The voice of hungry minds: the relevance of Danilo Dolci for the Cultural Psychology of Education
Palabras clave:
Aesthetics, Educational Mainstreaming, Psychology, EducationalResumen
Danilo Dolci (1924-1997) was an Italian intellectual, social activist, sociologist, popular educator, and poet, who spent his life in the rural areas of Sicily, trying to develop a progressive view of education as part of the population’s development and liberation from both poverty and organized crime. The core of Dolci’s pedagogy was the idea of the citizen as a learner and the learner as a citizen. His ideal of education, also referring to Freire and Gandhi, was the “citizen of the world”, able to overcome a colonialist and oppressive attitude to say that one’s own heritage is better than any other in the world. Instead, to Dolci, what I am originates in my cultural roots and makes me able to recognize that I am equal to the other people in the world. To develop his pedagogical ideal, Dolci relies on aesthetics and praxis, recognizing the value of the human being as part of the nature. I finally discuss how Dolci’s views on education can provide new useful perspectives to the development of the cultural psychology of education.
Descargas
Citas
Amato, J. A. (1978). Danilo Dolci: a nonviolent reformer in Sicily. Italian Americana, 4(2), 215-235. www.jstor.org/stable/41330631
Baldassaro, L. (2015). Peace profile: Danilo Dolci. Peace Review, 27(1), 100-107. https://doi.org/10.1080/10402659.2015.1000200
Bruner, J. S. (1996). The culture of education. Cambridge: Harvard University Press.
Dolci, D. (1976). Feeding hungry minds. The Urban Review, 9(1), 3-7.
Dolci, D. (1968). Inventare il futuro. Bari: Laterza.
Dolci, D. (1985). Palpitare di nessi: ricerca di educare creativo a un mondo nonviolento. Roma: Armando.
Dolci, D. (1973). The maieutic approach: the plan of a new educational centre at Partinico. Prospects, 3(2), 137-146.
Dolci, D. (1960). The outlaws of partinico. London: Macgibbon & Kee.
Dolci, D., & Rodari, G. (1979). Il ponte screpolato. Torino: Stampatori.
Faure, E., Herrera, F., Kaddoura, A.-R., Lopes, H., Petrovsky, A. V., Rahnema, M., & Champion, W. F. (1972). Learning to Be: the world of education today and tomorrow. Paris: Unesco.
Coppola, C., Mollo, M., & Pacelli, T. (2015). The development of logical tools through socially constructed and culturally situated activities. In M. V. Dazzani, M. Ristum, G. Marsico, & A. C. Bastos (Eds.), Educational contexts and borders through a cultural lens: looking inside, viewing outside (pp.163-176). Cham: Springer. https://doi.org/10.1007/978- 3-319-18765-5
Coppola, C., Mollo, M., & Pacelli, T. (2019). The worlds’ game: collective language manipulation as a space to develop logical abilities in a primary school classroom. European Journal of Psychology of Education, 34(4), 783-799. https://doi.org/10.1007/s10212-018-0401-1
Freire, P. (1996). Pedagogia da autonomia. São Paulo: Paz e Terra.
Freire, P. (2000). Pedagogy of the oppressed (30th ed.). New York: Continuum.
Gomes, R., Dazzani, V., & Marsico, G. (2018). The role of responsiveness within the self in transitions to university. Culture and Psychology, 24(1), 49-59. https://doi.org/10.1177/1354067X17713928
Marsico, G. (2017). Jerome S. Bruner: manifesto for the future of education. Infancia y Aprendizaje, 40(4), 754-781. https://doi.org/10.1080/02103702.2017.1367597
Marsico, G. (2018). The challenges of the Schooling from Cultural Psychology of Education. Integrative Psychological and Behavioural Sciences, 52(3),474-489. https://doi.org/10.1007/s12124-018-9454-6
Mazzoni, D., & Cicognani, E. (2013). Water as a commons: an exploratory study on the motives for collective action among Italian water movement activists. Journal of Community and Applied Social Psychology, 23(4), 314-330. https://doi.org/10.1002/casp.2123
Ragone, M. (2011). Le parole di Danilo Dolci: anatomia lessicale. Foggia: Edizioni del Rosone.
Rhodes, P., Azim, K. A., Saab, K., Nelson, R., River, J., Parker, L., … Cook, A. (2019). We are barometers of the city; collected poems by psychologists. Human Arenas, 2(2), 170-185. https://doi.org/10.1007/s42087-018-0033-7
Sato, T., Mori, N., & Valsiner, J. (2016). Making of the future: the trajectory Equifinality approach in cultural psychology. Charlotte: Information Age Publishing.
Savarese, G., Fasano, O., Pecoraro, N., Mollo, M., Carpinelli, & Cavallo, P. (2019). Counseling for university students. In L. Tateo (Ed.), Educational dilemmas: a Cultural Psychology perspective (pp. 98-111). London: Routledge.
Schliewe, S., Chaudhary, N., & Marsico, G. (Eds.). (2018). Cultural psychology of intervention in the globalized world. Charlotte: Information Age Publishing.
Tateo, L. (2018a). Education as “Dilemmatic Field”. Integrative Psychological and Behavioral Science, 52(3), 388-400. https://doi.org/10.1007/s12124-018-9429-7
Tateo, L. (2018b). Ideology of success and the dilemma of education today. In A. C. Joerchel & G. Benetka (Eds.), Memories of Gustav Ichheiser (pp. 157-164). Cham: Springer. https://doi.org/10.1007/978-3-319-72508-6_9
Tateo, L. (2019). Introduction: the inherent ambivalence of educational trajectories and the zone of proximal development with reduced potential. In L. Tateo (Ed.), Educational dilemmas: a Cultural Psychological perspective (pp. 1-21). London: Routledge. https://doi.org/10.4324/9781315101095-1
Tateo, L. (2020). The Golem of Psychology and the Ecosystemic Epistemology. Integrative Psychological and Behavioral Science, 54, 667-676. https://doi.org/10.1007/s12124-020-09532-5
Vitiello, J., & Polidoro, M. (1980). Danilo Dolci: clarifying the myths. Italian Americana, 6(2), 193-209. Retrieved from www.jstor.org/stable/29776009
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Luca TATEO
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.