Joaquim Machado de Araújo | Alberto Filipe Araújo
The story of Pinocchio, a fictional character by Carlo Collodi, depicts the formative course of a doll created by Geppetto from a bit of wood, which gains its own life and its own destiny, either in confrontation with its creator, or with the school as well as in interaction with real children until it views itself as one child.The present study followed the adventures of this doll which illustrate the classic contradiction between nature and nurture, embodied in the opposition between play and work whixh was solved by Pinocchio in three stages.
Beate Weyland | Associate Professor, Faculty of Education of the Free University of Bolzano
This article presents some findings from a research project carried out together with architect Sandy Attia between 2010‐2014 funded by the Department of Education of the Free University of Bolzano (Weyland, Attia, 2015). The research frames 10 case studies of schools built in the past decade (preschools, kindergartens and primary schools) in the context of the contemporary debate surrounding the relationship between architecture and pedagogy in the South Tyrol region of Italy. The focus of the research resides in the processes that lead up to the design and construction of a new or renovated school, analyzing the trajectories that each project takes in relationship to the projects’ final outcomes.
Gerald Grace. KSG
As I have argued elsewhere (Grace 2016b) the ‘aggiornamento thinking’ about Catholic education made itself apparent in The Catholic School (CS) publication of 1977 from the Congregation for Catholic Education in Rome. This document powerfully expressed a new spirit which it was hoped would characterise Catholic education internationally in the era of late modernity. Influenced by the Second Vatican Council’s call for more openness to the wider world, The Catholic School proclamation may be seen as the foundation chapter or universal mission statement for Catholic schooling…
Italo Fiorin | LUMSA di Roma
L’articolo presenta le ragioni che hanno portato l’università LUMSA di Roma ad istituire la Scuola di Alta Formazione “Educare all’Incontro e alla Solidarietà” (EIS): da un lato, la positiva esperienza di Service Learning, iniziata con un piccolo gruppo di studenti qualche anno fa e ora molto più diffusa; dall’altro, l’attenzione alle sollecitazioni della Congregazione per l’Educazione Cattolica, con la quale l’università ha un rapporto molto stretto, fin dalle sue origini.