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> en-US <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> encyclopaideia@encyclopaideia.it (Daniele Bruzzone) ojs@unibo.it (OJS Support) Tue, 19 Dec 2023 14:13:29 +0100 OJS 3.2.1.4 http://blogs.law.harvard.edu/tech/rss 60 Lived Time in Moments of Unease: Responsibility and Genuine Time in Professional Practice https://encp.unibo.it/article/view/16118 <p>Moments of moral disquiet encounter clock time as well as lived time, and thus professional human practices are existential and take place in time and space. Professional practices as existential involve human bodies and relationships, and are based on trust, responsibility, and vulnerability. The paper explores the relation between lived time and moments of disquiet. We borrow lived experience descriptions from students in professional practices and analyse them phenomenologically. Our informants are students in profession studies of nursing, social work and education interviewed individually in or after external institutional practice during their education. In the interviews they share their experiences of personal responsibility in situations orienting to others in professional practices. As a life existential, time shapes and organises our bodies and activities from birth to grave and is lived and experienced in a variety of ways in daily life and life as such. Time is thus a precondition of human life and life itself. Our interest in this paper is to show and argue phenomenological-pedagogically why and how it is of professional significance to teach students to take the required time to care, and to encourage them to be attentively present in situations when other persons’ lives take place.</p> Helene Thorsteinson, Tone Saevi Copyright (c) 2023 Helene Torsteinson, Tone Saevi https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/16118 Tue, 19 Dec 2023 00:00:00 +0100 A Review of the Effect of Reading Engagement on Reading Achievement https://encp.unibo.it/article/view/16180 <p>For decades, literacy research has placed a great deal of emphasis on reading engagement. It is widely acknowledged as a complex involving cognitive, behavioral, and emotional engagement. Learning engagement is an essential predictor of learning outcomes. It mediates educational intervention and learning outcomes. Although empirical studies proved the effectiveness of engagement on reading success, few studies have comprehensively reviewed the relationship between the subscales of engagement and how these subscales affect learning outcomes. To fill this gap, this review focused on exploring the interaction among subsets of engagement and how they affect reading achievement. The findings revealed that how engagement affects learning outcomes is determined by the intervention and how the outcomes are assessed and reported. The relationship between the engagement subscales is complicated: cognitive and behavioral engagement is a constant predictor of reading outcomes; emotion is the facilitator and affects behavioral or cognitive engagement. Behavioral engagement mediates cognitive engagement. Furthermore, learning outcomes could enhance emotional engagement, forming a natural learning cycle. This model is significant in understanding how learning engagement affects learning outcomes. It also demonstrated how the engagement subscales interacted and worked together to facilitate learning outcomes.</p> Aihua Zhu, Samah Ali Mohsen Mofreh, Sultan Salem, Zhinan Li, Mao Yao Copyright (c) 2023 Aihua Zhu, Samah Ali Mohsen Mofreh, Sultan Salem, Zhinan Li, Mao Yao https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/16180 Tue, 19 Dec 2023 00:00:00 +0100 The Benefits of Writing in Educational Practice with Adolescents. An Experience at a Therapeutic Day Care Center https://encp.unibo.it/article/view/16665 <p><span lang="en">The present paper illustrates an autobiographical writing experience carried out in a therapeutic day care center involving nine preadolescents and adolescents with moderate to severe mental distress. According to the literature, autobiographical writing is an useful tool to improve educational work with teenagers, because it can accommodate the need to express themselves that characterizes the adolescence and can prevent or reduce feelings of distress. Autobiographical practice is particularly suitable to work with teenagers because it is focused on the question “Who am I?”, which is typical of adolescence. This question was the central theme of the autobiographical writing workshop. During the workshop, was proposed an introspective journey in search of one’s identity between past (who was I?), present (who am I?) and a possible future (who do I want to become?). This article will describe the themes and various stimuli that were proposed during the meetings and will present and discuss the results achieved.</span></p> Sara Cossali, Alessandra Rampani Copyright (c) 2023 Sara Cossali, Alessandra Rampani https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/16665 Tue, 19 Dec 2023 00:00:00 +0100 Autoethnography as a Qualitative Methodology: Conceptual Foundations, Techniques, Benefits and Limitations https://encp.unibo.it/article/view/17815 <p>This paper provides an overview of autoethnography as a qualitative research methodology. It outlines the conceptual underpinnings, evolution, key features, data collection methods, and theoretical orientations that have shaped autoethnography. The unique affordances of autoethnography are discussed, including producing thick insider descriptions, illuminating hidden social worlds, disrupting problematic research power hierarchies, enhancing researcher reflexivity, and increasing accessibility through evocative storytelling. Critiques and limitations of the method are also examined, including issues of ethics, rigor, generalizability, and tendencies toward self-indulgence. The paper advocates for incorporating autoethnography into research contexts to harness its strengths for generating nuanced, embodied accounts of cultural experience, although careful implementation is required. Overall, the examination delineates how autoethnography offers profound subjective, yet systematic means for inquiry aimed at furthering human self-understanding and sociocultural critique.