RISULTATI RICERCA

The QATEK project is aimed at developing a quality oriented system of initial teacher education to increase teachers’ professionalism in Kosovo. This study aims to present and delve into one of the main outputs of the project, namely the course syllabus review process, carried out at partner universities in Kosovo based on the policy document developed in the project. Three focus groups were carried out with faculty members and university students in October 2023. The findings of the study illuminate the transformative impact of elevating professionalism through the course syllabus revision process within teacher education. The study underscores the importance of adopting a lifelong learning perspective for teachers’ professional development, positioning the syllabus revision process as a continuous and adaptive journey.

Research has shown that formative assessment can have large positive effects on student achievement, but the effects vary substantially and are not always positive. In addition, the underlying mechanisms responsible for the learning effects are not well understood. We present a framework developed to support research efforts to identify these mechanisms. The framework includes formative assessment processes as well as students’ learning processes, defines and exemplifies the term mechanisms in relevant contexts, indicates possible mechanisms, and identifies aspects that require further research to characterise and explain the mechanisms through which formative assessment affects student achievement. Finally, we exemplify how the framework may be used to design studies capable of providing the robust evidence required for drawing conclusions about the mechanisms.

The article focuses on a neglected chapter in the French reception of Kant: the debate on antinomies. Initially understood, by Victor Cousin’s eclecticism, as symbolizing the abstractness of the Kantian system, antinomies were the focus of cogent interpretations in the second half of the nineteenth century. The debate that arose following Charles Renouvier’s solution, based on the rejection of the mathematical notion of actual infinity, was intense, involving major philosophers of the time, such as François Evellin, Louis Couturat, Henri Bergson and Léon Brunschvicg. The stakes were decisive: the nature of reason, the relationship between philosophy and science, and the possibility of a positive metaphysics. The Author reconstructs and analyzes the various interpretations, showing how the debate on antinomies played a decisive role in the formation of French philosophy between the nineteenth and twentieth centuries.

In modern Western political thinking, the family does not feature in the relationship between individuals and the State. The article argues that it is Hobbes who made a decisive contribution to this circumstance by making individuals autonomous and denaturalizing the family. He enables individuals to rid themselves of paternal dominion and even reverses the traditional relationship between family and State. Family and State are both essentially artificial, and the first is based on the second. From this point of view, what Hobbes presents is a dynamic state of nature, which makes it possible to answer the criticism of patriarchal thinkers and today’s feminists. Furthermore, the article reveals the significance of Hobbes’s theory of the family for the formation of modern individuals and their political life.