Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education 2022-10-05T12:39:02+02:00 Federico Zannoni, Marzia Saglietti Open Journal Systems <strong>Ricerche di Pedagogia e Didattica (RPD) – ISSN 1970-2221</strong> is an online open access international scientific journal dedicated to study and research on education. It uses a double-blind peer review process and publishes articles in Italian and English. The Journal takes an interdisciplinary and pluri-methodological approach. It offers a place of dialogue for researchers and professionals coming from diverse theoretical and empirical backgrounds, involved in the study of educational phenomena. The challenge of “rationality” and “commitment” within “Pedagogical Problematicism” paradigm 2022-06-09T10:30:38+02:00 Massimo Baldacci Maurizio Fabbri Alessandro Tolomelli <p>The thought of Giovanni Maria Bertin and the "Pedagogical Problematicism" approach he forged, aims to establish “the education challenge” as an essential issue for the whole of society. Studies adopting Problematicism as their theoretical framework build upon or argue in favour of two core notions: “rationality”, conceived of as a methodological horizon (i.e. a guideline for conferring meaning on education); and “commitment”, conceived of as fundamental to an ethical and political vision of education. Like other deleterious effects of globalisation, the coronavirus pandemic poses new questions to both education professionals and scholars, providing us with new and urgent issues to be analysed from the viewpoint of Problematicism. In the contemporary scenario, Pedagogy should be considered as an authoritative reference in the public debate, as a discipline capable of (re)orienting educational practices towards more autonomous and critical thought and as a scientific discipline at least as influential as the other human sciences. The following three contributions included in the Issue introduction, aim to highlight the categories of Bertin’s Philosophy of Education by applying them to contemporary dilemmas and emergencies. In the first one (<em>Towards a new Problematicism</em>) Massimo Baldacci underlines the connection between Antonio Banfi’s and Berti’s thoughts as references to read the contemporary education dilemmas. The second one by Maurizio Fabbri (<em>Experience and reality. Epistemological and political implications of the concept of reason in Antonio Banfi and his reasons for actuality</em>) has focused on the connection between Pedagogical Problematicism and politics. In the third one (<em>What use for pedagogical problematicism in 2022? Problematicism and uncertainty against polarizations and binary thought</em>) Alessandro Tolomelli uses the Problematicism approach to read two typical bias of the contemporary main stream way of thinking as the polarization and binarism tendency.</p> 2022-10-05T00:00:00+02:00 Copyright (c) 2022 Massimo Baldacci, Maurizio Fabbri, Alessandro Tolomelli Using Problematicism to deconstruct and re-semantize. A case study research within the popular education 2022-01-31T15:15:20+01:00 Luisa Zecca Valeria Cotza <p>This research starts from the importance of Popular Education in the history of Italian schools, which became a fundamental resource for preventing and tackling the widespread phenomena of school dropout. To contrast school failure, in 1995 the European <em>White Paper on Education and Training</em> fostered the birth of second chance schools, according to a business paradigm that also seems to underlie the conception of dropout. Reflecting on and overcoming the inequalities due to the rhetoric of success/failure, this study is set within the theoretical framework of Pedagogical Problematicism, looking at a process of de-construnction and then re-semantization of the semantic and lexical sphere of dropout and second chance in terms of social justice. A case study was carried out during the 2020/2021 school year in the “Antonia Vita” Popular School in Monza, focusing on contextual and structural conditions that can prevent hardship and disadvantage in minors at educational risk aged between 14 and 16.</p> 2022-10-05T00:00:00+02:00 Copyright (c) 2022 Luisa Zecca, Valeria Cotza Fidelity to reason and adherence to reality with mindfulness practices: problematics and contemplative pedagogy in dialogue 2022-02-02T11:42:31+01:00 Mariarosaria De Simone <p>The current pandemic emergency has and continues to put the health of the whole human community at risk, radically modifying many aspects of our life, but has also underlined and amplified the fundamental need to reflect on and address issues that are of major importance in our fields of study. These include the right to peace, the right to education and care for our children and our young people, especially the most vulnerable, and the educational responsibility of all (institutions and families) towards the new generations. Therefore, starting from a re-reading, also in a critical key, of the use of the practices of self-reflection and self-awareness of the Eastern tradition in Western educational contexts (De Simone , 2018), we will try to investigate the possible dialogue with Bertinian “Problematicism” in order to explore its potential, especially in terms of the operational repercussions that go in the direction of an individual’s emancipation from all dogmatic knowledge as well as from the social and cultural constraints that contribute to a definition of their dispositional knowledge, rigidly oriented towards selfish and superficial closures. Specifically, we will try to investigate a mindfulness protocol, Acceptance and Commitment Therapy (Hayes et al., 1999), which works on different dimensions – acceptance, cognitive defusion, self as context, contact with the present, contact with values, committed action –, dimensions that seem interesting to re-read in a Problematicist key.