Publisher: Firenze University Press   (Total: 36 journals)   [Sort by number of followers]

Showing 1 - 36 of 36 Journals sorted alphabetically
Acta Herpetologica     Open Access   (Followers: 9, SJR: 0.357, CiteScore: 1)
Advances in Horticultural Science     Open Access   (Followers: 4, SJR: 0.177, CiteScore: 0)
Aestimum     Open Access  
Aisthesis : Pratiche, Linguaggi e Saperi dell’Estetico     Open Access  
Annali di Storia di Firenze     Open Access   (Followers: 4)
Bio-based and Applied Economics     Open Access   (Followers: 1, SJR: 0.303, CiteScore: 1)
Cambio : Rivista sulle Trasformazioni Sociali     Open Access  
Comparative Cultural Studies : European and Latin American Perspectives     Open Access   (Followers: 5)
Cromohs : Cyber Review of Modern Historiography     Open Access   (Followers: 1)
Diciottesimo Secolo : Rivista della Società Italiana di Studi sul Secolo XVIII     Open Access  
Drammaturgia     Open Access   (Followers: 1)
Firenze Architettura     Open Access  
Form@re - Open J. per la formazione in rete     Open Access  
Il Colle di Galileo     Open Access  
Italian J. of Anatomy and Embryology     Open Access   (Followers: 1, SJR: 0.273, CiteScore: 0)
J. of Early Modern Studies     Open Access   (Followers: 23)
LEA - Lingue e Letterature d'Oriente e d'Occidente     Open Access  
Musica Tecnologia     Open Access  
Opus Incertum     Open Access  
Phytopathologia Mediterranea     Open Access   (SJR: 0.809, CiteScore: 2)
Prometheus. Rivista di studi classici     Full-text available via subscription   (Followers: 2, SJR: 0.1, CiteScore: 0)
Restauro Archeologico     Open Access   (Followers: 1)
Reti Medievali Rivista     Open Access   (Followers: 1, SJR: 0.115, CiteScore: 0)
Ri-Vista : Ricerche per la progettazione del paesaggio     Open Access  
Rivista di studi di fotografia. J. of Studies in Photography     Open Access  
Rivista Italiana di Educazione Familiare     Partially Free  
Scienze del Territorio     Open Access  
Scrineum Rivista     Open Access  
SocietàMutamentoPolitica     Open Access  
Storia delle Donne     Open Access  
Studi irlandesi. A J. of Irish Studies     Open Access   (Followers: 2)
Studi Slavistici     Open Access   (Followers: 2, SJR: 0.1, CiteScore: 0)
Studi sulla Formazione     Open Access  
Substantia     Open Access  
TECHNE - J. of Technology for Architecture and Environment     Open Access   (Followers: 11, SJR: 0.218, CiteScore: 0)
TUTOR. An international, peer reviewed, openaccess journal on Medical Education and Practice     Open Access  
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Studi sulla Formazione
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1127-1124 - ISSN (Online) 2036-6981
Published by Firenze University Press Homepage  [36 journals]
  • Editoriale

    • Authors: La Direzione
      Pages: 5 - 5
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13390
      Issue No: Vol. 24, No. 2 (2022)
  • Sulla filosofia critica di Edgar Morin

    • Authors: Franco Cambi
      Pages: 7 - 10
      Abstract: This brief reflection on Edgar Morin deals with his epistemological contribution and his anthropological-educational approach: the french intellectual invites us to move towards a new model of human civilization, indicating the way and the planetary commintment and emphasizing the fundamental role of pedagogy for these tasks.
      PubDate: 2022-02-02
      DOI: 10.13128/ssf-13344
      Issue No: Vol. 24, No. 2 (2022)
  • L’antropo-etica di Edgar Morin come via per interpretare la complessità

    • Authors: Manuela Gallerani
      Pages: 11 - 19
      Abstract: This essay proposes a critical analysis of the role of the ethics of humankind (anthropo-ethics), a subject addressed by Edgar Morin from an original (pedagogical) point of view, in his essay The seven knowledges necessary for the education of the future (1999), a subject upon which he repetedly returns up to his 2020 essay The fraternity, why' Resisting the cruelty of the world. The teaching of different disciplines, subjects and fields of study conveyed through a perspective of complex knowledge must, by necessity, promote an anthropo-ethics approach capable of revealing and respecting the multiple characteristics of the human condition: as an individual belonging to the human species, a person, a citizen of the world and a member of a socio-historical and cultural environment. On the basis of these assumptions (and awareness) it follows, that anthropo-etics can guide the development of a more equitable and democratic culture, that is more respectful of people, the environment and the (not only ours) Earth-Homeland.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13345
      Issue No: Vol. 24, No. 2 (2022)
  • Democrazia cognitiva ed inclusione: l’educazione come principio di
           emancipazione secondo la prospettiva di Edgar Morin

