Formazione & insegnamento
ISSN: 2279-7505 | Published: 2021-07-27
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/4906
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/4906/4267
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/4906/4267
Alternate URL (this mirror): https://formazione-insegnamento.eu/2021-19/2/4906-flipped-inclusion-between-pandemic-complexities-and-did
Title: Flipped Inclusion, between pandemic complexities and didactic eco-sustainability
Abstract: The period of the pandemic crisis highlighted the socio-psycho-anthrological need to stem the phenomenological-emotional complexities as an emergency training node, already investigated in the theoretical framework of the Flipped Inclusion model in the pre-Covid Sars-2 era. In this regard, a trans-formative didactic action is necessary, capable of transcending dialogic-relational mutisms, to give voice to the plurality of emotional alphabets, through tensive-inclusive, maieutic-democratic educational processes. The Flipped Inclusion in experimentation at the University of Salerno since 2014, was born as a democratic model of existential planning (Margiotta, 2014) and conflict management, which traces the inclusive principles of Education for Sustainable Development of the 2030 Agenda, to promote emotional awareness, through a systemic, recursive modular macro-project architecture. From the data that emerged in the first phase of experimentation, the interest in continuing research by investing in ecological-emotional teaching emerges to address the emergent emotional phenomenologies of Covid Sars-2 complexity.
Keywords:
Title: Flipped Inclusion, tra Complessità pandemiche ed ecosostenibilità didattica
Abstract: Il periodo da crisi pandemica ha evidenziato come nodo formativo emergenziale, già indagato nell'impianto teoretico del modello Flipped Inclusion in epoca pre-Covid Sars-2, il bisogno socio-psico-antrologico di arginare le complessità fenomenologico-emozionali. A tal proposito, risulta necessario un agire didattico tras-formativo, capace di trascendere mutismi dialogico- relazionali, per dare voce alla pluralità di alfabeti emozionali, attraverso pro- cessi educativi tensivo-inclusivi, maieutico-democratici. La Flipped Inclusion in sperimentazione all'Università di Salerno dal 2014, nasce come modello democratico di progettazione esistenziale (Margiotta, 2014) e gestione delle conflittualità, che ripercorre i principi inclusivi dell'Educazione allo Sviluppo Sostenibile dell'Agenda 2030, per promuovere processi di consapevolezza emotiva, attraverso un'architettura macroprogettuale sistemica, ricorsiva me odulare. Dai dati emersi nella prima fase di sperimentazione, emerge l'interesse a proseguire la ricerca investendo nella didattica ecologico-emozional per fronteggiare le emergenziali fenomenologie da complessità Covid Sars- 2.
Keywords:
Title: Inclusion inversée, entre la complexité pandémique et l'enseignement de l'éco-conservation
Abstract: La période de crise pandémique mise en évidence comme un nœud de formation d'urgence, déjà étudiée dans le système théorique du modèle d'inclusion inversé dans l'ère pré-cuvide SARS-2, le besoin socio-psycho-anthrologique pour endiguer les complexités phénoménologiques-émotionnelles.À cet égard, une action didactique transformatrice est nécessaire, capable de transcender les mutismes dialogiques-relationnels, pour donner la parole à la pluralité des alphabets émotionnels, par des processus éducatifs de démocratique maïe-démocratiques inclusifs.L'inclusion inversée dans l'expérimentation à l'Université de Salerne depuis 2014, est née en tant que modèle démocratique de conception existentielle (Margiotta, 2014) et la gestion des conflits, qui retrace les principes inclusifs de l'éducation pour le développement durable de l'Agenda 2030, pour me réapparaître.À partir des données qui ont émergé dans la première phase de l'expérimentation, l'intérêt pour la recherche continue émerge en investissant dans un enseignement émotionnel écologique pour faire face aux phénoménologies d'urgence de la complexité Covid SARS- 2. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Inclusión volteada, entre complejidad de la pandemia y enseñanza de la eco -sostenibilidad
