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Friedrich Edding G. W. Parkyn Renzo Titone Oskar Anweiler Frederic Lilge John Vaizey Werner Levi B. Magierska Walter Schultze Mary Ewen Ulich Ben Morris Ignacy SzAniawski G. de Landsheere M. L. Kellmer Pringle W. Lenz Rudolf Haas John Bradley Josip Lukatela M. J. Langeveld S. Wiegersma H. H. Stern H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498
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Renzo Titone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):313-326
Conclusion In our brief historical outline of educational conditions in Italy, we have seen that by far the greatest efforts over the past fifty years have been devoted to clarifying the theoretical issues of educational problems. We have been examining philosophical Systems that pretended to afford an unshakeable foundation to educational theory and to answer every problem raised by educational practice. They have been scrutinized and found wanting. The new Government Syllabus (1955) for the Italian elementary schools is thoroughly Catholic in spirit, humanistic in content and progressive in method.The author of the present paper feels, however, that too much theorizing is still blinding Italian educators. The canker of Transcendental Idealism is still gnawing at the efforts of all too many, also Catholic, thinkers. The active schools need renewed fervour, cogent Stimulation, and enlightened Inspiration from an integral Catholic philosophy of life.We must stop philosophizing and get down to realizing: experimentation and co-operative effort are badly needed, not less than clear ideas. Not words but deeds! Idealism had thought of itself being the all-inclusive answer to every problem. We must repeat Hamlet's word to the die-hard Idealist: There are more things in heaven and earth, Horatio, Than are dreamt of in your philosophy.
Die Entwicklung der Erziehungsphilosophie in Italien im 20. Jahrhundert
Le développement de la philosophie de l'éducation en italie相似文献
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Lidia Armelao Arianna Bassan Renzo Bertoncello Guido Biscontin Sergio Daolio Antonella Glisenti 《Journal of Cultural Heritage》2000,1(4)
The study of the interaction between silica glass and saturated Ca(OH)2 solutions can be a useful approach to resolve the problem of the adhesion between lime-sand mortar and clay bricks. Since it is reasonable that the silica–calcium hydroxide system well simulates a brick–mortar system, experimental observations concerning the interaction of silica glass and this strong basic solution should be of value for the comprehension of the chemical reactions that could take place at the mortar–brick interface, maybe affecting the adhesion between the two building materials. We demonstrated the effects of saturated Ca(OH)2 solutions on commercial pure silica glass (fused silica) and on silica films obtained via a sol–gel process by means of dip-coating. Silica samples were dipped in the solutions at different temperatures (room temperature, 60 and 80 °C) and at different time intervals (1 and 21 h) and then they were analysed by means of surface techniques: X-ray photoelectron spectroscopy (XPS), secondary ion mass spectrometry (SIMS) and atomic force microscopy (AFM). It has been shown that Ca(OH)2 reacts with the silica glass network. The experimental results clearly show a very different behaviour of sol–gel silica with respect to fused silica, probably because of their different nanostructure. Many problems concerning the interaction of silica and Ca(OH)2 are still to be solved, but the results of this research strengthen the idea that adhesion between lime-sand mortar and clay bricks is caused not only by carbonation of calcium hydroxide contained in the mortar, but even by some chemical reactions involving the brick constituents and calcium hydroxide itself. The final products, calcium silicates, may induce a chemical continuity between lime-sand mortar and clay bricks. 相似文献
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Renzo Titone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(3):283-293
After pointing out the formative aims of multilingual education and the differences and similarities between the acquisition of the first (native) language and of the second language, the author examines cognitive development through the first and the second language in a bilingual programme. A summary of recent investigations on the subject is presented.However, the central concern of the paper lies in the proposal of a theoretical explanation of the facts. The Glossodynamic Model of language learning developed by R. Titone in the early Seventies is called for as a basis for explaining how the child's cognitive and affective development is enhanced by bilingual stimulation. The core of the Glossodynamic Model is constituted by the emphasis on the integrating, unifying, and propulsive power of the individual learner's conscious Ego, in a very general and deep meaning, not in the psycho-analytic sense only.Bilingualism appears as a sum of personalized stimulations. There is no doubt that the personality of the bilingual child not only does not suffer from the impact between L1 and L2, but rather widens its horizons and strengthens its power of adaptation to the world. A sufficient body of data supplies this conviction with a high degree of probability.