    • Authors: Rossella Certini
      Pages: 37 - 44
      Abstract: Today the future has been defined and thought out in a strictly economic and technological perspective. The “human dimension of man” finds more and more limited spaces within which to develop and progress, due to the pervasiveness of the media and the technique that guides, controls and nourishes them. Consumerism, ethnic hypertrophy, the emotional crisis that is affecting humanity globally are elements that risk eliminating diversity and raise individualism to power, thus denying the possibility for many to have access to common knowledge. In this weak and complicated situation, but with equally evident possibilities for change and improvement, the principle of cognitive democracy, a principle supported and repeatedly re-launched by Edgar Morin in his papers, fails and risks being weakened by the new false myths, for exemple the PIL. Morin has always indicated education as the main way to create inclusion, the way to build shared spaces, not to create separation, to rethink and redefine the complementarity of all knowledge. This has the objective of creating a free thinking community oriented towards the democratic principles of coexistence. Cognitive democracy, inclusion and education: an important trinomial that characterizes Morin’s critical reflection on the possibilities of growth and development of a new phase in human life. New knowledge does not represent a danger or a limit for people, but an opportunity for growth for everyone.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13347
      Issue No: Vol. 24, No. 2 (2022)
  • Epistemologia ed ethos della complessità e il futuro della scuola

    • Authors: Stefano Oliverio
      Pages: 45 - 53
      Abstract: In his most recent intervention on educational matters – the volume with the French Minister of Education Jean-Michel Blanquer – Edgar Morin returned to the theme of what profile the school must have in order to respond to the challenges of our times. In the present contribution, I will spotlight the enduring interest of the French thinker in the question of the school: this is arguably a trait that differentiates him from other trends of contemporary educational theory. Indeed, many representatives of the latter strat from a diagnosis of the contemporary epistemological and ethical revolution in many respects analogous to Morin’s; however, they come to the conclusion that the school device is inevitably outdated, insofar as it is linked with a view of knowledge that should be overcome. In contrast, according to the reading here proposed, Morin endeavours to reconstruct that device rather than to dismantle it. In the present paper this quality of ‘difference’ of Morin will be examined, on the one hand, by tracing it back to the French tradition of reflection about the school, of which Morin is an (innovative) heir; and, on the other, by highlighting his elaboration of an idea of the school as a centre advancing a culture of complexity.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13079
      Issue No: Vol. 24, No. 2 (2022)
  • Lo “spirito del tempo” nel XXI secolo: Edgar Morin e l’educazione
           per la cultura digitale

    • Authors: Cosimo Di Bari
      Pages: 55 - 65
      Abstract: The article invites to re-read the book of Edgar Morin L’esprit du temps: nearly 60 years after it publications, it contains interesting prophecies about current media trends and it could also offer significant methodological suggestions for interpreter the contemporary transformations of the media culture. In particular, the text deals with the interdisciplinary reflection of Morin, links his thought to other author of the 50s and 60s and identifies some pedagogical implicit useful for promoting the Media Education approach with the contemporary digital technologies.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13348
      Issue No: Vol. 24, No. 2 (2022)
  • Il richiamo “epistemologico” della fraternità. L’avventura
           educativa di abitare la Terra

    • Authors: Simona Sandrini
      Pages: 67 - 75
      Abstract: One year after the first United Nations Conference held in Rio de Janeiro in 1992 on Environment and Development, Edgar Morin in his book Terre-Patrie (1993) underlines the relation between human suffering and natural cataclysms. The ecological crisis motivates his call to care for the Earth, requiring to become conscious that the common destiny of all the humanity must be interpreted as a ‘‘terrestrial’’ destiny. The reference to the principle of fraternity expressed in 1993 is explored further in La Fraternité, pourquoi' (2020). Fraternity as a driver can become an educational path for the human adventure in this ‘planetary era’.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13074
      Issue No: Vol. 24, No. 2 (2022)
  • Paulo Freire: from Brazil to Global Educators

