La metodología “Decoding the Disciplines” navega desde la Universidad de Indiana a las instituciones superiores europeas: Un paradigma para la formación del profesorado en pensamiento científico favorecido por ERASMUS +

Traducción de italiano a castellano de manuscrito original de S. Chistolini por C.G.Madonna

The birth of 'citizenship and constitution' in Italian schools : a new wall of competences or transition to intercultural education?

It seems to be impossible to study education and pedagogy without considering the question of competences and abilities which are the new ID for European and worldwide citizenship. Our discussion starts from an analytical point of view with the aim of examining the conditions of learning in Europe and the future of our systems of higher education. Are we able to communicate the values and traditions of our common historical and cultural heritage or are we facing ungovernable challenges? The era of competences finds fertile ground in a pragmatist mind, while the construction of European citizenship navigates in the waters of the great Mediterranean Sea, cradle of ancient civilisations. Italy could be an interesting example of how Citizenship and Constitution become part of the school curriculum, at all levels, taking the place of Civic Education and Intercultural Education in teaching-training programmes.peer-reviewe

Decoding the Disciplines in higher education institutions

[EN] Decoding the Disciplines is a methodology aimed to support teachers and students of University to tackle obstacles and difficulties in learning process. It is assumed that students come to classroom with different level of secondary school preparation and teachers are generally reinforcing the inequalities in principle deplored as form of injustice in our society. The question of giving tools that students need to succeed in our disciplines requires new strategies intend to make teaching effective in line with the development of the democratic vision of teaching. The methodology represents a dynamic sequence of steps based on the understanding of the content of discipline taught and learned. All disciplines are involved,  humanities as well as sciences. Under the Erasmus Plus Programme some European Universities are collecting relevant evidences  to understand what to teach about an academic discipline. Monitoring students' learning and motivation means to bring out the bottlenecks, which hinder the achievement of knowledge and slow down the learning process leading to failure. Presentation of initial results aims to share the benefits of this methodology able to guide students to master basic mental operations required in university courses. Decoding emerges as challenge and option for policy-makers of higher education.http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Chistolini, S. (2018). Decoding the Disciplines in higher education institutions. Editorial Universitat Politècnica de València. 1-8. https://doi.org/10.4995/HEAD18.2018.8137OCS110198102

International Survey in Eight Countries about Teachers and Teaching Profession

International Survey in Eight Countries about Teachers and Teaching Profession An international team of experts from Belgium, Italy, Poland, Slovakia, Turkey and the USA employed a questionnaire to identify the deontology of teachers from infant to secondary school in eight countries. The survey was implemented between 2004 and 2007. The socio-cultural concept of Verstehen (understanding) as described in the work of Max Weber, points to the clear significance of being a teacher at this time in history. Qualitative and quantitative analysis allow for an understanding that the teacher is exactly that, in any context. The ideal typology of the teacher is the result of training at a university level and working in the school system. Phenomenal differentiations characterise the various situations and broaden the perspective of the study, including an identification of the shared features of the profession. The strong, common core is the responsibility towards fellow teachers balanced out by a weak, yet common note of regret regarding the scant social prestige of being a teacher. There seems to be a lack of communication between the personal and social aspects involved in shaping the professional identity. The social image of teachers weighs heavily on their professional status due to the inevitable political implications it results in and the considerable effect on institutional behaviour. Teachers listen, but they are not heard; teachers are committed, but remain unrecognised; teachers evaluate, but are evaluated in turn. The issue of the social importance of the profession of teachers in our societies emerges as a crucial point in the perspective of educating young generations

Maria Montessori e Giuseppina Pizzigoni vestais na renovação pedagógica italiana

This article highlights two women important for pedagogy. María Montessori was a medical doctor who initially carried out research to alleviate the tensions generated by the poor sanitary conditions the children of this society experienced and under which they were educated through traditional strategies that had to be changed. Giuseppina Pizzigoni was a teacher who imagined a new school where children, the offspring of a brutally industrialized society, could be happy while learning. For both women the children’s education, being the task of adults, parents and teachers alike, should be carried out with responsibility and new methodologies they themselves constructed and proposed. For them, the future of humanity lies in the success of this task.El presente artículo destaca dos figuras femeninas de la pedagogía. Maria Montessori es una doctora en medicina que inicialmente realiza investigaciones para aliviar las tensiones generadas por las malas condiciones sanitarias en las que viven los niños de esta misma sociedad, y en las que deben educarse con estrategias tradicionales llamadas a cambiar. Giuseppina Pizzigoni es maestra y piensa en una nueva escuela en la que los niños, hijos de una sociedad brutalmente industrializada, estén felices de aprender. Para ambas, la formación de niños y niñas como labor de adultos, padres y maestros, debe forjarse con responsabilidad y nuevas metodologías que ellas mismas construyen y proponen. En el éxito de esa labor, consideran, se encuentra el futuro de la humanidad.Neste artigo distinguem-se dois ícones femininos da pedagogia. Maria Montessori, doutora em medicina quem inicialmente realizava pesquisa para aliviar as tenções geradas pelas más condições sanitárias nas que vivem as crianças desta mesma sociedade, e nas quais devem se educar com estratégias tradicionais convidadas a mudar. Giuseppina Pizzigoni, mestra que pensa numa nova escola na qual as crianças, filhos duma sociedade brutalmente industrializada, estiverem felizes de aprender.  Para as duas, a formação das crianças como ação dos adultos, padres e mestres, deve se forjar com responsabilidade e novas metodologias que elas mesmas constroem e propõem. No êxito dessa operação, consideram, acha-se o futuro da humanidade

Young people's understanding of European values: enhancing abilities, supporting participation and voice

This report is prepared as part of the Jean Monnet Network on Citizenship Education in the Context of European Values. It investigates: the knowledge of young people in European countries about civil society, its principles, citizenship, European values and the European Union; and the citizenship experiences and young people’s attitudes to European values and institutions, their willingness to participate in societal life and spread democratic ideas, Europeanism and global responsibility. Understanding values has always been important. In a time when we are exposed to so many different explanations and commentaries, when social media allow and almost require instantaneous responses, that seem to have to be short, pithy, emphatic. Opinions appear as sharper, less nuanced, insistent. Conspiracy theories can become magnified, imperative and divisive. Young people in particular need to develop the resilience to resist the subversion of values, and have, in some senses, fewer resources and experiences to do so. Yet many of them can do this, and can display depths of understanding and tolerances of diversity. Presentation of the analysis: A: The demographic characteristics of the survey population. This gives a short description of the data set: the countries surveyed, the distribution of ages and gender, the population of the locations, and parental occupations B: A pattern of rights. This section provides an overview of how young people referred to values across Europe as a whole. The intensity of discussions is analysed, and the number of overall individual references are given, contrasting these with the number of individual young people who made multiple references to the same value. C The European values in depth. The first level of detailed analysis is of the value. Each is introduced in turn, and for each there is • an overview of the value in the current European context: its source in the Convention and the Charter, and its development and contemporary meaning; • an analysis of how young people discussed the value – • differences in different Regions of Europe, and • differences in the characteristic descriptions, by timing, location, and type of othering (described in statistics and by illustrative quotations of remarks by young people) • a discussion of the implications of this for pedagogic practice about furthering the understanding of the specific value. D An analysis of regional and other factors. E Teaching issues. We draw together the implications of the analysis for educating young people about understanding these values F Conclusions and recommendations. We conclude by summarising our principal conclusions, and making recommendations at teacher/lecturer, school/college, state and European level