As is argued in the introduction (by Naccari), the text evaluates and describes how in the history of education. there is often an emphasis on personal education, as spiritual, creative and subjective dimension to personal fulfilment, or on the importance of processes and social structures for the regeneration of humanity. The authors therefore propose a theoretical-practical contribution for a form of education that sees further synthesis between the dimension of personal subjectivity and that of social objectivity. The first chapter (by Naccari) presents a summary of adult education and lifelong learning, contemplating: its origins, evolution, the educational meanings in life cycle theories, the main research topics and the educational opportunities for effective social sharing. Elements of analysis and operational ideas are then proposed on some of the tools (including the participatory budget seen as a teaching workshop), and on the educational processes activated by the same, that can be public-private spaces-resources of sharing and social reflection, and that can exploit active citizenship, as well as opportunities for personal development at various stages of life. The historical, philosophical and cultural origins of the concepts proposed are also performed through analysis of the political and educational testimonies of Paulo Freire and Aldo Capitini, without ignoring the social doctrine of the Church (Chapters 4 and 5 by Naccari). The proposed tools become a multidimensional opportunity for participation such as to educate to be increasingly involved and participative in greater communities and systems, from the perception of belonging to ones own family… to being able to feel belonging-citizens of planet earth.
Il testo valuta e descrive come nella storia dell’educazione si sia spesso posto l’accento o sulla formazione personale, come dimensione spirituale, creativa e soggettiva di autorealizzazione, o sull’importanza dei processi e delle strutture sociali per il rinnovamento dell’umanità. Le autrici propongono, quindi, un contributo nella direzione di un’ulteriore sintesi tra la dimensione della soggettività personale e quella dell’oggettività sociale, Nello specifico, vengono proposti elementi di analisi e spunti operativi, su alcuni strumenti (tra cui il bilancio partecipativo visto come laboratorio pedagogico), e sui processi educativi da essi attivati, che possano essere spazi-risorse pubblici-privati di condivisione e riflessione sociale, e che possano farsi occasione di cittadinanza attiva, nonché opportunità di evoluzione personale nelle diverse età della vita. Gli strumenti proposti diventano occasione multidimensionale di partecipazione, così da educare ad essere sempre più coinvolti e partecipi di collettività e sistemi più grandi, dalla percezione di appartenere alla propria famiglia… fino a potersi sentire appartenenti-cittadini del pianeta terra.
Educazione permanente e cittadinanza attiva. Processi e strumenti di condivisione sociale
NACCARI ALBA.G.A.;
2007-01-01
Abstract
As is argued in the introduction (by Naccari), the text evaluates and describes how in the history of education. there is often an emphasis on personal education, as spiritual, creative and subjective dimension to personal fulfilment, or on the importance of processes and social structures for the regeneration of humanity. The authors therefore propose a theoretical-practical contribution for a form of education that sees further synthesis between the dimension of personal subjectivity and that of social objectivity. The first chapter (by Naccari) presents a summary of adult education and lifelong learning, contemplating: its origins, evolution, the educational meanings in life cycle theories, the main research topics and the educational opportunities for effective social sharing. Elements of analysis and operational ideas are then proposed on some of the tools (including the participatory budget seen as a teaching workshop), and on the educational processes activated by the same, that can be public-private spaces-resources of sharing and social reflection, and that can exploit active citizenship, as well as opportunities for personal development at various stages of life. The historical, philosophical and cultural origins of the concepts proposed are also performed through analysis of the political and educational testimonies of Paulo Freire and Aldo Capitini, without ignoring the social doctrine of the Church (Chapters 4 and 5 by Naccari). The proposed tools become a multidimensional opportunity for participation such as to educate to be increasingly involved and participative in greater communities and systems, from the perception of belonging to ones own family… to being able to feel belonging-citizens of planet earth.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.