Inter university cooperation and social education. multicultural frame and joint curricula

1. No doubt about being upper levels in education a prioritarian way for the universalization of knowledge, as the authors more than once argued (see their Presentation at the previous Conference on Education 2012) 2. Considering the building up of a multicultural frame in education, in today’s world, an unavoidable way and a shared aim across different countries, they synthetically delineate the possible contribution by the university. 3. Discussing the actual state of an inter-university cooperation Sapienza University of Rome/Moscow State University for Psychology and Education (MGPPU), they will comment upon the need for major economical involvement by Ministries of education and instruction, toward the organizing of joint Magister Curricula 4. In fact, is a more extended joint engagement by representatives of different cultures and ethnical communities required for this generalized new form of upper education, bringing about using major economic resources 5. Reference is made to a seminal way for rendering the historical cultural perspective in social science the main mediation, in building up a new “historical cultural” and “social” education, exposed by Rubzov, Margolis and Guruzhapov

becoming a person through innovative inclusive education

1. Referring to some of the leading publications on the so called "difficult problem" of human neurosciences (consciousness), this definition is compared with the conceptualization of consciousness proposed by Vygotskij and shared by the representatives of the Historical-cultural trend in psychology. 2. The socio-genetic conception seems, at the present-day state of the research, to give a better explanation of the "becoming a person", whether normal or handicapped, since the higher mental processes develop according to culture and education. 3. It is argued that the foundation of this process derives from a learning dynamic which, not being successfully experienced and supported by research-activity in educational contexts, brings about a more or less meaningful disease. 4. Brief considerations about "personality" – a subject mastering all his/her higher psychic functions. 5. As a conclusion, every intervention, whether educational, re-educational or clinical, has to devote major attention to the carrying on research-activity in the school-learning' as an effective way for attaining inclusion. *** Tornar-se uma pessoa através de uma educação inclusiva inovadora ***1. Referindo-se a algumas das principais publicações sobre o chamado "problema difícil" das neurociências humanas (consciência), compara-se essa definição com o conceito de consciência proposto por Vygotskij e compartilhado pelos representantes da tendência histórico-cultural em psicologia. 2. A concepção sócio-genética parece, no estado atual da pesquisa, dar uma melhor explicação do "tornar-se uma pessoa", seja normal ou deficiente, uma vez que os processos mentais superiores se desenvolvem de acordo com a cultura e a educação. 3. Argumenta-se que a base deste processo deriva de uma dinâmica de aprendizagem que, não sendo experimentada e apoiada com sucesso pela atividade de pesquisa em contextos educacionais, traz uma doença mais ou menos significativa. 4. Breves considerações sobre "personalidade" – um sujeito que domina todas as suas funções psíquicas superiores. 5. Como conclusão, todas as intervenções, sejam elas educativas, reeducacionais ou clínicas, devem dedicar uma maior atenção ao exercício da atividade de pesquisa no aprendizado escolar, como um meio efetivo para se alcançar a inclusão.Palavras-chave: Consciência. Personalidade. Abordagem histórico-cultural da normalidade versus defeito. Tornar-se sujeito de atividade escolar. Pesquisa. Inclusão

Becoming a person through innovative inclusive education = Tornar-se uma pessoa através de uma educação inclusiva inovadora = Volverse una persona através de una educación inclusiva innovadora

1. Referindo-se a algumas das principais publicações sobre o chamado “problema difícil” das neurociências humanas (consciência), compara-se essa definição com o conceito de consciência proposto por Vygotskij e compartilhado pelos representantes da tendência histórico-cultural em psicologia. 2. A concepção sócio-genética parece, no estado atual da pesquisa, dar uma melhor explicação do “tornar-se uma pessoa”, seja normal ou deficiente, uma vez que os processos mentais superiores se desenvolvem de acordo com a cultura e a educação. 3. Argumenta-se que a base deste processo deriva de uma dinâmica de aprendizagem que, não sendo experimentada e apoiada com sucesso pela atividade de pesquisa em contextos educacionais, traz uma doença mais ou menos significativa. 4. Breves considerações sobre “personalidade” – um sujeito que domina todas as suas funções psíquicas superiores. 5. Como conclusão, todas as intervenções, sejam elas educativas, reeducacionais ou clínicas, devem dedicar uma maior atenção ao exercício da atividade de pesquisa no aprendizado escolar, como um meio efetivo para se alcançar a inclusã

