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RIPENSARE LA SCUOLA COME LUOGO PRIVILEGIATO DI EDUCAZIONE

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Indellicato R.
Civitas et Lex
|
2019
|
issue 1(21)
37-44
EN
The emerging educational question is at the center of a lively cultural debate that revolves around important questions: what is the role of the school in post-modern society? What is the goal of education in the time of globalization? The answer can only be articulated considering the profound transformations that are connoting advanced modernity, in which more and more different conceptions of education and formation coexist, also due to the multicultural and multiethnic character of our society at the beginning of the third millennium. At this point it must be strongly emphasized that a good education moves from a “holistic” anthropological perspective, where they simultaneously find equilibrium between homo rationalis and homo senties. A model of education united by two perspectives: an emotional thinking and an intelligent feeling.
2
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For a pedagogy of human rights: educational interventions for migrants

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Indellicato R.
Journal of Modern Science
|
2016
|
issue 4(31)
93-100
EN
Human rights are the essential elements that allow every person to live with the dignity of a human being. While the conscience of the fundamental rights of the man has broadened its horizons since the onset of the third millennium, it is nonetheless true that these widely recognised rights are constantly being violated in every corner of the world, as in these last times is happening for the migrants, whose personal dignity is often humiliated. This, in turn, leads to the pressing need of an ethical and educational commitment capable of restoring vigour and favouring education towards the development and the respect of the human rights, as these are inviolable and undeniable values, guaranteeing, at the same time, their universality, indivisibility and interdependence.
3
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Human rights and the educational role of technologies during the Covid-19 period

100%
Indellicato R.
Journal of Modern Science
|
2020
|
issue 2/45/2020
63-76
EN
Objectives: The current health emergency, linked to the Covid-19 pandemic, is bringing out strengths and weaknesses in the education and training system in all affected countries, one of these concerns the relationship between human rights and digital technological innovation. For this reason it is now necessary to rethink in the light of the tragic experience of Covid-19 new parameters of education and to orient the pedagogical perspective in an ethical-anthropological and legal dimension that pays attention to the person, his needs and not. Material and methods: Distance teaching is undoubtedly solving the underlying problems, as happened during the emergency period of Covid-19, but, by its very nature, it cannot successfully deal with the significant details of the intrinsic difficulties in teaching itself: first of all it requires the presence technical means and the ability to use them, albeit on loan, as underlined by the commitment of the Ministry of Education. Results: The digital divide between those who have the possibility to use online technology and those who do not have it is a source of indirect discrimination and this problem requires urgent measures because it seriously endangers the denial and therefore the enjoyment of the human rights of children, themselves, such as the right to study, education and to have equal educational opportunities. Conclusions: The empathic approach represents an essential condition in the educational relationship because the person who grows and who lives his maturation process needs trust, hope, love, and, knowing that he is esteemed, loved can, time, "love", bet on oneself and actively participate in the educational process to become better.
4
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Educating for active citizenship and sustainable development

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Indellicato R.
Journal of Modern Science
|
2019
|
issue 3(42)
143-154
EN
In this essay the question of how to reconcile active citizenship and sustainable development will be addressed. In particular, it is a question of developing in the first part of the article a reflection on the education of the citizen, in the second part the necessary conditions for the school to be able to contribute to the formation of the citizen will be addressed and finally the third part will be dedicated to demonstrating how and why the citizen education must also be carried out outside of school, in social life, in acting for sustainable development.
5
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Early school leaving: for a pedagogy of orientation

100%
Indellicato R.
Journal of Modern Science
|
2020
|
issue 1/44/2020
71-90
EN
Objectives: In light of the sudden transformations of today's society, characterized by instability of values, economic and production difficulties, job insecurity and traditional networks of belonging, the orientation of young people and in particular of all those who belong to the most fragile groups, becomes a "orientation across the board". Material and methods: Empowerment is a reinforcement strategy in the school for those with poor academic performance. In this sense, it is appropriate to promote a positive relationship climate that allows each young person to acquire their own interests, needs, values, potential and attitudes of their cognitive and emotional-emotional styles. And it is generally used in organizational development strategies and is decisive in the processes that concern the development of responsibility and potential. The most important empowerment in the school context is certainly the cognitive one, aimed at strengthening the mental abilities of the subject. Results: Favoring a positive, relaxed and empathic relationship climate can mean, encouraging pre-adolescents and adolescents, especially if immigrants, to a relational openness that would allow them to tell their experiences, their needs, their attitudes and ambitions; and also to know their difficulties which, if they are not overcome, lead to an early school leaving and therefore not an easy insertion in our society both from the point of view of work and of the integration process. Conclusions: With this contribution we want to highlight the significant anthropological and pedagogical value of the orientation for an effective contrast of the dispersive phenomenon and the possible solutions to promote an effective integration-inclusion process.
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