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Media Education (ME) has come a long way. Today, it can no longer be considered a field of study reserved for semiotic and communication researchers. Nor can it be regarded as a privileged practice of those teachers, who for some reason consider media of fundamental importance. On one hand, ME is now part of the agenda of international organizations, which consider the development of media competences a necessary requisite to fully exercise citizenship in the current contemporary society. On the other, ME practices are becoming increasingly widespread in schools involving a growing number of teachers. Notwithstanding, teaching the media still seems to be a rather solipsistic task where «everything is fine». Indeed, in ME there is a tremendous lack of research concerning the educational practices' quality and effectiveness. This book tries to cope with these issues by providing a set of instruments to design, develop and evaluate ME activities in schools, and supporting the enhancement of media educators' knowledge and skills.

Didattica --- Pedagogia

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Education --- Pedagogía --- Indonesia

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The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural benchmark continues to be a consistent adherence to the secular, historic-pedagogic and educational tradition represented by the masters of the "Florence School". Since its creation in 1996, the new faculty has staked forcefully on the centrality of training in relation to the traditional focus on the professionalism of primary and secondary school teachers, and on the new extra-scholastic training issues: the educational professions; pedagogic care; the social education of adults; the technologies of education and instruction; the philosophic, sociological, psychological and anthropological dimension of education; the broad sphere of hardship and marginalisation and the different faces of diversity.

Educazione --- Formazione --- Pedagogia

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Pedagogia i literatura són disciplines humanes amb molts paral·lelismes. L’educació té molt de ficció, com la narrativa té molt de pedagogia. Créixer i fer créixer són accions indefugibles de la condició humana, que s’aconsegueixen per la via educativa o la literària. L’una i l’altra ens empenyen. Si la literatura té el filòleg, l’educació té el pedagog, oficis de crítica i observació. Aquest és un llibre de pedagogia, de teoria de l’educació, sense cap intenció de fer crítica literària o reflexió filològica. A partir de deu novel·les i narracions, el llibre proporciona una mirada de l’educació des de prismes i àmbits ben diversos, amb les ulleres d’un lector aficionat. Amb un text inèdit de Rafael Vallbona i una col·laboració de Conrad Vilanou, Aprendre de lletres és una excusa per parlar de literatura i pedagogia: de Karl Ove Knausgård a Kazuo Ishiguro, d’Emma Reyes a Vicenç Pagès, d’Edward Bunker a Enrique Vila-Matas, aprendre de les lletres, sense més pretensions, per intentar entendre una mica millor l’educació d’ara i de sempre.

Ciències de l’educació --- Pedagogia --- Ciències de l’educació --- Pedagogia

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Education --- Teaching --- Pedagogía --- Research --- Investigación