Introduction: from international cooperation to higher cognition

The double degree in “Psychology and Pedagogy for school education”, shared by the Sapienza University of Rome, located at the Faculty of Medicine and Psychology and the Moscow State University for Psychology and Education (MSUPE, in Russia, training school psychologists, educators, psychologists), has been since 2010 a first example of the internationalization of a joint Magister Curriculum. At the level of higher education, a double degree acts as a pivotal form of internationalization of studies and, consequently, for the universalization of knowledge

Psycho-pedagogical research in a double-degree programme

This volume collects the contributions of many colleagues from the teaching board of Double Degree Joint Master’s Programme in Pedagogy and Educational Sciences and Training of Sapienza University of Rome and two prestigious universities of the Russian Federation: Moscow Federal University for Psychology and Education (MSUPE) and North-Caucasus Federal University (NCFU) at Stavropol. This double degree programme stems from the intense coordinated work between the universities, in particular: the agreement with the University of Moscow between Nicola Siciliani de Cumis, Giuseppe Boncori and Maria Serena Veggetti, Sapienza's professors, and Vitaly Vladimirovič Rubzov for the MSUPE and the agreement with the University of Stavropol between Piero Lucisano, Guido Benvenuto and Maria Serena Veggetti, Sapienza's professors and Tatiana Taranova, Valery Kirillovič Shapovalov for the NCFU assisted by Nadežda A. Palieva. The agreements were stipulated to favor and increase research collaboration, pedagogical studies and joint congressual activities and led to the Master's Degree course, to offer young students from different academies further knowledge on common themes and research options in an international perspective and with a comparative approach. The present anthology is meant to review the positions and studies that individual teachers from the different universities involved presented in recent years, during online courses, in the lecturing, in the meetings and to discuss their possible opportunities. Since the master's degree was established, in 2010-2011 with MSUPE and 2014-2015 with NCFU, many students of these universities have completed courses and achieved a double degree in Sapienza, as some Italian students are currently doing at the prestigious University of Moscow. The volume puts forward this programme, to spread its structure, the theoretical assumptions and the various positions. The contributions are meant to testify a keen interest in internationalization that Sapienza is carrying out. The contributions collected give the reader a chance to share a common interest in the promising approach implied by the Historical-cultural trend in Psychology and Pedagogy of the Vygotskij's thought, which seems a must in psycho-pedagogical reflections, and in organizing and evaluating school activitie

Historical-Cultural Theory. Studies and research

The Proceedings of the International Conference on “Historical-Cultural Theory: studies and research” are published in this volume. The event, supported by a grant from the Sapienza, University of Rome, took place at the Rectorat, Aula Organi Collegiali, on February the 25th, 2020, on organization by G. Benvenuto and M.S. Veggetti. The invited speakers are among the most representative scholars and interpreters of Vygotskian thought at the national and international level. They are representative of different prestigious universities: Moscow State University for Psychology and Education; University of Sevilla, Spain; La Habana, Cuba; University of Florence, Italy; Sapienza, University of Rome; University of Arcavacata di Rende (CS), followers of the Historical-cultural trend in Psychology and/or the Activity Theory Approach - by L.S.Vygotskij, A.R. Lurija, A.N.Leont’ev, V.V.Davydov, V.V.Rubtzov. They are actually involved in research expanding a multicultural approach to psycho-pedagogical development and learning. Main purpose: revisit the Historical-cultural and Activity Approaches to face the XXI century’s new educational and instructional needs. Consequently, the issues present further developments of the psycho-pedagogical approaches in different countries in the frame of internationalization and joint cooperatio