Zusammenfassung Nach Herausarbeiten der Bildungsziele mehrsprachiger Erziehung und der Unterschiede und Ähnlichkeiten zwischen der Aneignung der ersten (Mutter-) Sprache und der Zweitsprache, überprüft der Autor die kognitive Entwicklung durch die erste und die Zweitsprache in einem zweisprachigen Programm. Dann folgt ein Überblick über kürzlich durchgeführte Untersuchungen dieses Gegenstandes.Das Hauptanliegen des Aufsatzes ist jedoch eine theoretische Erklärung der Tatsachen. Das von R. Titone zu Beginn der siebziger Jahre entwickelte Glossodynamic Model (sprachdynamische Modell) wird als Grundlage herangezogen, um zu erklären, wie des Kindes kognitive und affektive Entwicklung durch zweisprachige Anregung gefördert wird. Den Kern dieses Modells bildet das Schwergewicht auf der integrierenden, vereinheitlichenden und antreibenden Macht des bewussten Ichs des einzelnen Lernenden in einem sehr allgemeinen und tiefen Sinn, nicht allein im psychoanalytischen.Zweisprachigkeit erscheint als eine Summe personifizierter Anregungen. Kein Zweifel besteht, dass die Persönlichkeit des zweisprachigen Kindes nicht nur nicht unter dem Zusammenprall der ersten Sprache mit der Zweitsprache leidet, sondern vielmehr seinen Horizont erweitert und eine bessere Anpassungsfähigkeit an die Welt gewinnt. Eine genügende Anzahl an Daten schenkt dieser Überzeugung ein grosses Mass an Wahrscheinlichkeit.
Résumé Cet article traite de quelques aspects psychologiques de l'éducation plurilingue. Il est axé sur la relation existant entre l'éducation bilingue précoce et le développement de la cognition.Après avoir attiré l'attention du lecteur sur l'intention formative de l'éducation plurilingue, puis montré les différences et les analogies entre l'acquisition de la première langue (maternelle) et celle de la seconde langue, l'auteur examine le développement de la cognition en L1 et L2 dans un programme bilingue. Il présente ensuite un résumé des récentes investigations sur ce sujet.Toutefois l'intérêt essentiel de l'article réside dans la théorie avancée par l'auteur pour expliquer les faits. Titone se réfère au Modèle glossodynamique d'étude des langues, qu'il a conçu au début des années 70 pour démontrer comment la stimulation bilingue accroît le développement affectif et cognitif de l'enfant. Le trait caractéristique du Modèle glossodynamique consiste dans l'accent mis sur le pouvoir moteur, unificateur et intégrateur de l'Ego conscient de chaque débutant; ce terme étant pris dans un sens très large et pas seulement psychanalytique.Le bilinguisme apparaît comme une somme de stimulations personnalisées. Il ne fait aucun doute que la personnalité de l'enfant bilingue, non seulement ne souffre pas de l'impact entre L1 et L2 mais qu'au contraire son horizon s'en trouve élargi et son pouvoir d'adaptation au monde environmant fortifié.Le faisceau des données fournies à l'appui de cette thèse lui confèrent un maximum de crédibilité.相似文献
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Catharine Macaulay, an 18th century English historian, published her educational philosophy in Letters on Education with Observations on Religious and Metaphysical Subjects in 1790. The ultimate goal of her educational process, to 'bring the human mind to such a height of perfection as shall induce the practice of the best morals', ( Macaulay, 1790 , p. 173) is examined in this paper. Her ideas about the interactions among benevolence, sympathy, reason and the public voice with regard to the education of the moral, virtuous person are considered. Macaulay's suggestions regarding the benefits of a specific curriculum and pedagogy in developing students capable of filtering the limiting dictates of society and aspiring toward virtue are analyzed. Particular attention is paid to the tensions her suggestions embody for the ideal, co-educational classroom. 相似文献
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Markus Gerber Ralf Brand Franziska Antoniewicz Sandrine Isoard-Gautheur Henrik Gustafsson Renzo Bianchi 《Journal of sports sciences》2019,37(14):1673-1680
The development of cynical attitudes towards elite sport is a core symptom of athlete burnout and has been associated with dropout from elite sport. To date, this phenomenon has mainly been studied by investigating explicit attitudes towards sport, whereas athletes’ automatic evaluations (i.e. implicit attitudes) that have been shown to influence behavior as well were not considered. This study aimed to compare explicit and implicit attitudes towards sport of young elite athletes with high (N = 24) versus low (N = 26) burnout symptoms. Using self-reported measures, general and athlete burnout symptoms were assessed. Additionally, a single-target implicit association test was administered to examine participants’ automatic evaluation of sport. Statistical analysis revealed greater emotional/physical exhaustion and sport devaluation in athletes reporting high compared to low burnout symptoms. Implicit attitudes towards sport did not significantly differ between the groups. Furthermore, no significant correlations were observed between different athlete burnout symptoms and implicit attitudes. Athletes with high burnout symptoms show a tendency to explicitly detach themselves from sport, thus fostering sport devaluation as a core symptom of athlete burnout. However, this process does not seem to be reflected in their implicit attitudes towards sport. 相似文献
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Titone Renzo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1960,6(1):98-103
International Review of Education - 相似文献
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