</p> Kudzayi Savious Tarisayi Copyright (c) 2023 Kudzayi Savious Tarisayi https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/17815 Tue, 19 Dec 2023 00:00:00 +0100 Confiscated Assets and School: From the Narration to the Experiences of Pathways for Soft Skills and Orientation https://encp.unibo.it/article/view/16827 <p>Today, after the family, the school is the first institution in which children experience the implementation of social rules and the behaviors that follow from them. It is useful, therefore, to insert paths that favor the consolidation of a system made up of rules, inspired by the principles of transparency, fairness and solidarity, which can be the first and most effective lesson of democratic legality. In this perspective, teaching activities can appropriately refer to the programmatic contents of the disciplines which, not only with regard specifically to civic education and law, but also with regard to other cultural areas, are bearers of explicit information and formative experiences. Particular attention is paid today to the planning of “Percorsi per le Competenze Trasversali e l’Orientamento” [Paths for Soft Skills and Guidance] (PCTO), which will also have an implicit educational value, that consisting in showing, through field experiences, the convergence of multiple cultural interests towards the purpose of education to legality.</p> Patrizia Belfiore, Antonio Esposito, Domenico Tafuri Copyright (c) 2023 Patrizia Belfiore, Antonio Esposito, Domenico Tafuri https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/16827 Tue, 19 Dec 2023 00:00:00 +0100 The “No-Visitor Policies” Among Lonely Patients, Powerless Caregivers, and Exhausted Health Professionals. Pedagogical Perspectives to Rebuild a Fractured Alliance https://encp.unibo.it/article/view/18148 <p>One of the most unpredictable things the pandemic brought to our societies was the closure of hospitals and other health services to visitors. Preventing the spread of infection was the main reason for these decisions in the early days of the pandemic when there was no clarity about the means of transmission and the origin of the virus. However, in view of the persistence of the restrictions to date and the numerous negative consequences they have had on the professional and personal quality of life of doctors, nurses, patients and carers, the aim of this article is to analyse in depth the reasons why these decisions have been and, above all, are still being applied, also considering the hypothesis that the choices made so far in the training of health professionals should be questioned. The persistence of restrictions, the constant reduction of human and economic resources in the face of an increase in the demand for care have exacerbated the distance between health professionals and users, to the point of escalating into actual acts of violence and aggression. According to the Critical Pedagogy approach, educators can play a central role in activating formative and collaborative strategies, such as maieutic groups, to rebuild an alliance between those who today find themselves on opposite sides: health professionals on the one hand, and patients and families on the other.</p> Natascia Bobbo Copyright (c) 2023 Natascia Bobbo https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/18148 Tue, 19 Dec 2023 00:00:00 +0100 Daniele Bruzzone, <em>Emotional Life: Phenomenology, Education and Care</em>, “Phänomenologische Erziehungswissenschaft” vol. 14, Springer VS, Wiesbaden, ISBN: 978-3-658-42547-0, XII-84 pages, 2023 https://encp.unibo.it/article/view/18756 Malte Brinkmann Copyright (c) 2023 Malte Brinkmann https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/18756 Tue, 19 Dec 2023 00:00:00 +0100 Palomar educatore https://encp.unibo.it/article/view/18554 Daniele Bruzzone Copyright (c) 2023 Daniele Bruzzone https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/18554 Tue, 19 Dec 2023 00:00:00 +0100 Preparing an Effective School Trip: Precision Work https://encp.unibo.it/article/view/17765 <p>To provide a possible interpretation of the passive attitude often exhibited by pupils in the context of school trips, the article does not follow the path of moralistic judgement, but starts from the essence of the teaching profession, which consists in showing the world to the students. The article adopts the thesis of the presence, in many school trips, of an excessive cognitive load and affirms the need to devote the same attention to teaching in these learning contexts as in class work. Graduality is proposed as the key to a learning experience based on a motivation that arises from the discovery of reality.</p> Raffaele Beretta Piccoli Copyright (c) 2023 Raffaele Beretta Piccoli https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/17765 Tue, 19 Dec 2023 00:00:00 +0100 Beyond the Veil: A Phenomenology of the Educational Gaze https://encp.unibo.it/article/view/17991 <p>This paper moves from an educator's experience with people with strong disability and from his trouble to grasp the hidden potential of the subject, almost covered by precomprehension and prejudice, that like a sort of veil of Maya prevent him from seeing the implicit resources residing within everyone. It is argued that the educator must gain a phenomenological stance which allows him to go beyond the experience of limits towards the very essence of the person. The educator's gaze arises from a path of awareness and personal growth, capable of revealing the authentic meaning of the educational act. Ispiring to the narrations of some literary figures, the main characteristics of the educational gaze are outlined here, in terms of a way of being-in-the-situation, capable of wonder and astonishment, attention to details and untiring search for meaning.</p> Paolo Pantrini Copyright (c) 2023 Paolo Pantrini https://creativecommons.org/licenses/by/4.0 https://encp.unibo.it/article/view/17991 Tue, 19 Dec 2023 00:00:00 +0100