Abstract: El período de crisis de pandemia se destacó como un nodo de capacitación de emergencia, ya investigado en el sistema teórico del modelo de inclusión volcada en la era del SARS-2 pre-covid, la necesidad sociopsico-antrológica de detener las complejidades fenomenológicas-emocionales.En este sentido, es necesaria una acción didáctica transformadora, capaz de trascender mutismos dialógicos-relacionales, para dar voz a la pluralidad de los alfabetos emocionales, a través de procesos educativos maieutic-democráticos de tensión y la tensión.La inclusión volteada en la experimentación en la Universidad de Salerno desde 2014, nació como un modelo democrático de diseño existencial (Margiotta, 2014) y la gestión del conflicto, que rastrea los principios inclusivos de la educación para el desarrollo sostenible de la agenda 2030, para promover procesos de conciencia emocional, a través de una arquitectura de macropositiva sistémica, recursiva para mí.A partir de los datos que surgieron en la primera fase de experimentación, el interés en la investigación continua surge al invertir en la enseñanza ecológica-emocional para enfrentar las fenomenologías de emergencia de la complejidad Covid Sars- 2. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Inclusão invertida, entre complexidade pandêmica e ensino de eco -sustentabilidade
Abstract: O período de crise pandêmica destacou como um nó de treinamento de emergência, já investigado no sistema teórico do modelo de inclusão invertido na era SARS-2 pré-Covid, a necessidade sócio-psico-antológica de conter as complexidades fenomenológicas-emocionais.Nesse sentido, é necessária uma ação didática transformadora, capaz de transcender mutismos dialógicos-relacionais, para dar voz à pluralidade de alfabetos emocionais, por meio de processos educacionais com tensão e democrática maieutica.A inclusão invertida na experimentação na Universidade de Salerno desde 2014 nasceu como um modelo democrático de design existencial (Margiotta, 2014) e gerenciamento de conflitos, que traça os princípios inclusivos da educação para o desenvolvimento sustentável da agenda 2030, para promover processos de consciência emocional, através de uma arquitetura sistêmica de macroproish, recursiva.A partir dos dados que emergiram na primeira fase da experimentação, o interesse em pesquisas contínuas surge ao investir no ensino ecológico-emocional para enfrentar as fenomenologias de emergência da complexidade covid SARS-2. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Appadurai, A. (2012). Modernità in polvere. Milano: Raffaello Cortina.
Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day.
Berthoz, A. (2011). La semplessità. Torino: Codice Edizioni.
Bloom, B. S. (1971). Mastery learning. In J. H. Block. Mastery learning: Theory and practice (pp. 47-63). New York: Holt, Rinehart & Winston.
Bronfenbrenner, U. (2002). Ecologia dello sviluppo umano. Bologna: Il Mulino.
Bruner, J. S. (2009). The process of education. Cambridge: Harvard University Press.
Byung-Chul. H. (2012). La società della stanchezza. Milano: Nottetempo.
Campbell-Sills, L., & Barlow, D. H. (2007). Incorporating Emotion Regulation into Conceptualizations and Treatments of Anxiety and Mood Disorders. In J. J. Gross (Ed.), Handbook of emotion regulation (p. 542–559). The Guilford Press.
Chevallard, Y. (1985). La transposition didactique. Du savoir savant au savoirenseigné. La Pensée Sauvage: Grenoble.
Commissione delle Comunità Europee (2020). http://www.europa.euint/comm/elearning, last accessed 12/06/2020
Corcoran, P. B., Weakland, J, P., Wals, A. E.J. (2017). Envisioning futures for environmental and sustainability education. Wageningen Netherlands: Wageningen Academic Publishers.
Corona, F., De Giuseppe, T. (2017). Metodologia Flipped tra sistemica inclusione e prospettive didattico-assertive. Formazione & Insegnamento, 25, (2), 409-420
Damasio, A. (2000). Emozioni e Coscienza. Milano: Adelphi.
