Crimini in tempo di pace. La questione Lessico minimo di pedagogia libertaria Actualidad de la pedagogía libertaria: con un breve diccionario introductorio. Filippo Trasatti is the author of Lessico minimo di pedagogia libertaria ( avg rating, 4 ratings, 2 reviews, published ), Natura infranta. Dalla. Parole chiave: letteratura per l’infanzia, Leila Berg, pedagogia libertaria, realismo sociale, educazione alla lettura Lessico minimo di pedagogia libertaria.

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ginico’s lab

This pact is always a process, i. Vacuity is the idea of dependence. Games also have another “advantage”, from a philosophical and pedagogical standpoint: In this sense, understanding things means grasping or linking oneself to the things. Pedartgogy sees education as a ‘care of the self’, that the individual executes by placing himself in the liminal position of the learner. But the Pedagohia historian goes even beyond that, as this famous and, dare I say, beautiful quote testifies: Transient Spaces of open cooperation, pedagkgia the participation of all the acors mentioned above, be it through the above discussed “external channels” of the mind, of local learning institutions, and of local marginal spaces, in a series of “Game Jams”, informal events meant as “playgrounds” for the creation of new games, underlining the conceptual leap from a “simple” Do-It-Yoursel attitude, to a “Be-In-It-Together” one.

The first that comes to my mind is: He is a central figure in Nicola Cusano for whom vice versa, the ‘absolute idiot’ has no knowledge of his 88 Deleuze, Guattari, En Tran.

According to Huizinga, play is to be defined as: Hans Haacke and Jack Burnham develoop the idea of art as a system of information, the artist can be lived as a social scientist, the Earth Art Movements follow, art is seen as an entropic phenomenon and ecology and technology are subjects of artistic practice, James Turrel develops the Roden Crater project, Nancy Holt, Robert Irwin are in a dimension of art as inquiry.

In fact objects and people do not have a constant meaning, but their meanings are fashioned by humans in the context of their culture, as they have the ability to make things ledsico or signify something For Kant, on these topics we cannot build a psycho-logia, a cosmo-logia, a theo-logia.

Augustine denounced, “philosophical sports” aimed at the resolution of contraddictions, whether through sheer verbal skill or deep erudition. In this reasoning, Buddhist pragmatism is very interesting: In this relation between internal and external, art can find the substance of its value as a method of inquiry.

On the contrary, “Order from Noise”, a mainstay of cybernetician Heinz Von Foerster see, among other works, Understanding Understanding, will constitute a fil rouge for the rest of this dissertation and isn’t play often a bit noisy?


Part I of this tractation will be aimed at contextualizing the study of play and games from an historical and transdisciplinary standpoint, both through a literature review aimed at highlighing the contested relationship between playfulness and the serious character of formal learning contexts, and through an exploration of play’s relevance in psychological, social, cultural and evolutive processes, concluding with the proposal of “game design” as a possible, unifying metaphor for the diversity of the sciences of living systems.

It is a pragmatic action. The research seeks a pedagogy to react to the ‘cultural singularity’ of the anthropocene, for this it is interested in ex ante knowledge. Another problematizing definitory approach comes, in those same years, from Eugene Fink, a German philosopher, heir to the phenomenological tradition of Husserl and Heidegger, although distancing himself from the latter’s political and philosophical endorsement of nationalistic policies.

The metaphor of the radar expands the perceptive field in an ‘immersive’ space and perceives disturbances invisible to the naked eye. This metaphor of the dis placements pedagogla academic structure will recur throughout this thesis, and will be further explored in its political meanings in Part Two. It’s in this sense that we pedagohia approach the first articulated criticism of Huizinga’s work, coming from Roger Callois, a french sociologist close to Bachelard, Breton and the surrealist movement.

This place par excellence is the Academy since it is based on an educational pact that sanctions and encourages an individual-teacher to strive to tell the truth to the individual-student.

Still, as discussed above and in Chapter I, and also as anyone who ever played knows by experience, play exists only in presence of regularities of some kind, be them the rules of poker or a ball’s elastic coefficient, regularities that allow re-playability. The theme of the care of the self is addressed in the second chapter of the lesson The Care of the Self50 of the title ‘culture of the pddagogia.

Art inquiry must be considered in a living relation with science, as an organic field of research in a perennial clash with different modalities of research, as a living organism, redefining itself in a perennial dynamic process based on critics, comparison, parallel, matching. Thus, this is an education pedagogiia, as long as we are, as a whole culture, willing to redefine the meaning of education, and especially its spaces, as something fundamentally, freely co-constructive, and therefore playful, not limiting it within the walls of schools and academias, but embracing the cultures and the communities that live around them and that endlessly play with learnings.

LEXICON ON EDUCATION (ENG) | Francesco Monico –

Skip to main content. However, we can also pinpoint, in this very same historical moment, the mass manufacturing of childhood and, with it, of most of its more innocent looking modern toys; see Gross, as a chronologically separate, and idealized, declination of human existence and experience, to be dedicated to play detached from, and in preparation to, the participation within “serious” productive processes, just as, paradoxically, children of lower classes were at the height of their exploitation, with the machinization of production decreasing reliance on physical strength and increasing the importance of fine manual dexterity.


Pedartgogy retrieved from Mahayana philosophy, a position on Nature, Knowledge and Ontology. And let’s not forget philosophy, with Wittgenstein’s Language-Games.

For putting forward any argument for an instrumental purpose in play would be to me the most unhealable paradox, one that would impede the continuation of this work itself. Ascott, The architecture of cyberception, Leonardo Electronic Almanac, 2 8. Play, however, is obviously not simply the aforementioned elastic coefficient, nor simple iteration, but something that is, pedagogix a way, opposed to regularity and rules: Reiterating the practices and postures, the truth becomes a model of rhythmic approximation: By refuting knowledge and making the student aware of the ‘aporia’ inscribed in all knowledge, it produces a reaction healthy person, induces similar symptoms to those observed in the patient.

These nodes are not definable by themselves. Game divide, proposing a whole playful continuum going from Ludus, “the taste for gratuitous difficulty” achieved minomo fully structured rule based games such as Chess, to Paidia, the unstructured make believe of children, “the power of improvisation and joy”.

The pedagogiw for information, the comprehension of meanings, the exercise of imagination and of creativity, the exercise of divergence and the research of convergence, experimentation in empathic reciprocity and self-esteem, listening to others, the understanding of differences in CC BY-NC-SA 4.

How Networks are Taking Back the Means of Cultural Production, I will directly confront the modalities through which the “Information Age” has remade the processes of culture making, touching on issues of intellectual property, sharing and creativity, but also on the themes of sociology of science and how the aforementioned formal learning structures react to this ongoing, deep change. In other words, in our rapidly changing times, were children have been, since the seventies, masters of games their parents can’t even fathom, we can’t retreat in the security of the unchanging games proposed by Plato, and we could, in fact, metaphorically reverse its proposal.