will therefore try to make people understand the special connection that exists between travel and narration, present within a literary tradition that crosses times and places, crossing the Middle Ages with Geoffrey Chaucer’s <em>Canterbury Tales</em> up to the most recent <em>Drive my Car</em> by Murakami, in a common narrative and existential structure that unfolds precisely in the particularity of traveling together. Everything that happens to us while traveling becomes a form of narration that combines the lived experience of consciousness, the <em>Erlebnis</em>, the poetry of the word in expression, an expression of a deeper self that can manifest itself in its epiphany through the story of what we are while we travel, while we wander, while we walk in other places, with others, lost in walking on foot, by car or train, without space-time limits, in that way of flying over the world typical of <em>flânerie</em>.</span></p> Luana Di Profio Copyright (c) 2022 Luana Di Profio https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 1 13 10.6092/issn.1825-8670/14710 A Phenomenological Account of School Education. Learning Experience as an Opportunity for the Integral Formation of Individuality https://encp.unibo.it/article/view/15060 <p><span lang="en">What importance do we recognize to the relationship between education and individuality in today’s educational institutions? Recent educational policy choices are increasingly focused on proposing curricula based on the skills to be acquired, (standard) action parameters for schools and on the use of “accountability” devices aimed at verifying the achievement of expected results. Following a similar approach, the individuality of each appears as a neglected element. In this article, the link between education and individuality in school curricula is addressed, according to a phenomenological perspective. The starting point outlines a synthetic picture of the ways in which the philosophy of contemporary education thematizes the issue; then, in a second part, it develops a phenomenological description of the relationship between education and individuality such as to integrate and broaden the contributions of today’s philosophy of education. The article concludes by showing some implications aimed at rethinking the school experience as an opportunity for integral education and suggests indications for possible further research.</span></p> Bianca Bellini Carmelo Galioto Copyright (c) 2022 Bianca Bellini, Carmelo Galioto https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 15 32 10.6092/issn.1825-8670/15060 The Non-Fiction Picturebook: Knowing the World as an Integrated Experience https://encp.unibo.it/article/view/14916 <p>The new non-fiction picturebook for children is conceived not just as an informational book, but first and foremost as a beautiful object, characterized by a largely visual and proudly creative approach to knowledge. By blending information and artistic illustration/design, transmission of data and sophisticated aesthetic experimentation, this medium seems to bring successfully together the rational/explicit and the aesthetic/intuitive way of attending to the world, with promising consequences for the development of an integrated learning experience. Applying the findings of cognitive sciences to the analysis of non-fiction picturebooks can be enlightening to understand the full potential of such books in sharing knowledge with children. Their intrinsic multimodality and ability to stimulate different parts of the reader’s brain makes them valuable in any educational context revolving around the paradigm of complexity and having connection (as opposed to disjunction) of different levels of experience as its aim.</p> Giorgia Grilli Copyright (c) 2022 Giorgia Grilli https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 33 43 10.6092/issn.1825-8670/14916 Chronically ill Patients, Life Incidents and Reactive Strategies: A Qualitative Study among Patients Suffering from four Types of Diseases, Followed-up in the North-Eastern of Italy https://encp.unibo.it/article/view/15100 <p>Living with a chronic condition represents a strenuous experience that often could be lived as a sequence of waiting and crisis times. Therapeutic path incidents could represent however a catalysts and revelatory time, useful to patients to discover their own resources. A qualitative study according to the phenomenological hermeneutic perspective was conducted to understand the kind of skills expressed by the patients during a difficult episode, and the characteristics that identify patients who can overcome them better. From September 2019 to August 2020 twenty-three patients followed-up in four Hospital Units of Northeastern of Italy were enrolled. All the patients described an episode linked whit their pathological condition; they mentioned mainly supportive, reactive, or behavioral strategies and an acceptance attitude. The sample characteristics may explain the recurring acceptance attitude; however, the younger individuals, those with a higher level of education and those who faced precedent negative life experiences seem to better overcome challenging events. It can’t be taken for granted that patients possess all the skills necessary to overcome the frequent challenging episodes they have to face; for this reason, healthcare professionals should assess their learning and reactive attitude in order to tailor for them therapeutic education paths.</p> Natascia Bobbo Chiara Bottaro Estella Musacchio Copyright (c) 2022 Natascia Bobbo, Chiara Bottaro, Estella Musacchio https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 45 58 10.6092/issn.1825-8670/15100 Geometry of Relationship. A Pedagogical Reflection on Embodiment Starting from Tact https://encp.unibo.it/article/view/15311 <p><span lang="en">The article reflects on the relationship between pedagogy and body moving from the sense of tact. Firstly, the question of the body-mind relationship in contemporary pedagogy is presented. Starting from the cartesian division of mind and body, we expose the main issues related to a possible overcoming of such dualism. In addition, we maintain that cartesian dualism significantly contributed to a dominance of mind over body in education. Then, we reconstruct the history of “pedagogical tact”: this concept changed from an original somatic significance to a more interpersonal sense, putting the question of the body aside. In conclusion, we maintain that re-considering tact in its somatic significance can help build innovative pedagogical theories and practices aimed at a broader reconsideration of bodies in education.</span></p> Antonio Donato Federico Rovea Copyright (c) 2022 Antonio Donato, Federico Rovea https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 59 68 10.6092/issn.1825-8670/15311 Heuristic Learning and Sport: Theoretical Lines and Operational Proposals https://encp.unibo.it/article/view/14237 <p><span lang="en">This study aims to open a critical scenario on the current paradigm of reference for teaching sports techniques by pointing to a methodological perspective that is more in keeping with the theoretical reference framework of the ecological-dynamic approach. Currently, the Constraints-led Approach is considered very useful for teaching sports techniques; however, the transition from pure theory to practice is not so simple and consistent with the heuristic learning paradigm. The purpose is to highlight, starting from the theoretical lines, the methodological applications of the different ways of applying the reference paradigm, analyzing the contrasts of the significant aspects and the uniqueness and unrepeatability of heuristic learning. For this purpose, an in-depth review of the scientific literature was conducted, highlighting the main critical points of the approach, also defined as nonlinear, with the consequent elaboration of operational proposals for the various macro-families of sports.</span></p> Tiziana D'Isanto Gaetano Altavilla Giovanni Esposito Francesca D'Elia Gaetano Raiola Copyright (c) 2022 Tiziana D'Isanto, Gaetano Altavilla, Giovanni Esposito, Francesca D'Elia, Gaetano Raiola https://creativecommons.org/licenses/by/4.0 2022-12-21 2022-12-21 26 64 69 80 10.6092/issn.1825-8670/14237