RISULTATI RICERCA

The article addresses the issue of limits as an important element of the education of the child from an early age and argues that breaking its barrier can account for significant aspects of the discomfort of our age. After reviewing areas of collective life that denote how the sense of limits is currently taken to the extreme, the article analyzes through a pedagogical lens the thinking of Massimo Recalcati and Asha Phillips, two authors who have made the meaning of limits a fulcrum of their theoretical positions. The concept of a mutation in the collective superego as imperative to unlimited enjoyment and that of a watering down of the generational conflict between parents and children are adduced as peculiar characteristics of a crisis of educational discourse. On the same level the tendency of parents to have more and more difficulty expressing a no to their children is found, even when frustrations are inevitable for adaptation to the normal conditions of daily existence. Arguing how to say no in any human relationship exercises an essential normal function for both poles of a relationship, it is discussed that the fact that parents are not able to exercise a healthy experience of the limits in the education of their children is a clear tangible sign of the current social crisis.

The present contribution proposes some reflections stemming from the right to independent living for adult people with disabilities and from the level of emancipation, lingering on some specific housing projects available in Italy. The examined data comes from a nationwide research carried out by the University of Bologna, which focused on which residential services are available today for adult people with disabilities, taking also in account how stimulation extends towards the dwellers in choosing autonomous housing

Freedom, autonomy and responsibility are the ends of every educational process, especially in the modern society: globalized, rapid, in transformation; society in which each one of us is called to make numerous choices. Therefore, it is urgent to educate to choose and educate to the choice, so that young people can emancipate themselves from possible conditionings. To this end, the Montessori method represents a privileged way: child is free to choose his own activity and learns "to do by himself" soon; the teacher prepares the environment and the materials that allow the student to satisfy the educational needs of each period of inner development. Then, Montessori gives importance to adolescence because it is during this period that grows the social man. Consequently, it is important to reform the secondary school in order to acquire the autonomy that each student will apply to the subsequent school grades and to all areas of life

Contemporary communicative platforms welcome and accelerate a socio-anthropological mutation in which public opinion (Habermas, 1995) based on rational individuals and alphabetic culture gives way to a public emotion whose emotion, empathy and sociality are the bases, where it is no longer the reason that directs the senses but the senses that begin to think. The public spheres that are elaborated in this way can only be disjunctive (Appadurai, 2001), since they are motivated by the desire to transgress the identity, political and social boundaries where they have been elevated and restricted. The more the daily life, in its local intension and its global extension, rests on itself and frees itself from projections or infatuations towards transcendent and distant orders, the more the modern territory is shaken by the forces that cross it and pierce it. non-stop. The widespread disobedience characterizing a significant part of the cultural events that take place in cyberspace - dark web, web porn, copyright infringement, trolls, even irreverent ... - reveals the anomic nature of the societal subjectivity that emerges from the point of intersection between technology and naked life. Behind each of these offenses is the affirmation of the obsolescence of the principles on which much of the modern nation-states and their rights have been based. Each situation in which a tribe, cloud, group or network blends in a state of ecstasy or communion around shared communications, symbols and imaginations, all that surrounds it, in material, social or ideological terms, fades away. in the air, being isolated by the power of a bubble that in itself generates culture, rooting, identification: transpolitic to inhabit

The author investigates the universe of the young people in the Italian context, starting from the political impediments which affect the job placement and, consequently, delay the acquisition of economic independence and housing autonomy, and considering the cultural conditions of a society that "holds" children in their maternal houses and inhibits their transition to adult life and the formation of their own family. The portrait of a community with a low birth rate emerges as an unequivocal sign of a personal and social crisis. But still in young people survives and persists a hidden desire for family which is a yearning for planning as an ontological category of human beings. Therefore, the hope and commitment at the same time are the definition of adult education pathways, focused on parenting, birth and care education.

Young people, future, endless worlds are the key words that question the professional epistemology of the university faculty and the university itself as an organization. The thesis: the title intercepts the core problem that the academic community has been investigating for the recent years, namely the professionals who work within the organization called university. University right now is addressing the prefiguration of possible futures for itself as organization of research and training for the students. One of the main missions of higher education system is to prepare young people to face the challenges of the future. The question we want to stress here is how the university is gearing up to be an active agent in promoting the trajectories of the future society. And above all which conditions could hinder or facilitate its role of agency-orientation (Rieckmann, 2011).

