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pro vyhledávání: '"Stefano Oliverio"'
Autor:
Stefano Oliverio
Publikováno v:
Encyclopaideia, Vol 27, Iss 1S, Pp 65-74 (2023)
After outlining the renascent interest in teaching within contemporary educational theory, the present paper engages with a reflection on teaching beyond the predominant learnification and the related emphasis on efficacy as a primary value. In this
Externí odkaz:
https://doaj.org/article/7ddb0f08008d41b2ab3658e3c371eb87
Autor:
Stefano Oliverio
Publikováno v:
Teoría de la Educación: Revista Interuniversitaria, Vol 34, Iss 1, Pp 11-32 (2021)
In the present paper, I will investigate contemporary neo-existentialism in educational theory, by exploring the reasons which have recommended the rediscovery of an existentialist stance in our age, the significance of these endeavours for contempor
Externí odkaz:
https://doaj.org/article/d8ef466d10dc410e8fd56bb7f6182f59
Autor:
Stefano Oliverio
Publikováno v:
Studi sulla Formazione, Vol 24, Iss 2 (2022)
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 t
Externí odkaz:
https://doaj.org/article/75b7feed17f346b796812302d8f2d469
Autor:
Enricomaria Corbi, Stefano Oliverio
Publikováno v:
Ricerche di Pedagogia e Didattica, Vol 8, Iss 1, Pp 183-199 (2013)
Starting from the notion of learnification (crafted by Gert Biesta), understood as the prevalence of the language of learning over that of education within the educational discourse of the last three decades, it is argued that such an emphasis on lea
Externí odkaz:
https://doaj.org/article/b5afb2841803425898dee9060aebdf88
Autor:
Stefano Oliverio
Publikováno v:
Educational Theory. 72:433-454
In this essay, Stefano Oliverio engages with the question of how to think about education in times of climate change and the “intrusion of Gaia” by establishing a dialogue between Bruno Latour’s political ecology and John Dewey’s appeal to th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7532da8a9465ac84cedf838307879d32
https://doi.org/10.1111/edth.12540
https://doi.org/10.1111/edth.12540
Autor:
Stefano Oliverio
Il capitolo riflette sull'esperienza del progetto Chance e sul lavoro educativo per il contrasto alla dispersione e all'abbandono scolastico alla luce di alcune categorie del dibattito pedagogico contemporaneo, in particolare la nozione di "abjection
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______3730::90b2dde0c6bad2def15ad51a4d57e425
https://hdl.handle.net/11588/882319
https://hdl.handle.net/11588/882319
Autor:
Stefano Oliverio
Publikováno v:
puntOorg International Journal. 1
In the present paper, I will explore whether and in what sense philosophical inquiry can be deployed in organizations as a pedagogical vehicle to promote reflective professionalism and a learning-oriented approach to organizational practices. This in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8acc1f06db59d1a97525dc90c13b64b6
https://doi.org/10.19245/25.05.of.01.06.22
https://doi.org/10.19245/25.05.of.01.06.22
Autor:
Stefano Oliverio
Publikováno v:
SOCIETÀ DEGLI INDIVIDUI (LA). :99-107
Il contributo esplora il significato dell’invenzione dell’approccio della Philosophy for Children nella cornice del dibattito circa l’idea deweyana di “ricostruire la filosofia”, stabilendo un paragone fra la posizione di Matthew Lipman e q
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5fc3ac1c0588a6a84bd8c1511df37777
https://doi.org/10.3280/las2020-068009
https://doi.org/10.3280/las2020-068009
Autor:
Paul Otto Brunstad, Stefano Oliverio
Publikováno v:
Validity and Value of Teacher Education Research ISBN: 9788245040876
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bf4ded320975e7ed29333f27093a7157
https://doi.org/10.55669/oa050303
https://doi.org/10.55669/oa050303
Autor:
Stefano Oliverio
In the last few years, educational philosophy and theory, the world over, has been increasingly foregrounding a criticism of what we may call – with a nod to Gianni Vattimo – “the constructivist koine,” which has been dominating the education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______3730::0a773cadb05dd1df2503f8f25668d87e
http://hdl.handle.net/11588/876467
http://hdl.handle.net/11588/876467