</p> 2022-10-05T00:00:00+02:00 Copyright (c) 2022 Mariarosaria De Simone The Pedagogical Problematicism in teacher training. The planning of authentic tasks to “construct existence” 2022-01-31T16:28:34+01:00 Rosaria Capobianco <p>Starting from the <em>problematicity</em> that reveals itself in indeterminacy, in contradiction, in ambiguity, in instability, in incongruity, in complexity, in openness to various possibilities, and which is never reducible to a simple system or to a complex structure, the essay analyses the thought of Giovanni Maria Bertin in the light of the passage from Pedagogical Problematicism to Didactic Problematicism. A step that requires training, the training of teachers who, teaching authentic tasks, have to deal with the design of problematicity. Illustrating the fundamental elements of Pedagogical Problematicism, the essay presents a useful <em>format</em> for all teachers who prepare authentic tasks for their students.</p> 2022-10-05T00:00:00+02:00 Copyright (c) 2022 Rosaria Capobianco From the theory of Pedagogical Problematism to contemporary teaching applications: the case of real learning experiences in teacher training 2022-02-18T12:31:26+01:00 Giusi Antonia Toto Pierpaolo Limone <p>The professional vision of today’s educator must be strongly anchored in accredited pedagogical models. Dewey’s activism has already proposed a model of education adhering to contextual reality while mediated using technology; this model is embodied in the didactic practice of the workshop, as a natural evolution of pragmatism. The purpose of this contribution is to associate the reflection on the professionalism of the educator with these two theoretical models, both fundamental in the panorama of pedagogical studies, and provide evidence-based operational teaching proposals. In particular, a survey was carried out with school teachers of all levels in order to assess the impact of online teaching on the stress and motivation of teachers. The methodology used was correlational research, and the survey was conducted through the administration of three different scales (Online teaching learning, Perceived stress scale, The teacher motivation scale) to a total sample of 1400 teachers.</p> 2022-10-05T00:00:00+02:00 Copyright (c) 2022 Giusi Antonia Toto, Pierpaolo Limone Rethinking Individual Formation Through a Critical-Problematicist Rereading of Irony 2022-01-31T15:46:41+01:00 Chiara Carletti <p>Our society is called on to face challenges of planetary scope that are inevitably redefining the role of education, which has to reconsider the traditional model of <em>anthropos </em>in light of a conception of existence meant as <em>project</em> and <em>Bildung</em>. To this end, the categories of Problematicism, such as <em>difference</em>, the <em>possible</em> and the <em>utopian</em>, can be useful if reread through irony. This enables us to become aware of social conditionings and take that leap in quality that is indispensable for prompting change and giving sense and direction to our existence. Each subject will thus find him or herself wearing new lenses through which to observe and interpret the world, offering a glimpse of new places of the possible. This implies a change of perspective. As such, <em>irony</em> is an important pedagogical device whose potential can be grasped through critical and problematicist rethinking.</p> 2022-10-05T00:00:00+02:00 Copyright (c) 2022 Chiara Carletti Dewey’s Contribution to Giovanni Maria Bertin’s Ethical and Social Education 2022-02-11T09:58:18+01:00 Manuela Gallerani <p>The aim of this essay is to present an analysis of Dewey’s contribution to Giovanni Maria Bertin’s Ethical and Social Education. In it, the author intends to demonstrate that, on the basis of several of Bertin’s works, a possible comparison can be made between the socio-pedagogical (and cultural) values in the active, democratic and militant education described by John Dewey in his logical and pragmatic approach and the socio-pedagogical (and cultural) values in the ethical and social education theory developed by Giovanni Maria Bertin himself, known as “Pedagogical Problematicism”. The premise is that both John Dewey and Giovanni Maria Bertin put their trust in substantive democracy, rather than in democracy as a purely representative and formal exercise. They both believed that a democratic way of life can be developed from infancy through “learning by doing” and practice (praxes), as well as through exposure to democracy in one’s daily life. Democracy, Education and Ethics, as they understood them, is respect for the other and one’s personal commitment, which must permeate through every role that all people play in different situations, contexts and in the different spheres of their public and private lives.</p> 2022-10-05T00:00:00+02:00 Copyright (c) 2022 Manuela Gallerani Book Review of: Giuseppe Zanniello e Alessandro Di Vita, La ricerca didattica in Italia (1950-2020), Armando Editore, 2022 2022-04-07T10:24:03+02:00 Loto Valentino Montina 2022-10-05T00:00:00+02:00 Copyright (c) 2022 Loto Valentino Montina