    • Authors: Valeria Caggiano, Cosimo Costa
      Pages: 77 - 87
      Abstract: Abstract. In this text, we develop reflections on some aspects of the work of the Brazilian educator Paulo Freire (1921-2021) in its original context, as well as relating it to the broader context of current educational scenarios. In a historical moment where the world is also wondering about the future of education, we find the opportunity to propose a critical reflection on the role of Freire’s pedagogy. The ideologies that had a great impact on Brazilian education throughout most of the 20th century are being renewed to adapt to new political and economic needs. And, for this renewal, Paulo Freire’s educational thought offers a very important and original contribution. The analysis of Freire’s pedagogical thinking allowed us to identify some aspects that we consider crucial to highlight the modernity and global reflection about Freire Method. The critical reflection expressed in the conclusions allows us to recognize the modernity in Freire’s pedagogy, basic assumptions for educators who interpret the challenges of a global community
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13325
      Issue No: Vol. 24, No. 2 (2022)
  • Note sul “Verstehen”: tra Dilthey e Weber

    • Authors: Franco Cambi
      Pages: 89 - 96
      Abstract: aThe article deals with the debate on “understanding” that the German historicism developed during Nineteenth Century, the “school of Baden” and Max Weber. The text describes and analyzes the complex adventure that, for various reasons, affirmed the fundamental value of this cognitive category.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13349
      Issue No: Vol. 24, No. 2 (2022)
  • Sulla storia del PCI a cento anni dalla fondazione e l’educazione
           collettiva svolta dopo il ‘45

    • Authors: Franco Cambi
      Pages: 97 - 99
      Abstract: The article deals with the various stages of Italian Comunism, from 1921 to 1989 and it scans the different phases and the educational commitment to the masses. The work of intellectuals, despite the persistence of dogmatism, nourished society with advanced democratic conscience.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13350
      Issue No: Vol. 24, No. 2 (2022)
  • Rileggere Illich: riflessioni sulla descolarizzazione dalla nostra
           società imprevista

    • Authors: Monica Ferrari
      Pages: 101 - 111
      Abstract: Starting with a re-reading of a book by Ivan Illich titled Deschooling Society (1971), the essay discusses the changes we are experiencing in this particular moment in which the pandemic has significantly affected work and communication modes in all educational institutions and elsewhere. Some crucial themes of Illich's argument are then clarified in order to find interpretative keys for our contemporary teaching/learning dynamics, with an eye on the future.  
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13020
      Issue No: Vol. 24, No. 2 (2022)
  • Sarrasine di Balzac, S/Z di Barthes e il mito di Ermafrodito

    • Authors: Mario Gennari
      Pages: 113 - 125
      Abstract: The article focuses on Honoré de Balzac’s Sarrasine and Zambinella figures, considered in their relation through the analysis of Roland Barthes. Examined in the context of social inhuman practices between XVI and XIX centuries, the two enigmatic characters are interpreted on their recall to the connotative aspects traced back to male and female dimensions of human being and on the meaning evoked by the myth of Ermafrodito. Thinking the different codes of existence forms concerns a pedagogical perspective that suggests an education steered towards a personal awareness and a free expression of the denotative inner mystery of human being and its nature.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13385
      Issue No: Vol. 24, No. 2 (2022)
  • L'ethos nascosto dell'educazione. Il non-detto della
           normatività e il ruolo del pensiero

    • Authors: Gianluca Giachery
      Pages: 127 - 139
      Abstract: In the general context of the discussion on ethic issues, a dichotomy is proposed: on the one hand, the insistence on the universality of fundamental rights; on the other, beyond any juridical-philosophical relativism, the emphasis on the opposition between redistributive forms and recognition, in a view, so-called normative. It is evident to find, in this dichotomy, the different fundamental theoretical references, that is, on the one hand, the permanence of the Kantian categorical imperative as a “duty”, and on the other the Hegelian position of law as the reversal of “universal Reason” which, in turn, becomes immanent history. On this fruitful track, which forces one to reckon with the practicality of subjective experience, critical pedagogy is confronted with that axiological dimension, which highlights in the individual and collective ethos one of the main sources of human formation and education.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-12751
      Issue No: Vol. 24, No. 2 (2022)
  • Which values do today’s youth believe in' The values and ideal
           models of 280 students from some Italian schools

