ERG SES C 14, Theories of Education
My Ph.D. research in Philosophy of education aims to discuss and criticize some wide-accepted concepts in nowadays education sciences. I try to discover and show which kind of human beings emerge from different sources (anthropological question), especially from the pedagogical academic discourse and the official and international documents on education, as the one about the “Eight European key-competences” of the EU. The main problem going through the different sections of the work is if what is ecumenically assumed about education is able to be defined, really, all what is very important for the personal development of a pupil of an European school. For this conference I'd like to propose a critic about the concept of competence seen as something objective, operative and only functional, to be spent in the “so-done-society” where we live and in order to reach, as best end, knowledges and skills especially directed to the professional world.
I try to demonstrate that something else has to be requested from a human education and as to become really an European citizen means to dedicate some of our learning-time to cultivate inside faculties of our mind and discover as to nourish them (meaning of education). What I'm saying is that an European educated citizen cannot be primary identifiable by as the one that knows how to be successfully employed or simply by the fact that at the end of schools he integrates well in the UE society.
The European citizenship has a sort of responsibility towards the world in telling something about what has been understood about mankind in his huge experience in his history. Concepts as competence, skills and “useful” know ledges risk to mutilate the best of what we can become, and the best of what can be "spent" in the future of our Union. I suggest that the notion of future of the single individual implied is poorly one way connected to his future inside the economical and technological processes, but these, we know, change very quickly.
In addition to this some questions: are nowadays education proposals blind towards the meaning of to be European inside a global world? Really a taxonomy of abilities can expire all what we can expect from an educated European person, is this our single cultural identity passport to the world?
Starting from the official Italian "National Indications For the Compulsory Schools”, document elaborated by the Education Ministry Office, linked to the European key-competence, I try to reflect about the possibility for the European education to do an effort in order to go beyond the "skill-paradigma", which I do not reject in a total sense if it refers to a professional sphere, but in the sense that this has become really a sort of "iper-paradigma" so next to be to be taken as a "dogma". After the critical part I'll propose some issues which could on my opinion bring education to further choices in order to promote trough education an European self-consciousness for a global responsible euro citizen.
Adorno Theodor W., Minima Moralia. Meditazioni della vita offesa, Einaudi, Torino 1994 (ed. or. 1951) Adorno Theodor W., Teoria della Halbbildung, a cura di G. Sola e trad. it di A. Marietti Solmi, Il melangolo, Genova 2010 (ed. or. 1972). Anders Günther, L’uomo è antiquato. I. Considerazioni sull’anima nell’epoca della seconda rivoluzione industriale, trad. it. L. Dallapiccola, Bollati Boringhieri, Torino 2003 (ed. or. 1956). Anders Günther, L’uomo è antiquato. II. Sulla distruzione della vita nell’epoca della terza rivoluzione industriale, trad. it. M. A. Mori, Bollati Boringhieri, Torino 2007 (ed. or. 1980). Aristotele, Etica Nicomachea, Bompiani, Milano 2001.Baudrillard Jean, Le strategie fatali, Feltrinelli, trad. it. di S. D’Alessandro, Milano 2007 (ed. or. 1983). Chomsky Noam, Democrazia e istruzione. Non c’è libertà senza l’educazione, Edup, Roma, 2004. Chomsky Noam, Conoscenza e libertà. Interpretare e cambiare il mondo, Il Saggiatore, Milano, 2010 (ed. Originale 1971). Dunne Joseph, Back to the rough grounds: : Practical Judgment and the Lure of Technique, University of Notre Dame Press, 1997. Marcuse Herbert, L’uomo ad una dimensione, trad. it. di L. Gallino e T. Giani Gallino, Einaudi, Torino 1999 (ed. Originale 1964). Maritain Jacques, Per una filosofia dell’educazione, a cura di G. Galeazzi, La Scuola, Brescia 2001. Frankl Viktor E., Uno psicologo nei Lager, Ares, Milano 2012. Gadamer Hans-Georg, Bildung e umanesimo, a cura di G. Sola e trad. it. di S. Sistig, Il melangolo, Genova 2012 (conferenze dal 1944-1991). Guardini Romano, L'opposizione polare. Saggio per una filosofia del concreto vivente, Morcelliana, Brescia 1997. Horkheimer Max, Adorno Theodor W., Dialettica dell’Illuminismo, Einaudi, Torino 2010 (ed. originale 1944 e 1947). Popper R. Karl, I tre mondi. Corpi, opinioni e oggetti del pensiero, trad. it. di P. Rumore, il Mulino 2012 (ed. or. 1979). Popper Karl R., Eccles John C., L’io e il suo cervello 2. Strutture e funzioni cerebrali, a cura e trad. it. di B. Continenza, Armando, Roma 1981 (ed. or. 1977). Popper Karl R., Eccles John C., L’io e il suo cervello 3. Dialoghi aperti tra Popper e Eccles, a cura e trad. it. di B. Continenza, Armando, Roma 1981 (ed. or. 1977). Reid Louis Arnauld, Filosofia e Pedagogia, a cura e trad. it. di Diega Orlando, Maccari, Parma 1967 (ed. or. 1962) Ricouer Paul, La persona, a cura e trad. it. di I. Bartoletti,Morcelliana, Brescia 1997 (ed. or. 1992). Ricouer Paul, Sé come un altro, Jaca Book, Milano 2011. Ricouer Paul, Percorsi del riconoscimento, Raffaello Cortina, Milano 2005. Official documents on education: http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm http://www.indicazioninazionali.it/documenti_Indicazioni_nazionali/DM_254_201_GU.pdf
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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