The analyzes carried out on the teaching of pedagogy in the L19 degree programs show how the different core contents are declined according to modalities that vary according to the locations and references and belonging to the different schools of thought. The advanced interpretative hypothesis is that some differences are attributable to an idea of formation that can be traced back to the thought of authors such as Giovanni Gentile, John Dewey, and Martha C. Nussbaum. The goal is to show how theories and models in use in the different contexts involved, despite the different theoretical references, can contribute to the construction of a core curriculum suitable for those preparing to work as education and training professionals as long as measure the educational objectives and learning outcomes defined by the core content model defined in the framework of the TecoD Pedagogy project

The international debate on the physiognomy of higher education started more than twenty years ago, between reforms of organizational and didactic models and profound reflections on the epistemological statutes of every single discipline. However, at the threshold of 2020, the contours of the tertiary training cycle are still blurred. Is university following the rules of markets, in an attempt to keep up with globalization and the frenetic pace of the new economy, or is the homo oeconomicus who carefully observes, with an eye to the future, the changes in knowledge production approaches that are more functional to his interests? The article, starting from the current socio-economic framework, proposes a reading of some of the possible disciplinary approaches dedicated to the planning, production and transmission of knowledge. It also touches the theme of transdisciplinarity, observing it from a constructivist perspective and also semiological, taking up Lotman's theories on the semiosphere. Finally, it suggests the potential traits of a new physiognomy of the tertiary training cycle

In the field of teaching and learning processes, the potential of Learning Analytics is one of the topics that is attracting most interest in the scientific community. However, it would be important to place L.A. within a historical perspective, able to focus on the scientific, cultural and social roots of this approach. This would also allow us to address a question that cannot be overlooked, namely whether Learning Analytics is one of the teaching technologies or, rather, should be understood as a new global approach to learning processes. In our opinion, L.A. are placed at the crossroads between the formal and informal dimensions of learning and are part of the behaviorist tradition, with the aim of identifying the behavioural clusters that recur most frequently and which are considered to adhere to predefined performance standards. The search for the performative standard typical of L.A., not considering the differences, the peculiarities and the specific personal abilities as of the resources, seems, moreover, to refer to the system/model of the integration that, in a homologating perspective more than inclusive, sets objectives on the basis of a presumed normality, ignoring Specific Learning Disorder (SLD) and Special Educational Needs and Disability (SEND).

Western societies are crossed by a plurality of critical phenomena. The perception is that of being grappled with an uncontrollable anthropological drift, which make us powerless, leading towards a point of no return. A constitutive character of such a drift is the enslaving of the public spheres to the affects (i.e. affectivization). Any public affair and discussion is less and less addressed in terms of functional criteria (i.e. in terms of optimization of utility in reason of objective data) and more and more as the trigger as well as the target of affective acting-out. Such a dynamics challenges all individuals and institutions that think that civilization and progress are a matter of the human efforts to enslave the affective exercise of the present moment to the capacity of the reason to draw futurables. Education - and higher education within it - is at the front line of this challenge, because it is up to it the effort of promoting the symbolic resources that enables people to succeed in the twofold task of valorizing subjectivity and enslaving its affective substance to aims of social and civic progress. The present paper intends to contribute to address such a challenge. To this end, it proposes an interpretation of the affectivization spreading the contemporary social landscape, based on current debate in cognitive sciences. On this grounds, the general idea that such a phenomenon is something different from and more than a mere epidemy of irrationality - as it is more or less implicitly treated by observers and analysts- is deepened. Following that, strategic and methodological implications for higher education are discussed. It is called for an extension of the function of higher education, in the direction of taking charge of the demand of symbolic resources required to address the uncertainty generated by the contemporary socio-institutional turmoil.

Knowing and orienting oneself on a reference territory is a challenge that crosses different perspectives and ways of interpreting times and living spaces. For this reason, an intercultural pedagogist and an art historian, expert in iconology and cultural heritage, decided to work on the exploration of the city of Macerata, through the development of the Urban Ticass and Urban Ticass 2.0 projects. These activities have promoted the cooperation of the university and schools, looking for details and significant contexts within the city walls, as well as in meaningful places for those involved. The initiatives carried out have verified the centrality of the notion of detail and context in the cultural heritage sector, fuelling reflection also in a pedagogical perspective. Starting from the meanings emerged, historical reconstructions in an educational key have been developed, relying on laboratory and experiential teaching. At the end of both projects, the students involved the territory through playful and educational urban explorations open to citizenship as a widespread and contextualized learning model.