    • Authors: Sara Guirado
      Pages: 141 - 148
      Abstract: Our society doesn’t always give space to young people. Generational renewal is not seen as an opportunity and is therefore often hampered by short-sighted political decisions. Consequently, a generalized crystallization is created that inevitably puts at a disadvantage those who have yet to build a future for themselves. The article proposes a series of reflections supported by updated data extracted from sociological and statistical research and from the research carried out for the master's thesis in Philosophy of Education that demonstrate how, despite the difficulties and obstacles of our time, nowadays young people they have a wealth of values. The instrument used is a questionnaire and the general objective is to implement pedagogical knowledge on the subject of values ​​in relation to young people. The context analyzed is Italian and in particular the research of which I present some results was carried out in the city of Pistoia. Keywords: Philosophy of Education, youth condition, values, liquid society, generational change.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-12907
      Issue No: Vol. 24, No. 2 (2022)
  • Leopardi e l'influenza pedagogica di Chesterfield. Annotazioni

    • Authors: Michele Zedda
      Pages: 149 - 157
      Abstract: There is an eighteenth century collection of letters among sources of Leopardi’s pedagogy. In March 1827 Leopardi reads Letters to His Son, composed by Lord Chesterfield, an English writer and politician, for his son Philip, in order to educate him to live in society and to make his own way in the world. This pedagogic lecture influences some of Leopardi’s one hundred and eleven Pensieri. Also Leopardi’s Pensieri is a practical pedagogic work, written to educate youth to savoir-vivre.
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-12971
      Issue No: Vol. 24, No. 2 (2022)
  • Per una storia dell’educazione: riflessioni di metodo

    • Authors: Franco Cambi
      Pages: 169 - 171
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13386
      Issue No: Vol. 24, No. 2 (2022)
  • Ricordando Maria Antonella Galanti

    • Authors: Carlo Fratini
      Pages: 173 - 174
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13387
      Issue No: Vol. 24, No. 2 (2022)
  • Ricordo di Egle Becchi e di Giacomo Cives

    • Authors: Franco Cambi
      Pages: 175 - 177
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13388
      Issue No: Vol. 24, No. 2 (2022)
  • Recensioni

    • Authors: Cosimo Di Bari
      Pages: 179 - 196
      PubDate: 2022-02-27
      DOI: 10.13128/ssf-13389
      Issue No: Vol. 24, No. 2 (2022)
  • Connaissance Ignorance Mystère. L’educazione, apprendre à

    • Authors: Pierluigi Malavasi
      Pages: 21 - 30
      Abstract: For an education to be more open and inclusive, there is a need for places of experimentation and thoughts. This education shall be capable of patient listening, constructive dialogue and mutual understanding. Edgar Morin has given life, through a fruitful reflective work, to a “field” of theoretical confrontation whose complexity includes a considerable attention towards the science of education. Education is marked by a triptych of knowledge, ignorance and mystery, these are both intertwined in and emblematic of the community of destiny of all humanity. Education is a yearning, a condition and provides consciousness about Homeland Earth for an authentic human development. A path to learn how to live, facing uncertainties and contradictions.
      PubDate: 2021-12-31
      DOI: 10.13128/ssf-13075
      Issue No: Vol. 24, No. 2 (2021)
  • Edgar Morin e l’epistemologia dell’incompletezza

    • Authors: Roberto Arpaia
      Pages: 31 - 36
      Abstract: The present work is devoted to the reflections that Edgar Morin made on limitative theorems in logic, and in particular on Gödel’s incompleteness theorems and Tarski’s undefinability theorem. Following Morin, these results have a deep impact over the theory of knowledge, and establish three fundamental principles for the epistemology of complexity: first, every rational knowledge is necessarily limited and incomplete; second, such incompleteness is connected with the openness of every knowledge and with the possibility of learning and change; third, the complementarity of incompleteness and openness made unavoidable the acceptance of a dialogical way of thinking, in which the knowledge of every complex phenomenon should assume the inseparability of contradictory notions.
      PubDate: 2021-12-31
      DOI: 10.13128/ssf-13346
      Issue No: Vol. 24, No. 2 (2021)
  • Non solo assuefazione. Appunti di didattica leopardiana

    • Authors: Michele Zedda
      Pages: 159 - 167
      Abstract: Leopardi has reflected for a long time upon his personal literary work, in order to obtain very good results. Environment of study and motivation are very important in his method; besides, Leopardi has conceived an original system of cataloguing and registering in archives his very large amount of annotations, to make use of them in order to create further texts.
      PubDate: 2021-12-31
      DOI: 10.13128/ssf-13343
      Issue No: Vol. 24, No. 2 (2021)
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