In August 1921, the first founding Conference of the Ligue Internationale de l’Éducation Nouvelle was held, promoted by AdolpheFerrière and the animators of the ‘’ New Education Fellowship “.The anniversary of that first international experience should pushus to take stock of the relevance of those principles and the educational challenges for the 21st century. To this end, in this contribution, the Author takes up, analyzes and compares some points ofthe new “Calais” document with the Guiding Principles for promoting quality in inclusive schools, in which the importance of expanding teacher training is emphasized. inclusive perspective throughits didactic action (laboratory and active), according to a “Europeanand international approach to inclusive school”.
Nell’agosto del 1921 si svolgeva il primo Convegno fondativo della Ligue Internationale de l’Éducation Nouvelle, promosso daAdolphe Ferrière e dagli animatori del ‘‘New Education Fellowship”. L’anniversario di quella prima esperienza internazionale dovrebbespingerci, a fare il punto sull’attualità di quei principi e sulle sfideeducative per il XXI secolo. A tal fine, in questo contributo l’Autrice riprende, analizza e compara alcuni punti del nuovo documento di “Calais” con i Principi guida per promuovere la qualità nella scuola inclusiva, nel quale si sottolinea l’importanza di ampliare la formazione docente in prospettiva inclusiva attraverso la suaazione didattica (laboratoriale ed attiva), secondo un approccio “Europeo ed internazionale alla scuola inclusiva”.
L'Education Nouvelle e la didattica inclusiva e laboratoriale: le nuove sfide della scuola del III Millennio
Gulisano D
2022-01-01
Abstract
In August 1921, the first founding Conference of the Ligue Internationale de l’Éducation Nouvelle was held, promoted by AdolpheFerrière and the animators of the ‘’ New Education Fellowship “.The anniversary of that first international experience should pushus to take stock of the relevance of those principles and the educational challenges for the 21st century. To this end, in this contribution, the Author takes up, analyzes and compares some points ofthe new “Calais” document with the Guiding Principles for promoting quality in inclusive schools, in which the importance of expanding teacher training is emphasized. inclusive perspective throughits didactic action (laboratory and active), according to a “Europeanand international approach to inclusive school”.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.