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The idea behind this book - devoted to the relations between adults and children - emerged within a specific educational experience launched in an experimental manner in 2006 by the faculty of educational science of Florence University and now in its fourth edition. These are teaching courses held in the evening and on Saturdays to make it easier for students with daytime jobs to attend the lessons. The quest for new forms of organisation was accompanied by a meditation on teaching, which brought out several very interesting educational themes which were effectively transversal to the various disciplines. This book presents the results of this methodological approach, aimed at fostering a conscious, reflective and personal learning. As the title suggests, the essays are designed to focus the question of the educational relationship within a multidisciplinary perspective. Us-them, to remind ourselves that adults have a fundamental and inescapable responsibility. The relationship is typically asymmetrical, with special features and decidedly variable over time. It has in fact been marked for centuries by a failure to recognise the needs of the youngsters and their own subjectivity, to the point of arriving at disturbing levels of violence and coercion. Such cases have been justly referred to a 'black pedagogy', which sadly is far from being everywhere a thing of the past, and even in Italy has left deep and persistent traces. For these reasons the study of the educational relationship has numerous relevant aspects of interest, all extremely topical, and represents a fundamental argument that adults must consciously address. Educators and teachers, parents and students, can all thus enhance their sensitivity and competence with a view to consolidating the reflective practices that are now considered absolutely indispensable for those who live in contact with children and adolescents.

Children and adults. --- Cognition in children.

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Is historical knowledge important for education? How can we build a shared historical knowledge with schools, communities, and education professionals? The book responds to these questions by suggesting the public history approach, as applied in education and, more generally, to all professions that are based on human relations. The public history of education refers directly to North American experiences, but at the same time it is part of a process of European cultural acceptance and re-elaboration that has one of its main points of reference in the Italian Public History Association. The objective is not to make history for the general public, but to make public history with all those interested, in a collaborative and participative context, in the quest for meaningful knowledge, directly related to the current and challenging needs of our society.

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This volume represents the founding act of a proposal for training, didactic, study and research work which aims at enhancing historical knowledge in the field of education and educational professionalism. The contributions intend to highlight the identity and usefulness of history and, in particular, of the history of education, not only for every education level, but for the life of local communities itself. At the same time, the authors aim at suggesting a desirable development of the history of education by adopting a Public History approach. This way, academic knowledge can actually be brought into contact with educational contexts, much more so than it has been done so far, in order to respond, together with other disciplines, to the emerging social needs. The Public History of Education, intended this way, can create new profitable relationships between formal and informal education, between the past and present of educators and teachers, between the world of research, cultural institutes (above all, museums) and society.

Education --- History. --- Philosophy.

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This volume collects the contributions presented at the conference "Digital scholarship between research and teaching. Studies, research, experiences "(Florence, 5 October 2017), which involved national and international experts in a common reflection on the cultural, political and educational implications of the digitization processes of the Scholarship and, more generally, of university life.

Social sciences. --- Education.