This work explores the concepts of work readiness and self-perceived employability, addressing contextually the perceptions from third-year bachelor students enrolled in the degree of Cultural Heritage and Tourism at the University of Macerata in academic year 2018-2019. The research aim was to identify perceptions of undergraduates in terms of skills and employability potential to design effective teaching interventions. Following literature review, the paper describes collected data and discusses around key research questions, related to (a) perception the world of work; (b) assessment of possessed skills; (c) estimation of employment possibilities; (d) perception of preparation to the labour market. Results show a gap between perceptions of the labour market and possessed skills, a medium-low self-perceived employability, and a low engagement in career development activities, where, to the other hand, perceived preparation provided by the university is declared as medium-high. Conclusions highlight the need of further work to better understand the implications of results for effective learning design.

Today organization is changing. Organizational change does not come easy. How education is resourced, delivered and taken up? This transformation should be shaped by educators and policy-makers. Educational institutions are called to change approaches and methodologies, to respond to the important social function they play. University as promoting to generative learning and skills, should become an open university, geared to the development of knowledge, and to the involvement of the social partners, as a new Management. If these aspects concern, in the first instance, pedagogy, psychology and sociology, more than others, the vision does not exclude other disciplines, both for their theoretical and methodological choices, through which they contribute to create a new training project. Therefore, there are many practical interventions to undertake, and should be followed in which, however, the network must be made reliable, in a multi-disciplinary and interdisciplinary perspective and approach.

The subject of teachers' education has a particular perspective in the pedagogical framework. Even more so, as far as the training of specialised teachers on didactic support for students with disabilities is concerned, since the legislative and training path in relation to this professional category has been the subject of numerous changes over the last decades. The present contribution intends to illustrate an examination of the most important evolutionary phases of the educational course for specialised teachers. The results of a research conducted on 93 specialised teachers in training are presented in relation to the motivational and identity aspects, that led them to the choice of undertaking this training and work path. The empirical evidences allow us to reaffirm the importance of the close correlation between past thinking and action patterns and what is in place in practice, capable of contaminating and influencing the teachers' operating methods, as well as their own beliefs in relation to such complex profession

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

This paper develops the theme of youth education and training by following at least three fields of analysis, which are mutually interrelated. The training process, the role of educational agencies, and pedagogy will be investigated in light of a new interpretation of the image of young people and of the one of youth that is free from rhetoric and clichés. A close look will be taken to the characteristics of current anthropology trends, focusing on the impact that such categories as "fear" and "risk" exert on training processes. The ultimate aim of this investigation will be to outline the main traits of youth crisis from a pedagogical perspective in terms of a crisis of personal development and human fulfilment, which is even more important than professional fulfilment, and of the transformations affecting rational and non-rational dimensions of the person. By referring to the social condition and to the range of interpretive paradigms inherent in current epistemologies, the paper is aimedto findthe source of the demand that young people directly and indirectly express today also through non-verbal languages, alternative "signs" and "images" that do not fall within the traditional pedagogical canon. The function of pedagogy will therefore be redefined both in theory and in practice on the basis of the need to understand the real human reality, thus interpreting its needs. At the same time, the educational operariwill be re-thought, so as to ensure that in today’s reflective democracies the purpose regarded by Raffaele Laporta as the "educational absolute" is achieved. This coincides with authentic freedom, with the most accomplished form of humanization and with the highest level of personal existence, identified as essential conditions for the freedom of learning that corresponds to the freedom of life.

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master’s degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people’s possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

The paper presents a transdisciplinary reflection on emergencies that young people with disabilities find themselves in today. Compared to the population of young people and university students, those with disabilities have a greater risk of having "limited worlds" to experience themselves as adults. In this paper, we will consider one of the most difficult dimensions: work and job inclusion. It uses a case study in a productive organisation focused on recognising the capacity to work of intellectually impaired persons. The process of labour inclusion through apprenticeship transcends purely technical questions and brings reflections on the concept of hospitality. The paper concludes that education is a powerful tool to promote important themes of social cohabitation and to build real opportunities to the youngsters to experiment themselves in the role of adults.