De Giuseppe, T. (2018). Flipped Inclusion. L’impianto teoretico tra bisogni emergenti e prospettive epistemologiche. Differenze. Roma: Aracne. De Giuseppe T. & Corona F. (2020a). Flipped Inclusion Between Educational Emergencies and Transformative Socio-Semiotic Didactics In J. Delello (a cura di) Disruptive and Emerging Technology Trends Across Education and the Workplace. (pp. 52-89). Pennsylvania (USA): IGI Global. De Giuseppe, T., Ianniello, A., Corona, F. (2020c). The Transformativity of the Flipped Inclusion Model, between Anthropocentric Ergonomics of Social Capital, and Ecological-Systemic Empowerment. Information, 11, pp. 1-35
Derrida, J. (1972). Positions. Paris: Minuit (trad. it.) M. Chiappini, & G. Sertoli (1999) Posizioni. Verona: Bertani.
Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. Macmillan, New York.
English, T., Lee, I. A., John, O. P., & Gross, J. J. (2017). Emotion regulation strategy selection in daily life: The role of social context and goals. Motivation and emotion, 41(2), 230– 242
Gallerani, M. (2011). L’ abitare etico. Napoli: Loffredo.
Goffman, E. (1974). Frame Analysis. Roma: Armando.
Gross, J.J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26 (1), 1–26
Gross, J.J., Thompson, R. A. (2007). Emotion Regulation: Conceptual Foundations. In J. J. Gross (Ed.), Handbook of Emotion Regulation. New York: Guilford Press.
Heidegger, M. (1976). Essere e tempo. Milano: Longanesi (1927)
Kanske, P. & Heissler, J., Schönfelder, S., Bongers, A., Wessa, M. (1991). How to Regulate Emo136 Tonia De Giuseppe, Eva Podovšovnik, Maria Annarumma, Annalisa Ianniello, Felice Corona tion? Neural Networks for Reappraisal and Distraction. Cerebral cortex, 21, 1379-88
Khan, M.M.R. (1992). Lo spazio privato del sé. Torino: Bollati Boringhieri.
Kolb, D. A. (1984). Experiential Learning experience as the source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Kuhn, D., Cheney R., Weinstock M. (2000). The development of epistemological understanding. Cognitive Development, 15, pp. 309-328
Lacroix, M. (2002). Il culto dell’emozione. Milano: Vita e Pensiero.
Margiotta,U. (2014). Il grafo della formazione. L’albero generativo della conoscenza pedagogica. Lecce: Pensa.
Martin, L. L., & Tesser, A. (1996). Some ruminative thoughts. In R. S. Wyer Jr. (Ed.), Ruminative thoughts (pp. 1-47). Hillsdale, NJ Erlbaum.
McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1-9
Merlau–Ponty, M. (1945). Phénoménologie de la perception. Paris: Gallimard.
Mezirow J. (2003). Apprendimento e trasformazione. Milano: Raffaello Cortina.
Morin, E. (1985). La sfida della complessità. Milano: Feltrinelli.
Nietzsche, F. (1983). Crepuscolo degli idoli. Milano: Adelphi. ONU (2015). Transforming our world: the 2030 Agenda for Sustainable Development.https://www.un.org/ga/search/view_docasp?symbol=A/RES/70/1&Lang=E, accesso 11/01/2021
Puddu, L., Raffagnino, R. (2013) Regolazione e disregolazione emotiva: apporti conoscitivi e applicativi per la psicologia forense. Psicologia e Giustizia,14,1
Shaver, P. R., & Mikulincer, M. (2007). Adult Attachment Strategies and the Regulation of Emotion. In J. J. Gross (Ed.), Handbook of emotion regulation (p. 446–465). The Guilford Press.
Sibilio, M. (2014). La didattica semplessa. Napoli: Liguori.
UNESCO (2020). Education for Sustainable Development Goals: learning objectives. https://unesdoc.unescoorg/ark:/48223/pf0000247444, last accessed 12/06/2020
Urry, H.L., et. alii (2016). Amygdala and ventromedial prefrontal cortex are inversely coupled during regulation of negative affect and predict the diurnal pattern of cortisol secretion among older adults. Journal of Neuroscience, 26, pp. 4415-25
Wager, T. D. et. alii. (2008). Prefrontal-subcortical pathways mediating successful emotion regulation. Neuron, 5, pp. 1037–1050. 137